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INSPECTION REPORT ON |
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Dame Bradbury’s School |
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Full Name of the School |
Dame Bradbury’s School |
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DfES Number |
881/6011 |
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Registered Charity Number |
107080 |
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Address |
Ashdon
Road, Saffron Walden, Essex CB10 2AL. |
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Telephone Number |
01799
522348 |
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Fax Number |
01799
516762 |
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Email Address |
info@damebradburys.com |
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Headmistress |
Mrs
Jane Crouch |
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Chairman of Governors |
Mrs
Joanne Stone |
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3
– 11 years |
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Gender |
Co-educational |
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Inspection Dates |
21st
– 24th 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 Dame Bradbury’s School’s aims are for its pupils to flourish and fulfil their potential, for them to become self-confident, imaginative and cultured and for them to want to learn for the sheer joy of it. The school believes that Christian principles underpin all that it does and that it guides pupils’ moral and spiritual development, building pupils’ confidence and developing their sound judgement. It has a ‘YAK’ motif running throughout: ‘be Yourself, Aim high, be Kind’. All staff are asked to ensure that these core values are developed in each child.
1.2 Dame Bradbury’s was founded by Dame Johane Bradbury, the wife of a Lord Mayor of London in the early 16th century, as a Christian school for children in the market town of Saffron Walden, where her brother was the rector. It stands in about 5 acres of land and occupies a range of buildings, some of which date from 1870 while others are of recent addition. It has remained fairly constant in size since the last inspection, having now 300 pupils, of whom 43 are part time. There are 60 pupils below Year 1, and the remainder are in year groups of about 40, each with two parallel forms. The school has fairly equal numbers of boys and girls.
1.3 It is non-selective, although older pupils are assessed on entry in reading comprehension and writing, mainly to determine whether any learning support will be needed. Pupils’ average ability is above that of the national average, and therefore, if pupils are performing in line with their abilities their results will be above the average for all maintained primary schools. It has 3 pupils with statements of special educational needs funded by the LEA and has identified, and supports, 30 further pupils with learning difficulties. Support, up to an hour a week, is provided within the school fees. The school has compiled a very able and talented register of 29 pupils. All pupils speak English as their first language.
1.1 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1
The
school provides an all-round education of high quality and achieves its
intention to offer a wide range of academic, sporting, creative and cultural
activities, to cater for the needs of all pupils, to foster excellence, and to
provide a secure and happy environment.
The last inspection report, issued in 2001, described the high
educational standards achieved by the school; these have been maintained, and
in some areas taken further, since the last inspection.
2.2
The
balanced curriculum contributes well to pupils’ literacy and numeracy, and to
investigative, social, physical and creative skills. Foundation Stage provides the children with a
well-structured start to their education and maintains the very good provision
described in the last Ofsted nursery report, issued in July 2004. Nursery children are encouraged to
investigate and explore at their own pace through a rich variety of stimulating
activities. Their gradual acquisition of
independent skills prepares them well for smooth transition to the next phase
in their education.
2.3
Assemblies
provide good opportunities for pupils to develop speaking, reading and
performing skills. Physical development
is supported through well-structured physical education (PE), and all years
benefit from the wide variety of activities available to them in the
well-resourced sports hall. Science
lessons have a high investigative and practical content, enabling older pupils,
particularly, to fulfil the school’s aim that they should experience the joy of
learning. Art, music and design
technology make strong expressive and creative contributions, and pupils benefit
from the specialist teaching they receive in these and many other subjects.
2.4
Personal,
social, health and citizenship education (PSHCE) and excellent pastoral care
enable pupils to feel valued and confident in secure surroundings. Thinking skills, which are taught throughout
the school, and formally from Year 1, help to enhance pupils’ confidence by
giving them a range of intellectual tools to support all their studies. This area is a particular strength of the school.
2.5
The
setting of core subjects in the senior part of the school enables teaching to
be well targeted to the specific needs of all pupils, while good differentiated
curriculum planning for different groups was seen in English. French is introduced in the nursery, and
taught by a subject specialist from Year 2 onwards. While not entirely successful in achieving
its linguistic aims, the subject makes a good contribution to pupils’ knowledge
of European culture. Cross-curricular
work was seen throughout the school and this is a strength at all levels.
2.6
The
needs of pupils with learning difficulties are well met. All pupils are assessed to determine whether
they need learning support and those that do tend to be withdrawn for
one-to-one or small group support. If
they have to miss a lesson basic to future understanding, their learning
support teacher will cover the missed material.
The use of monitored and regularly reviewed individual education plans
(IEPs) for both able and talented pupils and those with learning difficulties
enables the school to provide effective support for pupils with different
needs. A targeted activity programme
further supports pupils needing learning support. Staff in the learning support department have
good communication with the rest of the teaching staff through regular meetings
and via email. In their pre-inspection
questionnaire parents were generally pleased with the support their children
receive, and written comments were particularly favourable.
2.7
Over
the past year, the school has organised more than 50 trips, ranging from day
trips to the local supermarket to residential trips to Snowdonia and York. All of these enhance the class teaching and
contribute significantly to the pupils’ cross-curricular education. The wide range of activities available also
adds to pupils’ broad educational experience, and was felt by the pupils to
make an enjoyable and important contribution to their school life. The many sporting activities are popular, and
by the end of this year all pupils in Year 6 will have represented the school
in at least one sport during their time at the school. The school is involved in the local community
through trips to local places of interest, including museums, gardens, rivers
and the local town. The local community
makes use of several of the school’s facilities.
2.8
Pupils
are well prepared for transfer both to state and independent schools at
11+. Nearly all pupils are offered
places in their first choice school and around one quarter take up places at
local state schools. Within the school
‘hand-over’ meetings for staff ensure that all teachers are fully informed of
the needs of each child and ‘moving up’ days for pupils help to ensure a
seamless transition within the school.
Subject co-ordinators have written comprehensive documentation which
ensures continuity of teaching throughout the school.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 The quality of learning is good. Pupils achieve well in relation to their abilities, fulfilling the school’s goal that all pupils should aim high. Pupils develop good skills and attitudes to study, and show enjoyment in what they do. The good standards noted at the last inspection have been maintained and, in some areas, exceeded.
2.11
The pupils continue to have a
high level of knowledge and are skilful learners who are attentive and willing
to share ideas. They are adept at
solving problems, a skill that has been enhanced by the thinking skills
programme, introduced informally in the reception classes. The pupils ask and answer questions readily
and work conscientiously and co-operatively in lessons. For example, in a Year 5 geography lesson,
pupils worked together enthusiastically to develop ideas about improving the
environment. Pupils are capable of
self-evaluation and applying existing knowledge to new situations, and work
well when dealing with cross-curricular topics, as in an art lesson where
ancient maps of
2.12 No significant differences were found in the achievement of pupils of different gender, or between those in parallel classes within the same year group. Pupils of above average ability, including those identified as very able and talented, achieve well by responding to the challenge teaching provides. Pupils on the very able and talented register benefit from a programme which involves the setting of extended work and some withdrawal from normal class. Pupils of below average ability, and those with learning difficulties, make rapid progress owing to the highly effective support teaching and resources to aid learning.
2.13 Pupils achieve well in national assessments at the ages of seven and eleven. Results in national tests at age seven over the last three years have been well above the national average for all maintained primary schools and at age eleven have been far above. This shows an improvement on an already good standard described in the last inspection report. Pupils have been successful in gaining places and scholarships at senior schools of their choice. Pupils achieve good results in sport, music, art, speech and drama, some pupils having been chosen to play tennis, football, cricket or chess at county level. There have been several successes in national and local painting competitions and a first and second prize awarded in county poetry competitions.
2.14 Pupils at an early age come into lessons eager to learn. They listen carefully both to the teacher and to each other, and show respect for each other’s views by affording proper attention when others are speaking. They communicate their ideas with confidence. The strong emphasis on enquiry based learning leads pupils to think independently and work collaboratively with each other. They develop advanced levels of skill in a supportive and vibrant environment.
2.15 The pupils are articulate, they listen well, read intelligently and write fluently. Good use is made of information and communication technology (ICT) and control technology throughout the school and these areas are well resourced. Thinking skills work has enhanced the pupils’ abilities to reason and argue cogently. Preparations for a junior end-of-year debate demonstrated pupils’ enthusiasm to construct a good case and argue it with determination.
2.16 Note taking and independent research is evident in the school and pupils in Year 5 were observed being taught specific skills on how to do this effectively using bullet points. It is clear that the pupils enjoy their work and the school provides many educational experiences to enhance learning.
2.17 The pupils are polite to staff, visitors and to each other. They respect each other’s views, offer support to each other and work co-operatively. The pupils are conscientious and talk positively about their learning in school. Inspectors saw plenty of evidence to support the enthusiasm for learning expressed by pupils. Parents, in their questionnaires, expressed high levels of confidence in the progress that children make, a view endorsed by the inspectors.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 Throughout the school the personal development of pupils is outstanding. The Christian ethos of the school makes a significant contribution to pupils’ personal development, while the PSHCE programme, the religious education lessons and the assemblies all contribute to the joyful, constructive atmosphere which abounds. The overall commitment of the staff contributes greatly to this as does the range of experiences in and out of the classroom. Relationships with staff are excellent and it is most evident that the school nurtures tolerance and consideration for others. The excellent standard of spiritual, moral, social and cultural development shows a marked improvement from the standards described in the last inspection report.
2.19 Pupils are helped to develop excellent spiritual awareness through assemblies, which encourage them to reflect on significant questions, beliefs, values and experiences. They take part in whole school assemblies, with each class responsible for two each academic year. In one assembly during the inspection children displayed puppets made in design technology whilst a commentary, accompanied by music, was given by pupils. At the end the parallel was drawn between the pupils’ physical and temporary attachment to their puppets, and their spiritual and permanent relationship with Christ. The school aims to develop a sense of wonder in worship and to consider spiritual and moral issues. All teachers constantly reiterate the need to be kind, and one child was seen being gently corrected for making an (untypical) unkind remark about another pupil’s answer to a question. Every Thursday at lunchtime a prayer meeting is held which staff attend.
2.20 Pupils have an excellent understanding of morality and are able to distinguish right from wrong. They develop this sense largely as a result of the emphasis the school places on the responsibilities of community life and on its two school-wide initiatives, which are seen by the children as being effective throughout the school: ‘YAK - be Yourself, Aim high, be Kind’ and ‘WEB - good Work, Effort and Behaviour’. These two motifs are widely publicised in the school with illustrated posters, and regularly emphasised by staff. Pupils feel that rewards and sanctions are fair, although the clear disciplinary measures, including Friday after-school detentions, are rarely required, given the positive relationships in the school. Pupils are encouraged to think about what rules are needed, to which end a Year 3 class has drawn up a book of ‘Really Important Rules’. The children in Year 6 also cover why rules are necessary and the making and enforcing of laws. In the senior half of the school the PSHCE course includes a topic on ‘resisting pressure to do wrong’. The values demonstrated by the staff are reflected in the excellent attitudes and behaviour of the pupils.
2.21 Pupils develop socially to an outstanding degree, in an environment which encourages good behaviour through good example. The children understand the importance of contributing to community life and this is excellently illustrated by Year 6 duties with the infants where they hear them read, play with them and help with things such as art. The Year 6 pupils really enjoy this as they do the opportunity to become ‘house captains’ at the top of the school. The school also has ‘house families’ where smaller vertical groups of children have a Year 6 leader. This helps to create strong ties in groups of children across the age range. The school council, with membership from Years 1 to 6, is complemented by class councils. In a Year 6 class council meeting to discuss issues raised by members of the class, the representatives chairing the meeting handled opinions and discussion expertly. A member of staff listened sensitively to pupils’ solutions to the problems raised and treated them with respect. Pupils’ voices were much in evidence in this meeting. Form teachers were seen by pupils in Year 6 as helping with organisation but also as adults who would look after them. The pupils have a knowledge of public institutions which is established by a range of local and regional visits ranging from the parish church to residential trips to the National Park at Snowdonia, the historic civic buildings of York, and a Year 6 trip to the House of Commons. Children are encouraged to understand environmental issues and ‘green’ initiatives abound. An inter-house debate on the topics of the environment, health and crime takes place each year with an outside adjudicator. The school is heavily involved with various charitable enterprises, and pupils take a serious interest in the causes they support.
2.22 Pupils’ cultural development is excellent in many areas. They have a range of opportunities to understand and appreciate their own and other cultures. Cultural links with other areas of the world are strong and supported by theme days which have included the Caribbean, India and Africa. A pupil ‘newsbook’ celebrated events such as Caribbean Day. French lessons have a strong cultural element. Recently pupils in both India and Africa have been supported by the school, which also has links with an African school in Ghana. These cultural links have been developed since the last inspection, at which time such initiatives were in their infancy. At present the opportunity for pupils to learn about other cultures through study of the world’s great religions is under-developed. Christianity underpins assemblies and religious instruction in the school and Judaism is studied through the book ‘The Diary of Anne Frank’. The school is aware of the need to increase the study of other faiths. Although a lesson introducing Islam was observed in Year 6, pupils who were questioned did not have a knowledge of world religions other than Christianity and Judaism.
2.23 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.24 The overall quality of teaching is good, with a significant number of lessons seen being excellent, and almost none being less than satisfactory. Teaching enables pupils of all abilities to make good progress and achieve high standards in accordance with the school’s aims. Methods of assessing, which were identified at the last inspection as being in need of strengthening, are now good.
2.25 Right from the start of the Foundation stage pupils extend their knowledge and understanding through a series of well-organised and creative activities, designed to lead them, at their own pace, towards the next stage of their education. Pupils with learning difficulties are well supported by the learning support department and thus make good progress. The needs of more able pupils are carefully considered and, through the IEPs, work is carefully designed to challenge and motivate them. Targets for all pupils are set in mathematics and English exercise books and are then ticked once both pupil and teacher agree the target has been met.
2.26 Pupils are encouraged to apply themselves, to behave responsibly and to think and learn for themselves. Lessons are well planned throughout the school with numerous examples of strong cross-curricular links. In general, the timing of lessons is efficient, and the range and level of activity is appropriate to the class. In a Year 3 music lesson, for example, the variety of activities included singing, playing percussion instruments, counting the bars, listening to music and joining in at the right moment. Teachers take into account different pupils’ prior levels of attainment, so that motivation is appropriate for pupils of all abilities.
2.27 Teachers have appropriate knowledge and understanding of their subjects, often combined with great enthusiasm. This was seen frequently in the PE department, from the energetic encouragement given to Year 6 team players to the tremendous support and energy devoted to nursery children in the regular gym displays given to their parents. Lessons throughout the school in all subjects are generally conducted at a brisk pace, with good, often open-ended questioning, and with teachers demonstrating firm command of their subjects.
2.28 The school is well resourced. Effective use of good resources was seen particularly in music, games, ICT and drama. The adventure playgrounds and the ecology area also make a significant contribution to the school.
2.29 Policies guide teachers on presentation, correction and marking of pupils’ work, and these are generally applied consistently. Almost all the work seen during the inspection was marked, much of it to a high standard; this represents a considerable improvement since the last inspection. The policy of making marking positive, for example by referring to suggested improvements as “tips”, and ensuring that any “see me” comment is initialled by the teacher when completed, both serve to help pupils improve the quality of their written work.
2.30 Pupils’ performances are tracked throughout the school through recording verbal and non-verbal reasoning scores, making predictions of progress and monitoring these and setting individual targets. Pupils are regularly screened and concerns are identified and discussed. Assessment is used to plan teaching and to help pupils make further progress. Where pupils have been encouraged to assess their own learning they have been able to set themselves good targets for making progress.
2.31 Teachers promote high standards of behaviour, leading to effective learning, through their own courtesy, praise and encouragement. They have established excellent relationships with pupils which, when coupled with the high standards they demand, ensure that pupils respond appropriately.
2.32 The school meets the regulatory requirements for teaching [Standard 1].
2. 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 excellent and has improved since the last inspection. The school is effective in ensuring the welfare, health and safety of the pupils and this helps to fulfil the school’s aim of educating pupils in a safe, healthy, happy and caring environment in which they can flourish. The care that the staff devote to the well-being of the pupils is exemplary and enables good relationships and a caring ethos to prevail throughout the school. The pupils displayed a friendly confidence in their relationships with adults throughout the inspection.
3.2 A comprehensive set of clearly written policies and effective support systems are fully implemented by staff. Teachers and teaching assistants provide strong support and guidance for pupils through the exercise of their duties, particularly as form teachers and house staff. Formal and informal discussion about pupils ensures that staff know the pupils well, while weekly staff briefing meetings enable all staff to be up-to-date with both academic and personal matters relating to their charges. Pupils feel that staff are helpful, and value the ease with which they are able to approach them.
3.3 Pastoral care is a high priority shared by all the staff and the achievement of a positive, joyful and family atmosphere something of which the school is proud. School values and ethos are constantly reinforced so that pupils are motivated and supportive of each other. The YAK message is prominent throughout the school and well understood by all. The ‘house family’ system and the school council also promote good relationships between pupils.
3.4 Measures to promote good discipline and behaviour are clear and well understood. One Year 4 pupil in an interview said that the rules were “important but just common sense”. The number of detentions is small and the positive approach to discipline which relies on rewards, such as house points, rather than sanctions is highly successful. The school has an effective anti-bullying policy, created after consultation with parents and pupils. Throughout inspectors’ interviews with pupils the view was expressed that bullying in the school was rare, if it existed at all. The high ratio of adults to pupils on the school site clearly has a positive effect upon the overall quality of pastoral care and also ensures excellent supervision. An after-school care system, where pupils are supervised and able to do their homework, is of great benefit both to the pupils who use it and their parents.
3.5 The school has appropriate policies and procedures for child protection. The local authority provides enhanced training, updated every two years, to the headmistress and the deputy head of nursery. They, in turn, carry out ‘in house’ training for the rest of the staff every year. All measures are in place for the safe recruitment of staff, and the headmistress and a deputy have recently taken and passed a course on this subject. Several staff are qualified in first aid, and arrangements for pupils who are sick have improved since the last inspection, with the addition of a well-equipped first aid room. The school has a comprehensive list of risk assessments on its database. These are carried out on all activities in and away from the school and are closely monitored by the senior management team. Admission and attendance registers are carefully maintained.
3.6 All necessary measures to reduce risk from fire and other hazards have been taken. The school was audited by the local fire authority last November.
3.7 The school health and safety committee meets once a term and walks around the site as part of the meeting, paying particular attention to areas that have undergone change of any kind during the holiday periods. The school is also advised by an external health and safety company.
3.8 The ‘Healthy Schools Initiative’ has been the source of several new policies. The school has committed itself to serving healthy meals and the standard of food served to the children is excellent. A ‘walking bus’ has recently been introduced to promote healthier lifestyles, to help with traffic congestion and to reduce the school’s ‘carbon footprint’. The new pond makes the pupils even more aware of their environment and their responsibilities towards it and is a valuable asset for science lessons. Very thorough safety precautions have been undertaken to enable pupils to make safe use of this thoughtful development.
3.9 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
3.10 The quality of links with parents and the community is outstanding. The strengths identified in the last inspection have been maintained and in some areas, extended. The school successfully fulfils its aim of engaging parents and staff in a genuine partnership that benefits the pupils.
3.11 The response to the parental questionnaire was overwhelmingly positive about almost all aspects of the school’s life. Some concern was expressed about homework and about opportunities to discuss matters with the school. However, as opinion was equally divided throughout between those who thought there was too much homework and those who thought there was not enough, no conclusion could be drawn on this issue. Parents are welcome to come into the school at mutually convenient times to discuss issues with form teachers. Inspectors felt that this was good provision, and did not, therefore, uphold this objection raised by some parents in the questionnaire.
3.12 The parents are widely involved in activities at the school. The PTA has 17 members including a representative for each form. At the time of the inspection the PTA had just held a successful Summer Ball but also organises a front of house ‘drop off’ rota to help ease congestion, lost property returns, coffee mornings and help with reading, swimming and other school activities. Parents are invited to attend various assemblies and an open door policy ensures that parents may feel fully involved in their child’s education if they so wish. The concert, gym display and puppet assembly at the time of the inspection were well attended by parents.
3.13 The school has established highly effective ways of providing parents with information. Full reports are written twice a year and each year group also has two parents’ evenings per year. Parents are well informed about the school and their children through a regular, colour newsletter and the parents’ website which contains daily online bulletins. They also receive a guide known as ‘The Fax’ and regular letters from the PTA.
3.14 The school handles the concerns of parents with due care. A formal complaints procedure is available if necessary and every parent has a copy in the parents’ handbook, and by reference to the school’s website. Required procedures are followed, and any serious complaints are well documented.
3.15 The links between the school and the wider community are excellent. The sports staff at Dame Bradbury’s organise and involve the school in several sporting events such as the town swimming gala, district athletics, and tournaments for local schools and clubs, including Dame Bradbury’s, in football, cricket and rugby. The school also hosts the Saffron Walden Literary Festival each year and has links with the Saffron Walden Choral Society.
3.16 Pupils have links with deprived children in the Ukraine through British Aid and have pen pals in Ghana. The school’s recent links with pupils in India and Africa widen pupils’ knowledge of societies less economically fortunate than their own.
3.17 The school’s historic connections, its position in the town, its use of the local swimming pool and its involvement in the wider community ensure that it is well known in the locality. Indeed, inspectors visiting the town found that local estate agents, a taxi driver and local people knew the school and spoke highly of it. One member of staff praised the parental involvement by saying that it added an extra special dimension to the school, and one parent stated that: “everyone is made to feel welcome at Dame Bradbury’s; the office staff and the teachers are excellent; it is a truly lovely place to be”.
3.18 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].
3. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The governance of the school is good, and successfully fulfils the governors’ declared aims of allowing every pupil to flourish, to develop in self-confidence and imagination, and to enjoy school life to the full. The high standards of governance described in the previous inspection report have been steadily maintained.
4.2 The structure and management arrangements of the governing body are clearly defined, and effectively support good oversight of the school. The 15 governors provide a wide range of experience, including educational, financial and managerial expertise. Their structure of six subcommittees effectively overseas all aspects of school policy.
4.3 Governors are aware of their financial, educational and legal responsibilities, including those with regard to health and safety, and work closely with the headmistress and bursar to ensure strategies and development plans are relevant to the school’s needs, in line with its aims, fully costed and in an appropriate order of priority. Governors are aware of their responsibilities in regard to child protection, and have appointed a member of their body to have oversight of child protection issues.
4.4 Relationships between governors and staff are good. Regular presentations to governors, by subject co-ordinators and other key members of staff, ensure that governors know what is going on in the school. Some governors are parents of present or former pupils at the school and thus have an additional perspective on school events. Social meetings with staff and attendance at a variety of school functions not only give governors a good knowledge of the school, but also render them accessible to both staff and parents.
The Quality of Leadership and Management
4.5 Leadership of the school is outstanding. Effective management has successfully introduced a range of policies and practice to raise standards in line with the school’s aims. Leadership and management have improved since the last inspection, since when many changes have taken place. The school has seen the appointment of a new headmistress and bursar, the restructuring of the senior management team with some new personnel and new responsibilities, and a thorough review of the school’s management systems, curriculum and activities - with a resultant improvement in the quality of the education the school offers.
4.6 The headmistress has a clear vision for the school, and well-thought out methods for achieving it. She provides the school with firm but sensitive leadership, where management responsibilities are well defined, where staff have accepted new responsibilities, and where she has generated wholehearted support from the senior management team. Decision-making is well considered and positive, and communication to both staff and parents is swift and informative. The school follows an open policy wherever possible, and staff feel involved in the decision-making process; for example all staff are involved in the construction and review of the school development plan. The school has a good set of policies, readily available and all with dates set for review.
4.7 Monitoring of teaching and learning by senior staff has been introduced and is increasingly effective in promoting high standards. Measures to attract, maintain and reward good teachers are in place, and the school’s environment is a happy one in which to work, a view endorsed to inspectors by various members of staff. Staffing levels enable strong support to be given to pupils. Many opportunities for in-service training are available, and supported by the school. Dame Bradbury’s School has a dedicated, hard-working staff, well led and motivated.
4.8 Resources for learning are good, effectively used and easily accessible. The provision of ICT equipment, both computers and interactive white boards, is particularly good. However, the present level of technical support is not sufficient to allow the computer staff time to develop the potential uses of ICT to the full.
4.9 The administrative and other support staff, including the teaching assistants, provide high quality service to the school, which thus runs efficiently. The quality of catering, with the provision of healthy food options, and of cleanliness, decoration and maintenance, is good.
4.10 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.11 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 Dame Bradbury’s School successfully meets its aims, has many strong features and is outstanding in certain areas. The school is outstanding in its spiritual, moral, and social development of its pupils, in the quality of pastoral care and the welfare, health and safety of its pupils, in the quality of its links with parents and the community, and in the quality of its leadership and management. Pupils are given a high quality educational experience in activities, including residential visits, in the breadth of the cross-curricular links developed in the various schemes of study, and in the quality of much of the teaching. As a result, pupils learn effectively, develop their personalities in a well-organised and kindly society, and develop skills of independent learning. Much work has been successfully undertaken to make pupils aware of the environment in which they live, and of threats to its continued equilibrium, together with actions which might ameliorate the situation. Weaknesses are few: attention to French culture results in some pupils knowing quite a lot about France, although some are unable to speak any continuous French; despite reference in the development plan to increasing pupils’ cultural awareness; few pupils were found who knew anything about world religions other than Christianity and Judaism.
5.2 Good progress has been made since the 2001 inspection. The school has continued to develop its strengths, and to improve in all areas identified in the main recommendations of that report. The Ofsted nursery report of 2004 indicated that the nursery had no significant weaknesses. The school has undertaken a detailed self-evaluation study, and is well aware of its many strengths and also those areas where further development would be beneficial.
5.3 The school meets all the regulatory requirements.
5.4 The school has no significant weaknesses, but to improve still further it should:
1. give pupils a wider understanding of world religions, as part of their cultural development;
2. increase opportunities in modern foreign languages for pupils to develop their conversational skills.
5.5 No action in respect of regulatory requirements is required.
5. summary of inspection evidence
6.1 The inspection was carried out from 21st – 24th May 2007. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
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Mrs Jenny McCallum |
Reporting Inspector |
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Mr James Barnes |
Headmaster, IAPS school |
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Mr Kevin Douglas |
Headmaster, IAPS school |
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Mr Jeremy Gear |
Headmaster, IAPS school |
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Mrs Sue Ratcliffe |
Headmistress, HMC junior school |