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INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
886/6025 |
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Registered Charity Number |
1063709 |
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Address |
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Telephone Number |
01303
854057 |
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Fax Number |
01303
245273 |
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Email Address |
office@westbrookschool.co.uk |
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Headmaster |
Niall
Washington-Jones |
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Chairman of Governors |
Roger
De Haan |
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2–11
years |
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Gender |
Mixed |
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Inspection Dates |
12th
– 15th March 2007 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection 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 occupies a terrace of Edwardian houses in a wide residential road near the centre of Folkestone. Extensive grounds to the rear provide ample space for playing fields and playgrounds for the different age groups. Since the spring of 2005, an extensive programme of design and renovation has taken place; the interior and exterior alterations, refurbishment and redecoration have resulted in bright, modern, well-equipped classrooms, specialist subject rooms, dining room and kitchen. Christian traditions have always guided the work of the school, but children from all faiths are welcome.
1.3 In its mission statement, the school declares that it aims to:
· ensure that its pupils are in a safe and secure environment and are happy in their school lives;
· uphold Christian values and the ethos of a traditional preparatory school in terms of behaviour, courtesy, mutual respect, and self-confidence;
· foster and develop the individual academic potential of each child according to ability and also his or her personal, social and spiritual potential;
· keep parents, teachers and support staff fully informed and thoroughly involved in all aspects of school life;
· provide a wide spread of sporting, cultural, artistic and musical activities;
· seek to play a warm role in the Folkestone academic and cultural community.
1.4 At present, there are 82 full-time and 29 part-time boys and girls, aged between two and eleven years, in the school; 40 in the Nursery, Pre-Reception and Reception classes, 20 in Years 1 and 2; and 51 in Years 3 to 6. Children entering the present nursery are expected to continue through the school. The overall ratio of boys to girls is 1:1.5, although numbers are almost equal in Years 1 to 4. Almost all pupils are British and have English as their principal language; a few are from different ethnic backgrounds; and a small proportion of pupils come from abroad.
1.5 The school is not academically selective on entry. There is no formal entrance examination at any stage; prospective pupils are assessed during a visit to the school. The main criterion for acceptance is that a child will be happy and successful in the school community. The range of academic ability is wide and the overall ability profile is in line with the national average. In 2006, the school participated in national tests at age 11 for the first time. If pupils are performing in line with their abilities, their results in the national tests at the age of 11 will be broadly in line with the average for all maintained primary schools.
1.6 Pupils leave at the end of Year 6. Some transfer to selective schools in the maintained sector; the majority transfer to independent senior schools. Almost all leavers are successful in obtaining a place at their first choice of senior school. In recent years, pupils have won a number of academic and sports awards. About twelve pupils are identified by the school as requiring special provision, with another four in the Foundation Stage being monitored for speech and language difficulties; no pupils have statements of special educational needs. Eight pupils, three of whom are in the Foundation Stage, have English as an additional language.
1.7 Pupils mostly come from families with business or professional backgrounds, and the homes of day pupils are generally within a radius of ten miles from the school.
1.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school from Reception upwards. The three-to-four-year-old class and the two-to-three-year-old class are referred to as Pre-Reception and Nursery respectively.
The Educational Experience Provided
2.1 The school provides, to the greatest extent possible at this stage of its development, a broad and interesting educational experience which is consistent with its aims and philosophy. Pupils enjoy a safe and secure environment and are happy in their school lives. Careful attention is given to fostering the academic potential of individual pupils, and also to their personal development. Pupils enjoy an increasing range of opportunities for sporting, cultural, artistic and musical activities, and are involved in the local community.
2.2 The school provides a firm and expanding foundation for the linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development of its pupils. A new science laboratory and information and communication technology (ICT) suite are bringing a discernible improvement in scientific and technological skills, although provision for design and technology and three-dimensional work in art is still limited. Throughout the school, the curriculum enables pupils to acquire skills of speaking, listening, literacy and numeracy that are appropriate to their age.
2.3 In fulfilment of its aims, the school promotes a distinctive Christian ethos, which was evident in a religious assembly about the beginning of Holy Week and in the daily confident rendition of the Lord’s Prayer or the school prayer, with its strong emphasis on doing your best. Mutual kindness and respect are pre-eminent values in school. The school is successful in instilling a quiet courtesy and self-confidence which radiate from pupils of all ages in conversation and discussion, both formal and informal.
2.4 Literacy receives major support through the time given each morning to quiet reading throughout the school, when each pupil is heard by a teacher or parent-helper. Creative writing is fostered by high expectations that pupils will respond to a challenging vocabulary, especially in Years 2, 5 and 6. Pupils use idiom in poetry composition. Numeracy skills are developed systematically from the youngest age group, and are well used across the curriculum.
2.5 The confident use of technical terminology such as ‘erosion’, ‘oxbow’ and ‘confluence’ in geography, and the use of original source material such as a nineteenth century census in history, enriches humanities. The creative use of ICT enhances lessons in Spanish, English and science. However, constraints in the timetable limit the length of lessons and subsequently the possibilities for extension work by brighter pupils. The relative newness of the science and ICT suites means that their effect is still to be fully realized.
2.6 During the inspection, an assembly with a Spanish theme which included song and dance, and a recital of the Lord’s Prayer in Spanish, bore witness to the school’s commitment to performance but, as yet, no whole-school drama production has taken place, and development of music awaits forthcoming new facilities. The present limitation of opportunities for instrumental tuition also hampers development in music.
2.7 In the Foundation Stage, the curriculum is carefully planned around the Early Learning Goals for three to five year olds. Years 1 to 4 have the security of being taught in their form-rooms by their form teachers, apart from Spanish, ICT, physical education (PE) and music; and, by Years 5 and 6, most subjects are taught by subject specialists.
2.8 For the size of the school, a good range of extra-curricular activities is provided, and pupils benefit from the links which have been established with the local community and the encouragement that they are given to take help others in the wider community. Links with the local community are fostered by visits from the police and fire brigade, visits to the local council offices and a close relationship with the Mayor of Folkestone and the De Haan Foundation.
2.9 The headmaster, deputy headmaster and form teachers provide experienced advice and guidance about secondary school transfer, based on appropriate objective information and data. Pupils who had recently transferred from St. Mary’s Westbrook felt that the experience had prepared them well for changing schools at 11+ and making new friends. As a preparation for adult life, pupils are encouraged to take responsibility; Year 6 pupils help as assistant librarians and register prefects. The biological aspects of sex education are taught in science, and Year 6 girls receive advice and support about their physical development from a qualified nurse.
2.10 Good documentation supports the broad and balanced curriculum which is designed to offer opportunities to pupils of all ages and abilities, both in and out of the classroom; although, at this stage, the application of aspects of the planning is still evolving. In practice, the timetabling of the teaching day is not giving sufficient time to the core subjects of English and mathematics. The length of lessons is being reconsidered carefully by the school.
2.11 From the Nursery upwards, pupils participate in visits and activities linked to their lessons which include, for example, visits to a farm or recycling bank, to local castles and places of scientific interest, such as Herstmonceaux, and a visit to Spain. After-school activities are carefully planned to interest the pupils who participate; baton twirling, knitting, basket-weaving, art and dance groups are popular, as are sporting activities, which also have a generous timetable allocation. Football, hockey, netball, rounders, swimming, tag rugby, cricket and fencing are all offered.
2.12 Provision for pupils with learning difficulties and disabilities is well planned and organised. For example, in a Year 2 English lesson the need for and provision of different material for different abilities was handled very sympathetically. Pupils were given different tasks without it being obvious that some were easier than others. For the most part, pupils who require specialist help are withdrawn from classes for individual sessions; experienced specialist intervention to support pupils in the wider curriculum is limited at present. Pupils with special abilities are recognised and encouraged; a scholarship has been created for a talented musician; and pupils with talent in sport, drama or art are given opportunities to display and receive praise for their talents.
2.13 Special consideration is given to pupils in Year 5 for whom English is an additional language, though this appears to be planned by the individual teacher rather than as part of a formal policy. Similarly, provision is made in Foundation Stage for individual needs but is not formalised, partly due to the speed at which the very young absorb language; very careful attention is given to the development of each child.
2.14 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.15 Pupils achieve good levels of knowledge, skills and understanding in the subjects taught and activities provided by the school. They learn to apply these skills critically and creatively, and they greatly enjoy their learning.
2.16 In English and mathematics, pupils achieve good standards in relation to their abilities. Literacy, numeracy and creative skills are supported by a very good range of activities in the Foundation Stage, where children are encouraged to speak clearly and use correct vocabulary. Year 2 pupils write well-constructed stories, and good imaginative writing with accurate spelling and grammar was seen in Year 5. In mathematics, Year 6 pupils transfer their knowledge of two-dimensional shapes very successfully to their work on three-dimensional shapes. In science, the use of appropriate scientific terms and language develops well, as do investigative and experimental skills by Year 6.
2.17 No significant difference is apparent in the relative attainment of pupils in different classes or subjects, but appropriate supportive action is available if needed. The learning development department has been involved successfully in providing resources and training to improve pupils’ handwriting during this academic year because this was identified as an area for improvement.
2.18 Most pupils achieve their first choice of senior school, and three pupils have already received scholarships for entry to their senior schools in the next academic year.
2.19 Although pupil numbers are too small for average results to be treated as statistically significant, the results of national tests in 2006 indicated that, in the first year of testing, pupils were performing above the national average for maintained primary schools in English, and well above this average in mathematics and science. Foundation Stage profile scores were mostly above those of equivalent maintained schools.
2.20
As a recently established
school, the list of sports fixtures and successful results are limited as yet,
but pupils enjoy their matches and are determined to improve. The increase in numbers in the school is
bringing a new competitive edge to sport; the Years
2.21 Pupils are attentive and listen carefully in class; they read intelligently and are articulate in discussion and when answering questions. Their written work is fluent and effective. A thorough understanding of mathematical concepts is engendered from an early age, and older pupils have the confidence to apply their learning in mental mathematics sessions and to new work. Year 6 pupils use graphs, tables and charts confidently in science, and by Year 5, pupils also use these presentational skills well in geography. The new ICT suite is being used very effectively to help pupils raise their levels of skill and knowledge in several areas of learning. Year 1 pupils are using ICT purposefully; they save and retrieve their work and are learning to change size and colour of text in a document; both Year 4 and Year 6 pupils use ICT very effectively to generate, develop and organise their work. Year 6 can add to, amend and combine information in different forms.
2.22 In discussion and in written work, older pupils reason and argue cogently and think for themselves. However, little evidence of note-taking or independent study or general organisation of their own work was noted in the scrutiny of written work. Pupils work together co-operatively. For example, Year 4 pupils worked with interest in pairs in a religious education lesson and were encouraged to help each other, and in a Year 6 science lesson, pupils organised themselves efficiently into groups and pairs for practical work. Pupils work well together in team games in hockey, for example, and in group activities in music and Spanish.
2.23 In lessons, pupils settle well, largely sustain good concentration, and enjoy their work. Pupils of all ages work enthusiastically on the tasks presented to them, apply themselves well in differing situations, contribute confidently and listen to each other, respecting each other’s views. During the inspection, pupils in a Year 5 history class were thoroughly absorbed in extracting information about their school buildings from a census document.
Spiritual, Moral, Social and Cultural Development of Pupils
2.24 The provision for the spiritual, moral, social and cultural development of pupils is very successful. Pupils develop an awareness and sensitivity in each of these aspects which gives them a maturity beyond their years.
2.25
The spiritual development of
pupils is very good. The religious
heartbeat of the school is Christian, supported by committed members of staff
and the chaplain. The Bishop of Dover has
visited the school to conduct confirmation.
Pupils pray the Lord’s Prayer with a sincerity and sense of
understanding rarely heard; a good number had worked thoughtfully during half
term to design and make
2.26 Pupils are continually encouraged to be aware of and appreciate the beauty of all that is around them, including the inspiration of an ever-changing seascape within walking distance of the school. Pupils exhibit a pervading sense of excitement, discovery and wonder which is evident in their confident conversation and limitless enthusiasm.
2.27 Pupils’ sense of morality is very well developed. There are high expectations of behaviour, and conduct around the school is impeccable. A deep sense of trust exists between staff and pupils. Pupils are given continual encouragement to consider the difference between right and wrong. Moral issues form the content of some lessons: Year 4 considered the morality of the situation regarding the Elgin Marbles; and Year 5 looked at water conservation as an environmental issue. In a history lesson, a chance remark led to an explanation from the teacher that ‘dumb’ did not mean unintelligent when referring to a disability, and therefore it was a word which had to be used carefully. The personal, social and health education (PSHE) programme makes a very positive contribution, with topics such as kindness and honesty linked to nursery rhyme and fairy story characters for the younger pupils.
2.28 Pupils show advanced social skills and are natural and friendly in conversation with each other and with adults. They display a remarkable ownership of their school: they have a strong sense of community and responsibility; they speak confidently and articulately about themselves and school life. Boys and girls of different age groups interact well; after-school and sporting activities are often mixed in age and gender, such as in Years 2 and 3 hockey lessons and in the inter-house hockey tournament. A genuine concern and interest is expressed by older pupils for those in the younger classes.
2.29
The study of public
institutions and services in
2.30
The cultural awareness of
pupils is developing steadily as they are given increasing opportunities to
benefit from exhibitions and concerts in the local community. Multi-cultural contacts are promoted by
fund-raising for charitable projects abroad and through the religious education
curriculum. For example, Foundation
Stage pupils celebrate various faith festivals, and Year 4 pupils visit a
2.31 Within their school environment, pupils are surrounded by excellent examples of modern art and design, combined with the graciousness of Edwardian architecture. Opportunities are taken for cultural visits locally and pupils benefit from teaching which inspires them to appreciate art, music and literature. Music and drama activities in school are somewhat restricted by the current lack of facilities, and, as yet, clubs such as chess and debating, which some pupils said they would like, have not been established.
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 a strength of the school; it enables pupils to achieve well academically, to increase their understanding and develop their skills to the very best of their abilities so that, by the end of Year 6, they are very suitably prepared for their senior schools. Throughout the school, pupils benefit from patient, encouraging and enthusiastic teaching. A good range of assessment and record-keeping procedures has been established but there are variations in assessment and marking from subject to subject, though good practice is rapidly being disseminated. Parents and pupils were unanimous that the teaching enabled their pupils to learn and make progress. Staff were described as “dedicated, passionate professionals who offer endless support, encouragement and positive teaching.”
2.34 The teaching, across the range of subjects and activities, continually challenges pupils to think, and promotes their interest and enthusiasm. Expectations are high in all fields of endeavour, intellectual, physical and creative, and pupils enjoy the challenges presented to them. Pupils with learning difficulties are identified at an early stage; individual education plans with targets are prepared and regularly reviewed. Staff are aware that pupils for whom English is an additional language may require extra help and explanation in, for example, history lessons.
2.35 High quality projects, such as the art installation on habitats by pupils from Years 4, 5 and 6, show how teachers effectively encourage and assist pupils in applying a range of skills in research and design.
2.36 Lessons are mostly well planned with clear objectives, wise use of time and a brisk pace. Often, interest is well sustained because the teaching involves pupils in a range of activities including discussion, investigation and practical work. In the most successful lessons, the enthusiasm of the staff, their sense of purpose and thoughtful use of resources stimulate good learning and substantial progress. Teachers also make effective use of questioning to challenge pupils and consolidate their learning. Excellent management of time and activities was observed in Years 2 and 3 games lessons.
2.37 Teachers know their pupils well, and offer support and guidance tailored to pupils’ needs. In the Foundation Stage, staff have a very good understanding of the needs of young children. In Years 4 and 6, teachers made very good use of pupils’ prior knowledge.
2.38 Teachers have a very secure command of the subjects that they teach and specialist subject teaching is used effectively with older pupils. The greatest variation in subject knowledge and experience is in ICT; this is being addressed now that the computer suite is in use; the enthusiasm of the pupils is infectious.
2.39 Teachers have high expectations of pupils’ behaviour and pupils act courteously and responsibly in lessons and around the school. Teachers and pupils enjoy a very positive rapport. This good relationship was very obvious in registration sessions and in interactions between class teachers and pupils throughout the school.
2.40 Whilst the very well equipped ICT suite and science laboratory are major resources, recently completed to a high specification, in some other departments resourcing is variable at this stage. Very generous funding was made available for the initial equipping of classrooms and subject requirements; eighteen months later, ongoing expenditure to support the needs of class and subject teachers is required. For example, the gymnasium has a useful range of portable equipment, but a shortage of fixed equipment. Useful consideration is being given to providing heads of department or subject co-ordinators with dedicated budgets.
2.41 Teaching is supported by regular and thorough assessment of pupils’ work, and information from assessment is used increasingly effectively to plan teaching and enable pupils to make progress. A pattern of teacher assessments, diagnostic testing and reading and spelling tests is implemented in Years 1 to 6. National assessment tests are taken in Year 6, and are about to be introduced in Year 2, to provide an evaluation of pupils’ performance with reference to national norms.
2.42 In the under-five year groups, the Foundation Stage profile is completed and used alongside records of other staff observations to shape future planning. However, the lack of an assessment coordinator leads to inconsistency in the use of assessments for target setting and report writing in other departments. Assessment records are passed on to receiving teachers at the start of each new academic year.
2.43 Marking procedures are under discussion at present. The standard of marking is variable because the brief guidelines which are in use are not always consistently applied, and comments to help pupils improve are not always included. On a small number of occasions, work is left unmarked and not annotated. However, very good practice was seen in the Foundation Stage where children’s work was annotated, marked and linked to assessment and observation sheets in comprehensive progress files.
2.44 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 and health and safety of pupils, is a significant strength of the school. The attention given to the happiness, well-being and welfare of the pupils is a major factor in preserving the family ethos of the school. Parents comment on “the caring, friendly family school which children feel part of and where parents are encouraged to be involved.”
3.2 The staff very successfully provide effective support and guidance for all pupils; this is clearly evident in the relationships observed between pupils and their form teachers and the consideration shown for the individual needs of pupils. The support of the headmaster’s wife and of the chaplain adds valuable reinforcement. The staff are assisted by an effective prefect system and pastoral arrangements which are based on the role of the form teachers and overseen by the deputy headmaster.
3.3 The house system is not designed to have a pastoral function, but it does promote positive competition, as observed in the run up to the inter-house hockey competition, and encourages feelings of loyalty.
3.4 The quality of relationships between pupils and between pupils and the entire staff, including the maintenance and catering staff, is outstanding. Pupils live up to the expectation that they will respect each other and every member of the school community.
3.5 Positive behaviour is encouraged through incentives such as pencil stars, sticky stars and headmaster’s stars which lead to the presentation of awards in Friday assemblies. Sanctions are deliberately limited in scope; pupils appear to know and accept their parameters. ‘Being a member of the community’ means keeping the rules.
3.6 The behaviour of pupils is exemplary and caring; they readily empathise with each other and offer support and help; the extensive search for a lost earring was typical. Physical bullying is not tolerated and pupils remarked on its absence in comparison to other schools that they had attended. If teasing on any scale occurs, pupils know how to react; several have used the ‘Worry Box’ since its inception. All pupils interviewed asserted that there was no physical bullying at the school and that concerns about teasing could be directed, with confidence, to form teachers or the Worry Box.
3.7 The concern for the welfare and well-being of pupils is illustrated by attractively served, wholesome meals including fresh vegetables, and a salad option, clearly enjoyed by boys and girls of all ages. Staff eat with the pupils in the beautifully designed and decorated new dining room. Lunch-time is a pleasant social occasion enhanced by good behaviour; pupils talk sensibly with each other and help with tidying and clearing tables.
3.8 Safe recruitment and child protection measures are in place; a governor with responsibility for child protection is soon to be appointed. All necessary measures to reduce risk from fire and other hazards have been taken.
3.9 Medical arrangements are in the capable hands of a fully qualified nurse. A comprehensive first-aid policy is backed up with appropriate arrangements for the use of pupils’ medicines in school.
3.10 Arrangements to ensure health and safety are comprehensive and well planned; the procedures for completing and checking attendance registers are efficient and effective, as are arrangements for late arrivals. Pupils said that they feel safe and secure within the school.
3.11 Risk assessments have been carried out as each new section of refurbishment and building work has been completed and a comprehensive risk assessment for the whole school is being done. Risk assessments for activities in and out of school are all effectively in place; very thorough risk assessments were made in preparation for a lesson on caring for baby animals in the Nursery.
3.12 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
3.13 The quality of links with parents and with the community is another significant strength of the school.
3.14 Parents overwhelmingly indicated through their responses to the pre-inspection questionnaire that they are pleased with the education provided for their children. A high proportion of families responded to the questionnaire and all areas of provision received a positive response. Parents appreciate the family atmosphere of the school, the links with the local Anglican church and the opportunity to attend assemblies on Fridays. The only minor criticisms were that the range of after-school activities was limited and that they would appreciate more information about the curriculum. The inspection team considered that the range of activities was reasonable for the present size of the school, and they observed an adequate exchange of information between parents and school through the use of the daily contact books.
3.15 Parents readily support school events such as plays and concerts and help with morning reading sessions in school and with educational visits. The parent-teacher association is very active. It organises social events and raises funds for the school to enhance learning and play opportunities; a good example of this is the fine red train in the playground.
3.16 Parents are well informed about their children’s progress. Daily contact books give parents information about their children’s work and progress, although, a concern was raised about the effectiveness of this method when homework is completed at school. In addition, parents have opportunities to speak with staff at the start and end of the day, as well as at the exceptionally well-supported family Friday assemblies. Two formal parents’ evenings are held each year and parents receive a written report in the summer term. Written reports are comprehensive and clear, but some of those sampled did not explicitly identify targets or ‘next steps’ and what parents could do to help.
3.17 Parents are provided with a good range of information about school through visits, newsletters and an attractively presented prospectus. A parents’ handbook which includes all the basic necessary information is in preparation, but not yet available. The school’s website provides a useful link for existing and new parents.
3.18 A fully compliant complaints policy is available to parents. Parental concerns are handled in an informal way initially, if possible; recent cases of formal complaints have been or are being dealt with carefully and according to correct procedures.
3.19
Connections with the local
community are strong and continue to widen.
School and church links support the ethos of the school very
successfully. The school supports a
number of local charities including the local hospice. It offers its premises as a venue for local
amateur clubs, a youth initiative, and for social and charitable events
sponsored by the Mayor of Folkestone.
Pupils are involved in local and general conservation through the
Eco-Schools project, an international group of schools working towards
education for sustainable development.
Plans are well advanced to develop partnership schemes with four local
maintained primary schools; these involve the use of sports facilities and the
science laboratory at suitable times.
School trips, such as the forthcoming visit to
3.20 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
Westbrook House is effectively
governed. The governors, although few in
number at present, have a clear strategic view and carry out their functions
efficiently. The name of the educational
trust which directs the business of the school is currently being changed from
St Mary’s Westbrook to
4.2 The structure and management of affairs by the new governing body of Westbrook House are under the guidance of the very experienced and committed chairman and two fellow governors from the previous board. They have been involved in setting appropriate aims and values for the new school and have shown vision and faith in their approach to development and financial planning.
4.3 The governors presently in post are experienced in education and finance and well aware of their responsibilities, especially at this stage in the life of the new school. The chairman, in particular, has secured substantial investment in the school to finance effective educational provision. He is very supportive of the senior management of the school and in a position to ensure that expert advice is available to them where necessary.
4.4 Management arrangements are therefore well defined and well organised to support the effective oversight of the school, albeit the new governing body is not yet at full complement. Carefully selected appointments are being made of new governors who will bring appropriate experience and expertise to the new board. They are knowledgeable about the standards and quality of education required in a successful school, and the need to set targets.
4.5 Relations between governors and staff within the school are good; this gives confidence to the staff and enables the governors to have a thorough insight into the working of the school. A pattern has been established that a member of staff gives a report on the curriculum area for which they are responsible at each governors’ meeting. The governors from the field of education are in a strong position to provide staff with support, advice and a very appropriate level of challenge in order to fulfil the aims of the school.
The Quality of Leadership and Management
4.6 The governors recognised that the successful establishment of a new school would require a special quality of leadership and management to enable it to develop and flourish. They made wise appointments of key staff and their faith has been well rewarded as the school moves forward rapidly under the enthusiastic and charismatic leadership of the headmaster and the expert and knowledgeable management team.
4.7 As a team, the headmaster with the deputy headmaster and the head of the Foundation Stage give clear and inspirational leadership and educational direction. The results of their efforts are reflected in the quality of education offered to the pupils, the care of the pupils and the excellence of relationships, and their successful progress towards fulfilling the ethos and aims of the school.
4.8 For the past eighteen months, those with management responsibilities have been involved with analysing the needs of the school, deciding upon priorities and planning to meet those priorities. Step by step, and with the support of governors and staff, their decisions have been put into operation. A sensible management structure for the present size of the school is in place, and attention is being given to planning for future higher numbers.
4.9 The procedures and policies which are necessary for the successful management of a school today have been drawn up over a wide front and are being put into practice steadily. Both senior and middle management have undertaken an enormous volume of work with tireless energy. The Westbrook House subject handbooks, for example, and schemes of work are a credit to the heads of subjects. The next important steps of checking their implementation and reviewing their effectiveness are now in process.
4.10 The deputy headmaster oversees effectively all areas concerning the curriculum, but a significant teaching timetable and other responsibilities, including monitoring, contribute to a heavy work load. Job descriptions for middle management staff with subject responsibilities refer to a monitoring role, but this aspect is not yet well developed. Planning and teaching is monitored in the Foundation Stage. A performance management programme for staff is in place and a start has been made on this.
4.11 Carefully considered appointments have been made to the staff in all areas of the school and they have amply repaid the faith shown in them; staff are very well motivated and feel well-supported. They are extremely committed and dedicated and are looking forward positively to increased opportunities for attendance at courses to develop their professional expertise even further. Procedures for the induction of newly qualified teachers are successfully carried through.
4.12 The school recognises that an appropriate l