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INSPECTION REPORT ON |
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Copthill Nursery and Preparatory
School |
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Full Name of the School |
Copthill Nursery and Preparatory
School |
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DfES Number |
925/6035 |
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Registered Charity Number |
n/a |
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Address |
Uffington,
Stamford, Lincolnshire, PE9 4TD. |
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Telephone Number |
01780
757506 |
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Fax Number |
01780
766643 |
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Email Address |
mail@copthill.com |
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Headteacher |
J.A.
Teesdale |
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Proprietors |
The
Directors, Copthill School Ltd |
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2-11
years |
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Gender |
Co-educational |
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Inspection Dates |
8th
– 11th May 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 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
1.2 The school aims to offer a warm and welcoming family atmosphere, a mix of modern and innovative educational methods combined with traditional values, and a broad curriculum complemented by a wide range of sporting, musical and other activities. It seeks to develop pupils into confident, talented and well-rounded children, and values the fact that its independent status enables it to guide pupils to a wide range of independent and grammar schools, mainly in the local area. It intends that pupils should acquire secure foundations in core skills and gain entry to secondary schools of their choice.
1.3
The school currently has a
total of 249 full-time and 50 part-time pupils, of whom roughly half are boys
and half are girls. Of these, 31
full-time and all the part-time pupils are in the Foundation Stage, consisting
of the nursery, kindergarten and reception years. Most pupils come from professional
backgrounds, and are well supported academically and pastorally by their
parents. They are drawn from a 25-mile
area, including towns such as
1.4 Pupils enter the school in all year groups, mainly following informal assessment, although some pupils take a scholarship examination for entry into Year 4. The analysis of standardised tests shows that pupils’ average ability is above the national average; if pupils perform in line with their ability, their results will be above the national average for all maintained schools. Thirty pupils have been identified as requiring a range of support for learning difficulties and disabilities (LDD); two have statements of special educational need. The school has no pupils for whom English is not their first language.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 Copthill succeeds well in its aim to provide a broad curriculum from which every pupil can acquire knowledge and develop the core skills of literacy and numeracy. Since the last inspection, more time has been given to science. However, the emphasis on literacy and numeracy still limits time for subjects such as religious education (RE) and drama, and some aspects of independent learning and use of ICT are not as fully developed as they could be.
2.2 Children in the Nursery, Kindergarten and Reception experience a rich and well-balanced curriculum, based on the early learning goals, which challenges them to achieve well. Their understanding of nature is particularly enhanced by their use of a garden planted in memory of a member of the school, who died recently. From Year 1, all subjects of the National Curriculum and RE are taught in a generally broad and balanced curriculum, contributing much to pupils’ all-round development. All pupils learn French, and Spanish has been introduced from Year 4. Latin is available to some pupils in Years 5 and 6 and Greek to some Year 6 pupils. Drama is included in Years 3 and 4. Throughout the school, provision for literacy and numeracy is very strong, supporting pupils’ written and oral skills well.
2.3
The formal content of the
curriculum is very well delivered, but the school lacks a cohesive plan for the
delivery of independent and creative learning.
Some good examples of independent learning were noted, in personal,
social and health education (PHSE) lessons, in some Year 6 creative writing and
science projects and in Year 2 topic work on
2.4
The pupils’ education is
enriched and broadened by an excellent range of extra-curricular activities,
ranging from choirs to instrumental groups, tennis to gym club, and model club
to stage skills. During the inspection,
pupils in Years 3 and 4 gained great enjoyment from Scottish dancing;
similarly, Year 2 pupils in the storytelling club were busy making puppets for
a performance of ‘The Sound of Music’ with great enthusiasm. Parents give help with this activity. Visits and fie
2.5 Pupils are very well prepared for each new stage in their education, both academically and socially. Regular meetings and discussions between staff take place in different sections of the school. Parents meetings are arranged as pupils move to the next stage, and workshops with parents explain curricular areas like reading and handwriting. The school has close links with several local secondary schools. Pupils go to taster days and heads of those schools come to Copthill to meet pupils in Year 6. The school has helped a number of pupils to achieve scholarships to senior schools.
2.6 The curriculum is well planned and offers equal opportunities for learning to all pupils. Policies are clearly set out, and are written and reviewed by curriculum co-ordinators in conjunction with the director of studies.
2.7 The school provides well for those with LDD. Individual classroom support is provided as required. Pupils who need them have individual learning plans. Pupils with statements of special educational need receive a suitable and effective education in line with the statement. A review takes place annually and a report is made to the local authority. Almost all parents surveyed felt that worthwhile help is provided by the school. An early daily session of sensory circuits helps pupils begin the day well, providing stimulus, both for those with LDD and for some of their friends; a rota of Year 6 pupils helps to organise this. The school has an appropriate policy for the needs of gifted and talented pupils, although their needs are not always reflected in day-to-day practice.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Pupils achieve high standards at all levels, enabling them to win places at a wide range of senior schools. These standards have been maintained since the last inspection and fulfil the school’s aim that pupils should achieve their potential.
2.10 The youngest pupils show good co-ordination and number recognition. In the Kindergarten they write simple sentences and in Reception spell simple words. By Year 2, pupils understand abstract concepts, such as the Boolean use of the term ‘and’. They produce effective multi-media work in art but do not develop skills such as drawing consistently. Year 4 pupils displayed an exceptional grasp of historical knowledge and, by Year 6, pupils make clear and accurate use of vocabulary, in both French and English. They apply their knowledge to new situations, for example checking each other’s work in mathematics, and understand how to interpret the results of scientific investigations. Boys and girls produce work of equal quality, though the work of the most able pupils does not always challenge them fully, this limiting their progress slightly.
2.11 Pupils gain places and a number of scholarships to a wide range of secondary schools. In addition, their results in National Curriculum tests at ages 7 and 11 are high for their abilities, being far above the average for all maintained primary schools. Both the analysis of standardised data and the comparison of pupils’ results in tests at ages 7 and 11 show that pupils make good progress as they pass through the school.
2.12 Pupils also achieve well outside the classroom. They show considerable musicianship in string ensemble and recorder groups, and over half gain merit or distinction in instrumental music examinations. Others are successful in writing and literature competitions, or compete well in sport.
2.13 Pupils show exceptional oracy and literacy skills, they are confident and courteous speakers and listeners. They express their views eloquently and explain abstract ideas such as symmetry clearly. Their full participation in whole-class discussion extends their language and intellect, and their oral responses are confident from an early age. They listen attentively to the contributions of others. Overall, they have fewer opportunities for creative writing than for more formal tasks, but when given the opportunity, their writing is fluent, varied and original; redrafting enables them to produce well-planned stories and lively poems. Almost all present their work in excellent handwriting.
2.14 Pupils apply their mathematical understanding to subjects such as geography and science; they have excellent mental and arithmetical skills and, for example, transpose proportional parts into fractions accurately. They acquire advanced skills in ICT, and learn to apply them effectively in extended work, such as the analysis of food content in Year 6. In geography they produce well laid out brochures on a French town whilst younger pupils make effective use of computers close to their classroom. Much work using the internet for research is carried out at home.
2.15 When given the opportunity, pupils apply their knowledge to new learning. For example, lively discussion in PSHE showed lucid thinking, and pupils planned their own investigations in science. Pupils use opportunities to work independently well, learning to present work in their own way.
2.16 Pupils work well, both on their own and with others. They settle quickly to the task in hand and participate in a disciplined but enthusiastic way in class activity. They encourage each other and, even at an early age in the nursery, respect the need to take turns and consider the needs of others. In general, they present their work well and show pride in what they do.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 The school succeeds well in its aim of promoting self-esteem, politeness, respect and consideration for other. Pupils develop a strong moral code, as well as developing culturally and socially; however, opportunities for some aspects of spiritual development are not clearly defined. Overall, provision for personal development has improved since the last inspection.
2.18 Pupils develop self-knowledge, self-esteem and self-confidence, but opportunities for reflection and emotional refreshment were more restricted during the inspection. Pupils gather regularly for assemblies, both as a whole school and in smaller groups. For example, an assembly on Sir Douglas Bader illustrated his contribution to society, his physical disability and his risk-taking personality. Hymns were sung and the head boy and girl delivered a short prayer. In RE lessons, pupils show a developing understanding and knowledge of both Christian and other faiths, gained in part from visits to various religious centres.
2.19 Pupils develop a strong moral sense. They learn to distinguish between right and wrong from an early age. For example, Year 5 pupils were developing their moral awareness, through a well-planned exercise and thoughtful discussion on the need for rules after being cast ashore on a desert island. Pupils of all ages understand and respect the school rules.
2.20
Pupils learn to relate to each
other and to play their part in society from an early age. A family feeling permeates the school. Pupils are unfailingly polite and regularly
wear warm smiles. They take
responsibility through the constructive work of pupil committees for both
dining room and playground. Pupils’
conduct of the embryonic but collectively organised and developed school
council manifests the belief and pride they have in their school. Year 6 pupils all have the opportunity to be
school prefects. They take their
responsibilities well, and help to support the harmonious relationships between
pupils of all ages. For example, new
pupils are greeted warmly and helped to settle quickly into the school
family. Visits from the fire service and
to the RNLI, help pupils understand public institutions and services in
2.21 Pupils develop considerable awareness of their own and other cultures. They participate in theme days such as French Day, where they make their own appropriate lunches, Spanish and Independence Days. They recognise important festivals such as Diwali and Chinese New Year. Year 2 pupils thoroughly enjoyed a visit from an artist, to help make facemasks on Africa Day. Pupils cultural lives and awareness are enhanced by their involvement activities such as in speech and drama, pre-recorded classical music prior to assemblies, visits to the Oundle Festival of Literature and to sculpture workshops at Burghley House. Pupils’ involvement in local, national and international charities has a positive effect on their personal, social and cultural development.
2.22 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.23 The quality of teaching is good, as it was at the time of the last inspection. The quality of marking has improved. The school meets its aim to provide high standards of tuition.
2.24 Teaching is based on secure subject knowledge in almost all areas; teachers give clear explanations of the ideas they are teaching, they are confident in the classroom and they understand how to relate classroom activities to the subject being taught. They also have a close knowledge of their pupils, enabling them to give individual help where it is needed and to circulate effectively during lessons, supporting pupils with their work.
2.25 Teaching is almost always well-planned, with relevant and well-conceived tasks, which include a wide variety of activities and a good mix of approaches. Lessons are well organised, with effective use of teaching assistants to support activities. Teachers interact well with pupils, and their confident, encouraging approach draws pupils to participate fully in lessons. In most lessons the pace is well-judged, though in a minority of lessons pupils are inactive for too long, the slow pace makes pupils restless or opportunities are missed to involve pupils fully in their learning.
2.26 In many lessons, teachers match work carefully to pupils’ differing abilities, setting harder work for more able pupils, or providing extra support for those for whom work is difficult. For example, pupils of differing ability are set different homework or given different poems to write. However in other lessons, tasks are too easy for the most able, mainly when tasks are the same for all. As a consequence, more able pupils produce work that is neater but not more challenging. In general, support is better for those with LDD than for those who are gifted and talented; teachers make effective use of IEPs for the former group.
2.27 In some lessons, teachers use well-targeted questions to develop pupils’ understanding, or to encourage them to improve. Imaginative questioning encourages pupils to have their own ideas and express them in their own way. Pupils are thus encouraged to think for themselves and to use their imaginations. Elsewhere, questions which test only factual knowledge, or lessons in which pupils have too little opportunity for independent work place limits on their development as learners.
2.28 Teachers use a wide range of resources effectively, and those who have access to them use interactive whiteboards especially well. Teachers create a good working atmosphere, based on firm but cheerful relationships. Even with the youngest pupils they lay down a proper basis for learning behaviour.
2.29
All staff keep detailed records
of pupils’ attainment. Marking is
generally regular, and comments are both helpful and encouraging in showing all
pupils how to improve. Some use is made
of self-assessment by pupils. More
formal assessment is well thought out.
Appropriate use is made of standardised tests to monitor pupils’
progress.
2.30 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of pastoral care is outstanding throughout the school and meets its aim to provide a happy and caring environment, which is friendly, yet well-disciplined, in which every pupil receives positive encouragement to succeed. Pastoral care has improved since the last inspection, particularly through the introduction of tutor groups in Years 5 and 6, and the improved pastoral administration system on the computer network for staff.
3.2 The quality of care shown to pupils is a notable feature of the school and adults present good role models. All staff demonstrate a high degree of concern and interest in the well-being of their pupils and provide first-class support and guidance. In interviews with inspectors, pupils said they could approach the matron or any other member of staff with their concerns and be confident that they would be listened to.
3.3 Form teachers provide the pivotal figures in the younger part of the school, while in Years 5 and 6 the new tutor group system has been extremely successful. These small tutor groups meet regularly and, as well as discussing academic issues, discuss behaviour and friendship problems. Pupils say they find this helpful. Pupils’ pastoral records are updated regularly on the computer, ensuring that staff are kept well informed. The matron is also an integral figure in pastoral care, able to provide counselling for those pupils with a need; she also provides a valuable service to any pupils who suffer illness or injury. The school’s excellent ‘open door’ policy for parents also ensures that pupils’ problems or concerns can be easily passed on and quickly sorted out.
3.4 A major strength of the school is the outstanding quality of relationships between staff and pupils, and amongst the pupils themselves. A new child coming for a short visit to the Nursery was carefully watched not only for the first few minutes until she settled but for the length of her stay. Other children were encouraged to play with her but all staff kept a close eye. During sensory circuit sessions, Year 6 pupils volunteer to help younger children complete the circuit.
3.5 Measures to promote good discipline and to guard against harassment and bullying are effective, on the rare occasions they are needed. In interviews, pupils stated bullying was rare and was dealt with by staff effectively. Pupils are extremely well behaved and staff deal promptly with any unacceptable behaviour, when it infrequently occurs.
3.6 The school has thorough procedures for promoting and safeguarding pupils; staff receive appropriate guidance and training and are aware and vigilant. It has taken suitable measures to guard against risks from fire and other hazards, with a systematic approach to health and safety, both in school and on visits. Registration arrangements are reliable. Lunches are of the highest quality, providing an extensive choice of nutritious meals, much appreciated by pupils, staff and visitors. The school has carried out an audit to further develop access for pupils with disabilities; it takes care that all pupils have equal access to the curriculum.
3.7 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.8 The school has an outstanding partnership with parents and has valuable links with the wider community. It meets its aim of providing mutual co-operation between home and school. Parents’ contributions add positively to the life of the school, as at the time of the last inspection.
3.9 A high proportion of parents completed the questionnaire. Their responses indicate that the vast majority are extremely satisfied with the education the school provides for their children. Parents are particularly pleased with the help and guidance given to their children, the expected standards of behaviour and the information about the progress of their child they receive from the school. Parents believe that the school offers a good range of extra-curricular activities and provides a broad curriculum.
3.10
Parents have many opportunities
to be involved with their chi
3.11 Parents are pleased with the range of information they receive about the school activities and their children’s education. Full written reports are provided twice a year and the school holds two formal parent meetings per year to supplement the informal daily contact. Reports contain curricular information as well as comment on progress, effort and attainment. Parents would like to see the homework diary used in Years 3 to 6 more carefully monitored by the school. The fact that staff produce a daily Nursery letter and diary is an exceptional way of providing a valued insight into the personal and educational development of the children in this setting.
3.12 Parents are very happy that any concerns they may have are handled rapidly and sensitively by the headmaster and his staff. Follow up discussion is given as appropriate.
3.13 The school promotes strong links with other schools and the wider community. This includes visits from pupils and staff from the senior schools. Pupils from one senior school’s The Duke of Edinburgh’s Award scheme help with outdoor activities. Copthill Year 6 pupils act as hosts and entertainers at the Uffington Over 65’s Christmas function. There is a community orchestra and a remembrance service with the British Legion. The school has links with a school in Mombassa, which it supports through providing resources; in addition, pupils write letters to their pupils.
3.14 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The exceptionally warm and welcoming ethos in the school also is a reflection of the extremely close and supportive relationship between the family whose company owns the school and all in the school community. The high quality of support and commitment provided by the directors today is as good as at the time of the last inspection.
4.2 The structure provided by the directors and board of advisors is well defined and meets the school’s needs well; roles are clearly understood. The directors provide the framework within which the school operates and oversee financial and business matters effectively; the headmaster, who is a member of the family, has appropriate autonomy to run the school on a day-to-day basis with the support of the advisory panel. The school has suggested that this panel would be strengthened by the addition of a member with educational experience.
4.3 Both the directors and advisors take care over specific responsibilities, such as child protection and health and safety. They plan carefully, with the result that strong finances have enabled the school to develop new facilities for increased numbers over the years. This continuous development has provided high quality accommodation and facilities in almost all areas, with plans for further improved facilities in science and ICT in the future. These developments are underpinned by prudent day-to-day financial management, efficient administration and a proper cycle of meetings.
4.4 Staff within the school spoke warmly and appreciatively about the role played by the directors, their commitment and support. Their hands-on approach is valued and they are careful not to intervene unnecessarily in the school’s internal workings. These close links provide all directors with detailed knowledge of the school and its needs, enabling informed decisions to be taken.
The Quality of Leadership and Management
4.5 Outstanding leadership has enabled the school to develop an exceptional relationship with both pupils and their parents, as the context for the high quality education it provides. It has built successfully on the quality of leadership at the time of the last inspection, and a clear sense of purpose and direction continues to exist throughout the school.
4.6 The school’s willingness to allow parents easy access reflects its justified self-confidence about its work, its sense of partnership in the care of children and the shared acceptance of core values by all who work at the school. These ideals are expressed by both head and other members of the senior management team, who are seen by other staff as a strong, supportive and well respected group in the leadership they provide. Good communications and the sharing of information and ideas underpin leadership at all levels, with staff in curriculum areas holding frequent formal and informal discussion of how their work may be developed.
4.7 Detailed development planning guides work in all areas of the school, though these plans are not always linked to clear overall aims, for example about the nature of learning. One effect of this is that good standards in ICT are not reflected in the use of ICT across the curriculum. Policies and procedures are thorough, observed fully and reviewed regularly.
4.8 Staffing is generous, enabling small groups of pupils to be formed to meet particular needs; classroom assistants are used effectively to extend and support pupils’ learning. Staff are positive about the appraisal procedures, which provide for regular review and professional development. The school takes appropriate precautions when appointing staff, and arrangements for induction are thorough and helpful.
4.9 Financial resources are well managed and, in general, the school is well resourced with well- designed and modern buildings. However at present, the single ICT suite is insufficient to encourage teachers to make full use of pupils’ ICT skills; the library is too small to provide adequate space either to relax and curl up with a story or to engage in sustained work.
4.10 School administration is very efficient and many areas of school life benefit from the support of hard-working and committed non-teaching staff.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
5.1
5.2 Since the last inspection, more time has been made available for the teaching of science, opportunities for personal development have been extended, the quality of marking and assessment improved, and pastoral arrangements developed through the creation of tutor groups and improved record keeping.
5.3 The school meets all the regulatory requirements.
5.4 The school has no significant weaknesses. To enhance further the good quality education it already provides, it should:
1. Review fully its ambitions for the development of pupils’ learning to ensure that:
· the full benefits of pupils’ considerable skills in ICT are realised, where appropriate, in their education;
· pupils are encouraged to make full use of their imaginations in creative work;
· opportunities for independent work throughout the school are developed further, to enable pupils to take fuller responsibility for their learning;
· work is always matched appropriately to pupils’ abilities.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1
The
inspection was carried out from May 8th to 11th
2007. The inspectors examined samples of
pupils’ work, observed lessons and conducted formal interviews with
pupils. They he
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Mr |
Reporting Inspector |
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Mrs Penny Birt |
Former Head,
Preparatory Department, |
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Mr |
Head, |
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Mrs Judith Marles |
Teacher and former Head, Pre-Prep Department, IAPS school |
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Mr Richard Merriman |
Head, |