INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON

Hurstpierpoint College

The preparatory school was inspected at the same time and a separate report published.

Full Name of the School

Hurstpierpoint College

DfES Number

938/6206

Registered Charity Number

1076498

Address

College Lane, Hurstpierpoint, BN6 9JS

Telephone Number

01273 833636

Fax Number

01273 835257

Email Address

info@hppc.co.uk

Headmaster

Tim Manly

Chairman of Governors

Rear Admiral Simon Moore

Age Range

13 – 18

Gender

Mixed

Inspection Dates

5th – 8th February 2007

This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI).  The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership.  It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.

The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards.  It comments on the progress made by the College in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general.  The full CSCI report can be found at www.csci.org.uk.

The inspection does not examine the financial viability of the College 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 College, its services or other physical features.

1.              INTRODUCTION

Characteristics of the School

1.1            Hurstpierpoint College, more commonly known as ‘Hurst’, is one of a group of over 30 schools that owe their existence to the faith and hard work of Nathaniel Woodard.  The College, whose title was St John’s Middle Grammar School, was opened in 1849 in Shoreham and moved to Hurstpierpoint in 1853.  It is located in an open site a few miles north of Brighton, close to Hassocks, and beneath the chalk escarpment of the South Downs.  The current headmaster has been in post for two years.

1.2            The College has three detailed sets of aims that closely reflect and guide the life, education, care and forward planning of the community.

The first is a statement taken from the College Prospectus:

·         “We passionately believe that all our pupils must be given every opportunity to achieve the best possible grades so that they can progress to the University of their choice ……

·         “Secondly, and as importantly, we aim to develop those skills and qualities which will turn such paper qualifications into success and also help to promote happiness in later life. ……

·         “Finally, we want our pupils to develop certain values; a sense of duty, an awareness of right and wrong and a respect for others.”

The second is a statement from the staff handbook, which provides an overall aim with three related aims:

to provide a genuinely excellent all-round education with a strong academic core for every child.

·         To ensure that the academic potential of every pupil is realised;

·         To develop every pupil as an individual;

·         To provide all pupils with a worthwhile and enjoyable education.

The third set comes from the College’s strategic development plan.  This consists of a detailed set of 17 aims.  These reflect both the more public aims as set out in the prospectus and staff handbook and the purposes of the College’s strategic development plan.

1.3            The College has 446 pupils in Years 9 to 13 on roll, 280 boys and 166 girls.  Of these, 169 are in the sixth form.  There are 136 weekly and full boarders, 151 flexi-boarders and 159 day pupils.  A separate preparatory school is also on campus.

1.4            The College describes its pupil entry as being “mildly selective, but certainly not aggressively so.”  Standardised tests indicate that throughout the College the range of ability is quite wide, with a mean rather above the national average, but with a substantial minority of pupils close to the national norm.  Thus, if pupils perform in line with their abilities, their GCSE and A-level results will be above the national average for all maintained secondary schools.

1.5            Parents are stated by the College as being generally ambitious for their children and are supportive of the College.  It also states that pupils are showing an increasingly strong work ethic, and that this applies also to the sixth form entry.  Pupils are mainly from professional, business, London-commuting or farming backgrounds.  Day pupils and most flexi-boarders come mainly from local villages, and towns such as Brighton and Haywards Heath; weekly boarders come from as far as Tunbridge Wells, Redhill and Billingshurst.  A small number of full boarders from overseas come mainly from China and Germany.  About half the pupils who enter Year 9 come from the preparatory school.

1.6            At the time of the inspection, 43 pupils were identified by the College as in need of support for learning difficulties and disabilities (LDD), and a further 37 are being monitored but do not currently have such assistance.  One pupil has a statement of special educational needs.  The College had 33 pupils whose first language is not English, and of these 12 receive support for English as an additional language (EAL).

1.7            National Curriculum nomenclature is used throughout this report to refer to year groups in the College.  The year group nomenclature used by the College and its National Curriculum (NC) equivalence are shown in the following table.

 

 

School

NC name

Shell

Year 9

Remove

Year 10

Fifths

Year 11

Lower Sixth

Year 12

Upper Sixth

Year 13

2.              THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1            The College provides a wide range of high quality educational opportunities suited to the interests, aptitudes and needs of all pupils.  The education provision is consistent with the College’s declared aims and philosophy and successfully meets the needs of all pupils.  The academic programme is well balanced with an appropriate emphasis on a wide and varied range of extra-curricular activities.  Since the last inspection the library facilities have been considerably improved and now provide an outstanding and effective resource centre that increases the curricular opportunities for all pupils.  In addition, a cross-curricular information and communication technology (ICT) strategy has been developed and is in the process of being fully implemented.

2.2            The academic curriculum is well balanced and contributes very well to the linguistic, technological, human and social, physical, aesthetic and creative development of the pupils and enables them to acquire very good levels of skills in speaking, listening, literacy and numeracy.  It enables pupils to be confident and articulate, fluent in discussion and they learn and use ICT effectively in several subjects.  The curriculum offers a traditional range of subjects up to GCSE and, following a recent curriculum review, additional subjects, such as classical civilisation and psychology, are now in the sixth-form curriculum.

2.3            Pupils’ experiences are much enriched by extra-curricular activities.  The College has a dynamic extra-curricular life and pupils are encouraged to involve themselves in a variety of activities.  Sport, drama and music thrive, providing opportunities for all, whatever their talent.  As well as major team sports, karate, fencing, golf and squash are available as well as more cerebral activities such as astronomy and ‘Warhammer’ for younger pupils.  Many organised visits abroad and within the United Kingdom enrich the pupils’ experiences and broaden their cultural horizons by, for example, enabling the musicians to tour South Africa or the rugby players to compete in South America.

2.4            The College has established a range of links with the wider community that provide appropriate support for the pupils’ educational experience.  These include the opportunity to work in the local community at a special school, as part of the school’s community service or within The Duke of Edinburgh’s Award scheme, which, like the Combined Cadet Force (CCF), is very popular with both boys and girls.

2.5            Pupils are prepared well for the next stage of education and adult life.  Provision for careers and higher education is strong.  A well-structured and co-ordinated programme begins in Year 9 through personal, social and health education (PSHE) and carries on into the sixth form where the exceptional quality of the higher education advice is much valued by pupils.  Work experience opportunities are available and innovative schemes, such as Year 12 French students working in shops in Lille, are thoroughly enjoyed.  Whatever their ultimate destination, the curriculum provides very well for pupils.

2.6            The curriculum is effectively planned, provides equality of access and opportunity for all pupils, and promotes participation in a wide range of activities and interests.  Departmental documentation is very good and schemes of work ensure continuity and progression across the age groups.  Initiatives have been taken to improve the curricular liaison between the preparatory and senior schools, including the electronic tracking system that starts in Year 7.  The school has also increased the amount of teaching that is shared across Years 7 to 9 and departmental liaison with the preparatory school on a formal basis has been increased in the last year, but the practice does not yet cover all departments.

2.7            The College meets the curricular requirements of all those pupils requiring special provision, including those for whom English is an additional language (EAL) and those with a statement of special educational needs.  The learning support department offers high quality assistance to those pupils who need it and those with EAL needs are particularly well supported.  All teachers are provided with detailed information about pupils with EAL or LDD requirements and those who are gifted and talented within their classes, but their needs are not always acted upon.  The College is aware of this issue.

2.8            The College has a clearly stated gifted and talented policy and a supporting programme with access for selected pupils to national summer schools, website materials and online facilities.  These pupils are selected in Year 9 and their progress is carefully monitored.  A group of the most able sixth-form pupils (the ‘Oxbridge and Best Group’) is selected in Year 12 and they meet in extra-curricular time to experience seminars and lectures given by heads of department and to take part in cultural visits.  They also receive a weekly ‘critical thinking’ lesson in Year 13.  In addition, the group has a conference day with a specialist external speaker.  This extra-curricular provision is highly effective, although the College is aware that teaching in mainstream classes does not always fully complement this programme.

2.9            The College meets the regulatory requirements for the curriculum [Standard 1].

Pupils’ Learning and Achievements

2.10         Pupils are very well educated considering age, ability, gender, and ethnic origin and circumstances.  They achieve good levels of knowledge, skills, and critical and creative understanding in their subjects and activities, and they learn to apply them effectively.  These high standards have continued and improved upon those noted in the inspection of 2001.  The College goes a long way to meet its main aims to provide a genuinely excellent all-round education with a strong academic core for every child, and to ensure that the academic potential of every pupil is realised.

2.11         Pupils are well grounded in knowledge and understanding in their academic subjects overall.  Some excellent examples of pupils thinking critically and deeply were seen but this was not so in all lessons; in some, opportunities were not taken to promote learning skills and the development of critical and creative application.

2.12         Pupils’ achievements, as seen in the work scrutinised and in lessons, are generally good and some examples of high levels of achievement were seen at all ages and across a wide range of subjects.  This was particularly so in English, philosophy and religious education (RE).  In Year 9 German, pupils used basic German phrases with confidence and with good accents within little over half a term of starting the subject.  In design and technology (DT), sixth-form students had initiated several ingenious design projects, for example in specialised limb prosthetics or automatic emergency release systems for horse harnesses in stables.

2.13         GCSE and A-level results are good in relation to pupils’ abilities; the results have been well above the national averages for all maintained schools for the three years 2003 to 2005, thus maintaining the position since the last inspection.  The results at both GCSE and A level have been consistently good across all subjects.  The College was particularly pleased, and justifiably so, with the results at A level in 2006.  Results at A level ensure that the great majority of leavers obtain places on higher education courses at appropriate universities. 

2.14         The College has set very specific targets for improving pupils’ GCSE and A-level results.  These targets were broadly met in 2006 and this indicates that GCSE grades were on average almost one grade higher than might have been realistically forecast.  Results at A level across the board suggest substantial progress, with 2006 seeing a school record proportion of high grades.  It is difficult to identify strengths and weaknesses between subjects clearly over a three-year period but the results in ICT, DT, physical education (PE), the sciences and English literature are consistently high.

2.15         The innovative programme of the ‘challenge grades’ system for recording pupils’ educational development and pastoral guidance, is strongly believed by senior management to have played a significant rôle in achieving the successful public examination results in 2006.  No significant difference occurs between the performance of girls and boys or between different ethnic groups.  Responses to the pre-inspection parents’ questionnaire indicate that parents are very happy with their children’s academic and general progress.

2.16         Many individual pupils, teams and groups achieve very well in a variety of activities and some gain very high standards.  College teams enjoy much success in a rich list of fixtures.  In 2005-06, girls’ teams had excellent representation at county level in cricket, hockey, netball, and athletics where one is a national representative.  Boys’ successes also included very good performances at county level in rugby, hockey, cricket and athletics, with Under 18 representation at national level in hockey and rugby.  One girl is an international show jumper.  These results, together with the large number of teams frequently representing the College, indicate that the aim of ‘sport for all’ is met.

2.17         In other areas the College has enjoyed much success; for example, success in the London Academy of Music and Dramatic Art (LAMDA) awards in drama, and many distinctions and merits in the Associated Board of the Royal Schools of Music examinations in a wide variety of musical instruments.  Eight Year 12 pupils have gained Young Enterprise OCR certificates.  In The Duke of Edinburgh’s Award scheme, current pupils have gained five silver awards and this is an area being further developed.

2.18         Pupils are articulate, attentive listeners and effective communicators.  This was seen to be particularly so in interviews with pupils and in many lessons; for example in one Year 11 RE lesson where two pupils led and very successfully engaged their fellows in an erudite discussion of heaven and hell.  In the sixth form, pupils developed good presentation and discussion skills in business studies and economics.  Most pupils regularly and effectively seek out information using reference books and periodicals both in the learning resources centre and on the internet.  Pupils write fluently and effectively and read widely and intelligently.  Their written work is well presented and neatly organised across all year groups.  Material for revision is carefully set out and classified, although few occasions were seen of pupils taking the initiative for themselves.

2.19         Pupils’ mathematical and numerical skills are generally well developed and applied effectively where needed in other subjects.  Good use of mathematics was seen in statistical work in the sciences and in geography, mainly in the sixth form.

2.20         The use of ICT in subject lessons is limited but some excellent use of computer presentations were made by pupils in biology, RE and French.  In DT and music technology, ICT is an integral medium for the study of the subjects, and pupils are proficient in the appropriate software packages.  In Latin they use their own laptops in class to track changes to their own translations.  An ICT course is given to all pupils in Year 9 but it is unclear how skills at ICT are verified or developed as appropriate for older pupils, other than for those who take GCSE in ICT.  Individual pupils have shown a great deal of expertise in working with staff, for example, in the development of the biometric daily registration system.

2.21         Most pupils learn to reason cogently, supporting their arguments with appropriate evidence and balancing conflicting points of view.  They listen to each other’s opinions with respect as was clearly seen in a number of lessons and in interviews with pupils.  Some outstanding presentations of ideas by pupils were seen in RE in Year 9 and philosophy in the sixth form, where fellow-pupils were drawn into the discussion.  In addition, an excellent analysis and development by pupils were seen in a Year 10 Latin class translating a letter of Pliny, where they analysed and discussed the shortcomings of the translation to generate a more accurate and stylish version – with only occasional prompting from the teacher.

2.22         Pupils take logically sequenced notes, and study and independently organise their work well at all levels; this greatly assists their learning and supports their preparation for external examinations.  They recognise the importance of orderly organisation of material, although not all pupils make sufficient use of research and note-making to become fully independent learners.

2.23         Pupils study and work effectively both on their own and co-operatively.  They develop essential skills for work and study from an early stage and their attitude towards these is very positive.  They show great willingness to help one another and respect one another’s efforts.  This is true both in the classroom and in games lessons and activities, where levels of co-operation are consistently high.  Pupils are attentive and eager to respond to challenging questions.  Pupils are keen to do well; they want to succeed, they apply themselves well and they persevere.  They settle to work with a will and in many lessons and activities they showed considerable enjoyment.

Spiritual, Moral, Social and Cultural Development of Pupils

2.24         The spiritual, moral, social and cultural awareness and development of pupils is a major strength of the College, and continues the strengths noted on the last inspection.

2.25         Pupils have a strong spiritual awareness and have plentiful opportunities to develop spiritually, in self-knowledge, self-esteem and self-confidence.  The College, therefore, meets its aim of enabling pupils to develop their own set of values based on the Christian ethos of the College.  The chapel is at the heart of the College and pupils, regardless of religious beliefs, value the sense of community at the weekly services and talk of the chapel as a place for reflection.  The work of the chapel choir adds to the spiritual dimension.  The religious studies syllabus provides opportunities to explore different faiths and, although a Christian foundation, the school welcomes and makes some provision for other faiths.  The quality of pastoral care enables the pupils to develop in self knowledge and self-confidence.  The school’s clear commitment to teaching pupils “to take the initiative and responsibility in their day to day lives” promotes self-esteem.

2.26         Pupils’ moral awareness is also very strong, and they develop a deep understanding of right and wrong.  They know and accept the disciplinary code of the school; sanctions are regarded as fair and are consistently applied.  The “team” is a central feature of life at the College (and the word is broadly interpreted!) and the idea of “not letting the team down” is the foundation on which all discipline is built.  An excellent feature is that much is made of support, rather than just punishment, for those in trouble.  The strong pastoral system and the many opportunities to be a team player support the ethos of “communal responsibility”.  Pupils are encouraged to explore moral and social issues in the comprehensive PSHE programme.  After Year 11, PSHE becomes more informal but many of the themes continue to be visited through general studies.  The parents recognise, and are supportive of, the values promoted by the College.

2.27         Pupils’ social awareness and development is promoted and enhanced by the broad range of activities - for example, sport, CCF, The Duke of Edinburgh’s Award scheme, music and drama (some of which are led in part or completely by pupils).  The strongly supportive community within each house teaches tolerance, develops leadership and makes newcomers feel immediately at home.  The ‘Guardian’ scheme, in which pupils in each year are appropriately trained and act as counsellors and supporters to their peers, encourages the pupils to be sensitive of the needs of others and contributes to the overall strength of the pastoral system.  The sense of community pervades all aspects of life at College – encapsulated by one girl’s description of the College as “Community, community, community.”  Charitable giving is an important facet, with a wide range of local and national charities being supported on a regular basis, selected, in some cases, through the pupils’ personal experience.  In discussion, Year 12 and Year 13 pupils enjoy being treated as adults, and pupils at all levels appreciate the chance to participate in decision-making via the school council.  The well-planned PSHE programme teaches the pupils about public institutions and services in England and promotes informed awareness of social issues beyond College.

2.28         Pupils’ cultural awareness is good and its development is aided by a broad programme of activities both on site and further afield.  The PSHE sessions and some academic lessons such as English, music, modern languages and geography, give the pupils scope to explore cultural issues and ethnic diversity.  However, it was observed in both written work and lessons that opportunities for further development in these areas were sometimes missed.  Numerous foreign trips, foreign language exchanges, sports tours and other expeditions allow some pupils to experience other cultures at first hand.  The pupils relate very well to each other, regardless of any cultural differences.

2.29         The College meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Including Assessment)

2.30         The quality of teaching provided by the College is good, and sometimes excellent, and makes a very positive contribution to pupils’ learning, progress and attainment.  Teaching is very professional in approach; teachers are hard-working and committed to the education of their pupils.  The College’s aim to ensure that the academic potential of every pupil is realised in very large measure.  However, some shortcomings exist in the consistency of marking of pupils’ work and, in a few lessons, providing for the needs of the full ability range.  Since the inspection in 2001, the College has improved still further on the quality of teaching, and teachers in mainstream classes now receive appropriate information about the needs of those who require some form of learning support.  Significant progress has been made with respect to use of the College library as a teaching resource and in teachers’ use of ICT since the last inspection.

2.31         Teaching generally enables pupils of all abilities, including those with learning difficulties and who require support for EAL, to acquire new knowledge, make good progress according to their ability, increase their understanding and develop their skills.  Lessons are very well planned and substantial in content, but not all match the work sufficiently well to pupils’ needs so that the most able pupils are challenged, and detailed information made available by the learning support department is not always used to best effect in teaching in mainstream classes.  The College is aware of these issues.

2.32         Good opportunities are provided for further challenge in the Gifted and Talented programme for selected able pupils, together with the summer schools, website and online facilities of the National Association of Gifted and Talented Youth (NAGTY).  In the sixth form, specialist teaching is provided for a group of the most able sixth-form pupils (the ‘Oxbridge and Best Group’) and in critical thinking lessons, master classes and academic visits.

2.33         Teaching in many subjects encourages pupils to apply themselves intellectually, and creatively.  Both the range of tasks set and teachers’ enthusiasm stimulates pupils’ interest in their work and fosters excellent independent study in many subjects, most notably in philosophy, DT and art.  Teachers organise activities which promote pupil-centred learning and challenge pupils to use their imaginations, discuss ideas, develop arguments, analyse problems, and work out solutions.  Aware that the best practice in teaching is not always shared, the College has recently held a training day to encourage staff to exchange ideas and draw on the expertise of the most able practitioners.

2.34         The good practice observed in many subjects is underpinned by careful planning.  In some subjects, however, this extends to supplying pupils with quantities of detailed, structured, photocopied notes, providing copious background information, full analysis or interpretation of the task set and full explanations as to how to respond to examination questions.  The College is aware that at times this approach discourages creative thinking and independent learning.

2.35         Teaching frequently demonstrates a very clear knowledge and understanding of the aptitudes, needs and prior attainment of the majority of pupils.  This awareness informs College policy, schemes of work and lesson plans and it is facilitated by the College’s innovative tracking and recording system.  The system has established excellent communication links between teachers, tutors and pupils.

2.36         Teachers have a proficient knowledge and understanding of their subjects and also know their pupils well.  In the best lessons this is reflected in a comfortable informality, a ready rapport and mutual respect.  In the majority of subjects taught teachers’ subject expertise underpins the development of high levels of understanding and articulacy.  Teachers are caring, hard-working and supportive.  Whilst they are keen to provide an enriching and rewarding learning environment, the onus is occasionally on pupils to elicit the necessary verbal feedback on written assignments.

2.37         A wide range of resources is used well in teaching.  Some departments make good use of well-stocked library facilities in providing enriched learning opportunities.  The proactive and purposeful support of library staff is welcomed by many pupils.  Good quality resources are deployed in a range of practical tasks and highly impressive use of digital projectors and interactive whiteboards were seen in English, French, German, Latin and PE.

2.38         Most teaching includes regular and thorough assessment of pupils’ work.  The College has clear policies for assessment and marking, but these are not always fully and widely implemented.  The marking of pupils’ work is not wholly consistent between and within departments.  Different types of scoring and grading used cause confusion for some pupils - the inconsistent rewarding of effort in particular.  Occasionally written work has remained unmarked.  Marking is most effective when teachers make appropriately constructive comments and provide pupils with individually targeted advice for progress and improvement.  The least effective marking fails to provide pupils with helpful feedback.  The College is aware of these shortcomings.

2.39         Teachers encourage pupils to behave responsibly by appropriately paced and well-structured lessons.  Classroom discipline is consistently of high quality.  A very good rapport exists between pupils and teachers and pupils feel trusted.  Relationships between staff and pupils are highly supportive and are based on mutual respect.  Manageable class sizes frequently enable teachers to adopt a pupil-centred approach and provide support tailored to pupils’ needs most of the time.

2.40         The College gathers a wealth of data about pupils’ abilities on entry and subsequent performance in tests and examinations; this is used well to develop teaching strategies.  Heads of department have access to detailed, centrally stored information, and they are encouraged to evaluate the quality of teaching within their departments in the light of this information.  The constructive use of nationally standardised testing of pupils’ progress is integral to the in-house ‘challenge grade’ approach to target setting.  Individual pupil progress is checked systematically and effectively by means of this innovative, sophisticated and evolving system.

2.41         The College 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 welfare, health and safety of pupils is excellent and amply fulfils the College’s aim to provide a genuinely excellent all-round education with a strong academic core for every child.  The high quality of pastoral care was identified in the 2001 report and recent structural changes to the senior management team and greater co-ordination of tutorial work have developed this area even further.

3.2            Excellent support and guidance are provided for all pupils in a caring environment, where pastoral care underpins the core values and aims of the College.  Teachers know their pupils well as individuals; relationships between them and the pupils are of high quality.  Pupils are friendly towards each other and to visitors, and older pupils are well aware of the needs of younger.  Pupils and parents greatly appreciate the quality of support and guidance; one pupil described the College as “lovely in every respect…. a place where everyone gets along.”  The College is fulfilling its aims of developing in its pupils a sense of duty and respect for others.

3.3            Careers advice, supported by very good library provision, is a significant strength, and the enthusiastic head of careers provides good links with the PSHE programme for Years 9, 10 and 11.  The universities’ admissions (UCAS) programme is effectively managed and the individual care and attention offered is considered to be a valuable asset by pupils.

3.4            Staff are very well assisted by strong and effective pastoral arrangements.  The tutorial system enables close monitoring of all academic and pastoral matters; parents commented very favourably on the assistance provided by the weekly tutorial sessions.  Tutorial provision, organised through regular forty-five minute periods, has been recently reviewed and improved – helpful tutor packs for pupils provide the essential framework for the programme.  The head of middle school has created a detailed computer-based record ‘challenge grades’ system; this initiative is utilised to good effect and allows for useful self-evaluation for all pupils.

3.5            The College has very good policy documents and guidelines which promote good discipline and behaviour; these are very clearly defined and are understood by all pupils.  Discipline is felt by the pupils to be fairly and consistently applied and is monitored by one member of the senior management team whose overview gives clarity and support to staff.  Pupil behaviour in the College is extremely good and an orderly atmosphere prevails, especially so in corridors and at lunchtimes where pupils queue patiently, managed efficiently and cheerfully by College prefects.  Pupils comment that disciplinary sanctions are followed up supportively by pastoral staff.  A very high proportion of parents feel that the College achieves impressive standards of behaviour.  Pupils themselves have a large part to play in the system; each year group within a house has two trained ‘guardians’ acting as counsellors and supporters to their peers.  Senior pupils have opportunities to lead as prefects in houses and across the whole College.  The sanctions policy is clearly outlined to pupils in the pupil handbook, but the need for punishment is rare and more than balanced by regular awards in headmaster’s assemblies, where both academic and extra-curricular excellence and effort are rewarded.

3.6            The anti-bullying policy is clear and widely publicised.  Most pupils feel that it operates very effectively.  Records of serious disciplinary matters are recorded centrally.

3.7            Relationships between staff and pupils and among pupils are outstanding.  An excellent and supportive community spirit together with an appreciation of common values permeates the College; pupils have mutual respect and are happy, courteous and relaxed in their dealings with each other.  Pupils feel that staff get to know them well.  Dedicated and effective house teams work within strong and supportive cultures and they do all that they can to provide individual support for pupils of all ages.  Pupils mix well across year groups in boarding houses.  During a school council meeting, representatives from each house came together to air collective views with senior staff, and it is testimony to the honesty of the relationships within the College that this gathering was conducted in such a civilised and sensitive manner; pupils feel listened to and respected.

3.8            Welfare of pupils and health and safety procedures are thorough and effective.  Child protection policies and procedures are well established, with all teaching staff receiving appropriate annual training and there are clear systems in the staff guide for reporting concerns.  All the necessary checks are made when teaching and non-teaching staff are recruited.  The College medical centre provides excellent support and care for pupils; there are two full-time nurses and a school counsellor, who runs a weekly session.  Pupils and parents commented on the high quality of the medical service and housemasters and housemistresses appreciate the sensitive and discreet nature of the care offered.  One mother, whilst collecting her sick son from the medical centre, described this College facility as “absolutely excellent”.  The quality of food is good; healthy and nutritious, and meals are taken in an orderly and pleasant atmosphere.  A food committee reports to catering managers and pupils report that their comments are taken seriously and acted upon.

3.9            Health and safety matters are well managed by the bursar and his support staff, with independent advisors being used as consultants.  A robust and detailed risk assessment procedure for all trips off-site is adhered to.  The quality of fire risk assessment is thorough – full and detailed records are kept and statutory fire risk assessments are carried out, with regular fire practices from individual buildings.

3.10         The College meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].

The Quality of Links with Parents and the Community

3.11         The College has a strong and trusting partnership with parents and is continuing to develop good links with the wider community.  Ambitious new ways to widen and further consolidate parental involvement are being explored and developed.  Reporting and academic monitoring arrangements have been reviewed and improved since the last inspection, and these are used effectively by both parents and staff.  Developing further the links with parents is recognised by the College as a main priority in the strategic development plan.  Further links with the community are being explored and the College aims to double the number of pupils involved in community service in the near future.

3.12         Parents in their responses to the pre-inspection questionnaire were overwhelmingly supportive of the College.  They indicated that they were very pleased with the breadth of the curriculum, particularly the extensive programme of extra-curricular activities.  They think that the College promotes worthwhile attitudes and values.  A small number expressed some concern with the amount of homework expected, especially over the holidays.  The College has responded positively and is effectively monitoring this important aspect of independent study.

3.13         Parents have excellent opportunities to be involved in activities in the College and in the work and progress of their children.  Parents appreciate the encouragement to come to the College whenever it is mutually convenient and members of the governing body are similarly encouraged to visit.  In their response to the pre-inspection questionnaire, parents indicated that they felt they were made welcome at the College, for example at College matches, concerts, plays and other activities.

3.14         Reporting and academic monitoring arrangements, making excellent use of the College’s electronic systems, provide parents with user-friendly data, constructive written comments and an electronic response system, and these are used effectively.  This has improved efficiency in communications and involvement without sacrificing the personal attention to detail or compromising professional judgement.  A ‘focus group’, broadly representative of the parent body and entirely voluntary, meets termly to discuss issues of current and future interest and their possible impact on the wider life of the College.  Recent discussions have included full debate of the strategic development plan alongside other curriculum issues like the benefits that might arise from introduction of the International Baccalaureate.  Parents are becoming more involved with the sixth form, where they offer their reflections on the UCAS procedure and give some careers advice.  This may be extended to younger classes in the future.

3.15         Parents are provided with excellent information about the College and they receive clear and useful reports about their children’s work and progress.  Mailings of forthcoming events and items of interest, including the regular ‘Headmaster’s Letter’, keep parents informed and involved.  This is particularly important where many of the parents live locally and enjoy supporting their child and the College.  A termly calendar and magazine are produced and the website is regularly updated.  Reports, reflecting on the challenge grades and other results, are compiled annually and indicate a high degree of individual pupil knowledge on the part of the tutor and all subject teachers.  These are accessed by parents through a password-protected link on the College’s intranet.  Parents’ meetings with the teaching staff are held once a year for each year group, and separate meetings are arranged throughout the year to discuss issues of importance at particular stages in the pupils’ academic and pastoral lives.

3.16         The College handles the concerns of parents with due care.  Parents are encouraged to raise concerns if they have them, since this helps to improve standards.  A formal complaints procedure operates for parents and pupils.  Parents’ responses in the pre-inspection questionnaire were complimentary about the speed and sensitivity shown by the College in dealing with problems.

3.17         The College promotes positive links with the local community and with that further afield.  It has worked hard to develop and foster good relationships and has created some opportunities for pupils’ involvement.  Plans to expand the provision, to double the number of pupils working in the community and to bring all service projects under the banner of The Duke of Edinburgh’s Award scheme are scheduled for next year.  The Duke of Edinburgh’s Award  programme is predominantly offered within the CCF and is a popular choice of activity for all pupils, particularly the service component.

3.18         The College’s traditional and enthusiastic involvement in the annual Hurst Festival, making use of many of the fine facilities and resources at the College, reflects well on the College in its immediate locality.  The College is a significant and popular employer in the are