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INSPECTION REPORT ON |
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The |
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Full Name of the School |
The |
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DfES Number |
886/6029 |
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Registered
Charity Number |
865624 |
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Address |
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Telephone
Number |
01732 453039 |
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Fax Number |
01732 743634 |
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Email Address |
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Headmistress |
Mrs |
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Chairman of
Governors |
Mr Richard Campin |
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3 – 11 years |
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Gender |
Mixed 3 – 4 years; girls 3 – 11 years |
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Inspection
Dates |
11th – 14th June 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
The
1.2
The
1.3 The school was founded on VE day in 1945. It is centred in a large Victorian house. Over the last few years, several new buildings have been added and it is now an impressive campus including a self-contained building which accommodates the needs of those in the Foundation Stage on the ground floor and Years 1 and 2 on the first floor. The current building development, for completion in June 2007, includes facilities for the teaching of French, design technology (DT), food technology, music groups and a self-contained centre for learning development.
1.4 Refurbishment of the main house has allowed for the extension of the senior library, the development of the information and communication technology (ICT) facilities, the introduction of electronic white boards in many classrooms and appropriately sized classrooms for Year 6 pupils. The school has an indoor heated swimming pool and all weather tennis courts.
1.5 Currently there are 191 pupils on roll, which is higher than at the time of the previous inspection. Of these, 9 are boys and 182 are girls. A total of 15 pupils attend part-time and the remainder attend on a full-time basis. Pupils are taught in single year group classes to Year 4 and in two mixed ability classes for Years 5 and 6.
1.6 Entry to the school is non selective. Many pupils are local to the school but the catchment area includes the local villages; a few come from further afield. Most pupils join at the age of three and come from a variety of backgrounds which are mainly professional. A very small number are from ex-patriate backgrounds or ethnic minorities.
1.7 The results of standardised and national tests show pupils’ average ability to be above that of the national average. However, the school does admit pupils at a variety of ages and whilst attainment is generally above average throughout, there are some classes where the attainment profile is quite wide. If pupils are attaining in line with their abilities, their results are expected to be above the average for all maintained primary schools.
1.8 No pupils receive support for English as an additional language and no pupils have statements of special educational needs. Educational support is provided for those with learning difficulties and disabilities, which mainly include dyslexia, dyspraxia, and speech and language difficulties.
1.9 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 table.
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School |
NC name |
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Nursery |
Nursery (aged three) |
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Transition |
Nursery ( aged four) |
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Reception |
Reception |
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Class 1 |
Year 1 |
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Class 2 |
Year 2 |
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Class 3 |
Year 3 |
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Class 4 |
Year 4 |
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Class 5 |
Year 5 |
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Class 6 |
Year 6 |
The Educational Experience Provided
2.1
The
2.2 The educational experience contributes effectively to the pupils’ progress in all areas of learning. A strong focus on speaking, listening and numeracy promotes the development of excellent communication and calculation skills. Other strengths lie in English, mathematics, science, humanities, art and music. Links between subjects are very well promoted and exploited by teachers. For example, numeracy and literacy skills are promoted in science and history. Since the last inspection, investment in ICT has resulted in its very wide use by both pupils and staff. PSHE is now included in the timetable and the curriculum is enhanced by drama, music, sport, art and DT.
2.3 Most lessons offer pupils good opportunities to think for themselves, make observations, discuss and form opinions. Year 6 pupils discovered the similarities between the life of Charlotte Bronte and her heroine, Jane Eyre; the discussion led to comparisons between Jane’s school life and that of a girl at The Granville School, which really interested the girls involved.
2.4 Excellent independent discovery techniques and very competent ICT skills were observed in a Year 3 lesson where pupils, working in pairs, explored the intricacies of the race between the tortoise and the hare using screen based control technology. When completed, they planned to program remote-controlled motorised floor units in order to re-enact the famous race.
2.5 In a ‘show and tell’ session, Reception pupils developed very well their use of descriptive language and clarity of speech when talking about their chosen subject, inviting their peers to ask questions or make comments.
2.6 High standards of choral music, drama and individual recitations were seen in assemblies, and the many high quality colourful displays of inspirational artwork around the school add further to the broad, stimulating and exciting school environment.
2.7 The teaching day allows for the extra curricular activities to take place before morning school, in the lunch break and after school. The carefully planned programme allows pupils to join music groups and choirs or take part in sport and games; other activities such as First Aid and the School Newspaper are also much enjoyed. Trips abroad and educational visits further enrich the curriculum.
2.8 The school has an excellent record in successfully preparing pupils for the next stage of their education, which is usually through the Common Entrance, a range of scholarship examinations and the 11+ examination.
2.9 In the Foundation Stage the curriculum is carefully designed around the Early Learning Goals for three to five year olds. Specialist teaching in physical education (PE) and music begins in the Nursery with the addition of French from the age of four. Science and DT is specialist taught from Year 5, and in Year 6 all lessons are taught by specialist teachers.
2.10 The provision within lessons of work suited to pupils of differing abilities is efficient and effective, allowing all pupils to achieve well. Extension work is implicit in the lesson planning for the more able pupils. Pupils requiring additional support benefit from early intervention. Learning support teachers and classroom assistants work alongside pupils in the classroom as required. Pupils identified for further support are withdrawn for specialist one-to-one teaching. The school has regard for the national Code of Practice, and individual education plans which are in place are reviewed regularly.
2.11 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.12 Pupils’ learning and achievement are outstanding. Pupils are very well grounded in knowledge, skills and the understanding of their academic subjects. They are very successful in their academic work and other activities. The high standards set by the school enable pupils to achieve places at the secondary schools of their choice and their performance in public examinations in relation to their abilities is very good. Pupils are effective learners, who very successfully apply their knowledge, think critically and respond enthusiastically to the many challenges the school offers. Skills and attitudes for study and independent learning develop well as pupils move up through the school; they are able to sustain concentration and are enthusiastic about their lessons. The very high quality of pupils’ learning and achievement has been maintained since the last inspection. The replies from both parents and pupils in their pre-inspection questionnaires were in agreement that the teaching is a major contributor in helping pupils to learn. Parents commented on the happy environment provided by the school.
2.13 Classes are mixed ability and there are no significant differences in attainment between year groups or between subjects. The most able achieve high standards, responding well to the extra challenges; the high quality support for pupils requiring additional help with their learning ensures that they too achieve very well. The use of groups in teaching and the extra support given by classroom assistants further enhances the learning process. Careful planning to meet the needs of individual pupils enables maximum progress to be made.
2.14
The school undertakes national
tests at the end of Year 2. Pupils
perform very well in relation to their ability in these tests: their results
are far above the national average for maintained primary schools. Pupils’ achievement is also measured through
standardised tests and school examinations.
2.15 The high achievement in class is complemented by successes in a range of activities. The school won the Incorporated Association of Preparatory Schools national swimming trophy and sports teams achieve well in local competitions. Participation in the Associated Board of the Royal Schools of Music exams, London Academy of Music and Dramatic Art exams, and the UK Mathematics Challenge record individual and team successes. The choir takes part in the local Three Arts Festival. These successes serve as a benchmark to which others can aspire and pupils are proud of their peers’ achievements.
2.16 Literacy and numeracy are well developed and from an early age pupils confidently apply their skills. They are highly articulate, as demonstrated in discussions with the inspectors when talking about their school and their work. They listen intently and with real interest as was seen in assembly where a story enthralled and captivated them. They read intelligently and seize every opportunity to do so, as was seen where pupils settled quickly to silent reading after registration. They write fluently and respond well to questioning, which extends the bounds of their knowledge and understanding.
2.17 Pupils can apply and use mathematical concepts very effectively. For example, Year 4 pupils were observed successfully building on their previous knowledge of decimals using a range of activities including the electronic white board, games and money. Pupils use mathematical vocabulary confidently, as was seen in a Year 5 investigation where, using pentominoes, they were able to explain clearly the difference between congruence and similarity. Good use of mathematics skills was seen in music and in DT.
2.18 Pupils and teachers have benefited from the major investment in ICT. Pupils readily and confidently use the computers in their classrooms and in the ICT suite for research purposes as well as for work to support lessons. Year 4 projects about their local town and area for example, involved internet research and in Year 2, a lesson on money was complemented by computer aided extension activities. The standards reached in personal research and project work indicate that pupils’ skill levels are high. Many good examples of the use of ICT were seen in several areas of their learning.
2.19 Pupils reason and argue cogently and think for themselves from an early age. Foundation Stage pupils discussed the value of healthy eating, recalled making a fruit kebab the previous day and worked in groups to sequence the recipe and record their results. During lessons, discussion, combined with skilful questioning, resulted in pupils formulating their own ideas and drawing their own conclusions. An example of this was seen in a Year 6 science lesson, where pupils, working in groups, were asked to consider the consequences of smoking, to discuss their ideas and then make a presentation to the class.
2.20 Independent learning skills are very well developed, as seen in project work. Books on selected topics from the library support research on the internet. Pupils are taught the significance of a ‘cover to cover’ approach to their work and so learn the importance of a contents page and a bibliography to acknowledge the books and websites used. Note taking skills are well developed in the upper part of the school. Year 6 pupils were able to read a passage about Victorian life, highlight the most important points in note form and then write their own summary. They cooperate very well in group activities and concentrate well when working independently. Across the school, the presentation of work is of very high standard and covers a variety of recording styles including charts, graphs and illustrations. Pupils’ use of display is of a very high standard and this encourages them to develop a real sense of pride in their work.
2.21 Pupils really persevere; they enjoy their lessons. In discussion with inspectors they were very keen to talk in great detail about their work and about the activities they enjoy.
Spiritual, Moral, Social and Cultural Development of Pupils
2.22 The spiritual, moral, social and cultural development of pupils at the school is outstanding. The school’s aims to nurture originality and creativity in pupils, to encourage a sense of enquiry and an ability to solve problems, to establish the principles of courtesy and consideration and to teach the importance of service to others are fully achieved. The very positive parental and pupil responses to the pre-inspection questionnaires confirm this. Spiritual, moral, social and cultural development is central to the school’s work and is a key strength of the school.
2.23 The spiritual development of the pupils is carefully fostered in assembly themes, in the creative arts and in religious education (RE) lessons, where other faiths are explored. Year 3 had an experience of awe and wonder as, working in groups, pupils developed their own ideas on the music from ‘The Firebird’ by Stravinsky.
2.24 The care, concern and thoughtful approach of staff to pupils are a major contributory factor in the development of the pupils’ sense of worth, self-esteem, tolerance and confidence in their work. In RE lessons, pupils are open minded and keen to learn about the ways of different nations, their religions and their ways of life. They further value the opportunity to express their innermost thoughts and feelings through art, music and literature.
2.25 The school rules help pupils to begin to learn right from wrong from an early age. Older pupils understand the importance of making choices and taking responsibility for their actions. Pupils understand and respect the need for laws both in school and in the wider world.
2.26
Pupils are encouraged to be
responsible members of the school. They
show respect for those around them and support and help them whenever
possible. Senior pupils look after the
younger pupils as they arrive in the morning and at playtimes. Classes organise fund raising for a multitude
of charities through book and cake sales and are well aware of the needs of
those less fortunate than themselves.
Whole school charity giving is encouraged and currently unwanted shoes
are being collected for children in
2.27
The staff are excellent role
models. The attitudes and examples they
set help pupils to learn the values of openness and honesty. Circle time and PSHE lessons offer the opportunity
for pupils to discuss the importance of friendships and relationships, the
importance of responsibility and its effect on those around them. This was well illustrated in an assembly
using the example of how a poor family in
2.28 Pupils show an excellent level of social awareness which is evident from the youngest age. Children in the Foundation Stage are encouraged to show respect and an understanding for the members in their class. They learn to share and to work collaboratively. No less importantly, they learn the skill of listening to each other.
2.29 Pupils in Year 2 and above have the opportunity to be elected onto the school council by their peers through a secret ballot. Pupils value the opportunity to express their views and opinions through their elected class members which are then taken to council meetings for discussion.
2.30 The successful and well-established house system enables the younger pupils to mix with older pupils with the common aim of belonging. House competitions reinforce social identity and enable younger pupils to experience the value of being part of a larger community. Being a House Captain offers additional opportunities for responsibility.
2.31
Great emphasis is placed on
pupils’ cultural development. Year 4
inspired the whole school with their excellent assembly presentation of their
visit to the Jorvik Centre in
2.32 The school setting and the facilities it offers, its gardens and grounds, the play areas and adventure playgrounds all make a contribution to the spiritual moral, social and cultural developments of pupils of all ages. Pupils are proud of their school.
2.33 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.34 The overall quality of teaching is good and a very significant proportion is outstanding resulting in rapid learning and high levels of progress and achievement by pupils of all abilities. Throughout the school, the teaching fosters pupils’ application and enjoyment of their lessons. Through open ended questioning, pupils develop a good sense of enquiry and the ability to think and learn independently. Teachers’ expectations are high and pupils are keen to be challenged.
2.35 Pupils make the most of the opportunities they have for intellectual, physical and creative development; the very attractive displays around the school are deliberately placed by teachers to provide a stimulating and exciting environment. In addition, teachers have organised areas of interest which encourage pupils to observe or research for themselves. A series of photographs displayed randomly on a passage wall asked pupils: “How well do you know your school?” In another part of the school a wormery had been set up and from time to time staff asked pupils if they had been to see what was happening. No opportunity for learning is missed and pupils spoke of their enjoyment in finding the answers. Pupils say that they enjoy their work which is made interesting by skilful teaching, well-paced lessons and open ended questioning. In a Year 5 science lesson, pupils were asked to make a circuit from a set of criteria. Rather than being told how to do it, pupils were expected to work together in their groups, first discussing the problem and then devising a course of action before completing the task.
2.36 Lessons are well planned and teachers employ a range of techniques, including encouraging pupils to lead in class learning. The teaching offers different challenges to meet the differing needs of the pupils. Classes are very well managed. Activities are carefully chosen to suit the ability of the pupils and in many classes four or five groups could be seen working on the same topic but in a variety of ways. Groups are well supported by classroom assistants and learning support staff as well as the teacher. Teacher subject knowledge is outstanding and lessons are conducted in a relaxed and friendly atmosphere of mutual respect.
2.37 Teaching shows a good understanding of the aptitudes, needs and prior attainment of pupils, and teachers are prepared to adjust and modify lesson content if the intended outcomes are not materialising. Explanations are clear and individual help is readily offered. In discussion, pupils confirmed that they were very happy to ask for help if they needed it.
2.38 The teachers have very good access to resources which they use very effectively to support learning. Pupils make extremely good use of ICT facilities both in the classroom and elsewhere in the school to help them in their research in all subjects. Year 6 were working in groups on an ambitious cross-curricular project to produce a short news item for local television which involved filming and editing ‘clips’ before importing them into pupils’ own story board. The junior library is new and is still being developed but even now it is a most attractive and inviting room with a good range of reading and audio material. The senior library is very well supplied with books, videos, audio tapes and jigsaw puzzles. A computer work station is available to pupils. The range of other resources, text books, maths and science equipment is good and well used. The music and sports departments are very well resourced.
2.39
Assessment procedures are
comprehensive and the school maintains very detailed records of pupils’ results
in a wide range of standardised tests.
2.40 Good behaviour is regarded as central to the ethos of the school. Pupils’ behaviour is exemplary and 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 pastoral care and the detailed attention given to the welfare of pupils is outstanding throughout the school. Parents are extremely happy with the school’s provision of help, guidance and care for their children.
3.2 The support and guidance given to all pupils is very effective. Staff are supported in the daily pastoral care of pupils by a comprehensive and detailed structure. The welfare of pupils is paramount and central to the school’s aim of creating and maintaining an atmosphere where pupils feel they are well known, safe, valued, respected and happy. Form teachers, who work closely with pupils and their parents, play an important role. Important issues and contacts with parents are recorded. Pastoral care is monitored by senior management and by good informal communication between the staff. A record is kept of any discussions so that staff are always fully informed.
3.3 A strong sense of community and good relationships at every level are a significant feature of school life. Staff lead by example and create an atmosphere of mutual respect in which teaching and non-teaching staff are polite to pupils, and pupils respond courteously. In discussion with the inspectors, pupils said that they could turn to any member of staff for help with their anxieties. Pupils participate enthusiastically in circle time sessions and appreciate the opportunity to express any fears and worries. A ‘worry box’ is used in one form and this provides another route for sharing concerns.
3.4 Measures to promote good discipline and behaviour are very effective. A wide range of sanctions and rewards underpin the discipline in the school and the weekly collection of good marks for each pupil is recorded on a class basis with the winning class holding the shield for the following week. During interviews with inspectors, pupils said that they understood the need for sanctions, such as not running in corridors, for safety reasons. The anti-bullying policy highlights the importance of an ‘encouragement to tell’ strategy where pupils know they will be listened to and believed and that action taken will be sensitive and effective. Pupils are very supportive of each other and parents are supportive of the school policies. The school play policy teaches the pupils how to play games fairly and encourages them to take responsibility for their own actions. Children are supervised by teaching staff during breaks. The field is an area where they can play boisterous games and other areas are available to those who wish to be quiet. Older children often look after younger children and the new greenhouse and garden are providing much additional enjoyment for pupils of all ages.
3.5 Locally sourced meat and vegetables are freshly cooked each day in the school’s own kitchen and a vegetarian alternative is available. Whilst choice is a little limited, the food is attractively presented for ‘family service’ at both lunch sittings which are pleasant social occasions. Special diets are catered for and the ‘healthy lifestyle’ is further supported by the school’s policy of children having only fresh fruit or vegetables for snacks at break time. Senior pupils help with the queues at lunchtime. Menus are under regular review and the school council keeps the headmistress informed as to pupils’ views.
3.6 An effective system for child protection is in place with a member of staff acting as the designated officer. All staff receive regular training. Staff checks are carried out and appropriate records kept. Policies and procedures are regularly reviewed and any proposed changes are first discussed with governors.
3.7 The welfare, health and safety of pupils are safeguarded most successfully. All necessary measures are taken to minimise risk of fire and other hazards. Evacuation procedures are activated termly and fire safety measures are thorough. The school has a critical incident plan and a critical incident management process. Admissions and attendance registers are properly maintained.
3.8 A one way traffic system operates to ensure the safe arrival and departure of pupils. The youngest are escorted to their classrooms by prefects in the morning and at the end of the school day they are brought to meet parents by their form teacher. Those pupils in the ‘waiting’ or ‘homework’ areas are also escorted to parents.
3.9 The first aid procedure is supported by a clear policy which, throughout the school day, ensures that in the event of an accident pupils, staff members or visitors will be well looked after by a qualified first aider. Parents are informed of any incidents and a comfortable sick room is close to the school office. Pupils with specific medical requirements are known to the staff. Two staff members are fully qualified first aiders and all teaching staff have completed basic first aid training. Accident records are appropriate.
3.10 Regular risk assessments and checks are undertaken in all areas of the school and the health and safety committee are kept informed of any defects. All trips away from school are assessed for risk and a policy sets out clear guidance on the health and safety of pupils at such times. The health and safety committee, which includes a governor, meets regularly. Planning for disabled access to all buildings has been carefully considered, as has planning for teaching pupils with disabilities. The school fulfils its duty under the Special Educational Needs and Disability Act. The school is a safe and happy place for pupils to grow and develop into caring and self-reliant members of the school community.
3.11 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
3.12 The school has established good links with parents and the community. An overwhelming majority of parents who replied to the pre-inspection questionnaire are very pleased with the quality of teaching, the range of subjects offered and the help and guidance the pupils receive. They also feel that the school encourages them to be involved in its life and work. Good links with the community help to broaden the education of the pupils. Since the previous inspection an additional parents’ evening has been introduced to provide further opportunity to review pupils’ progress and discuss target setting.
3.13 Parents have good opportunities to be involved in the activities of the school and in the work and progress of their children. The two notice boards outside the school help to keep parents up to date with current events. A twice termly newsletter, ‘The Dove’ includes accounts of a range of activities, including those of the parents’ association, known as the Friends of Granville, together with advance notice of future events. Form representatives from each year group are elected annually to act as ‘liaison officers’ between parents and the school. Part of their role is to help their class formulate plans for their part in the annual Founder’s Fete and to arrange termly informal social events among the parents of their year group. The Friends of Granville are very successful in raising additional funds to support the school. Their recent activities have included a Casino Night and a Burns Night. They have contributed generously to a new stage and stage lighting, a new sound system, an adventure playground and many other items in the school.
3.14 A detailed and helpful Parents’ Handbook is sent to all parents and this informs them about relevant policies such as the academic life of the school or the complaints procedure, which are all correctly and clearly explained. Early in the year, a meeting for parents is held to explain the work to be covered by each class in the course of the year. Parents’ evenings are held in the autumn term for pupils in Reception to Year 6, in the spring term for Reception to Year 4 and in the summer term for Year 5. In addition, parents of Year 5 have a meeting in the spring term to discuss secondary school entrance. Parents of pupils below the age of five receive focus reports in the autumn and spring terms, whilst parents of pupils in Reception through to Year 5 receive grade sheets. Parents of Year 6 pupils receive a short report in the autumn term and a grade sheet in the spring term. Staff write clear and informative reports at the end of the summer term. They include details of the work covered during the year and, if necessary, indicate where improvements can be made. The school’s ‘open door’ policy, which many parents praised, allows for additional meetings with staff or the headmistress should the need arise. A homework diary, signed by both teacher and parent, is an additional means of exchanging information.
3.15 The school has established good links with the wider community. Pupils take part in sporting and artistic events locally and nationally, they visit theatres and galleries and the choir takes part in the local Three Arts Festival. Fund raising by each year group annually supports a range of local and national charities. The school’s facilities are used by the community and the hall is let to a charity on a regular basis. The choir visits local residential homes to sing and the gifts from the school’s harvest festival are shared with senior citizens in the area. Visitors to the school include members of the professions and story tellers.
3.16 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 exceptionally well governed by a group who are highly committed to the good of the pupils, and its continuing development. They have a wide range of expertise and experience and are able to support the school in many ways. The governors meet termly and oversee effectively the work of the school. Meetings are properly minuted. Through the various committees, including one with responsibility for the educational needs of pupils and development of the school, the whole governing body is well informed in its role in overall strategic planning and management.
4.2 The governors fully support and uphold the aims and ethos of the school. They take their responsibilities to sustain the quality and development of the school and of ensuring fulfilment of their statutory duties most seriously. Through careful financial planning, the governors ensure that the fabric and human and material resources of the school are of as good a quality as is possible.
4.3 Each year, the headmistress invites governors to spend a day in the school visiting classrooms, sampling school life and talking to staff, thus experiencing at first hand the workings of the school and developing an understanding of its future needs. Regular termly presentations to the education committee by staff members keep governors informed of educational developments. Relationships are good and the headmistress is well supported by the governing body.
The Quality of Leadership and Management
4.4 Leadership and management are highly successful; they fully support the aims of the school and give it clear educational direction. Financial resources are wisely managed to provide a level of resources as generous as possible for each area of the school. The school is led with vision and with a real commitment to high standards of academic achievement, pastoral care and personal development of all pupils. The school’s aims are very well met and the highly valued family ethos of the school has been nurtured and enhanced.
4.5 The management structure is intricately woven through the school’s year groups and all staff are included in curriculum discussions. Since the last inspection the number of staff has been increased, allowing coordinators to fulfil their role, which includes a closer monitoring of standards in their subject areas.
4.6 The needs of the school are regularly reviewed and prioritised and form the basis of a comprehensive school development plan. The annual curriculum reviews are based on pupils’ work from the previous year and lead to comprehensive, thorough and well-considered planning. .
4.7 Staff appraisal is well established. Induction provision for staff new to the school, including those teachers who are newly qualified, is in place and helps to keep all teaching staff properly informed and supported. Opportunities for staff development and in-service training are available. Procedures and policies are in place and cover all aspects of school life. Regular reviews ensure that the effectiveness of these is maintained.
4.8 Resources for