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INSPECTION REPORT ON |
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Dodderhill School |
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Full Name of the School |
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DfES Number |
885/6016 |
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Registered Charity Number |
527599 |
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Address |
Crutch
Lane, Droitwich Spa, Worcestershire WR9 0BE. |
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Telephone Number |
01905
778290 |
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Fax Number |
01905
790623 |
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Email Address |
info@dodderhill.co.uk |
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Headmistress |
Mrs
J.M. Mumby |
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Chairman of Governors |
Mr
J. Wheatley |
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3
– 16 years |
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Gender |
Girls
(boys up to age 7) |
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Inspection Dates |
5th
– 8th February 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 Dodderhill School was founded in 1973, in the small Worcestershire town of Droitwich Spa, as a senior school for girls, by the governors of Whitford Hall, a well-established Midlands preparatory school. In 1999, Whitford Hall School moved from the neighbouring town of Bromsgrove to the spacious grounds of Dodderhill, on the outskirts of Droitwich Spa. Initially, the combined establishment was known as Whitford Hall and Dodderhill School until, in September 2006, it was officially renamed Dodderhill School. Situated in the extensive grounds of a gracious eighteenth century country house, the school provides modern facilities for each age group with ample playground space and playing fields which are easily accessible from the classrooms.
1.2
· provide excellence in education leading to high academic achievement;
· provide every pupil with the opportunities to reach his or her full potential;
· equip all pupils to meet the challenges of the modern world;
· develop in every pupil self-confidence, social and personal responsibility, spiritual awareness and self-discipline.
1.3 At the time of the last inspection in March 2001, the headmistress had been in post for only six months. Since then, a day nursery has been established; numbers in the senior school have risen significantly; and the building of the new junior school and sports hall has been followed by extensive exterior and interior refurbishment in the senior school. Work is soon to begin on a new classroom building to complement the junior school and sports hall.
1.4 There are 213 pupils aged from 3 to 16 years in school at present: 194 full-time and 19 part-time. A total of 12 boys and 18 girls are in the Foundation Stage, with 69 girls in Years 1 to 6, 70 in Years 7 to 9 and 44 in Years 10 and 11. A separate, year-round day nursery caters for children from 0 to 3 years old. Virtually all pupils are British and have English as their principal language; a very small proportion of pupils come from different ethnic backgrounds. No pupils have statements of special educational needs. About 30 pupils are identified as requiring support, 9 of whom have one-to-one tuition from specialist teachers for their English or mild learning difficulties; for others, group support is in place for English and mathematics.
1.5 For three-year-olds moving from the nursery, entry to the Kindergarten is not selective. Other potential pupils have taster sessions to establish that they will benefit from the school environment. Similarly, pupils joining reception to Year 4 have their work in English and mathematics monitored during a taster day, and they may have a special assessment if their work is below the level of the class. After this point, the school is academically selective. Pupils joining Years 5 to 9 take a verbal reasoning test; they are also given tests in English and mathematics appropriate to their age and they have an interview with the headmistress. The local area has a first, middle and high school structure and therefore Years 5 and 7 are both significant entry points to the school.
1.6 The most important criterion for acceptance is that a pupil will be happy and successful in the school environment. The range of academic ability is relatively wide, from low to very high, and the overall ability profile is above the national average. Where pupils are performing in line with their abilities, their results would be expected to be above the national average for all maintained secondary schools.
1.7 At the end of Year 11, some pupils transfer to the maintained sector and some to local independent day and boarding schools. Almost all leavers are successful in obtaining a place in their first choice of sixth-form course. Pupils come mostly from families with business, professional or agriculture-related backgrounds and their homes are located in a wide geographical area of north Worcestershire, within a radius of 20 miles from the school.
1.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school from reception onwards. The three-to-four-year-old class is referred to as the Kindergarten. In this report, nursery refers to the year-round day provision for children under three years old.
The Educational Experience Provided
2.1 The education provided is of fine quality and is consistent with the aims and philosophy of the school. Pupils’ educational experiences enable them to achieve very well academically in relation to their abilities, and the high expectations of the school in terms of personal development, mutual respect and trust and contribution to the community equip pupils to successfully meet the challenges of the modern world. Pupils are given every possible encouragement and opportunity to reach their full potential.
2.2 The curriculum is broadly based so that the education provided contributes positively to pupils’ development in all areas of learning: linguistic; mathematical; scientific; technological; human; social and creative; and to the acquisition of skills of speaking, listening, literacy and numeracy. Since the last inspection, provision for information and communication technology (ICT) and its use have increased significantly. French has been introduced from Year 1 and German from Year 7. Personal, social and health education (PSHE) lessons have been added to the timetable in the senior school and from Year 5 in the junior school.
2.3 English and religious education (RE) lessons provide pupils with opportunities to think, make judgements, and draw conclusions on topical issues; Year 7 were encouraged to talk thoughtfully about literature and Year 9 discussed Sikhism with interest. In a Year 8 lesson, pupils successfully applied their knowledge of the play, A Midsummer Night’s Dream, to the production of a newspaper, The Athens Chronicle, in which the issue of arranged marriage was discussed, and a dating agency advertised its services.
2.4 The curricular experience in ICT provides opportunities for pupils to acquire independent discovery techniques and very competent skills in this subject, as illustrated in a Year 6 lesson on control terminology. The curriculum is planned to enable a very high standard to be achieved in creative and practical work in art and music in both the senior and junior schools, and in catering and textiles.
2.5 The broad curriculum is planned well to provide access and opportunities, both in and out of the classroom, to assist all pupils to achieve their full potential. Subject planning and schemes of work are well organised. In the junior school, in the Foundation Stage, the curriculum is carefully designed around the Early Learning Goals for three to five year olds. In Years 1 and 2, music, French and ICT are taught by specialists and, by Years 5 and 6, this applies to all subjects. In Year 3, art, design and technology and physical education (PE) are also taught by specialists as are English, mathematics, science and textiles in Year 4.
2.6 The broad and balanced curriculum extends into Years 7, 8 and 9, with the addition of English Literature, German and food technology. The basic curriculum for GCSE is well designed and has an element of choice; the optional subjects at this stage offer, for the size of the school, an ample and interesting range which includes catering, music, textiles, and PE as an extra.
2.7 The teaching day is timetabled appropriately in both the junior and senior schools and allows sufficient time for all areas of the curriculum as well as extra-curricular activities. The latter take place during lunchtime and after school and are largely based on sport, games and music; other activities such as the Environment Club are also very popular. Whilst a few parents were a little critical in the pre-inspection questionnaire of the range of activities available, the majority of parents and pupils expressed their satisfaction with the opportunities offered to them both in school, and in links and voluntary work in the local community. A well-considered range of educational visits and trips abroad also enriches the curriculum.
2.8 Pupils are prepared well for the next stages of their education, which is usually the sixth form of a school or college, followed by university. Careers preparation is also provided and work experience is arranged at the end of Year 11 in local professional practices and businesses. As part of their coursework for GCSE catering, pupils have a week’s work placement in local restaurants of distinction and acquit themselves very well. Every year, members of the local Rotary Club conduct practice interviews in their offices in town for Year 11 pupils. Personal, social and health education, participation in assemblies, programmes promoting leadership and responsibility, such as the prefect system, also prepare pupils well for adult life.
2.9 The specific provision for pupils with learning difficulties is sound and improving. Formal diagnostic testing does not take place in school; pupils are identified for support, usually at an early stage, through staff observation and discussion. Some outstanding lessons from specialist staff were observed, though in lessons generally, not enough attention is given to providing tasks to meet the differing needs of pupils in the class. The school also identifies gifted and talented pupils and is making provision for them. Extension work for these pupils is being developed; in Year 11, they may take mathematics and music technology at AS Level and, this year, gifted Year 9 pupils are taking GCSE music two years early.
2.10 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.11 Pupils are very successful in their academic work and in other activities. Their attainment in public examinations is good in relation to their abilities and their progress from Year 9 to Year 11 is above national norms. They have a thorough knowledge and understanding of the subjects which they study; when given the opportunity, they successfully apply their knowledge and think and act critically and creatively and respond to high expectations. However, examples within lessons of pupils engaging in independent learning were infrequent. Skills and attitudes for work and study are very well developed; pupils are focused, able to sustain concentration and enthusiastic in their learning; they are also very successful in a wide variety of other challenges and activities. Pupils’ learning and achievement have improved since the previous inspection. In their replies to their questionnaires, parents and pupils agreed that the teaching contributed well to pupils’ learning. Parents referred particularly to their happy, well-motivated children, who were learning in a caring, friendly environment.
2.12 As a result of effective teaching and sensitive planning, no significant differences in relative attainment are apparent between the stages of education, or between different groups of pupils, subjects or curriculum areas. The relatively small numbers of pupils who require help with some aspect of learning make good progress.
2.13 In the GCSE examinations, results in French and catering are far above the average for all girls in maintained schools and for other subjects they are well above that average, representing good achievement in relation to their ability. Standardised measures of progress confirm that girls at Dodderhill perform better than girls of similar ability in the national sample.
2.14 The high standards in the Foundation Stage have been confirmed by the Office for Standards in Education (Ofsted) inspection of January 2005, and the school has successfully addressed the recommendation that individual plans should be more clearly expressed.
2.15 Results in national English Speaking Board examinations and Associated Board music examinations are to the credit of both junior and senior school pupils.
2.16
Pupils’ achievements in
competitions at regional and national level are notable. Catering pupils are entered for the national
Future Chef competition leading to the award of the runner-up prize at regional
level this year. Pupils in Years 7 and 8
have been successful in the British Association Young Scientist Awards at
bronze level and five pupils are working towards silver level. Year 7 and 8 pupils were the Salter Science
competition runners-up in 2006. Year 9
pupils were highly commended in 2006 in the
2.17
Worthy of mention too is the
school’s success at bronze level in The Duke of Edinburgh’s Award scheme and
the significant and consistent achievements of pupils in competitions in art,
textiles, music and sport, including riding, at county and national
levels. In a recent national Young
Writers competition, 50 entries from Dodderhill were selected for publication
and the school was judged ‘Best in the
2.18 Literacy and numeracy are well developed; and, from an early age, pupils apply their skills with competence and confidence. They are articulate, fluent in writing and speaking, and well able to respond to searching questions, thereby extending their knowledge and understanding. However, at times, in year groups and subjects where questioning is restrictive and does not offer sufficient opportunity for independent thought, pupils are less skilled at developing their own strategies and ideas. The younger pupils in the school listen extremely well, discuss thoughtfully and maturely and write fluently; and by the time pupils reach GCSE, these skills are very well developed, with some particularly competent extended writing in history.
2.19 The mathematical and numerical skills of pupils are continually extended and they have confidence and understanding to apply them effectively where needed in other subjects. Good use of mathematics was seen in catering and in geography, as well as in art and music.
2.20 Pupils have good ICT skills which they use proficiently and increasingly across the curriculum. In the junior school, from the Foundation Stage onwards, pupils enjoy using computers in their work; in Year 4, pupils were using digital cameras to enhance their own performance in PE. The recent major investment has been so successful that the demand for resources is steadily increasing. The standards reached in personal research, word processing and the quality of project work indicate that pupils have a very secure base of ICT skills; control technology is less well developed and confined to simulations. As yet, the use of ICT is not systematically planned and implemented in the work of all departments, but significant progress is being made.
2.21 Pupils reason and argue cogently and think for themselves. These skills are particularly well honed in science, religious education, physical education and PSHE where pupils are willing to risk an opinion and happy to share ideas. Their experience begins at an early age; pupils in Year 1 were asked to discuss why the packaging of so many foods was cuboid in shape; they decided that these packets would be easier to fill and would stand on a shelf more securely.
2.22 Pupils are well organised and settle very quickly to their lessons and individual tasks. From an early age, pupils concentrate very well on their tasks, as observed in a Year 3 map-reading lesson. Senior school pupils take notes and organise their work efficiently though, in some subjects, little evidence was seen of extensive independent work by pupils. However, they work with remarkable concentration and with a very positive approach. Pupils cooperate very well in group activities. In both senior and junior physical education lessons, they helped very capably, and with the minimum of instruction, to set out apparatus and to put it away at the end of the lesson, as well as working collaboratively during the lessons, where some excellent pair and team work was seen.
2.23 The perseverance of pupils and their eagerness to achieve successful outcomes is obvious. Another striking feature is the pupils’ enjoyment of their lessons: in interviews with the inspectors they showed great interest and enthusiasm in talking about their subjects and activities.
Spiritual, Moral, Social and Cultural Development of Pupils
2.24 The spiritual, moral, social and cultural development of pupils at the school is outstanding. The school’s aim, to develop in every pupil self-confidence, social and personal responsibility, spiritual awareness and self-discipline, is fully achieved. The positive parental and pupil responses to the pre-inspection questionnaires are a testament to the school’s success in this area. Spiritual, moral, social and cultural development is at the heart of the school’s work and provides a hallmark of its success.
2.25 The spiritual development of pupils is nurtured very successfully in the creative arts, assemblies and religious education, where they work on themes from many different faiths. A visitor from the Salvation Army gave an assembly to an attentive senior school that highlighted the diversity and unfairness of our world and how Christians from the developed world might respond. Year 6 pupils were fascinated by the process of creating an original print in art, and overjoyed by the result.
2.26 Pupils develop high levels of self-knowledge, self-esteem, self-confidence and tolerance through their studies. They are open-minded and keen to know about other religions. They learn about Sikhism in Year 9, and visit a Buddhist temple and exhibition. After considering the way in which different religions approach the concept of suffering, Year 8 pupils wrote very thoughtfully about their own ideas.
2.27 Moral development is excellent. Through the school rules, pupils begin to learn about right and wrong; and their responses to situations within the school community also help them to understand. They are encouraged to consider friendship, responsibility and relationships in different ways in different subjects; for example, in a Year 2 religious education lesson, pupils were asked to discuss what they thought of someone who steals. Year 8 designed an anti-bullying poster in ICT; and in English, pupils were asked to discuss and write about the rights and wrongs of punishment. Pupils also learn from the attitudes and examples of their teachers on a daily basis. They develop respect for the law within the school and in the wider community.
2.28 Pupils develop an excellent sense of social responsibility; they understand that they are accountable for their own actions; they take leading roles within the school as prefects, both junior and senior; they are encouraged to show respect for the talents, weaknesses and differences in those around them and to treat everyone with equal courtesy and consideration. There is, for example, real generosity in their attitudes to those who have difficulty with their work, or who have outstanding attributes.
2.29 The school positively encourages pupils to contribute to the life of the community; a Year 6 group wrote stories in ICT and presented them to the reception class, a Year 8 group discussed independence in physical education, watched a video then planned how to improve their own independence; The Duke of Edinburgh’s Award group volunteer to work in charity shops as part of their course, and other senior pupils visit stroke patients. Through the PSHE course, the personal development of pupils is enhanced as they learn about public institutions, social services, the wider community and how they should respond in difficult situations, such as being offered alcoholic drinks.
2.30 Pupils develop culturally very successfully; they display a strong interest in and respect for their own and other cultures. They are tolerant, open-minded and keen to engage with and understand cultural differences. These topics were addressed in music through investigations of rhythm, in studying the art of other countries, in an assembly on the topic of racism, and in novels and poetry in English. Modern foreign languages have an important place in the curriculum and, together with exchange and other educational visits, they make a significant contribution to the pupils’ understanding and knowledge of other countries and cultures.
2.31 The beauty of the natural environment, the gardens and grounds in which the school is set, the graciousness of the refurbished eighteenth century house and the fine modern architecture of the sympathetically designed extensions and new buildings all make a contribution to the spiritual, social and cultural development of pupils of all ages. Pupils appreciate and show respect for their environment.
2.32 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.33 The quality of teaching is predominantly good; it successfully enables pupils to learn and understand. The quality of teaching has improved since the previous inspection; in a significant proportion of lessons, it was of high quality. Teachers know their pupils well; they are very committed to them and provide support and guidance which, in keeping with the school’s aims, enable the pupils to make the most of their abilities. Since the previous inspection, the focus of professional development has been on teaching, including the need to consider different abilities and learning styles, and the use of technology. Assessment and record-keeping procedures have also been improved and updated, and are now making a positive contribution to effective teaching and target-setting. Parents and pupils were in almost unanimous agreement that the dedicated teaching enabled pupils to make progress and fulfil their potential.
2.34 The great majority of lessons meet the needs of pupils of all abilities, including those who have learning difficulties, and enable them to acquire new knowledge, make progress, increase their understanding and develop their skills. In most instances, pupils achieve good and, at times, high standards relative to their ability. In a minority of lessons, teaching does not provide enough challenge for pupils, for the more able especially, and the expectation of high standards is not always evident in the classroom.
2.35 The teaching stimulates and encourages many aspects of the pupils’ intellectual, physical and creative development. Pupils have the opportunity to engage in scientific inquiry and discovery. In a number of GCSE courses, English, religious education, physical education, catering, art and design and music, they are given the confidence to carry out independent research and think for themselves. In a few instances, pupils rely too much upon guidance from their teachers and are not encouraged to think for themselves to a sufficient extent or consider different ways of approaching a question.
2.36 The teaching is very sympathetic and supportive, and is usually well planned. In the most successful lessons, careful attention is given to ensuring that the most effective methods are used to support learning of high quality, though in a few subjects the range of teaching strategies employed was too narrow and lacked an imaginative structure. Information and communication technology is well used to enhance learning in mathematics, science, geography, catering and music, and in a history lesson, the use of a board game successfully developed pupils’ understanding of Roman Britain.
2.37 Staff are well qualified, and teaching at all stages demonstrates considerable subject expertise, knowledge and understanding. Teachers know their pupils well and give them careful guidance. The best teaching is lively and demanding. On occasions, teachers do not have high enough expectations and do not encourage pupils to look beyond their notes and worksheets and be more involved in their own learning and thinking for themselves. Schemes of work and subject documentation are generally comprehensive and well organised; they provide extensive photocopiable information and worksheets. In the Foundation Stage, planning, which includes careful risk assessments, is particularly thorough and results in teaching of a high quality.
2.38 Resources are, on the whole, very suitable, plentiful and of good quality; they support very effectively the teaching and needs of the school. The Foundation Stage classes and the day nursery are extremely well provided with attractive resources of high quality, both indoors and outside; their effective use greatly enhances the educational experience of the pupils. As ICT is becoming an increasingly integral part of subject planning, pressure is building on access to and the resources of the ICT suite. The school makes the most of excellent displays in classrooms and in corridors, especially in the junior school, to support learning and to celebrate pupils’ achievement. Creative work of a very high standard, which deserves wider appreciation, is on display in the art and textiles teaching areas but is not so visible in other areas of the school.
2.39 Teachers, on the whole, mark securely and use their assessment data to help individual pupils make progress. Pupils understand the marks and grades used by their teachers. Systems, in line with the school’s own aims and targets, are in place to evaluate pupils’ performance throughout. Assessment in the Foundation Stage is extremely efficient and used effectively. Below Year 4, continuous assessment in reading, writing and numeracy is used to guide curriculum and lesson planning. Individual education plans and target-setting are used well in the junior school. Half-termly assessment grades are used to produce individual record cards from Year 4 onwards. These cards provide information which enables form teachers in the junior school and year tutors in the senior school to set targets for members of their groups.
2.40 Teachers regard good behaviour as a keystone of the school’s ethos, and they have no difficulty in maintaining high standards. Consequently, the discipline of pupils is exemplary; they respond extremely well to the teaching.
2.41 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 the pastoral care and the attention given to the welfare of pupils is outstanding throughout the school; it is an even greater strength than at the time of the last inspection. Pupils’ welfare is paramount in the aims and ethos of the school and the measures and procedures to safeguard and promote the health and safety and welfare of the pupils are comprehensive and most successful; they are kept constantly under review. Staff are supported in the day-to-day pastoral care of their pupils by a very well-planned structure. Parents are extremely happy with the care, help and guidance given to their children.
3.2 The quality of relationships between staff and pupils, and among pupils, is excellent. Throughout the school, adults provide very good role-models for pupils because they work harmoniously together. Teaching and non-teaching staff are polite to pupils, and pupils respond courteously. Older pupils care for and take responsibility for those who are younger; an excellent example of this is to be found in the dining arrangements where senior pupils serve and clear tables at lunch and help younger pupils.
3.3 The organisation and structure of the system for pastoral care are highly effective, including the measures which promote very good self-discipline and behaviour in all areas of the school’s life. Very effective support and guidance is given to all pupils, from the very youngest to the most senior; the system of rewards and sanctions is very clear and all this results in a teaching environment where discipline problems are very few.
3.4 Pupils are very supportive of each other and there is a strong anti-bullying culture. Any problem which arises is dealt with quickly, fairly and effectively. Pupils speak highly of the care and guidance they receive and the friendly atmosphere which pervades the school. An illustration of the school’s care for its pupils is the attention which has been given to providing healthy lunches. Locally sourced food is freshly cooked each day in the school’s well-equipped kitchen; the food is attractively presented for ‘family service’ at both junior and senior lunchtimes, which are pleasant, social occasions. The catering staff are proud of achieving a healthy-eating award which acknowledges the efforts they make.
3.5 The general provision for the health and safety of pupils, staff and visitors is very effective and well organised. The school takes its responsibilities very seriously; it gives careful regard to all legal obligations and guidelines, and a full range of policies is in place. Accident records are in place and the number of first-aiders available is ample. The school ensures that all reasonable measures to reduce risk from fire and other hazards have been taken. Risk assessments are undertaken in all areas of the school and those for the health and safety of pupils on school trips are comprehensive and secure. The school’s health and safety committee, which includes a governor, meets every term to deal with any issues. Planning for disabled access to the original buildings has been carefully considered; as has planning for teaching pupils with disabilities. Admissions and attendance registers are well maintained. The school fulfils its duties under the Special Educational Needs and Disability Act.
3.6 The school meets all of the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.7 The school has very successfully established extremely good links with parents and the community. An overwhelming majority of parents are satisfied with the education and support provided for their children. Positive links with the local community make an important contribution to the wider education of the pupils. Since the previous inspection, termly reports on progress have been introduced and Independent/State School Partnership links have been established; The Duke of Edinburgh’s Award scheme has also been successfully introduced.
3.8 In their replies to the pre-inspection questionnaire, parents were strongly in agreement that the teaching helped their child to make progress, promoted worthwhile attitudes and values, and achieved high standards of behaviour. Most were happy with the range of subjects and extra-curricular activities. A significant minority indicated that they had concerns about the level of help for pupils with learning difficulties, about the way in which their concerns were handled, and about the lack of choice and small portions at lunch. The team considered that the quality of the provision for pupils who require learning support is now steadily improving and that the school does its best to solve problems and ease anxieties. The inspection team and the school recognise the advantages and disadvantages associated with a family-service style of menu and the headmistress is keeping the menus, and the present portion size and element of choice, under review.
3.9 Parents feel welcome in the school and are actively involved in supporting a variety of activities and in the work and progress of their children. The Parents’ Association is very successful in raising funds to support the school. Their activities have included a Masked Ball and a Summer Fun Evening, and they have contributed generously towards a mini-bus and many other items in the school.
3.10 Staff report on the progress of individual pupils in a clear, informative way each term with details of academic achievement; extra-curricular activities and personal development are also mentioned in reports. A small minority of reports focus on attitude and encouragement at the expense of information about what a pupil does well and what is needed to effect improvement. Nonetheless, parents feel they are well informed about their children’s progress. Parents receive detailed information about the curriculum and relevant policies and procedures, which are all correctly and clearly explained. The school website, regular newsletters and homework diaries keep parents up to date. An informative new prospectus has recently been published, following the modification to the name of the school.
3.11 A comprehensive complaints procedure is in place; no formal complaints have been received. Parents’ concerns are taken seriously and most problems are dealt with informally, and as swiftly as possible.
3.12 The school has extensive links with the wider community. Representatives from the local churches visit the school regularly to speak at assemblies. Pupils take part in sporting and artistic events locally and nationally; they visit theatres and galleries and the choir is soon to visit Rome. Pupils make frequent visits to the Droitwich Stroke Club and raise substantial sums for local and national charities - over £5,500 in the last year.
3.13 Partnerships have been established with local maintained schools, leading to funding for the purchase of trampolines and the formation of clubs at school and in the community. On most evenings the school is full of activity, as local clubs and groups use the excellent facilities. The Duke of Edinburgh’s Award scheme is well supported; the service element of the award often takes place in local charity shops, homes for the elderly, hospitals and veterinary practices.
3.14 The community links which have been established provide excellent support for and enrichment of the pupils’ educational experience.
3.15 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 school is governed effectively. As at the time of the previous inspection, the governors carry out their functions properly and have a clear strategic view.
4.2 The board of governors is drawn from the academic, professional and business worlds; its members are very suitably experienced and qualified. The minutes of their meetings indicate that the structure and the management responsibilities of this knowledgeable governing body are well-defined and understood. Members of the board have undertaken training provided by the Association of Governing Bodies of Independent Schools (AGBIS) and have attended appropriate conferences.
4.3 The minutes of meetings also indicate that governors have an effective oversight of the school. They are well informed and well aware of their overall responsibilities, both for the educational development of the school and for proper financial planning. Prudent financial management has made possible a well-planned and continuing programme of improvement to buildings and facilities, effective staffing levels and good quality resources.
4.4 The governors, several of whom have long-standing close links with the school, enjoy constructive relationships with senior management staff, in particular. The chairman takes his responsibilities seriously; he visits regularly and meets with the headmistress, bursar and site manager; he is very well briefed and supportive. A governor visits the school for a day each term and may shadow a class. Governors are involved in staff interviews and they receive the annual departmental evaluations which form the basis of the school development plan. All this enables governors to have a clear and effective insight into the working of the school, and the senior management feel well supported by the board.
4.5 Parents, pupils and staff are very appreciative of the wise development and financial planning which has resulted in the high quality of the well-maintained spacious grounds and fine modern buildings, such as the junior school and sports hall, which blend successfully with the refurbished eighteenth century country house.
The Quality of Leadership and Management
4.6 The quality of leadership and management is high. The school is led with vision and determination and great commitment to the best possible standards in academic achievement, personal development and pastoral care of the pupils. As a result, the school’s aims are very well fulfilled and the very special family ethos of the school has been preserved and enhanced.
4.7 The needs of the school are thoroughly analysed; priorities are set, effectively planned for and carried through. The annual evaluations submitted to the headmistress for each subject or year group form the basis of the school development plan which is very comprehensive and well considered. The development of the day nursery and the extended provision for the Foundation Stage have been extremely successful.
4.8 At the time of the previous inspection, the present headmistress had just taken up the post and new management arrangements were being developed. Since then, a major and successful restructuring of senior management has taken place, with the appointment of the present deputy headmistresses and director of studies. An ongoing revision of policies and procedures has been a feature of the past six years; progress at senior management level has been rapid. The senior management team function very effectively. A middle management level has been introduced and its expertise is developing well.
4.9 The good quality of the teaching owes much to the emphasis which has been placed on staff appointments and the professional development of all staff. Several successful new appointments have been made and the combination of longer-serving and newly appointed staff has enriched the staff room. The number of teaching and support staff is sufficient and they are well deployed. Procedures for the monitoring of teaching and learning, for evaluation of the work of departments and for professional review are all progressing well.
4.10 An effective system for child protection is in place, with the headmistress acting as the designated officer. All staff receive regular and appropriate child protection training. Checks with the Criminal Records Bureau are carried out efficiently and a rigorously applied code of practice ensures that other appropriate checks and safe recruitment procedures are undertaken. Policies and procedures are reviewed annually and discussed by governors.
4.11 Non-teaching staff including administrative, secretarial, support, housekeeping, catering, maintenance and grounds staff, all display the commitment, dedication and loyalty to the school evident in the teaching staff.
4.12 Long-term and day-to-day, the school budget is competently and wisely managed to provide as generous a level of resources as possible for each area of the school. Both the financial and general administration of the school are very efficient and effective. Application and registration procedures are clear and efficient.
4.13 The school office is the centre of a major and very efficient communication system; every request to either the main office or the junior school office is treated with a patient and charming courtesy which is totally in keeping with the ethos of this small family school.
4.14 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.15 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school is led and managed very effectively and meets its aims and aspirations admirably well. Commendable academic standards are reached and GCSE results are well above the national average for girls. Patient, supportive teaching offers the majority ample opportunity to reach their full potential; although a few subject areas do not employ a wide range of teaching strategies. Pupils develop a quiet poise, courtesy and self-confidence, a sense of responsibility for themselves and others, and values and beliefs which will take them far on their journey into the modern world. The school community is underpinned by strong family and Christian values which contribute to the high quality of its links with parents and the community, the excellence of the pastoral care, and outstanding spiritual, moral, social and cultural development of the pupils. A hallmark of the school is the mutual respect and trust that staff and pupils have for each other. This was seen in the way members of the school body observed the code of conduct, in the presentation of the work and books, behaviour in and out of the classroom, displays of work around the school and the very good condition of the school and its facilities. The school provides an exceptionally safe and caring environment. The high standards of education in the Foundation Stage have been very successfully maintained; children continue to make rapid progress in all areas of learning and are given an excellent start to their education.
5.2 The improvements since the last inspection, in March 2001, are significant. All areas of concern have been addressed, most very successfully, while others require continued attention. A seamless all-through education from 3 to 16 has been established. The successful restructuring of senior management has led to energetic action in relation to those areas of the school where improvement is still needed. Staff appreciate the significant extension of staff development which is leading to a broader range of teaching styles to benefit both lower and higher ability pupils. Assessment procedures have been improved, together with very careful and comprehensive recording, which facilitate the setting of targets for improvement. It is to the credit of the governing body, the headmistress and the whole senior management team that such significant changes and developments have taken place. The school is full of happy, purposeful young people and committed, caring staff, who are all very proud of Dodderhill.
5.3