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INSPECTION REPORT ON |
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The King’s High School for Girls |
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Full Name of the School |
The King’s High School for
Girls |
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DfES Number |
937/6089 |
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Registered Charity Number |
1088057 |
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Address |
Smith
Street, Warwick CV34 4HJ. |
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Telephone Number |
01926
494485 |
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Fax Number |
01926
403089 |
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Email Address |
enquiries@kingshighwarwick.co.uk |
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Headteacher |
Mrs
Elizabeth Surber |
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Chair of Governors |
Mrs
Jane Marshall |
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11
to 18 years |
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Gender |
Girls |
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Inspection Dates |
30th
April to 3rd May 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 King’s High School for
Girls is an independent selective day school for girls aged 11 to 18
years. It was founded in 1879 and,
together with
1.2 At the time of the inspection, the number of pupils on roll was 594, of whom 141 are in the sixth form. Pupils travel up to 30 miles to the school, many using coaches shared with other Foundation schools or public transport. Pupils come from families where expectations are high in respect of examination results, entry to prestigious courses and universities and subsequently to the professions. About one-fifth of pupils receive help with fees. Entrance at age 11 years is by the school’s own entrance examination, together with a report from the present school and an interview. At age 16 years, a provisional offer of a place is made to external applicants after an interview, satisfactory school report and GCSE predictions. Applicants are expected to achieve at least a B grade in subjects to be studied at AS level.
1.3 Standardised tests taken after entry to Year 7 confirm that the average ability of pupils is well above the national average with just over a quarter in the top five per cent of the ability range. Where pupils are performing in line with their abilities, their results will be broadly in line with the average for all maintained selective secondary schools. The ability profile does not change in the sixth form. No pupil has a statement of special educational need, but the school has identified 27 pupils as requiring some degree of learning support. A small number of pupils do not have English as their first language, but all are proficient in written and spoken English. About 20 per cent of pupils leave after GCSE to attend other independent schools or state grammar schools. Almost all sixth-form leavers proceed to university and a number take a gap year.
1.4 The school’s aim are:
· to educate each girl as an individual by encouraging and motivating her to discover and develop to the full her various skills, talents and abilities;
· to create in partnership with parents, governors, staff and pupils a community based on Christian principles which is secure, harmonious, stimulating and agreeable to all those who work within it;
· to foster in each girl a sense of social responsibility and a love of learning, of excellence, of truthfulness and of integrity;
· to prepare each girl for a fulfilling adult life as a woman in the twenty-first century.
1.5
Since the last inspection in 2001,
the Foundation has revised its ways of working to provide more coherence to the
management and governance of its three schools and to be able to provide each
with high quality advice and guidance. A
new chairman of the management committee was appointed in 2002 and the bursar
took up his post in February 2007. A
considerable amount of refurbishment of classrooms has taken place and two new
bui
1.6 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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Upper 3 |
Year 7 |
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Lower 4 |
Year 8 |
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Upper 4 |
Year 9 |
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Lower 5 |
Year 10 |
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Upper 5 |
Year 11 |
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Lower 6 |
Year 12 |
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Upper 6 |
Year 13 |
The Educational Experience Provided
2.1 The educational experience provided for girls is outstanding. The curricular and extra-curricular opportunities provide breadth, challenge and enjoyment and are fully in line with the school’s declared aim ‘to prepare each girl for a fulfilling adult life as a woman in the twenty-first century’. Since the last inspection, a comprehensive review has been made of the school’s provision, including its aims, to ensure opportunities are provided which enable pupils to fulfil their academic potential whilst experiencing a wide range of activities in a strongly supportive community. Parents responding to the pre-inspection questionnaire were overwhelmingly appreciative of the quality of the education provided for their children.
2.2
The broad and balanced
curriculum successfully promotes linguistic, mathematical, scientific, technological,
social, physical and creative development.
It largely incorporates subjects of the National Curriculum, but expands
and enriches it to respond to the abilities and needs of pupils. Personal, social and health education (PSHE)
is an essential and integral part of the curriculum, preparing pupils for the
challenges that they will meet as teenagers and in their future personal and
professional life. Since the last
inspection, economics, psychology and sports studies have been introduced into the
curriculum, along with a non-examination general studies programme in the sixth
form. The creative dimension of school
life has been developed, not only through drama, but also the introduction of
dance in several forms, for example ballet, contemporary and hip hop, together
with more performance opportunities through dance and music. The curriculum is complemented at every stage
with a wide range of expeditions, fie
2.3
Stronger links with
2.4 The high quality extra-curricular programme of activities contributes strongly to pupils’ educational experience and achievement. A wider range of activities, introduced since the last inspection, meets the interests and needs of pupils who spoke of the opportunities provided with enthusiasm. The range of activities has enlarged since the last inspection. Pupils can take part in sporting, creative and musical activities, as well as clubs related to subjects in the curriculum. The school’s strong commitment to the activities programme is reflected in the commitment of staff to meet demand. Several clubs are led and managed by members of the sixth form. Pupils are encouraged to involve themselves in a variety of activities, and participation, monitored closely by the form teachers, is high. Nevertheless, there is no requirement to be involved in an activity and, consequently, a significant minority of pupils do not participate in any way and do not benefit from the breadth of opportunity that is offered.
2.5
Breadth within the sixth-form
curriculum is provided through the weekly Joint Activities programme with
2.6 Links with the community are strong. Local and overseas individual and team projects increase girls’ awareness and appreciation of the needs of people in different circumstances. A number of girls give service through the Millennium Volunteer Scheme and some Year 12 girls are mentors, trained by Millennium Volunteers. Through the service section of The Duke of Edinburgh’s Award, the large numbers of pupils involved have opportunities for voluntary service.
2.7 Arrangements to prepare girls for the next stage of their education are excellent and have improved greatly since the last inspection. An outstanding feature is the range of the provision for higher education and the support offered by a strong team of sixth-form tutors. In their pre-inspection questionnaire, pupils expressed satisfaction with the help they have received when planning for their future. Parents are informed and involved in decisions about their children’s future, in line with the school’s aim to work in partnership with parents. The comprehensive careers guidance programme, which starts in Year 7, includes work experience in Year 12, the use of aptitude tests, links with the Independent Schools Careers Organisation (ISCO) and the local careers service.
2.8 The academic curriculum is thoughtfully planned to provide challenge and enables pupils to increase their knowledge and understanding in an orderly and progressive way. All pupils have equality of access to the curriculum. Good quality, well written curriculum documents in most, but not all, subjects provide for continuity in a systematic way and underpin work at every stage. The curriculum in Years 7 to 9 is heavy but girls do not see this as a problem. Great care is taken to ensure that, as far as possible, pupils’ option choices can be met in Year 10 and Year 12. The curriculum is regularly reviewed and revised in the context of the school’s development plan and current national educational initiatives.
2.9 The systems recently put in place for the small number of pupils requiring learning support are outstanding. The identification of problems by a specialist teacher and the caring support provided ensure that pupils are given every opportunity to develop self-confidence and make progress. All staff are made aware of pupils who need particular assistance and teachers are given strategies to use in lessons. The learning support co-ordinator gives extra help to individual pupils and maintains close links with parents and outside agencies.
2.10 Although there is no school policy associated with gifted and talented pupils, there is an awareness of their needs in most departments. This is an area the school is developing and much ground work has already been done.
2.11 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.12 Pupils achieve high levels of knowledge, skill and understanding, both in subjects that they study and in their extra-curricular activities. They are able to apply these pertinently to think and act critically and creatively. These skills resonate with the school’s aim ‘to educate each girl as an individual by encouraging and motivating her to discover and develop, to the full, her various skills, talents and abilities’. In the last inspection report pupils’ attainment, progress and quality of learning were highly praised. Much has been done over the last six years to enhance still further their opportunities by encouraging more intellectual curiosity and increasing the opportunities for independent study and research especially using ICT. In all that they do, pupils show good attitudes to work and study which they display with confidence.
2.13 Pupils achieve high standards in relation to their abilities in both GCSE and A-level examinations. Their attainment overall in GCSE, over the last three years, has been well above the national average for all maintained selective secondary schools, just over four-fifths of the grades being A* or A. Performance in art and Latin however, whilst above the national average for selective schools, is below that of other subjects. In the last three years, fifteen girls have been commended by an examination board for achieving some of the highest marks in the country in subjects at GCSE. At A level, over the same period, attainment continues to be well above the national average for all maintained selective secondary schools. The number of entries graded A or B has improved steadily over the last three years, reaching just under ninety per cent in 2006. An analysis of nationally standardised test data for the last three years indicates that pupils’ progress from Year 7 to GCSE has been well above national norms in almost all subjects. Such tests confirm the progress of pupils from GCSE to A level is above national norms.
2.14
High standards are achieved in
a wide range of sports and activities.
Pupils achieve team successes in inter-school and county competitions in
hockey, netball, athletics, cross-country and water polo with a significant
number of pupils being selected to represent county and regional teams. Most of the pupils in Year 10 complete the
bronze level of The Duke of Edinburgh’s Award each year and about half of those
go on to achieve the silver level in Year 11.
Hockey and netball teams have undertaken successful tours to
2.15 Pupils’ attitudes to work and study are excellent and provide the foundation for successful achievement in everything they involve themselves in at school. They are hard working, happy and clearly enjoy their work and activities. Pupils are articulate, listen effectively and write fluently and productively. In line with the school’s aim of fostering in every pupil a love of learning, numerous opportunities are provided for pupils to discover and develop their skills and abilities.
2.16 Pupils at all levels are confident in their use of number and mathematical concepts. In the sixth form, numerical skills are strong and were observed being used successfully in a number of subject areas. For example, a Year 13 business studies group confidently tackled a marketing problem through the use of decision trees.
2.17 Pupils demonstrate a high level of reasoning skills. They are confident in conversation and argue passionately when given the opportunity, for example when Year 8 pupils were discussing issues raised by vegetarianism. They participate fully in lessons and contribute enthusiastically in class discussions.
2.18 The increased provision of ICT throughout the school since the last inspection has enabled pupils to make more use of computers in almost all subjects. They are skilful users of both the hardware and the software available. Scrutiny of work showed numerous examples of both research done through the internet and use of word-processing, presentation and mind-mapping software. The music department uses appropriate software to compose music and the design and technology (DT) department has the capability for both computer-aided design and manufacture. Imaginative use of ICT was seen in displays throughout the school.
2.19 Study skills are well developed at every stage. Pupils take copious notes and their work is generally well organised and presented. Expectations are high and pupils work positively to achieve their goals. They work and study well individually and work co-operatively when asked to do so. Sixth-form students demonstrated how well they could work together in a rehearsal for the A-level drama performance and a Year 8 group were observed in some imaginative role play during a PSHE session.
2.20 Pupils are well organised and settle quickly to their work at the start of lessons. They take pride in their work and show considerable concentration and perseverance. Throughout, pupils show great enthusiasm and clearly enjoy their work and activities.
Spiritual, Moral, Social and Cultural Development of Pupils
2.21 Pupils’ spiritual, moral, social and cultural (SMSC) development lies at the heart of the school’s aims of fostering ‘in each girl a sense of social responsibility and a love of learning, of excellence, of truthfulness and of integrity’. Pupils’ outstandingly well-developed SMSC awareness is a reflection of the school’s commitment to this aim. The high quality provision for pupils’ personal development mentioned at the time of the last inspection has been further developed through the review and revision of PSHE within the curriculum and extra-curricular programme.
2.22 Pupils develop outstanding spiritual awareness through a broad range of opportunities offered. Within the framework of a Christian foundation, all pupils, regardless of faith and culture, come to value one another and to develop a sense of self-worth and self-esteem. Through the experience of corporate worship and in religious education (RE), pupils learn about accommodating differences and respecting the integrity of others. Assemblies are a time of reflection and for pupils to develop an appreciation of the intangible; to be moved by love, goodness and beauty in the world in which they live. The school recognises that the development of pupils’ spiritual awareness goes beyond an individual’s spiritual beliefs. In lessons, opportunities are taken to value pupils’ questions and to give them space to express their own thoughts and ideas, notably through aesthetic and creative activities in art, drama and music. Pupils are encouraged to relate their learning to a wider framework and to ask ‘why?’ and ‘how?’
2.23 At every stage, pupils have an excellent awareness of moral issues and the ability to distinguish right from wrong and respect for the law. These values are reinforced through the behaviour policy, which was drawn up in consultation with pupils. With minor exceptions, pupils adhere to the school’s expectations, understanding the need for sanctions and accepting that they are fair. Challenging moral and ethical topics are dealt with in PSHE lessons, for example a sixth form student spoke to Year 11 on ‘How to be safe’. In it she spoke about guarding against drinking too much at a party and taking care when using taxis at night. In a pre-inspection questionnaire, a pupil wrote “King’s High develops our understanding of moral issues. We are helped to form our own views about issues we had never seriously thought about before”.
2.24
Pupils’ social development and
awareness are a considerable strength and owe much to the way they are
encouraged to be caring and responsible members of the school community. Their confidence and belief in themselves is
demonstrated in the way they relate to adults and visitors to the school. Sixth-form girls provide good role models for
younger pupils. Pupils are encouraged to show initiative in all areas of school
life. They respond when given
responsibility, for example by being elected form leaders, prefects, games
captains and in many other ways. These
positions provide opportunities to gain leadership skills and develop a sense
of being part of a team. Residential
courses, for example the Year 7 ‘Bonding’ weekend, broaden pupils’ social
experience through learning to live together and promoting independence. The school encourages pupils to be conscious
of the needs of the less fortunate and they give practical help through the
school’s community programme. The girls
are involved in fund-raising for local as well as international charities such
as air ambulance, the Mayor’s Charity Appeal and the Warwickshire Women’s
Refuge. Activities range from
non-uniform days to ‘Minipops’ - an entertainment run by the girls. Currently, money is being raised for the
Campaign for Female Education (CAMFED), which promotes the education of women
in
2.25
Pupils develop good cultural
awareness. Although, within the school
community only a few pupils bring the experience of a different religion or
culture, every opportunity is taken to explore and appreciate their own and
others’ cultures. Subjects such as
geography and history bring pupils into contact with different cultures and
environments distant in place and time.
In RE, pupils are developing an anti-racism policy for a school or
church. Japanese culture and Chinese are
offered in the Joint Activities programme.
Through exchange programmes with
2.26 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.27 Teaching is good and often outstanding, and is effective in enabling pupils to make good progress and to achieve high standards in line with the school’s aims. Even with revision for the forthcoming public examinations uppermost in everyone’s thinking during the week of the inspection, teaching in many lessons provided challenge and stimulated pupils’ creativity and intellectual curiosity. Since the last inspection, a broader range of teaching and learning approaches have been introduced with opportunities for independent research and study being fostered, to encourage pupils to take greater responsibility for their own learning. This has been successfully balanced, in most subjects in Years 11 to 13, with meeting the demands of the public examination specifications. In addition, more account is now taken of individual pupils’ abilities, interests and preferred learning styles.
2.28 Teaching enables pupils at every stage, including those with learning difficulties, to acquire new knowledge, make progress, increase their understanding and develop their skills. It sets high expectations and its effectiveness may be judged in the high level of achievement in public examinations. Without a systematic process of identifying and monitoring the most able pupils, teaching to meet the needs of these pupils varies between departments.
2.29 In most lessons, teaching successfully encourages pupils to apply themselves intellectually, physically and creatively. Pupils are interested in their work and in many lessons, most notably in Years 7 to 9, through the activities planned were able to think and learn for themselves. In the best lessons, a range of challenging tasks encouraged pupils to think critically and apply their ideas in a number of wider contexts. Good use is made of questioning to check understanding and to encourage reflection.
2.30
With a few exceptions, lessons
are well planned with clear objectives, with teachers giving careful thought to
the way material is presented. However,
planning for meeting the needs of the more able pupils is still
developing. The great majority of
teaching encourages pupils to behave responsibly. Whilst the school site is extensive, and movement
round the bui
2.31 Teaching is knowledgeable and skilful; teachers know their pupils well and have a good understanding of their aptitudes and needs, recognising that a high proportion come from the top end of the ability range. Teachers provide pupils with a depth of knowledge and many present their subject with enthusiasm which stimulates their interest. Teachers have a good rapport with pupils and create an atmosphere in which pupils feel at ease and in which they make good and often rapid progress.
2.32 Teaching is supported by an excellent range, quantity and quality of resources, including the provision for ICT. The well-stocked library provides a good resource which, at present, is not fully utilised either for private reading or to support learning. The gymnasium, playing field, sports hall and the new fitness suite, provide high quality facilities. They are used well to support teaching physical education (PE) and games and to encourage physical fitness.
2.33 Pupils’ work is marked regularly and thoroughly in most subjects. The best marking gives clear and detailed information to pupils on what they have done well, and what they need to do to improve, which pupils interviewed say they appreciate and find helpful. The school recognises some inconsistencies in marking between and within subjects and is actively working to resolve this, seeking the views of both pupils and staff as to the most helpful forms of marking.
2.34 Since the last inspection, the school has increased the amount of standardised assessment data held on individual pupils to evaluate pupils’ progress and performance as they move through the school. The same information is used to identify pupils who have under-performed in examinations. At present, the data available is used to assess learning but it is not yet fully used in teachers’ planning for learning or to identify pupils who are gifted and talented and to plan activities to meet their particular needs.
2.35 The school has in place arrangements for pupils’ performance to be evaluated by reference to the school’s own aims, as provided to parents, and to national norms.
2.36 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 school provides an outstanding quality of care at all levels. Judged to be a major strength at the time of the last inspection, the measures currently in place have improved still further. King’s High is a caring and happy school, where pupils feel valued and can develop in accordance with the school’s aims. The structures, policies and procedures to safeguard their welfare, health and safety are well thought out and efficiently applied. A pupil said, “I have felt very happy, safe and secure here for seven years”.
3.2
Staff are aware of the
individual needs of pupils and provide support and guidance in an approachable
and friendly manner. It is a strength of
the school’s approach to pastoral care that academic staff work closely with
those who have pastoral responsibilities to ensure that each girl’s potential
is maximized and that no pupil is without support throughout her time in
school. Pupils have access to the
listening service run by members of the sixth form, who also act as ‘mothers’
to Year 7 pupils. Since the last
inspection, a senior teacher post with pastoral responsibilities has been
created and the form tutor role enhanced.
The senior teacher leads a strong team of ‘key stage’
co-ordinators. The
3.3 The successful pastoral care depends to a large degree on the quality of the relationships and mutual respect between pupils and staff. These relationships are underpinned by the clear expectations for all members of the school community. Pupils mix well with their peers; they are kind, helpful, tolerant and sensitive in their interactions with one another.
3.4
Guidelines to promote good
discipline and behaviour are clearly defined; opportunities to reinforce the
code of conduct are taken during assemblies, PSHE and form time. Pupils consider teachers to be fair in their
treatment of cases of unacceptable behaviour, but a small number said, in the
pre-inspection questionnaire, they thought the system of rewards is not always
administered impartially. The school
policy to counteract harassment and bullying is comprehensive; every girl
receives an anti-bullying wallet card that explains
the sanctions for unacceptable behaviour.
Instances of bullying are rare and pupils report that if it did
arise they are confident it wou
3.5 Arrangements to safeguard pupils’ health and well-being are in place and successful. Child protection policies are regularly updated to include new requirements as they are introduced and all members of staff receive a copy. The school works closely with external agencies, notably the County child protection team. The child protection officer is appropriately trained and she ensures that all staff understand the relevant procedures if issues of child protection arise, and that appropriate staff training takes place. Precise arrangements, overseen by the Foundation, ensure that Criminal Records Bureau (CRB) checks are made on staff who have access to children before an appointment is made. The admission and attendance registers are properly completed and any unexplained absence is now followed up immediately.
3.6 All necessary measures to reduce risk from fire and other hazards have been taken. The recommendations made following an inspection by an independent agency have been addressed. Regular fire practices are held and logged, and ensuing issues are dealt with immediately. Appropriate testing of small electrical appliances and fire equipment is carried out by both an external contractor and a trained non-teaching member of staff, and appropriate records are kept.
3.7 Arrangements to ensure health and safety are effective and the school has due regard for the health and safety of pupils both within school and on off-site visits. Appropriate policies are in place and the health and safety committee, including a governor, meets at least termly under the guidance of the bursar who is the health and safety officer. Issues and concerns raised are followed up immediately. Risk assessments are properly prepared and followed for high risk areas of the school, for instance art, DT, home economics (HE), PE and science, and as they arise for off-site trips. The school has arrangements to ensure that pupils are appropriately supervised by staff at all times.
3.8 A qualified matron plays a significant role in supporting the welfare of the girls, assisted by a satisfactory number of first aiders, of whom seven are qualified at the highest level. Medicines are kept securely in matron’s office and dispensed by her as appropriate. The school has a written first aid policy and proper accident records are maintained.
3.9 The caterers provide a good, balanced, nourishing menu with ample choice at lunch time; breakfast is available and a small number of girls take advantage of this service. A healthy life-style is promoted in a number of ways. Chilled water machines are located throughout the school, seasonal produce is used for school lunches and some food is sourced locally. The longstanding Lunch Committee and the recently established Healthy Eating working party provide opportunities for pupils to make recommendations and pupils said their suggestions are always considered.
3.10 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
3.11 The school has established strong and effective links with parents and excellent links with the local and wider community. It works hard to seek new ways to maintain and develop these links to strengthen the aim ‘to create in partnership with parents, governors, staff and pupils a community based on Christian principles which is secure, harmonious, stimulating and agreeable to all those who work in it’. Since the last inspection, the school’s approach to parents has changed. They are treated as valued customers and the school is seeking to improve customer awareness and service through better communications and attention to their needs.
3.12 The responses to the pre-inspection questionnaire show that parents have a high degree of satisfaction with the education the school provides. They singled out for particular praise the quality of teaching, the promotion of worthwhile attitudes and values, and the range of extra-curricular activities offered. However, a small number of parents are dissatisfied with the information they receive about their child’s progress and the opportunities they have to discuss it. Some say the school does not encourage them to be involved in its life and work. The inspection team could not substantiate these views. A few said that their concerns had not been handled well and were unhappy with the slowness of a response to telephone communications. The school is aware of this problem and is actively seeking ways to resolve it.
3.13 Parents have a wide and imaginative variety of activities in which they are encouraged to be involved. As well as being invited to major school functions, plays, concerts and sporting activities, parents and friends may join adult ballet and yoga classes. Parents attend induction meetings for new pupils and talks on topics relevant to parents of teenage children are arranged. These include such topics as how to support and care for your daughter in the GCSE years, sex education and eating disorders. Meetings are arranged when decisions have to be made about subject choices and university entrance. A useful link between parents and the school is provided by the active Parent Teacher Association (PTA), which organises social events to raise funds for the school’s work. It arranged an event at which parents were invited to attend taster lessons, including PSHE taught by the headmistress. The school involves members of the PTA in working parties to discuss such topics as uniform, food and bullying, together with members of the senior management team (SMT), and they have opportunities to meet the governors once a year. By making substantial contributions, parents supported the school’s project to provide the 48-seater truck for a South African township.
3.14
Written communications of all
types are of high quality, informative and detailed. The parent/pupil handbook, GCSE and A-level
options booklets, the newsletter, magazine and website all provide the
necessary information for parents as their chi
3.15 The school handles concerns of parents with due care and sensitivity and proper records are kept. A complaints procedure is in place but has not been invoked in the last twelve months.
3.16
The school is outstandingly
active in forging links with the wider community. It has always been part of the school’s
tradition for girls to be encouraged to look beyond the school to the local and
wider community. The school, due to its
central location, is rooted in the historic town of
3.17 Through letting some of its facilities, such as the sports hall, field and astro-pitch, hall and dining room to local groups, the school is able to forge even closer links with the community.
3.18 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 & 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Effective governance contributes well to the successful achievement of the school’s aims. At the time of the inspection the Foundation’s revised arrangements for the governance and management of its three schools were in their first year of operation. The new structure is well defined to support effective oversight of the school and all committees have new or recently revised terms of reference. Each school has its own management committee, whose members serve on the board of the WISF. The WISF sub-committee structure provides high quality expertise for its three schools on matters not only of finance, but also education, policy and strategy, marketing and development, bursaries and buildings. The distinctive roles of the two bodies are clearly understood and they are beginning to work together co-operatively and successfully to support The King’s High School in the provision of an outstanding quality of education.
4.2 Governors provide clear strategic guidance for the school and, over the years, have had a strong influence on its development. They have a clear recognition of their responsibilities, are hard working and are deeply committed to the school. Governors are provided with detailed educational and financial information by the headmistress and bursar on which to base decisions about educational development and financial planning, as well as to monitor their statutory responsibilities, including those for child protection and health and safety. Governors bring to the Foundation an appropriate range of skills and expertise. Newly appointed governors receive induction training and, along with other governors, attend trainings, inclu