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INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
860/6018 |
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Address |
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Telephone Number |
01782
619348 |
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Fax Number |
01782
662402 |
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Email Address |
info@edenhurst.co.uk |
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Headteacher |
NHF
Copestick |
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Proprietor |
NHF
Copestick, Director Edenhurst School Ltd |
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3
months-13 years |
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Gender |
Mixed |
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Inspection Dates |
29th
January |
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 At the time of inspection there were 168 full-time pupils on roll (94 boys and 74 girls) and 51 part-time pupils (29 boys and 22 girls). Admission is non-selective which results in a fairly wide ability range; although assessment profiles show that the children’s ability is broadly in line with the national average or above. Few children belong to ethnic minority groups. Fifteen children come from families where English is not the first language. No pupil has a statement of special educational need, but 52 have been identified by the school as requiring some special educational provision.
1.3 The school aims to provide a broad curriculum with high academic standards along with a strong commitment to the visual and performing arts and physical education. Pupils are prepared for the entrance examinations to a number of independent secondary schools at age 11 or 13.
1.4 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following tables.
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School |
NC name |
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Nursery |
0-3 yrs |
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Reception |
Foundation Stage |
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Form 1 |
Year 1 |
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Form 2 |
Year 2 |
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Prep 1 |
Year 3 |
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Prep 2 |
Year 4 |
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Prep 3 |
Year 5 |
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Prep 4 |
Year 6 |
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School |
NC name |
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CE1 |
Year 7 |
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CE2 |
Year 8 |
The Educational Experience Provided
2.1 The high quality of educational experiences offered by the school is well suited to the needs, aptitudes and abilities of all pupils. Firm foundations provided through the curriculum and the interesting programme of activities prepares pupils extremely well for the next stage of their learning. The development of premises since the last inspection has significantly enhanced the educational provision for Nursery and the Foundation Stage, and the aesthetic surroundings of play areas.
2.2 As at the time of the last inspection, the curriculum continues to stimulate pupils and meet their needs. It underpins the school aim of ‘Endeavour brings happiness and success’. The programme of personal, social and health education (PSHE) is effective in enriching pupils’ social and personal development. A wide range of achievements in many areas demonstrates the importance the school places upon pupils’ acquisition and use of literacy, numeracy, physical and information, communication and technology (ICT) skills. These areas of learning are very high.
2.3 The very high quality of art work and musical performance throughout the school are evidence of how well the school nurtures pupils’ aesthetic and creative skills.
2.4 The quality of the activities programme, identified as a strength of the school at the last inspection has been maintained and the scope of the programme extended. Within the activities, pupils compete enthusiastically, concentrate hard and are intellectually challenged. Pupils’ enthusiasm for clubs is evident in the enjoyment they experience and the animated way they talk about what they do in their chosen activity.
2.5 Throughout the school, pupils are extremely well prepared for the next stage of their education enabling the school to achieve its aim. Pupils in their final year leave confidently, happily looking forward to their future.
2.6 The clear curricular frameworks for each year group are complemented by detailed medium and long term planning which state what is to be taught at each point of the school year.
2.7 The school meets the curricular requirements of the full range of ability, including the needs of pupils requiring support with their learning and those who are more able. The careful academic preparation and nurturing of personal development throughout the school from the Nursery, results in confident children who are ready for the smooth transition into the next class each year.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Edenhurst pupils are extremely well educated in relation to their ages and abilities. The school has built effectively upon the quality of learning identified during the last inspection. By the time they leave, pupils have fully succeeded in accomplishing the aims of the school.
2.10 Teachers, in the main, have high expectations of pupils, who respond accordingly. Pupils are well grounded in the knowledge, understanding and skills which they need. They are focused on their work, able to sustain concentration and above all they enjoy their work.
2.11 Literacy and numeracy standards are good throughout the age range and pupils apply their skills with competence and confidence. Pupils write well. They are articulate and can explain their mathematical processes well. Music making is a very strong feature of the school. Standards of singing are excellent with ensembles capable of tackling challenging music in several parts. Standards of playing are very high and a wide range of instruments feature in the school ensembles.
2.12 Although in most lessons pupils have the opportunity to think critically and creatively, in some lessons in English and mathematics insufficient time is dedicated to allowing them to develop their own ideas and think for themselves particularly where teachers may have under-estimated the capacity of some pupils for original thinking.
2.13 Pupils are articulate and listen attentively, discuss topics thoughtfully and write well for a range of audiences. There were very good examples of co-operative working in drafting and writing. Good examples of the use of ICT in other curriculum areas were observed in art and design technology (DT). Some use of ICT was observed to support geography and of word processing in English. However, ICT is not being used extensively and universally. The school is looking to develop this area further and the use of interactive whiteboards is being developed.
2.14 The development of study skills is very good in the enrichment programme, which enables pupils to take part in lively debate with pupils in different age groups on a variety of topics. This is also part of an extensive, successful and popular programme which makes full use of the library.
2.15 Edenhurst pupils are very confident; this was highlighted by pupils in their interviews, with for example, one pupil who was quite new to the school, stating that participation in the school choir had given him a huge boost in self-confidence.
2.16 Pupils settle to task very well and quickly. They apply what they know and clearly enjoy their work and activities.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 Throughout the school, the pupils demonstrate outstanding spiritual, moral, social and cultural awareness. The ethos of the school, which permeates all that it does, together with the quality of relationships in its harmonious community, makes a significant contribution to pupils’ personal development. It is very well supported by a very clear and detailed programme of PSHE throughout the school.
2.18 Pupils’ spiritual development is excellent as a result of worship in the school through assemblies and the programme of religious education and PSHE. Pupils show increasing self-confidence as they move through the school. This is evident from the youngest pupils in the nursery to those who join the school at a later stage. Teachers build on self esteem and knowledge by valuing pupils as individuals and through the support they provide.
2.19 Pupils have a strong moral sense and distinguish clearly between right and wrong from an early age. They find the school rules fair and good. The strong pastoral system, underpinned by Christian values, centres around the school’s values of ‘courtesy, honour, respect and endeavour, ‘with a special display of these values in all classrooms. Behaviour is exemplary, pupils display a caring, kind and respectful attitude to one another and both teachers and pupils show courtesy inside the classroom and out of it.
2.20 The pupils’ social development is excellent. A broad range of opportunities actively encourages pupils to relate to one another, in particular the house system. The school encourages pupils to be caring, responsible citizens, who consider the needs of others less fortunate than themselves, and pupils work together to support a variety of charities. In discussion with inspectors, older pupils recognise their responsibility to the school community by setting examples to others. Monitors handle their responsibilities very well. These responsibilities include looking after younger pupils, especially at break and lunch times and helping around the school in a variety of duties.
2.21 Pupils’ effective cultural development is promoted through an interesting range of activities, visits and studies. Participation in music and drama events, together with visits to various dramatic and musical productions, broadens and deepens pupils’ cultural knowledge of the arts. The high standard of displays and performance in music and art demonstrate pupils’ knowledge of a wide range of artistic and musical styles from Britain and around the world.
2.22 A vast range of opportunities within many curriculum areas assists pupils to appreciate their own cultural traditions and the diversity of others. The acknowledgement of Christian festivals, together with Hanukah, Divali and Eid, contributes effectively to pupils’ knowledge of celebration across cultures. Pupils are very aware of the need for tolerance, understanding and fairness. They respect their own and other cultures and beliefs.
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 Teaching is of a high quality. In the best lessons observed, teaching supports and stimulates pupils of all ages, sustains and increases their interest in their work and extends their knowledge. Across the school, the quality of relationships between pupils and staff are a significant factor in pupils’ high standards of achievement and behaviour.
2.25 Examples of good teaching, and some judged to be outstanding, occur throughout the school. The pace and challenge of these well planned lessons result in pupils making rapid progress. Throughout the school well-presented projects such as the designing of shoes by year 6 in DT and the experiments devised by Year 3 to find out which type of rock would be most suitable for a roof, demonstrate how teachers promote pupils’ research skills and develop pupils’ ability to think for themselves. During lessons, skilled questioning by teachers challenges individual pupils at levels appropriate to their ability, thus extending their knowledge. Teachers expect high standards of behaviour and encourage pupils to form their own opinions, answer questions clearly and express their views cogently.
2.26 Foundation Stage staff plan lessons thoroughly and meticulously. From Nursery to Year 8 the detail in almost all lesson planning contributes to the efficient progress of lessons and the effective timing of each part of the lesson. Such planning also states clearly a teacher’s expectations of pupils’ achievement by the end of the lesson. Senior managers have used regular reviews of planning within their monitoring programme help to eliminate these minor inconsistencies.
2.27 The use of a range of teaching approaches relevant to pupils’ ages and stages of development ensures their interest is sustained and they are challenged to think and apply themselves to the tasks presented. Whilst developing technical skills during a swimming lesson, the concentration of girls in Year 3 was sustained and their techniques improved due to the differing challenges to apply their skills independently and in group and team situations. Throughout the school pupils complete the work requested of them because teachers time lessons well in relation to the tasks presented. The effective use that teachers make of ‘star of the day’ and house points to praise and reward good work encourages and motivates pupils of all ages.
2.28 The extensive knowledge teachers have of their subjects together with their confidence and expertise enables them to adapt lessons according to pupils’ contributions and change direction if pupils show a particular interest in an aspect of study. For example in the Year 6 music lesson rehearsing songs for the summer performance of Oliver, the pupils responded so well to the many opportunities to use the pieces to bring in teaching points about music theory, history and context.
2.29 Respectful and effective relationships exist between teachers and pupils. Teachers know their pupils extremely well and use this knowledge efficiently to provide activities that consolidate and improve existing skills and lead to the acquisition of new knowledge. For example, the thorough understanding of co-ordinations skills during a football session for boys in Year 3 enabled the teacher to include exercises that increased individual competencies considerably. Pupils who require support with an aspect of their learning are provided for well during class lessons, and, on occasion, during individual lessons. Teachers make use of the informed guidance provided by the staff who co-ordinate provision for learning support throughout the school. A suitable range of additional challenges and tasks, many of which include individual research and problem solving, are provided for more able pupils, particularly in the enrichment programme.
2.30 Classroom resources are sufficient and are used successfully by teachers to underpin teaching and learning. Effective use is made of the bright and welcoming library as a quiet area for personal reading and as a research facility. Teachers of Foundation Stage children have extended the physical development programme since the last inspection, due to the significant improvements in outdoor facilities, including the provision of quality play equipment bought by the Parent Teacher Association. Teachers make full use of the hall to enliven and enrich music, drama and sport for pupils throughout the school.
2.31 The results from a useful range of assessments for pupils from Nursery to Year 8 are recorded efficiently and discussed regularly. The information gained from these is effectively used to identify pupils who require additional support, or additional challenges within their learning. For pupils identified as requiring extra support with their learning, individual programmes of work are constructed that guide teachers and enable them to ensure the quality of provision is consistent throughout all subjects.
2.32 During lessons, teachers regularly assess work by pertinent questioning of the class and of individual pupils. These assessments are used well to inform the immediate teaching and the provision made for individuals and groups of pupils.
2.33 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 care that the staff devote to the well-being of their pupils is a great strength of the school. It has maintained its high standard of pastoral care since the time of the last inspection. Staff know their pupils very well and relate very well to them. Pupils, and staff, clearly love their school.
3.2 The natural and professional concern of staff is effectively underpinned by excellent formal arrangements for the pastoral care, support and guidance of its pupils. From discussion with pupils of all ages it is clear that all feel well supported in and out of the classroom. Pupils show themselves familiar with school procedures and clear about what to do if they have concerns.
3.3 There is a clear and appropriate anti-bullying policy in place and there are successful measures to support good discipline and behaviour. The anti-bullying policy has never been invoked.
3.4 The procedures for child protection are thorough, in accordance with local procedures and understood by all staff. The school has established helpful working relationships with local area agencies. The designated member of staff for child protection attends local area training sessions and ensures staff remain updated of all new initiatives. All appropriate checks are made on staff and ensure safe access to children prior to staff appointments.
3.5 School health and safety documentation, practice and procedure reflect the importance accorded this aspect of school life. The implementation of policies is monitored regularly and any matters arising dealt with promptly. Regular risk assessments cover all aspects of school life appropriately. The school is vigilant about safety and takes suitable measures to ensure the site is secure. School records such as medication guidelines, medication books, accident forms and the medical needs of pupils, are up to date and accessible. Pupils who are ill are looked after well. A suitable designated room is available for sick pupils. A good number of staff have emergency and full first aid qualifications. It was noted all PE staff wore ‘bum bag’ first aid kits during PE lessons, to enable immediate application of first aid, should it be necessary.
3.6 The food provided at lunchtime is healthy, with fresh fruit and vegetables at each meal. Smoking is not allowed anywhere on site. The school accessibility and disability strategies demonstrate the care taken by the headmaster and senior managers to identify regularly what can be provided for pupils with varying learning and disability requirements. Admissions and attendance registers are accurate. Any absences noted in attendance registers are followed up speedily.
3.7 Measures to reduce the risk from fire, including a fire-safety inspection, are implemented appropriately and their effectiveness is monitored regularly. The regular checks of fire and electrical appliances, plus records of regular fire-drills are up to date.
3.8 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
3.9 The quality of links with parents and the community is of a very high standard and is a strength of the school. The school is highly successful in its intention to ‘build a partnership between home and school to best serve the children’s needs’. Links with parents are well established. A large majority of respondents to the parent questionnaire indicated their great satisfaction with the education and support for their children. Over two-thirds of parents completed the questionnaire. Their responses were overwhelmingly positive about the school. They praised: the quality of teaching and progress made by the children, the range of subjects and activities offered, the high standards of behaviour, the school’s promotion of worthwhile attitudes. Comments included ‘cannot praise the school, teachers highly enough’, ‘school provides excellent modern day teaching combined with traditional teaching of morals and values and instils kindness and manners in the children.’
3.10 The school has continued to maintain the open door policy and warm welcome to parents which were a strong feature of the last inspection. Parents have commented that they regard teachers and parents as one body to support the child. Parents appreciate being able to see staff quickly and easily. Almost all parents considered they were able to be involved in the life and work of the school. Many commented on the family feel of the school, which nurtures pupils until they move on.
3.11 There is a very active and supportive Parent Teacher Association which raises funds for additional items, for example, most recently, for interactive whiteboards.
3.12 A very large percentage of parents feel well informed and have ample opportunities to discuss their child’s progress. They are kept informed through clear written reports twice a year, grade cards sent on three other occasions in the year, twice yearly parent evenings and through detailed parent information booklets and a regular newsletter. Parents were observed enjoying comfortable and easy relationships with staff when they brought their children into classrooms.
3.13 Almost all parents consider that the school has handled their concerns well. The flexibility of the staff and the head’s personal knowledge of the children are appreciated. All respondents who commented about the provision for pupils with learning difficulties considered it worthwhile. There have been not been any formal complaints.
3.14 The school is very successful in promoting positive links with the wider community in a great variety of ways, which include drama productions at the Mitchell Memorial Theatre and musical concerts which have filled the Victoria Hall. Local special school pupils have been invited to final concert rehearsals and children have spent time talking to them about their instruments. Choirs have performed in the Potteries shopping centre and in old folks’ homes, and the public is invited to the carol service in St Giles Church. Children’s art work was displayed in the New Vic Theatre during the professional run of ‘Oliver’.
3.15 The new Nursery and Holiday Club is drawing in a wider section of the community (including grant funded children) and growing rapidly.
3.16 Each class has a ‘charity pot’. The money collected from the charity pots is donated to a charity which supports the education of children in a school in Burkina Faso.
3.17 Many other examples of support for charities include regular support for NSPCC, the carol service collection going to a National Children’s Society and the Nursery participating in the Christmas Shoebox gifts project.
3.18 Last term some year 5 pupils asked if they could collect clothing for a school in Romania. This was adopted for the Harvest Festival and a huge collection of clothing came in.
3.19 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 quality of proprietorship is excellent, especially the long-term strategic and financial planning which has enabled the development of the nursery and improving ICT facilities.
4.2 Proprietors support the school’s aims effectively. Their detailed knowledge of the school and their long term commitment to it is a key part of its continuing success.
4.3 Management of the premises and investment in resources is very well directed. There is clear accord among proprietors as to their role in maintaining the ethos, the high quality and further development of the school, as well as ensuring compliance with statutory duties.
4.4 As proprietors both work in the school, there is excellent involvement with all staff and regular opportunities for meetings.
The Quality of Leadership and Management
4.5 The school works well as a result of effective management. Strong leadership enables it to sustain the ethos to provide pupils with a caring, happy and stimulating environment in which to develop.
4.6 The headmaster provides excellent leadership, is unwavering in pursuit of the school’s aims and purposes; he is pivotal to the success of the school. The senior managers’ keen sense of purpose and desire for success motivate loyal teaching and support staff to work hard and care effectively for pupils.
4.7 The school is very well managed. Senior managers make sensitive, competent decisions which they implement effectively. Through the efficient and effective setting of priorities, they enable the school to continually develop and improve. The self evaluation and regular monitoring of teaching and school life ensure senior managers are fully aware of what is successful and where further work is required.
4.8 Subject co-ordinators lead their subjects well and manage them appropriately, assisted by clearly defined descriptions of their roles. New initiatives are shared with staff, support is offered if required and resources to support teaching and learning are managed efficiently.
4.9 The well-qualified, experienced, highly motivated and loyal staff contribute well to pupils’ achievement. Staff attend a useful range of courses locally and nationally and the knowledge is shared with colleagues so that the whole school benefits. The staff appraisal scheme works well.
4.10 Prudent financial planning has enabled considerable improvements to be made to the school premises for the benefit of pupils since the last inspection. This includes the Nursery, additional outdoor provision for younger pupils and much improved car parking and landscaping.
4.11 The efficiency of well-informed administration staff is evident in the neatly organised office systems that work well. Pupils’ records and information are safely stored but easily accessed should they be required. The systems used to monitor admissions and general administration systems work smoothly, enabling the school to function effectively.
4.12 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
5.1 Edenhurst achieves its aims to ‘educate the whole child’ and to ‘ensure pupils achieve their potential.’ The school offers pupils a high quality, interesting and stimulating education within a thriving, happy and well organised family community. The strong, clear leadership and direction of the headmaster and senior managers, the excellent quality of administrative staff and the strong quality of teaching significantly influence the quality of provision, the relationships within the school and the high standards pupils achieve.
5.2 The provision of effective pastoral care contributes significantly to pupils’ well developed social, moral and cultural awareness and is reflected in the extremely good behaviour and courtesy shown by the friendly and happy pupils who love their school and enjoy talking about all aspects of school life.
5.3 The school has successfully met the few recommendations made at the time of the last inspection. An increased range of assessment procedures heighten teachers’ knowledge and understanding of pupils’ attainment and progress through the school. The new Nursery and expansion of facilities for Foundation Stage children have significantly extended and enhanced learning in these areas.
5.4 The school meets all the regulatory requirements.
5.5 To maintain and improve upon its effective practice the school should:
(1) Increase the opportunity in English and mathematics in Years 3-8 for investigative work with a wider range of outcomes.
(2) Continue to develop the use of ICT to support the teaching and learning in other subjects of the curriculum.
5.6 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 29th January to 1st February 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, 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 Karin J Kelly |
Reporting Inspector |
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Mrs Helen Higginson |
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Mr Richard Walden |
Headmaster, ISA School |
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Mr Christopher Sanderson |
Former Head, IAPS School |