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INSPECTION REPORT ON |
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Hurstpierpoint College Preparatory and
Pre-Preparatory Schools |
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The senior school was inspected at the same time and a separate
report published. |
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Full Name of the Schools |
Hurstpierpoint College
Preparatory and Pre-Preparatory Schools |
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DfES Number |
938/6206 |
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Registered Charity Number |
1076498 |
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Address |
Chalkers
Lane, Hurstpierpoint, West Sussex. BN6 9JS |
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Telephone Number |
01273
834975 (Prep), 01273 835821 (Pre-prep) |
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Fax Number |
01273
835257 |
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Email Address |
hurstprep@hppc.co.uk,
hurstpreprep@hppc.co.uk |
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Headteachers |
Mrs
Heather Beeby (Preparatory School) Mrs Michele Finnegan
(Pre-Preparatory School) |
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Chairman of Governors |
Rear
Admiral Simon Moore |
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Age Range |
7
– 13 Prep, 3 – 7 Pre-prep |
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Gender |
Co-educational |
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Inspection Dates |
5th
to 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 school 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 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 Hurstpierpoint Preparatory and Pre-Preparatory Schools (known as the prep and the pre-prep), together with the senior school, are part of Hurstpierpoint College, more commonly known as ‘Hurst’. They provide education for boarders and day pupils aged 3 to 13. Each has its own head, although the headmaster of the senior school is also headmaster of the whole College. Hurst is one of the Woodard schools started by Nathaniel Woodard in the nineteenth century with the aim of educating children within a community shaped by Christian principles. The three schools have a unified budget and development plan.
1.2 The College is located on an extensive site a few miles north of Brighton just under the South Downs. Both schools use many of the College facilities, such as the chapel, dance and drama studios, science laboratories, design and technology (DT) workshops, music school and dining room, as well as sports facilities which include an all-weather pitch, climbing wall and swimming pool.
1.3 In the prep, there are 209 pupils from Years 3 to 8, of whom about three-fifths are boys and two-fifths are girls, although this varies considerably between different years. Five of these pupils are weekly boarders, although another 27 can be accommodated as flexi-boarders. The pre-prep has 47 full-time pupils from Reception to Year 2, with 11 part-time and three full-time pupils in the Nursery. The school describes itself as ‘mildly selective’. In practice, analysis of the results of standardised tests shows the average ability is above that of the national average, although the range of ability is very wide.
1.4 The majority of parents come from professional, business and farming backgrounds. The parents’ questionnaire shows them to be very supportive of the school and generally ambitious for their children to achieve their potential. Most day pupils live within 15 miles of the school. Many children enter at Reception, with a considerable entry into Year 3 and Year 7 from pupils who often come from maintained primary schools. The great majority of pupils enter Hurst senior school at 13. A very small number of pupils go to other local independent or maintained schools, with very few children changing school at the age of 11. At the time of the inspection, 39 pupils were identified in the prep, and six in the pre-prep, as needing some form of support for learning difficulties and/or disabilities (LDD). One pupil has support for English as an additional language (EAL). No pupil has a statement of educational need.
1.5 The overarching aim of the prep school is to provide ‘a genuinely excellent education with a strong academic core.’ To achieve this aim, the school endeavours to teach pupils to prepare for the academic challenges that lie ahead; realise potential academically, creatively and in sport; develop moral values based on the Christian principles of the school; grow as individuals through developing self-confidence, self-reliance, an openness to new ideas and the ability to take the initiative; and to enjoy being part of a happy, functioning community and contributing to the life of the school. The pre-prep has a similar overarching aim, and it endeavours to provide a stimulating day in an educational environment; produce happy, self-confident, articulate and numerate children who are interested in the world about them; respect every child as an individual; encourage every child to respect other cultures, religions and beliefs; foster a sense of independence to solve their own problems; delight in knowledge and to have a desire to do their best at all times; and to provide a curriculum which allows academic, creative, physical, moral and spiritual development
1.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The educational experience provided by the prep and pre-prep is wide-ranging and of high quality, reflecting their aims and philosophy. Pupils’ intellectual, personal, physical and aesthetic needs are well served. Since the last inspection in 2001, the pre-prep and nursery have been established, and in the prep school, a new timetable with hourly lessons on a two-week cycle allows more time for the core subjects. The broad curriculum includes French from Year 1, Latin from Year 7, library investigation skills, drama and dance, with generous time for sports. The curriculum is effectively planned and gives clear, detailed information and guidance for each subject. This enables pupils to acquire good literacy and numeracy skills and become articulate and confident, although opportunities for developing independent thinking skills are not yet fully built into all planning. The schools offer all pupils equal access and opportunity to participate in all areas of the educational experience.
2.2 A wide range of extra-curricular activities are available to all pupils. These include both sporting activities such as karate, golf and climbing, girls’ football and cricket, and more creative activities such as knitting, cookery, chess, information and communication technology (ICT) and art, as well as a variety of choirs and musical activities. A range of activities in the pre-prep includes art, ballet, pottery, and golf. The early morning club, which takes place in the pre-prep, encourages pupils to socialise with one another by sharing play equipment and tidying away afterwards. Pupils commented enthusiastically on their activities and felt that their horizons were being broadened by them. A very full programme of dramatic and musical activities complements work in lessons and allows participation by all. Year 6 staged ‘Harold: the Musical’, a cross-curricular link with history, during the inspection. Choirs within the pre-prep and prep school sing to a high standard.
2.3 Out of school visits and links with the local and wider community greatly enrich pupils’ education, often in a cross-curricular context, and provide many opportunities for personal development.
2.4 Pupils are well prepared academically and socially for the next stage of their education whether it is at 13 years of age or, very occasionally, 11. The school’s monitoring system checks continuity and progress in the transition stages in Years 2 and 8. Pupils also benefit from knowing the senior school because of shared specialist areas and teachers. However departmental liaison does not yet cover all areas of the curriculum between Years 2 and 3.
2.5 Support for those pupils with LDD or EAL is highly successful. Strong leadership and excellent planning and provision enable these pupils to achieve as well as their peers in relation to their abilities. Pupils’ progress is monitored carefully throughout the whole college. Their individual education plans (IEPs), given to all teachers, clearly identify the work to be covered and these pupils are well supported in class. Targets are regularly set and reviewed, and include discussion with parents, ensuring that these pupils receive an education suited to their needs. Pupils are comfortable about receiving learning support and a pupil in Year 3 remarked that, having been to learning support, he was now an above average reader. The prep school is developing its policy to identify and enhance the provision for gifted and talented pupils. An extra-curricular Quest club is enjoyed by these pupils but in some lessons they do not yet receive sufficient challenge. In the pre-prep, the assessment system enables early identification of those who would benefit from moving to the more able groups.
2.6 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.7 Pupils’ learn effectively and achieve well in relation to their ability, in line with the aim of the whole school which seeks to encourage children to reach for challenging targets. Since the last inspection, pupils’ learning and achievement has improved in the prep school, as shown by standardised tests. Across both schools, pupils receive a solid foundation in learning skills which fosters their knowledge and understanding required for the next stage of their education. No significant differences are apparent between the achievement of different groups of pupils or curriculum areas.
2.8 Standards of achievement observed in lessons were generally good and consistently high in more able sets in Year 8. Well-planned lessons with a variety of activities and good quality teaching enable all pupils to develop their knowledge and understanding. Various strategies which have been put in place during the last two terms are already resulting in pupils developing a more positive attitude to learning. Children in Reception and Nursery develop well and achieve, and often exceed, the nationally expected Early Learning Goals. In the pre-prep, pupils’ have a star system where individual achievement is acknowledged in a special celebration assembly each Friday. In the prep school, achievement is both encouraged and recognised through the plus points which contribute to house competition. Significant numbers of academic, music and all-rounder awards are won to senior schools at the age of 13+. Practically all pupils enter the senior school of their first choice.
2.9 The schools do not enter pupils for the national tests at age 7 and 11.
2.10 A wide range of sports are played including basketball, cross-country, tennis, football and netball to name but a few. Several pupils compete in various sports at county level; all pupils are given the opportunity to represent the school, and, during the inspection all of the girls in Years 7 and 8 were actively involved in inter-school team sports. Pupils in the pre-prep enjoy learning sports skills and particularly football with their professional coaches. Team results vary from year to year but are frequently extremely high, with teams at various ages reaching and winning national and county finals. As a Year 6 pupil remarked ‘You can’t always win - just like in life.’ In other activities, two pupils play chess, and two others compete in show jumping, all at national level.
2.11 Music is of a high standard and developing well throughout the school. Creativity is fostered and improvisation skills are often very competent. Some pupils play in the senior school orchestra while others sing with the senior chapel choir. Many pupils play musical instruments; results of examinations taken show a good range of abilities with some pupils reaching very high standards. Drama examinations show a 100 per cent pass rate with many entrants gaining merits and distinctions. Pupils successfully compete in the National Junior and Intermediate Mathematics Challenge.
2.12 Pupils develop competent skills and attitudes toward their studies. Pupils are articulate and thoughtful at an individual level; this was very obvious in all conversations which took place during the course of the inspection. However, this was not as apparent in group and classroom situations, where older pupils often took a passive rather than an active role. Often they are keen to discuss questions further but are not given the opportunity. Younger pupils are given more opportunities to express their opinion.
2.13 Throughout the school there is a wide range of ability in both reading and writing. Year 4 were divided into three groups, with the most able group reading fluently and with expression and enjoyment from ‘The Owl who was Afraid of the Dark’. Less able pupils were receiving one-to-one help from the teacher or an assistant. Pupils have a good range of general and subject-specific vocabulary, for example in Year 2 mathematics, where pupils confidently used the appropriate vocabulary when measuring. Some imaginative and well- written stories were seen in books and on display.
2.14 Numeracy skills are taught with pace and enthusiasm, and in the younger years clear evidence was seen of the application of knowledge through problem solving activities. A Year 4 class had a cogent discussion on the properties of angles about a point, following on from an introductory lesson on right angles. In Years 5 to 8 the standard of numeracy is generally good and has improved since the last inspection, with pupils being given time for self-assessment against their targets. A lower set in Year 6 worked hard to understand and apply the theory of rotation. Pupils’ information and control technology (ICT) skills are satisfactory, although little evidence of these skills being used was seen during the inspection. Some evidence of collaborative work in ICT was seen in mathematics and science books, and examples of ICT were on display in classrooms. Discrete ICT lessons and subject planning showed less progress after Year 3. The large pieces of artwork seen around the school and the high standard of musical ability are excellent examples of pupils’ self expression and creative skills, as is the Formula 24 racing car which has been built by Year 8 pupils and is soon to be put through its paces at Goodwood.
2.15 The overall presentation of pupils’ work was generally neat and tidy with some exceptional examples in all years. Some evidence of independent study with support was seen in a small number of lessons, such as in a Year 7 Latin lesson. Pupils work well in pairs and small groups in structured situations.
2.16 Pupils of all ages arrive promptly to lessons, settling quickly and quietly to their work. They listen intently and persevere with given tasks and show enjoyment. Enthusiastic and challenging learning was seen more often in the pre-prep and Years 3 and 4. In later years pupils are secure in their knowledge within the boundaries given to them. The demands of examination preparation in Years 7 and 8 often prevents more exhaustive exploration of topics, so limiting the chance to develop intellectual curiosity in lessons. Pupils enjoy all the learning experiences they are offered and show very positive attitudes.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 Pupils throughout the school demonstrate an extremely well-developed spiritual, moral, social and cultural awareness, which has improved since the last inspection. The school, as part of the Woodard Foundation, aims to give priority to the development of personal and corporate spirituality within a holistic education and has a firm and positive Christian ethos. It aims to help pupils grow as individuals and develop self-confidence and self-reliance.
2.18 Pupils have a keen awareness of the spiritual. Their spiritual awareness is nurtured by the supportive ethos that pervades the school, in which pupils are encouraged to value and respect every one in the community, and the praise and encouragement engendered by teachers. The prep chapel choir leads singing at the Friday Eucharist or evening prayer services, making a significant contribution to the music and the spiritual experience of pupils, and gives opportunities for reflection. Frequent assemblies for all pupils include prayers written by pupils. Each prefect has their ‘own’ prayer. In addition, a termly service is held for both schools. Provision for spiritual development is extensive and ranges through religious studies lessons, personal, social, health and citizenship education (PSHCE), assemblies, charity work and many other facets of school life. The awe generated by an unusual snowfall inspired a spiritual response from pupils, seen in their poems describing their excitement when they tasted and felt the snow. The striking displays of pupil art around the school foster a wide spiritual awareness.
2.19 Pupils’ understanding of right from wrong, and of moral questions and issues, is well developed. The schools’ behavioural code was written in consultation with pupils who say they appreciate it and realise its importance. They are aware of the effect their actions have on others, and value the mutually supportive community. In the pre-prep, moral awareness is promulgated by a code of conduct, circle time and within lessons. Pupils here value “Golden Fish” awards for good manners, kindness and maturity. A culture of praise is evident throughout the schools, with pupils thanking the staff for lessons, and staff being quick to appreciate pupils’ excellent behaviour.
2.20 Pupils’ social awareness is excellent. They accept each other regardless of age, gender or ethnic origin, working well together in lessons, on the games field and in activities. Pupils are mutually supportive, as shown in a Year 8 art lesson, where pupils in a peer group appraisal were honest but compassionate, and in a team-working challenge for Reception pupils, which involved crossing an imaginary river. Pupils are very well mannered, polite and helpful to each other, and to adults. Behaviour has improved since the last inspection. Pupils appreciate the trust shown in them by the school and respond to this with maturity and gratitude. They themselves spoke of the happy relationships between pupils of all ages. The boarding house is small but provides a happy family atmosphere. At breakfast during the inspection, the friendly and natural way in which staff and pupils greeted each other was very noticeable.
2.21 A team-working ethos permeates the school, not only in sports teams but also in lessons, drama, and outdoor pursuits. This is further developed in the prep house system which also provides a vertical social interaction, helping to develop identity and loyalty. Being appointed heads of school, prefects, sports captains and members of the school council present leadership opportunities. In the pre-prep, pupil monitors’ duties help nurture responsible behaviour. The PSHCE citizenship lessons cover aspects of the UK justice and government system. The new prep school council is much appreciated by the pupils who enjoy discussing the plans for playground development and other school matters such as making the school ‘greener’ The whole school has a great sense of community and the staff and pupils are proud of the spirit engendered by this warm and friendly atmosphere.
2.22 Cultural development is excellent. Pupils’ knowledge and appreciation of other cultures, within and outside the UK, is extensive. Sporting and cultural links with South Africa (on the last tour the cricket XI played a township side) and Kenya are strong. Some pupils are to join the senior chapel choir and orchestra on a tour to South Africa this summer. Pupils learn about a range of other faiths in religious studies and they also tackle issues such as civil rights, apartheid and life in shanty towns. Major festivals are celebrated such as the pre-prep Chinese New Year day. Aboriginal art, African drumming, Egyptian studies and a Roman day in Year 4 have all recently contributed to cultural development. More unusually, Year 6 history pupils performed a short drama on the Vikings which emphasised the role of women in the invasions of Britain. The school supports a wide range of charities, both local and international including Friends of Chernobyl’s Children and an orphanage in Kenya. The children from Chernobyl are visiting the school in the summer term and will be looked after by Year 8 pupils. All these activities help develop pupils’ awareness and tolerance of other cultures.
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 The overall quality of teaching in both schools is good. Lessons seen were always satisfactory and in the majority of lessons teaching was good or better. A few lessons were outstanding. Teaching fulfils the schools’ aims that pupils are prepared for the challenges ahead and experience a diversity of academic, cultural and sporting opportunities. Progress is being made in developing independent learning and realising potential. Since the last inspection, and especially recently, there has been considerable change of emphasis at Hurst. Teachers have become more aware of those who need support for learning difficulties or EAL, and those pupils now receive excellent help. Pupils and parents are better informed about the curriculum and those who responded to the questionnaire were extremely positive about the teaching. Increased setting has facilitated more appropriate challenge, and the introduction of Challenge grades for older pupils has helped to raise teachers’ awareness of potential. Greater opportunities to exploit technology in teaching are now available, although not always fully used.
2.25 Teaching shows a rapidly developing understanding of the aptitudes, needs and prior attainment of the pupils. However, in some lessons, work is insufficiently challenging for the most able pupils, for example when tasks are more of the same, rather than extending thinking or inspiring curiosity. Pupils who attend learning support or those for whom English is an additional language are very well served through carefully tailored individual plans, imaginative teaching strategies and excellent monitoring systems to check progress.
2.26 Much teaching fosters the application of intellectual, physical or creative effort. In their questionnaire most pupils said they were interested in the work they do in class. Year 8 sculptures in the main hallway displayed outstanding individuality, imagination and sensitivity, and had clearly absorbed pupils in their endeavours. The youngest pupils in the pre-prep learnt much from their ice experiments and were excited to predict and see the outcomes. A new library based information literacy project is now being run by the librarian to foster independent research skills for Years 3 – 8, and Year 7 pupils are given study skills lessons to help them organise their work.
2.27 Teaching in the prep and pre-prep is usually well-planned, employing effective teaching methods, suitable activities and wise management of class time. In the best lessons, teachers set, and show pupils, clear objectives at the outset. They use an appropriate variety of teaching methods, and create opportunities for pupils to develop independent learning skills and achieve their potential, particularly in creative subjects. Less successful lessons, whilst safe, well-structured, and allowing pupils to learn, provided less opportunity for open-ended questioning and discussion in order to develop pupils’ thinking skills, interest and confidence.
2.28 In both schools, teachers’ knowledge and understanding of the subject matter being taught is always sound and often outstanding. Teaching is very professional in approach and teachers are enthusiastic, motivated and committed to the needs and education of their pupils.
2.29 Teaching is supported by a good quality, quantity and range of resources and generally makes effective use of them. Teaching for older children is significantly enhanced by the use of the College facilities for music, dance, drama, games and DT. However, lack of weekly access to the science laboratory limits practical work. In the pre-prep, staff make excellent and ingenious use of resources to create a stimulating environment and enhance their teaching. Limited storage and space in the Nursery results in cramped teaching spaces, but the scenic Hurst campus provides exceptional outdoor opportunities and an uplifting teaching and learning experience, and is well used by all.
2.30 Teaching in both schools includes regular and increasingly thorough assessment of pupils’ work. However marking of work is variable; the best gives encouragement, clear guidance for improvement regardless of ability, and ensures that appropriate corrections are done. In the pre-prep, most marking is done with the pupils present, who are encouraged by stickers and praise.
2.31 Teaching encourages pupils to behave responsibly by appropriately paced and well-structured lessons. Clearly stated expectations, and an excellent foundation is laid in the pre-prep where all teachers use the same strategies to provide a consistent approach to class management. In the prep, easy and friendly relationships between teachers and pupils encourage courtesy and a good rapport through mutual respect.
2.32 In the prep, senior management has worked exceptionally hard to develop clear and manageable assessment systems which will allow progress to be monitored and easily available to teachers, using standardised measures of progress for individuals and across year-groups. Teachers are now using this information to plan teaching, so that pupils progress well. The new system of challenge grades in Years 7 and 8 which is being extended to all year-groups in the prep, has very successfully given impetus to the motivation of staff and pupils. In the pre-prep, comprehensive monitoring checks individual levels of progress and achievement, which informs future planning needs. The recent assessment day for Year 2 pupils has provided valuable transition information between Years 2 and 3. The use of external testing materials for evaluation of pupils’ performance is being developed and it is planned that eventually, there will be compatible evaluation systems through all three parts of the College.
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 quality of pastoral care is outstanding and both the prep and pre-prep are highly successful in ensuring the welfare, health and safety of their pupils. The aim, of helping pupils feel happy and secure within a caring community, has strong pastoral care at its heart. Since the last inspection the prep school has appointed a head of pastoral care who is a member of the senior management team (SMT), improved the quality of tutoring, enabled more discussion of pastoral issues in staff meetings and established better links with boarding house staff. These have all made a positive impact on the quality of pastoral care which was of a high standard at the last inspection.
3.2 Staff in both schools know all their pupils extremely well, and provide dedicated care. The ‘class and tutor’ induction over two days at the beginning of the September term in the prep enables a strong relationship to be built up early in the year. Pupils know that they can rely on staff to help them overcome any difficulties, and relationships between them are excellent.
3.3 Circle time for younger children, and PSHCE and tutor time for older pupils, allow everyone to feel part of the community where there will always be someone they can talk to, both in school and in the boarding house. During the inspection the openness between staff and pupils was very noticeable. The structured assembly programme focuses on a range of issues often topical. Prep pupils are happy to use a ‘worry box’ to communicate privately with staff, and, in the pre-prep, ‘Worry Bear’ often helps children articulate their problems.
3.4 Pupils feel secure and, in the pupils’ questionnaire, a significant number of them commented on their happiness at the school. When they talked to inspectors their enthusiasm was infectious – as was their knowledge and often understanding of the staff! Year 2 pupils showed maturity, honesty and sensitivity for their age. In both schools, the atmosphere is caring and happy. Pupils feel valued, and that they have a part to play in a busy school.
3.5 Parents are contacted if the school feels there is a problem. Parents appreciate this, as well as the schools’ open door policy. Pastoral policies are clear, and pastoral and academic records are well-kept and accessible to all staff. In the prep, the head of pastoral care oversees pastoral provision, taking a very active role both as a carer and counsellor which is obviously much appreciated by pupils. The head of pre-prep is always ready to listen to younger pupils. An independent listener is available, as and when necessary.
3.6 Effective behaviour and disciplinary policies ensure that pupils are aware of the need for acceptable behaviour, and they believe that the school will deal effectively with bullying should it occur. Older pupils spoke sensibly of the need for sanctions and felt that they were strict but fair. Behaviour, both in class and around the school, is excellent – pupils greet adults openly and happily, and generally communicate sensibly and sympathetically with each other. Younger children are just a delight to talk to. Behaviour in the prep has improved since the last inspection and pupils feel that this is due to the higher behavioural expectations of staff. Pupils move around the school responsibly, negotiating the numerous staircases sensibly. Staff speak of their pupils with pride.
3.7 Measures to safeguard and promote pupils’ health and well-being are very successful. All policies are in place including a well documented child protection policy in which all staff have received training. Pupils are well looked after both inside and outside the school buildings. Registration takes place twice a day, registers are correctly filled in and attendance is good.
3.8 First aid, fire prevention measures and risk assessments are detailed, evaluated and supervised by the College health and safety committee. The school matron or other trained staff deals with first aid, with the College medical centre available for more serious injuries. Meals are tasty and nutritious with choices available and the younger pupils benefit from their own dining room. Caterers are aware of any dietary requirements.
3.9 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
3.10 Throughout the school, links are extremely strong with both parents and the community and there is a high degree of parental satisfaction. Since the last inspection, parents now receive better information about the curriculum and many say they feel very involved in the life of their children at Hurst. and this helps to fulfil the schools’ aims.
3.11 Just under one half of all parents returned the pre-inspection questionnaire with a very positive response about all aspects of the school’s provision. Parents particularly appreciate the way all children are included in events or activities, the range of the curriculum, the guidance their children receive, and the attitudes and values instilled in pupils by staff. Pre-prep parents were equally satisfied with their children’s schooling and commented on the helpfulness of the staff. Some parents and pupils showed concern about the amount of homework in Year 8 where the day is already very long. This was discussed with the schools, who are going to survey it. Parents of children who joined the school in Year 7 were particularly pleased with the way their children had settled in, their subsequent happiness and often their increased motivation. They also commented on the enthusiastic and well-focussed leadership of the school.
3.12 Parents are given many opportunities to be involved in the work and progress of their children and in the life of the school. Prep and pre-prep parents’ handbooks are detailed and parents feel they are well informed about school life. Informative weekly newsletters, a news screen in the reception foyer and an annual magazine keep all prep parents fully in touch with events. Pre-prep parents receive frequent letters giving information and news. For prep parents the main method of communication is email and parents welcome this.
3.13 Welcome and curriculum meetings occur early in the year, and academic discussion evenings are held later on. Prep and pre-prep homework diaries provide ways for easy contact between parents and are well used, particularly with younger children. Written reports in the prep are given once a year and twice a year in the pre-prep. Information about progress, via the challenge and effort grades which are communicated to parents at least twice a term, is consistent and detailed and parents feel they know where their children stand academically and how they can improve. Pre-prep parents are able to talk to teachers about their children’s progress whenever they wish.
3.14 A very active parents’ association organises social events for parents and children. Coffee mornings and lunches enable new and established parents to meet. Parents give talks to pupils such as a parental show of photographs on Cambodia linked with the Land Mines charity, and a pilot and dentist gave talks to the pre-prep. Funds are raised to provide extra resources for the school, such as pre-prep playground equipment, and for charities. Parents are welcome to all school events and give enthusiastic support. Some parents also enjoy a weekly aerobics class held in the school. The schools emphasise that education is a two-way process and value the help of all parents.
3.15 Parents were happy with the way their concerns were dealt with and commented on the general helpfulness of the staff. An open door policy throughout both schools enables parents to feel welcome and to keep teachers informed of any problems. Parents were particularly appreciative of this and mentioned that staff will do anything to help if they can.
3.16 Links with the community, including within the wider world, are particularly strong. The school has links with a grammar school, and with maintained primary schools, who share matches and sports coaching with Hurst. Pupils visit local areas for history and geography visits, the choir sings at the day centre and gives concerts locally. Local priests have preached in prep chapel services. Links have already been established with a French school which Year 6 will visit in the summer. Sporting, cultural and charitable links with South Africa and Kenya are strong. The pre-prep support a local hospice as well as other charities. These activities all add breadth to pupils’ personal development and help them to understand citizenship through community, and service to others.
3.17 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].
The Quality of Boarding Education
3.18 Although small, the boarding house is a strength of the school and adds to the aims of enabling pupils to be part of a happy functioning community and developing self-reliance. Since the last inspection the overall boarding provision has been much improved, including the decoration of accommodation and more resources and activities available to boarders. Boarding is now only available during the week, and flexi-boarding is popular and often over-subscribed.
3.19 Relationships within the boarding house are secure, friendly and supportive and pupils are very well looked after. The house mistress is assisted by the residential matron, three house tutors who are members of the academic staff and gap students. The house mistress has established a warm and welcoming setting which makes the boarding experience for both the weekly and flexi-boarders a happy one with a genuine family feel.
3.20 Accommodation is comfortable and uncrowded with each pupil having sufficient space for personal belongings. Boarders have a room for more energetic games, such as table tennis. Another large, comfortable room is available for quieter activities and television. Toilet and washing facilities are adequate, clean and well-ventilated. All maintenance issues are dealt with promptly and efficiently and the boarding house maintains a good level of cleanliness.
3.21 Boarders have a wide range of activities available each evening during the week. All are well organised and supervised and include five-a side football, indoor games, swimming and badminton. The boarding house chooses a charity to support through special fund-raising activity nights. This year it is ‘Friends of Chernobyl’s Children’. Pupils in Years 3 and 4 have been invited to board for a night to experience boarding and enjoy a special evening in aid of the charity. Boarders were extremely enthusiastic about their whole boarding experience.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The College is governed extremely well by a group of people, many of whom have a previous Hurst connection, and are passionately committed to the good of the pupils, the aims of the school and its continued development. Their leadership is forward-looking with a clear sense of direction, which reflects the school’s aims.
4.2 Hurstpierpoint College is legally owned by the Woodward Corporation, but has full autonomy in its operation. Nevertheless, governors (the Council) ensure that the College is conducted in conformity with the objects of the Woodard Corporation.
4.3 The senior, prep and pre-prep schools are governed as one body under a well-defined system with appropriate structures including committees, terms of reference and properly minuted meetings. The heads of the senior, prep and pre-prep schools each prepare a report for the Council meetings. Governors who so wish are affiliated to a department or section of the schools and take a keen interest in their roles. Governors affiliated to the prep and pre-prep visit regularly, to talk to staff and enjoy school events. Other governors also frequently attend functions. Staff feel they know, and are supported by, many of the governors, who are well-informed and approachable. The system of affiliation ensures a whole-school approach to governance.
4.4 The Council ensures that, through effective financial planning, the prep and pre-prep receive the best possible human and material resources, and they are aware of their legal obligations. Governors are responsible for the overall management, finance and strategic planning of the College but ensure that the autonomy of the heads is preserved, whilst providing them with critical and much appreciated help.
The Quality of Leadership and Management
4.5 Leadership and management of both the prep and pre-prep are outstanding. The schools’ aims are fully supported particularly that of enabling each pupil to develop within a happy, functioning community, and the overarching aim of providing an excellent education with a strong academic core. Since the last inspection, the roles of senior management have been considerably strengthened, particularly that of director of studies. The whole college development plan is now in place, and integral plans for the prep and pre-prep are being developed.
4.6 The heads of both the prep and pre-prep are relatively new to their posts. Their vision and leadership have enabled both schools to make rapid progress in all aspects of school life. Both now receive full support from all members of the community and particularly from the senior management team. Further academic support has been given by subject heads and co-ordinators giving a clear educational direction. All staff are fully involved in the excellent pastoral care of pupils. The prep’s evaluation of its current position shows that leadership and management are fully aware of the next steps needed to develop even further the present high quality of education. The development plan for prep and pre-prep, which is being developed within the whole college plan, will focus on these issues. In the pre-prep most procedures are now in place to enable the school to achieve its targets. Both the heads of the prep and pre-prep have regular meetings with each other, and with the headmaster of the senior school.
4.7 Policies covering all aspects of school life are in place, with most being developed by groups of staff. Effective academic policies and schemes of work have been prepared and heads of departments in the prep, and subject co-ordinators in the pre-prep, now take responsibility for their subjects, and have valuable, regular meetings to review progress of assessment, teaching and learning. Planning is thorough and contributes to the quality of learning. Peer lesson observation and teaching is developing but at present is not done between Years 2 and 3. In some subjects, notably mathematics, ICT and DT, good liaison exists between the prep and senior school in Years 8 and 9.
4.8 Resources for learning, including provision for ICT, are plentiful, and well managed. Since the last inspection the prep library has been developed to provide an excellent, well used resource.
4.9 Teaching staff are well deployed. Their enthusiasm, hard work and motivation and their excellent relationships with their pupils contribute significantly to pupils’ learning and welfare. Boarding makes a full contribution to the life of the community. Staffing levels enable strong support to be given to all pupils, particularly those who have LDD or EAL. Well-qualified staff are successfully recruited and all have undertaken the required Criminal Record Bureau and other checks, and records are kept. Induction procedures for those new to the profession and/or to the school support them well. Many in-service training opportunities are available and a well-targeted staff appraisal system is now well under way.
4.10 The school provides a very happy and secure environment for its pupils. Younger children benefit from enclosed play areas, and hard play areas for older pupils are to be extended. All pupils benefit from the outstanding shared specialist facilities of the College.
4.11 Administration of both schools is efficient; the friendly staff contribute to the care of the pupils and provide high quality assistance on which the school depends. The College handles all bursarial and estates requirements. The schools are very well served by the catering, grounds and cleaning staff who all contribute to the happy, welcoming community which is Hurst.
4.12 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.13 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 Both the prep and pre-prep have many strong features and are highly successful in several important areas.
5.2 The visionary leadership of both the prep and pre-prep heads, aided by a highly enthusiastic and hardworking staff, has enabled much to be achieved in a short time. Throughout both schools, good teaching, assessment and target setting are motivating factors in pupils’ learning, particularly in Years 7 and 8. Outstanding pastoral care, high quality extra-curricular activities, together with excellent pupils’ behaviour and the friendly relationships between pupils and staff, are very strong features of the school. These are continued into the happy community of the boarding house. Links with parents and the wider community are extremely strong. Parents are very satisfied with the education provided and the high standards achieved, and are very supportive of the school. However, whilst the majority of the teaching is good and has improved since the last inspection, opportunities for independent learning and thinking are not yet built into all lessons particularly in the prep. Links between the prep and pre-prep in both teaching and overall curriculum planning are not yet fully in place. Awareness of these shortcomings means that the school intends that they will be priorities of future planning. Substantial progress since the last inspection has included the establishment of the pre-prep and nursery, much development of senior and middle management, strategies for improved learning and behaviour management, the refurbishment of the boarding house and the redevelopment of the library.
5.3 The school meets all the regulatory requirements.
5.4 Both the prep and pre-prep schools have made recent rapid development. In order to continue to develop the quality of education provided, they should take the following action:
1. In the prep school, identify and share the best practice in teaching by including in overall planning opportunities to develop independent thinking skills, intellectual curiosity and self-confidence.
2. The schools should develop stronger links between Years 2 and 3, and Years 8 and 9.
3. Both schools should take time to stand back and reflect, and prioritise the key issues to include in a focussed development plan.
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