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INSPECTION REPORT ON |
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City of London Freemen’s School |
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Full Name of the School |
City of London Freemen’s
School |
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DfES Number |
936/6061 |
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Registered Charity Number |
N/A |
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Address |
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Telephone Number |
01372
277933 |
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Fax Number |
01372
271609 |
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Email Address |
david.haywood@cityoflondon.gov.uk |
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Headmaster |
David
Haywood |
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Chairman of Governors |
Robin
Eve |
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7
- 18 years |
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Gender |
Co-educational |
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Inspection Dates |
5th
– 8th March, 2007 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general. The CSCI report of November 2006 can be found at www.csci.org.uk.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 City of London Freemen’s School is a mixed school for day pupils and also for a relatively small number of full or weekly boarders aged 13 to 18 years, accommodated in the boys’ or the girls’ boarding houses. The junior school educates pupils from ages 7 to 13 and the senior school those from 13 to 18.
1.2
In 1854 the school was founded
in Brixton by the City of
1.3
The
City of
1.4
The school moved to
1.5 Since the last inspection in February 2001, a new head of junior school has been appointed and the school has increased in size by more than 50 pupils, so that the total number is now 840, 433 boys and 407 girls. In all, 350 pupils are in the junior school (Years 3 to 8) and 490 are in the senior school (Years 9 to 13), including 199 in the sixth form. A total of 46 pupils in the senior school are boarders, 28 boys and 18 girls.
1.6
The pupils largely come from
professional families and 143 receive some form of financial assistance from
the school. Most of the overseas
boarders are from
1.7
The school is selective and
chooses pupils mainly at ages 7, 13 and 16, on the basis of tests, an interview
and, where relevant, examination success in Common Entrance or GCSE, plus
consideration of the previous school report.
The school is over-subscribed and there are more than 3 applicants for
every place at 13+. Each year around 15
pupils leave at the end of Year 11 and 20 or so join Year 12 from outside the
school. Most of the leavers from Year 13
proceed to higher education, usually at well-known universities in the
1.8 As measured by standardised tests, the average ability of the pupils is well above the national average but ranges from slightly below average to far above. If the pupils were to perform in line with their abilities, their average results would be well above the national average for all maintained schools and, in the senior school, slightly below the average for maintained selective schools.
1.9 The school aims are:
· to provide a challenging co-educational environment where all pupils are encouraged to reach their full potential;
· to develop in each individual the academic, cultural, physical, social and spiritual qualities which will help to build a community based on equal opportunities for all;
· to encourage self-motivation, self-respect, self-discipline and leadership skills;
· to promote an awareness of other people’s needs and a willingness to provide service;
· to foster a caring atmosphere promoting attitudes of respect towards others and the environment;
· to develop a worthwhile partnership between parents, pupils, former pupils and staff.
1.10 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following tables.
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School |
NC name |
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Form 1 |
Year 3 |
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Lower 2 |
Year 4 |
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Upper 2 |
Year 5 |
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Lower 3 |
Year 6 |
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Upper 3 |
Year 7 |
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Lower 4 |
Year 8 |
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School |
NC name |
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Upper 4 |
Year 9 |
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Lower 5 |
Year 10 |
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Upper 5 |
Year 11 |
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Lower sixth |
Year 12 |
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Upper sixth |
Year 13 |
The Educational Experience Provided
2.1 The school provides an educational experience of high quality, even better than at the time of the last inspection. The education meets the school’s aim to produce a challenging co-educational environment where all pupils are encouraged to reach their full potential. The school is effective in its contribution to linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development, and places strong emphasis on the skills of speaking, listening, literacy and numeracy. In addition, it offers a wide range of activities which contribute to its aims of developing cultural, physical, social and spiritual qualities, and of promoting awareness of other people’s needs.
2.2 Successful provision is made for pupils with learning difficulties or disabilities and for any with a statement of special educational needs. Those with dyslexia and other difficulties, usually mild by national standards, are given help and, in the senior school, additional time for external examinations. All staff are made aware of pupils who have difficulties and the learning support department maintains liaison with parents and outside agencies. For those with long-term requirements and for those with English as an additional language, specific extra tuition is organised outside lesson time. Gifted and talented pupils are beginning to be identified and the school recognises this as an area for development. Some lessons provide extension work, and activities such as a junior mathematics puzzle club develop advanced talents and interests.
2.3 Curricular planning is effective. All subjects are available to all pupils and they have the opportunity to benefit from the activities provided.
2.4 Following the recommendation of the last inspection, improvements have been made to the timetabling of information and communication technology (ICT). However, the arrangements for physical education (PE) have not improved as recommended.
2.5 The junior school curriculum includes the usual subjects, with various kinds of enhancement. Drama is taught within English, history and personal, social and health education (PSHE). Modern foreign languages are introduced in Year 5, with a term of French, Spanish and German in each of Years 5 and 6. In Years 7 and 8, pupils choose one language to study in depth, with a taster course in Latin during Year 8. At this level, science is provided as three separate subjects. The excellent programme of PSHE includes citizenship, drugs awareness, sex and relationships education, environmental issues, personal safety and careers information.
2.6 In Years 3 to 6, pupils are taught mainly by their class teacher, with senior subject specialists for music, PE, modern foreign languages and religious education. In Years 7 and 8, all subjects are taught by specialists and pupils are grouped by ability for mathematics. In all subjects except PE the timetable allows sufficient teaching time. However, the time allocated to each aspect of PE is unbalanced and, in particular, two lessons for each class are taught within single thirty-five-minute periods. With the journey to the sports centre and the changing time required, the lesson length is considerably reduced and the excellent facilities are underused. This was a concern spontaneously raised by a significant number of parents and previously acknowledged by the junior school. During the inspection, these short lessons often resulted in extreme lateness for the next lesson. Further academic teaching time is regularly lost to some pupils because of matches.
2.7 The provision of extra-curricular activities, both at lunchtime and after school, is outstanding. Every day, approximately 15 activities cater for interests well beyond sport and music. They include ‘roots and shoots’ (gardening), speech and drama, sign language, ‘focus’ (junior Christian union), cub scouts and flower arranging. Pupils say they enjoy these activities enormously, as the high participation figures testify.
2.8
The curriculum is enriched by
an excellent range of educational visits, among which are to
2.9 The school prepares pupils well for each stage of their education. Induction into the junior school is effective, with advance visits by prospective pupils, and by existing pupils before they move to a subsequent year group. A ‘buddy’ system helps pupils to ‘find their feet’ if they join a year group after Year 3. Parents, in conjunction with the Freemen’s School Association, are invited to meetings about school life and routines. They receive clear advance information on what their children will be studying and can meet the staff in advance. Classes are re-organised every two years, to widen pupils’ circle of friends. In Years 7 and 8, and occasionally in younger year groups, pupils benefit from knowing the senior school because of shared specialist staff and facilities.
2.10 The standard curriculum covers the usual secondary school subjects and is enhanced by three separate sciences and, from Year 9, a choice of French, German, Spanish or Latin in addition to the first modern foreign language. For GCSE, pupils study a broad core of subjects – English language and literature, mathematics, three sciences and a modern foreign language – plus three further subjects chosen from a wide selection. The A-level curriculum offers a choice from an extensive list of some 30 subjects, including many not studied below the sixth form, such as economics, business studies, psychology, politics, classical civilisation and sports studies. Since the last inspection, improvements have included the broadening of the choice of languages and more options for A level. Across the various year groups, the organisation of lessons works well, although some lateness occurs through movement around the site, particularly in connection with physical education.
2.11 The school is also successful in providing a broad range of extra-curricular activities which add much to pupils’ all-round development. They take place at lunchtime and after school, supervised by willing and enthusiastic staff. Those observed included drama, debating, ICT, music of various kinds and sports including swimming. The pupils showed interest and performed well in the activities.
2.12 Provision for music and drama is extensive and high standards are attained, as seen in the gala concert following the house music competitions and in short ‘casting couch’ dramatic performances. Provision for the major team sports is highly developed and some minor sports clubs are available.
2.13 The Young Enterprise business scheme, undertaken by Year 10 pupils, is popular and successful in local competition. The Duke of Edinburgh’s Award scheme has increased numbers since being extended to Year 9. Continuity is now better through all three awards and pupils have greater opportunity to complete the gold award whilst at school. Pupils fulfil the service section in local charity shops, children’s groups and homes for the elderly. This provides important links with the community and a variety of social situations. Many pupils raise money for charity, and this enhances their moral and social awareness.
2.14 Many departments offer specific help clinics and recreational facilities for aesthetic and creative pursuits. They also encourage participation in lectures, competitions and field studies, which broaden and deepen understanding gained in the classroom.
2.15 No formal requirement exists for pupils to be involved in activities, other than team practices, and participation levels are variable. A certain amount of monitoring and reporting of involvement takes place. A definitive list of all activities is not maintained, and consequently an overview of provision is absent. Scope exists for a greater number of academic societies, more sports, and more generally available community service.
2.16 The many and varied tours, exchanges and expeditions are a feature of activities and introduce pupils to different cultures, languages and landscapes. The obvious enjoyment of such trips can be seen on the faces of pupils in photographs around school.
2.17 Careers education and guidance is of high quality and prepares pupils thoroughly for their future education. It teaches them about various careers and the associated personal skills. Careers lessons appear within PSHE and in general studies in Year 12. In Year 11, the pupils take aptitude tests which suggest suitable careers. Most also undertake work experience. In the sixth form, students are well prepared for university applications. Year 13 students can arrange mock interviews for university at any time. The careers room is well resourced and individual support is freely given.
2.18 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.19 Pupils learn effectively and achieve high standards. The school has consolidated the standards achieved at the time of the last inspection and passive learning in the senior school is no longer the issue that it was: in lessons, a sense of collective endeavour is frequently apparent. Throughout the school, rates of attendance are high and pupils build strong foundations of learning, on which they develop their knowledge, skills and understanding in subjects and activities. They think and act critically and creatively, with examples of exceptional performance, especially in the creative arts and in the sporting arena. The school meets its aim of encouraging all pupils to reach their full potential and to develop academic qualities. No significant difference is apparent in the relative attainment of boys and girls, between those in different classes within the same year, in different subjects, or between pupils of differing abilities. Throughout the school, pupils are exceptionally willing to work hard.
2.20 Results in national tests at age 11 are far above the national average for all maintained primary schools in English, mathematics and science, and this represents significant achievement in relation to ability. This same level of achievement was seen in lessons observed during the inspection.
2.21 Individual and team achievements are notable, because of the school’s support and encouragement to succeed. In recent years, eight pupils on average have gained academic or music scholarships and awards to the senior school. Pupils have done extremely well in national and regional mathematics competitions. In music, they gained places in the National Children’s Orchestra and the Guildhall School of Music. In the past year, more than 120 music examinations were taken successfully in over 20 different musical instruments. In sport, considerable local and county successes have been achieved in rugby, hockey and cricket. The girls’ swimming team finished fifth in the Incorporated Association of Preparatory Schools (IAPS) national championships. In fencing, the under-twelve girls were crowned national IAPS team champions, and two pupils won individual titles.
2.22 Pupils are exceptionally articulate, listen well, and read and write intelligently and fluently. They express themselves confidently and in many subjects use technical language and vocabulary extremely well. They listen carefully to one another’s comments and to the instructions of teachers. However, although writing skills are strong, pupils are not given enough opportunity to write extensively in subjects other than English, because worksheets requiring short answers are often used.
2.23 Pupils apply mathematical concepts effectively in different situations. An example was seen in a design and technology lesson, where Year 4 pupils applied accurate measuring skills when constructing a fairground ride. Productive use of ICT was seen in those classrooms where interactive whiteboards have been installed, and staff and pupils were confident in their use. Pupils demonstrated good levels of skill in using computers, as was apparent in lessons observed and from the examination of their work.
2.24 Pupils reason and argue cogently and express themselves confidently and succinctly, for example in a religious education lesson on the Holocaust, when they explained their opinions and reasons clearly and were able to evaluate what it means to suffer as a result of persecution. They make their own notes and develop their research skills well, as seen in geography projects on the rainforests. They enjoy working independently and organise themselves effectively. A variety of learning experiences across many subjects also fosters a good approach to collaborative work.
2.25 On arrival at lessons, pupils settle quickly and quietly. They concentrate very well and persevere with their work. However, their learning is less rapid on the very few occasions when the pace of the lesson slows or the work does not sufficiently challenge them. Pupils’ attitudes to learning and their behaviour are outstanding. They show enthusiasm for their work and activities and they enjoy their learning very much.
2.26 Relative to their ability, pupils do well in public examinations. Their average results in GCSE are far above those for all maintained schools and above those for maintained selective schools. At A level, they are also above those for maintained selective schools. Standardised measures of long-term progress from Year 9 to GCSE and from GCSE to A level also indicate significant rates of achievement. Since the last inspection, results in GCSE and at A level have improved faster than the rate nationally. By national comparison, girls’ results have been particularly notable in drama and physics.
2.27 Individual and team successes are conspicuous. Pupils have done well in science and mathematics Olympiads and large numbers of gold, silver and bronze certificates have been awarded for mathematics challenges. In drama, achievements have included places at the National Youth Theatre and the production of plays, for example, at the Edinburgh Festival Fringe and the English Schools Shakespeare Festival. Musical achievements have included performance in the Surrey Youth Choir, a diploma from the London College of Music, a place in the National Schools Symphony Orchestra, membership of the National Youth Choir and a large number of distinctions in music examinations.
2.28
Strong team performances have
been sustained in rugby, cricket and girls’ hockey. Individuals have been successful in national
and county fencing, athletics and swimming competitions and in county teams for
girls’ hockey and boys’ rugby. Further
individual successes have been achieved in squash, dressage, golf and
rowing. Many pupils have achieved The
Duke of Edinburgh’s Award at silver and bronze level, and five completed gold
in the past year. Nearly 50 pupils
joined recent adventure expeditions in
2.29 Pupils are highly articulate and markedly confident in discussion. They are attentive, listen purposefully and display high levels of fluency in reading and writing. They warm to the use of technical vocabulary in their various subjects. They speak and write convincingly and substantiate their work with appropriate evidence. This was witnessed as an English class on Othello became thoroughly exercised on the distinction between a whore and a courtesan in the Renaissance.
2.30
In
mathematics pupils are adept at applying numerical skills and concepts. They confidently transfer their skills to
work in other related subjects. In
particular, this was observed in physics in the plotting and interpretation of
a radioactive decay graph and in business studies with profit and loss margins
and money flows.
2.31
Pupils
make effective use of ICT and demonstrate a high level of competence. Within the curriculum, ICT is particularly
well developed in business studies, French and history, but in some other
subjects it is used infrequently.
Outside lessons, the ICT facilities are fully utilised by pupils of all
ages. Pupils gain a competence in
control technology through work in design and technology in Year 9.
2.32 Pupils argue and debate with considerable verve. They are confident in offering their opinions and listen intelligently to others. A PSHE lesson on internet gambling was driven by pupils eager to have their say and was taken beyond the original remit to consider other forms of addiction and the likely impact of the ‘super casino’. Pupils are quick to use prior knowledge to provide reasoned explanations of unfamiliar situations, as seen in a geography lesson on food supply inequalities. They are willing to think for themselves and present their ideas logically and fluently.
2.33
Note
taking and attitudes to study and organisation are well developed. On arriving at classes pupils are quick to
settle to work. They like experimenting
with new material and are adventurous in exploring ideas, both orally and on
paper.
2.34
Pupils
work effectively on their own and co-operate well with others. The dynamics of the classroom are enhanced
through working in pairs, for example in modern language lessons, through
discussing in groups, or through interacting with the teacher. They enjoy their work and activities; they
apply themselves conscientiously to tasks, including homework, and are strongly
motivated in their pursuit of high standards.
Spiritual, Moral, Social and Cultural Development of Pupils
2.35 The personal development of pupils is outstanding and witness to the school’s central aim to nurture it by encouraging self-motivation, self-respect, self-discipline and leadership skills, promoting awareness of the needs of others and fostering a caring atmosphere of respect towards others and the environment. The quality of personal development represents an improvement since the last inspection. Pupils feel involved in the school community and show whole-hearted commitment to it. They are proud of their school. Pupils are confident in their own identities, and they accept others as they are.
2.36 They benefit enormously from the Christian values which are the cornerstone of the school’s foundation, and from corporate activities. For example, the ‘central committee’ (school council) enables pupils, elected by their year group, to put forward the views of their peers to representatives of the whole school community, a responsibility they readily accept and discharge confidently and efficiently.
2.37 An excellent programme of PSHE is highly effective in supporting pupils’ personal development, providing opportunities for discussion and reflection on spiritual, moral, social and cultural issues, for example in considering factors affecting decision-making in careers.
2.38 Spiritual development is outstanding and is an integral aspect of school life. Pupils reflect on their spirituality and develop personally in self-awareness very well, through the opportunities presented in assemblies. The weekly use of the local parish church provides an excellent environment in which pupils contemplate their personal beliefs. They appreciate the wonder of creation and development of life in the natural world around them. The school plans to develop mini eco-systems in the quadrangle areas of the school to give pupils the opportunity to influence the environment. Pupils develop their self-confidence exceedingly well through class assemblies and presentations to their peers, several of which were witnessed during the inspection, and they are encouraged through the excellent examples set by the head of the junior school, chaplain and staff.
2.39 The moral development of pupils fosters an excellent sense of right and wrong. Pupils of all ages understand well the effective system of rewards and sanctions, and they particularly enjoy the merit system. In each classroom is displayed a copy of A guide to the rules for junior school pupils, which encourages excellent behaviour. The pupils demonstrate respect for each other and for adults as an integral part of the daily routine at school. Discussion on moral issues, such as the use of drugs, alcohol and smoking, sex and relationships, and caring for the environment, are planned for in PSHE lessons, along with issues of government and electoral reform. In assembly, pupils were mesmerised by a presentation on the theme of slavery, the concept of self-worth and the essential work of William Wilberforce and others in championing human rights.
2.40
Pupils are keenly aware of
their social responsibilities to each other, to the school, the local community
and more widely. A tragedy at a local
primary school resulted in significant fund raising to provide a commemorative
orphanage in
2.41
Pupils’ cultural development is
very strong, representing an improvement since the last inspection. Through their programmes of study, pupils
gain an understanding of Judaism and Islam, and of life in the ancient worlds
of
2.42 Pupils’ spiritual development is conspicuous in their self-knowledge, self-esteem and confidence. This development is ably supported by the chaplaincy and flourishes superbly in the attractive environment in which the pupils live and work. Pupils derive much spiritual and aesthetic enrichment from the wide range of opportunities in the visual, musical and dramatic arts and from the school assemblies, which frequently have a strong moral theme. They are tolerant of other faiths, personal beliefs and observance.
2.43 Pupils develop a strong moral conscience. They have a highly refined sense of right and wrong, manifest in their respect for the law and the school’s own rules. The pupils have an acute sense of social awareness and responsibility for their behaviour. They contribute to school community life with enthusiasm.
2.44 Pupils exhibit personal integrity and show profound consideration towards others. Beginning in their Year 9 PSHE lessons, they think and talk in depth not only about moral issues but also about meaning and purpose. They are quick to learn from talks by magistrates and the police, and from arranged visits to law courts. They are highly receptive to the school’s positive code of conduct, which promotes honesty and truthfulness. Almost every parent responding to the questionnaire agreed that the school promotes worthwhile attitudes and views, and these are demonstrably embraced by the pupils.
2.45 The pupils’ social development is excellent. Pupils are at ease with one another. They are prepared to take responsibility for their own behaviour. In discussion with inspectors, they readily described the school as ‘a friendly, happy environment’. Older pupils relish opportunities for leadership and for undertaking responsibility for others. Team captains and prefects have prominent roles. Senior pupils are highly efficient in carrying out organisational duties in their houses. By directing plays and events, such as a recent production at the Edinburgh Festival, pupils develop initiative and qualities of leadership. Participation in activities such as community service, charitable activities and Young Enterprise enhances pupils’ social development.
2.46 Pupils develop a sensitive appreciation of their own culture, endorsed by many highly prestigious cultural activities in the school, particularly in drama, music and art. Through lectures and visits, community service, and participation in a wide range of charity work, pupils raise their social awareness to levels beyond their years. Expeditions in this country and abroad help to widen their horizons. Cultural diversity is actively embraced and is a vital part of the make-up of the school. African drumming was much enjoyed.
2.47 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.48 The teaching is effective in enabling significant advances in the pupils’ learning. It strongly supports the aims of the school, in which pupils are encouraged to reach their full potential in a challenging co-educational environment. The effective teaching acknowledged in the last inspection report has been maintained, including helpful planning of tasks in the light of what is revealed by assessment of their previous work.
2.49 The teaching is well adapted to meet the needs of the pupils, with approaches promoting effective learning for all. Pupils with learning difficulties or disabilities are identified and receive well-judged support enabling progress, as seen in an English lesson where these pupils were given extra support by the teacher to assist their concentration and application. Some of the teaching was outstanding but, in a very small number of lessons, the more able pupils were not given sufficiently demanding tasks.
2.50 Expectations in the best lessons are high and, through thoughtful questioning, pupils are encouraged to think for themselves about what and how they are doing, in a calm and stimulating environment. Teaching encourages them to apply themselves conscientiously to each task. In a few lessons where the teaching gave too much direction, pupils worked diligently, but received fewer opportunities to learn and think for themselves, and progress was less rapid.
2.51 Planning of lessons is thorough and well structured in all areas of the curriculum and across the whole age range. The most effective teaching in the junior school has clear learning objectives with a variety of fast-moving activities and learning opportunities that fulfil these objectives in a sharply focused and well-organised manner. This was illustrated in mathematics, where pupils were required to identify, estimate, order and measure.
2.52 A particularly strong feature of teaching is the quality of relationships between pupils and their teachers. Teachers know their pupils extremely well and are very supportive; the guidance given to individuals is valued.