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INSPECTION REPORT ON |
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The Kingsley School |
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Full Name of the School |
The Kingsley School |
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DfES Number |
937/6005 |
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Registered Charity Number |
528774 |
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Address |
Beauchamp
Avenue, Leamington Spa, CV32 5RD |
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Telephone Number |
01926
425127 |
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Fax Number |
01926
831691 |
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Email Address |
admin@kingsley.warwickshire.sch.uk |
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Headteacher |
Mrs
Christine Mannion Watson |
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Co Chairmen of Governors |
Mrs
A Darling and Mrs P Birt |
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Age Range |
3
to 18 years |
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Gender |
Girls
3 to 18 years and Boys 3 to 7 years |
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Inspection Dates |
29th
January to 1st 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 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 Kingsley School is an independent school for girls of 3 to 18 years and for boys of 3 to 7 years. It was founded in 1884 and moved to its present site, close to the town centre, in 1922. The senior school occupies an adapted and extended Victorian manor house, together with purpose-built accommodation. On the opposite side of the road, adapted properties house the Early Years Centre and junior department. The self-contained sixth form centre is a short distance away. The playing fields occupy a site on the outskirts of the town. Founded as a Church of England school, it now welcomes pupils of all faiths and of none. The headmistress has been in post since 1997.
1.2 The school is made up of two departments, but operates as one school. At the time of the inspection, the number of pupils on roll was 464. Twenty-nine pupils were under Year 1 in the Early Years Centre and 117 were in Years 1 to 6 in the junior department. In the senior school, 256 pupils were in Years 7 to 11 and 62 were in the sixth form. Most pupils live within a 25-mile radius of the school and represent a wide range of family backgrounds.
1.3 At the age of three, entry is by informal assessment to determine a child’s readiness for school. Pupils seeking admission to the reception class and Years 1 and 2 spend half a day in school working alongside pupils of a similar age, to ensure they can cope academically and socially, before being offered a place. Elsewhere in the junior department and at 11 years, entry is by selective examination. At age 16, entry depends on GCSE results, supplemented by an interview and report from the current school. Standardised tests confirm that the average ability of pupils is above the national average, with some pupils well above and others below. Where pupils in the junior department are performing in line with their abilities, their results will be above the national average for maintained primary schools. Pupils in the senior school will achieve results above the national average for all maintained schools. One pupil has a statement of special educational need and the school has identified 41 pupils as requiring some degree of learning support. Three pupils in the junior department have English as an additional language (EAL). Boys leave by the end of Year 2, five or six girls usually leave at the end of Year 6 and about half leave after GCSE. Those who leave generally go to other independent schools, local maintained schools or colleges of Further Education. On leaving from Year 13, almost all students proceed to university and a number take a gap year.
1.4 The school aims ‘to provide a caring and supportive environment in which pupils are encouraged to work hard, enjoy their learning and to achieve their best. It fosters confidence, creativity, independence, a sense of responsibility and respect for others’.
1.5 Since the last inspection in February 2001, the school has developed the old music room, yard and locker area to provide additional classrooms, more space for music, art and design technology (DT), improved the changing facilities for physical education (PE) and increased storage in the senior school. The Early Years Centre and junior department have been extended, a soft tarmac surface has been laid and playground equipment installed. The sixth form common room and senior school dining room have been refurbished. In addition, significant investment has been made in information and communications technology (ICT) and the library has been refurbished and is now a learning resources centre.
1.6 The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following tables.
Junior Department
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School |
NC name |
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Nursery |
Nursery |
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Reception |
Reception |
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Transition |
Year 1 |
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Lower 1 |
Year 2 |
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Upper 1 |
Year 3 |
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Lower 2 |
Year 4 |
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Upper 2 |
Year 5 |
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Lower 3 |
Year 6 |
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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 school provides a good range of educational opportunities suited to the interests, aptitudes and needs of all pupils. The education is consistent with the school’s declared aims and philosophy. Since the last inspection the structure of the school day has been changed to provide a better allocation of time for each subject, provision for pupils with learning difficulties and disabilities (LDD) has been strengthened and the management structure of the junior department has been revised.
2.2 All pupils have equality of opportunity and access to a wide range of curricular and extra-curricular experiences, which address all aspects of their education in a broad and balanced way. Linguistic, mathematical and scientific development are supported through the teaching of English, mathematics and science; sufficient time is given to each in both sections of the school. Technological skills are taught effectively with pupils making good use of ICT in some aspects of their work. Pupils’ human and social, physical, aesthetic and creative progress is well supported through a curriculum which emphasises the development of the whole person. Throughout the school, pupils are provided with a secure foundation in speaking, listening, literacy and numeracy skills. These skills are systematically developed as pupils move through the school.
2.3 In the Early Years Centre, the nationally specified early learning goals form the basis of the curriculum for children under five years and provide a secure introduction to school life. In Years 1 to 6, in the junior department, the subjects of the national curriculum, together with drama, French, personal, social and health education (PSHE) and religious studies (RS) provide a sound foundation for learning. Circle time, when younger pupils come together to discuss with their teachers matters important to them, is carefully structured to strengthen pupils’ personal development.
2.4 The curriculum in the senior school is built around national curriculum subjects, together with classical civilisation, dance, drama, Latin, PSHE and RS. In Year 10, pupils take either separate sciences at GCSE or science and additional science courses. Three European modern languages are offered. In Years 10 and 11, most pupils take nine subjects for GCSE, but provision is made for able pupils to study an extra subject to GCSE and for some pupils to drop one or more subjects.
2.5 The same flexibility is evident at A level, where pupils may study up to five subjects at AS level and two or three at A2 level. Currently, a wide range of 25 subjects is offered. A limited optional enrichment programme is offered for sixth form students including, for example, the Young Enterprise Scheme, assisting in the junior department, preparing for London Academy of Music and Dramatic Art (LAMDA) examinations or preparing for the Community Sports Leaders’ Certificate. The school is aware of the need to offer a more comprehensive programme in the sixth form to broaden and deepen students’ educational experience and it has already begun to discuss a number of options.
2.6 At every stage the classroom studies are complemented by fieldwork, residential visits in the UK and overseas, music and theatre performances, visits to places of interest and visiting speakers. Parents expressed their satisfaction with the curriculum at every stage.
2.7 A wide programme of extra-curricular activities is offered to pupils in the junior department and the needs of pupils of different ages are well served. Whilst the range of lunchtime and after school extra-curricular activities in the senior school is good and promotes individual interests and introduces new opportunities, in their questionnaire, pupils said they would like a wider range of clubs and societies, to provide similar challenges to the successful astronomy club. Over half of all pupils are currently learning to play at least one musical instrument and a large number participate in concerts and drama productions presented by the school annually. For many, these opportunities provide considerable enrichment of the formal curriculum and pupils spoke with enthusiasm about their experiences.
2.8 Through the service section of The Duke of Edinburgh’s Award pupils have opportunities for voluntary service. A large number of girls take part in the award. Through the World Challenge programme, various groups of pupils have visited Belize, Guatemala, Mexico and Peru in recent years. Participation in these overseas community programmes makes a substantial contribution to their personal development by widening their knowledge and understanding of the world around them.
2.9 Immediately following GCSE, pupils have opportunities to familiarise themselves with the realities of life beyond formal education through the work experience scheme.
2.10 Preparation for each successive stage of education and adult life is thorough. From the earliest years in the junior department, pupils are made aware they are part of a larger school community. They occasionally join in whole school assemblies, pupils in Years 3 to 6 use the gymnasium for physical education (PE) and Year 6 pupils have science lessons in the senior school laboratories. Reception class children are carefully initiated into the Year 1 classes. The transition from Year 6 to Year 7 is smooth and made easy for pupils as some staff, including the headmistress, teach in the junior department as well as the senior school. Appropriate induction is given for pupils entering the sixth form. In the sixth form centre, the introduction of a tutorial approach to study helps to prepare students for study at university. Parents are suitably advised about arrangements at each successive stage.
2.11 Careers advice is well managed and of good quality. A well-resourced careers department introduces pupils to higher education from Year 10, and in Year 12 they are guided effectively through the university entrance procedures. The school provides good guidance on course choices from Year 9 and together with a programme of external events, for example higher education fairs, ensures that an appropriate range of information is available.
2.12 The curriculum in both sections of the school is thoughtfully planned enabling pupils to increase their knowledge and understanding in an orderly and progressive manner. High quality curriculum documents contain helpful information and guidance in schemes of work for each subject.
2.13 The school makes good provision for the curricular requirements of pupils with learning difficulties and the pupil with a statement of special educational need. The work of the learning support department is of good quality and provision has significantly improved since the last inspection. Those for whom English is an additional language in the junior department are given language support tailored to their needs. Gifted and talented pupils are identified, and support for these pupils is recognised in some schemes of work. The school is aware of this unevenness and is already addressing the matter.
2.14 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.15 Pupils are well educated and achieve good standards in relation to their abilities. The school largely fulfils its aims of encouraging pupils ‘to work hard, enjoy their learning and achieve their best’. The standards achieved at the time of the last inspection, both in the curriculum and in extra-curricular activities, have been maintained and in some cases they have improved. Pupils focus on their work, sustain concentration and are enthusiastic learners.
Junior Department
2.16 Pupils are well grounded in knowledge, skills and understanding in the subjects and activities provided. They apply these confidently and can think and act critically and creatively. For example, Year 4 pupils debated the rights and wrongs of intensive farming with a depth of understanding beyond their years. All pupils acquire secure foundations in literacy and numeracy.
2.17 No significant differences are apparent in the relative attainment of pupils in different classes or subjects, nor are there any differences in the attainment of boys and girls. Pupils with learning difficulties and disabilities and for whom English is not their first language make good progress in relation to their learning difficulty.
2.18 Children in the nursery and reception classes in the Early Years Centre make good progress and are on course to achieve or exceed the nationally recommended levels for children at this age. At the time of the last Ofsted inspection, pupils’ achievement was rated ‘very good’ in all six areas of the curriculum. Results in the national tests at age 11 show that pupils’ performance is well above the national average in English and science and above average in mathematics. These results represent good attainment overall in English and science in relation to pupils’ abilities, but attainment is not good enough in mathematics where fewer pupils attained the higher level 5. At age 7, whilst pupils do not have the national tests externally moderated, their work in lessons during the inspection demonstrated good achievement in relation to pupils’ abilities.
2.19 As a result of encouragement and nurture of talent, pupils enjoy considerable success in drama, music, public speaking and sport, including swimming, both as individuals and in groups. Members of the science club work towards the British Association Young Investigators’ Award.
2.20 As pupils move through the school they develop competent skills and attitudes to work and study. Most pupils are extremely articulate and can hold mature conversations with peers and adults. For example, in the interviews with inspectors pupils spoke clearly and expressed themselves confidently. Pupils mostly listen carefully, read intelligently and write fluently and effectively. Encouraged by their teachers, they use this competency to develop their individual study skills.
2.21 The majority of pupils have a good understanding of mathematics and apply numeracy skills and knowledge of concepts effectively. They have sufficient confidence to apply them when needed in other subjects, for example in science when producing graphs.
2.22 Most pupils have good ICT skills and they can make good use of information, communication and control technology. For example, pupils in Year 6 competently used data loggers to investigate temperature.
2.23 Pupils usually respond successfully to searching questions and some argue with a high level of maturity. They can think for themselves when they have to, but where teaching in some subjects does not closely match the ability of pupils, learning is constrained because pupils are insufficiently challenged at their own level. Pupils express their views clearly and thoughtfully and these skills, added to their ability to take notes, enable them to work both independently and co-operatively. This, alongside good behaviour, contributes to considerable success individually and as members of teams.
2.24 Pupils arrive promptly for lessons. They settle and apply themselves quickly to tasks set and usually sustain a good level of concentration. Pupils are happy and said they enjoy lessons, especially when these include practical tasks, such as dying wool or being detectives in history.
2.25 Pupils at every stage are well grounded in knowledge and understanding in the subjects and activities provided and they develop a wide range of appropriate skills. They can apply these and, when opportunities are given, they can respond critically and creatively. As a result of good teaching, no significant differences are apparent between the relative attainment of different groups of pupils, between subjects or curricular areas.
2.26 Results in GCSE are good in relation to pupils’ abilities. Over the last three years, performance has been consistently well above the national average for all maintained schools. Just under half of the grades were A* or A, and although this represents a slight decline over the same period, it is still well above the national average. At A level, the percentage of A and B grades has improved year on year reaching three-quarters of all entries in 2006. A number of students have been commended in recent years by the A level examination boards for achieving some of the top marks in the country in history and food technology, including an award for A-level coursework from the British Nutrition Society in 2006.
2.27 Individual pupils, groups and teams achieve notable success, many of them at regional or national level, in a wide range of extra-curricular activities. They achieve at a high level in sport, in the performing arts, in a variety of competitions and in The Duke of Edinburgh’s Award. In 2006, pupils made a successful tour of the United States of America, staging a music and drama show A Little Bit of Britain. Other examples of high achievement can be seen in the number of gold awards in the National Mathematics Challenge and girls being selected for the National Youth Theatre and the National Children’s Orchestra. Through outstanding wall displays, the newsletter and in assembly the school successfully acknowledges pupils’ achievement in activities.
2.28 Pupils listen effectively and read intelligently. In subjects where they are given the opportunity, pupils respond effectively to demanding and thought-provoking tasks. They have a good understanding of technical vocabulary and use it accurately in subjects like geography and science subjects. Pupils write fluently for a range of purposes, notably in English, but in some subjects, they are given too few opportunities to develop their analytical and extended writing skills. Both in and outside lessons, pupils are articulate and express opinions with confidence. Year 7 and Year 8 pupils, for example, argued cogently and passionately on topical subjects ranging from global warming to reality television. Pupils’ mathematical and numerical skills are well developed and they have the confidence and understanding to apply these effectively in other subjects.
2.29 Most pupils are skilful users of ICT and some are highly proficient. In a Year 11 music lesson, for example, pupils skilfully used software to evaluate their own and others’ compositions. Work on display demonstrated that greater use is being made of ICT since the last inspection.
2.30 Some pupils have good reasoning skills and argue with conviction, often showing creativity in their thoughts and ideas, notably in sixth form textiles project work, GCSE art course work and in a Year 10 drama lesson working on a performance of a scene from Macbeth. However, these skills are not utilised or extended consistently across all subjects and stages of learning because pupils are not given sufficient opportunities to develop their capacity for independent work and open-ended discussion.
2.31 Pupils develop good attitudes to work and study. They are committed to achieving good grades in examinations. They take notes and organise their work well. They settle quickly to lessons and individual tasks. Pupils mostly work with good concentration and with a positive approach to written and practical tasks, whether individually, in pairs or in groups.
Spiritual, Moral, Social and Cultural Development of Pupils
2.32 Pupils display outstanding spiritual, moral, social and cultural awareness, in line with the school’s aims. The strong relationship that exists between teachers and pupils makes a significant contribution to pupils’ personal development. They show self-confidence, self- awareness and a belief in themselves. Care and concern for others were evident throughout both sections of the school. Since the last inspection, the school has extended the range of activities that nurture pupils’ personal development, including an improved PSHE programme.
2.33 Pupils’ spiritual awareness is outstanding. Pupils develop spiritually, in their self-knowledge, self-esteem and self-confidence through a culture of praise and positive reinforcement from the earliest years in the junior department. The PSHE programme encourages pupils to discuss and express opinions, and to write reflectively. Other subjects, notably the aesthetic and creative subjects, play a valuable part in pupils’ growing sense of identity through a systematically mapped contribution to pupils’ developing awareness. In a geography lesson, Year 9 pupils showed a sense of awe as they listened with their eyes closed to the sound of the 1989 earthquake in San Francisco. Pupils are encouraged to develop strong spiritual awareness not only in assemblies, which are broadly based on Christian principles, but also in RS lessons, where pupils learn about Christianity and other faiths. Assemblies provide time for pupils to reflect on their own spirituality and consider their developing personal beliefs.
2.34 Pupils develop an excellent moral sense. They are able to distinguish right and wrong and, from an early age, pupils have well developed moral awareness. Year 4 pupils spoke enthusiastically about the importance of recycling; and in a Year 9 RS lesson, pupils wrestled with the meaning and concepts of ‘absolute’ and ‘relative’ morality. The system of rewards and sanctions is used well throughout the school to promote appropriate behaviour and support pupils’ moral development. The school’s core values are posted in all form rooms as a reminder of the values The Kingsley School promotes and its pupils are expected to develop. The senior school’s Amnesty International group provides opportunities for pupils to discuss current human rights issues; pupils have recently taken part in the national ‘key campaign’, reinforcing the importance pupils place on human rights behaviour.
2.35 Pupils’ social development and awareness is a significant strength. They are taught to exercise self-discipline and to take responsibility for their own behaviour from the nursery class onwards. They respect and value each other and staff as individuals. Pupils work well together both in lessons and other activities and understand the importance of tolerance and harmony in their own school community and in society as a whole. During the first month of the autumn term, Year 7 pupils broaden their social experience through learning to live together at a residential centre. They develop independence and learn the importance of working as a team. Inter-house activities, competitions and team games encourage fair play. Pupils’ collective sense of social responsibility is evident in the amount of time, effort and money they give to charity each year. The house charity week provides just one of many opportunities where pupils demonstrate their care for others. The school has continued its commitment to support an orphanage in Sri Lanka, following a natural disaster two years ago. Approximately £10,000 has been raised and the headmistress, some parents and pupils have visited the orphanage to take both money and materials to support their work.
2.36 Pupils respond well when given responsibility. The positions of head girl, house captain, sports captain and form captain enable girls to develop leadership skills, whilst the Student Council provides good opportunities to raise issues and have early experience of the democratic process. Through PSHE lessons, together with specialist teaching on British Institutions in Year 11, pupils have a satisfactory understanding of the social fabric of their country as they progress through the school, culminating with the sixth form’s visit to the Houses of Parliament.
2.37 Pupils have an outstanding understanding of their own cultural traditions and the diversity of others. They develop both an awareness and respect for other cultures through opportunities both within and outside the curriculum and through overseas trips. Art, dance, drama, music and RS all foster an appreciation of the cultural traditions of this and other countries. The acknowledgement of Christian festivals, together with the Hindu festival of Diwali and Chinese New Year, contributes effectively to pupils’ growing understanding of other traditions and cultures. Year 9 pupils took part in a workshop inspired by African Tribal Sculpture. The school has hosted an African children’s choir from Kenya and Uganda, arranged by the head girls. World Challenge teams are actively preparing for their travels to Thailand and Cambodia in the summer of 2007.
2.38 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.39 Overall, the quality of teaching is good, as it was at the time of the last inspection. Teaching throughout the school enables pupils, including those with learning difficulties and disabilities, to make progress in the acquisition of knowledge, skills and understanding. In some lessons, however, teaching did not promote independent and investigative work sufficiently. In the best lessons, teachers strive to discover and develop gifts and talents within each pupil in line with the school’s aims. Since the last inspection, a wider range of teaching styles and approaches has been introduced to add variety and meet the needs of pupils of different abilities in a class.
Junior Department
2.40 Teaching enables all pupils to acquire new knowledge and skills but in a small number of lessons it did not always increase their level of understanding at a rate relative to ability. Where pupils were grouped by ability, for example in mathematics, teaching did not always match closely the ability of pupils and demonstrated inappropriately low expectations of what they were able to achieve.
2.41 Lessons are well planned and managed, incorporating a variety of teaching styles that foster the application of intellectual, physical and creative effort. In the best lessons, teaching had clear objectives, which stimulated pupils’ interest in their work and in their ability to think and learn for themselves. Exciting work in this area was seen in Years 3 to 6 in DT, English, history, ICT, and music.
2.42 Teachers know their pupils well and keep a close check on their work and progress. Almost all teaching shows a good understanding of the needs and prior attainment of the pupils, most notably so in Years 1 and 2. Good relationships between pupils and teachers are based on mutual respect and this allows pupils to express their ideas and opinions confidently and to ask for help when it is required. The pace and style of teaching was mostly suitably adapted for less able pupils.
2.43 Teachers have a good knowledge and understanding of the subjects they teach. Specialist teaching in some subjects in the junior department, alongside the effective use of teaching assistants and learning support staff, significantly enhances the learning experience of the pupils.
2.44 Teaching is well supported by good quality, quantity and range of resources. The provision of computer and electronic technology is good and its use is well planned in some areas, for example in topic work in Years 1 and 2. As the school is aware, there is a need to increase the range of software in order to maximise the use of ICT as a teaching resource. The junior library is well stocked, is fully used and makes a valuable contribution to the pupils’ learning experience.
2.45 Teaching includes regular and thorough assessment of pupils’ work. Marking offers praise and encouragement, with advice to help pupils improve their work. Exemplary practice was seen in history, English and ICT, where personalised, in-depth marking provided information to plan teaching so that pupils could make progress.
2.46 In most cases teaching encourages good behaviour. Pupils listen attentively to one another and contribute when working in groups. Just occasionally, when teaching was not matched closely to pupils’ individual needs, they became inattentive.
2.47 Since the last inspection the school has improved arrangements for evaluating pupils’ progress and performance. The information provided by standardised assessments and national tests is carefully analysed and any emerging patterns discussed at staff meetings. The school is aware that scope exists to use this information more effectively to plan lessons as well as the work of individual pupils.
2.48 Good teaching enables pupils, including those with learning difficulties and disabilities, to make good progress and acquire new knowledge, increase understanding and develop their skills. Its effectiveness can be seen in the level of attainment in the GCSE examinations. Since the last inspection, a comprehensive programme to identify and support those with learning difficulties and disabilities has been introduced. Teachers are provided with guidance on how best to help pupils in different subjects and parents, as well as pupils themselves, are involved with the learning support teachers in annual reviews.
2.49 Teaching mostly fosters in pupils the application of intellectual, physical or creative effort and interest in their work, but in some subjects too few opportunities are provided for pupils to find out information for themselves and opportunities are missed where the work is predominantly teacher led. In the best lessons, teachers encourage their pupils to think critically by setting interesting tasks designed to engage their interest and which require the application of knowledge in more demanding contexts.
2.50 The quality of lesson planning in the majority of lessons demonstrated clear and appropriate learning objectives that were understood by pupils, with a range of activities appropriate to pupils of different abilities in a class. In a significant minority, brief notes merely summarised the topic of the lesson, with no attention to its broader aims or the appropriateness of tasks for different pupils.
2.51 Teachers know their pupils well and mostly use this knowledge to plan teaching to take account of prior attainment. Teachers have high expectations of pupils, which they communicate effectively to them so that, in turn, pupils work hard. Relationships between pupils and teachers are characterised by friendliness and mutual respect. The recent introduction of standardised testing in Year 10, to complement that in Year 7, should contribute to better tracking of pupils’ progress. Whilst the most able pupils in classes are identified, support for them is uneven and they have too few opportunities in some subjects to think for themselves and show initiative.
2.52 Teachers are well qualified, have a secure knowledge of the subjects they teach and they have a thorough understanding of the external examinations specifications. They bring to the school a range of age and experience.
2.53 Resources to support teaching are good in both quality and quantity. Within most lessons the management and use of time and resources is effective. Computer provision is good, but overall, it is an under-used resource. Occasionally, teaching made excessive use of work-sheets which, while they provided accurate information, were not always appropriate to the ability of the class and restricted the manner in which pupils were required to respond to the information they contained. Greater use is being made of the Learning Resources Centre to contribute to pupils’ learning. Although some distance from the school, the games field provides a well equipped and maintained resource.
2.54 Marking of work is regular and mostly in line with departmental policy. The school policy allows for variation between departments and pupils said that they had no difficulty with the differences. Much of the marking is informative and encouraging, coupling advice for improvement with praise for achievement. In Years 7 to 9 particularly, merit marks serve as a useful incentive and in Years 10 to 13 some work is self-marked. Pupils valued this encouragement to take on ownership of their own learning. Setting targets for improvement has been part of helping pupils to improve for a number of years, but recently it has been included in reports to enable parents to be more involved in their children’s learning and progress.
2.55 Teaching encourages pupils to behave responsibly and to have a concern for one another’s needs and individuality. Occasionally, when pupils are not fully engaged by the teaching, because instructions are not clear or the method employed does not make the material sufficiently accessible to them, some girls become inattentive and a small number distracted others.
2.56 The evaluation of pupils’ performance derives mainly from school and public examination results together with standardised test data. This information gives departments some knowledge of the performance and potential of pupils, but as the school realises the data is not being used systematically for monitoring and tracking pupils’ progress.
2.57 The school as a whole 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, support and guidance given to pupils is outstanding and has been strengthened since the last inspection. The school meets its aim of providing a caring and supportive environment in which pupils are encouraged to work hard, enjoy their learning and achieve their best. The Kingsley School is a happy school. Meticulous attention is given to the arrangements to promote and safeguard pupils’ welfare, health and safety. The school takes its duty of care seriously and it is always looking for ways to improve its procedures.
3.2 Teachers provide effective support and guidance for all pupils and in their questionnaire parents praised the high quality of pastoral care. A caring atmosphere in which pupils feel secure was evident in all parts of the school. Pupils said teachers and the school nurses are approachable and always ready to listen when a pupil has a problem.
3.3 Secure pastoral arrangements are underpinned by policies and procedures which are practical and provide a framework in which the school can maintain consistency of approach. In the junior department, class teachers deal informally with issues, liaising with other teachers as necessary. They in turn are well supported by the head of the junior department. Since the last inspection, the role of heads of year in the senior school has been developed. They now co-ordinate all pastoral matters and act as a link between the form teachers and the deputy head responsible for pastoral care. The arrangements work well. An effective communication system enables pastoral matters to be shared quickly, across the whole school and between parents and staff, should it be necessary.
3.4 The school’s family atmosphere is reflected in good quality relationships between staff and pupils that prevail throughout the school. Pupils are kind, thoughtful and supportive of one another. A strong feature of the school is the way sixth form students help in the junior department, where they act as role models for the younger pupils and reinforce the concept of the school as a large family.
3.5 The school’s measures to promote good discipline and behaviour are clearly defined and pupils are well aware of the code of conduct. The system of rewards and sanctions emphasises positive behaviour, self-discipline and responsibility for one’s own actions. Pupils said their teachers applied them fairly and consistently. The school has recently started sending ‘letters of praise’ to parents to tell them when their daughters have behaved well over a period of time. The policy to counteract harassment and bullying is thorough and the procedures are known to all teaching and non-teaching staff, as well as to parents and pupils. Pupils said they were confident that, should bullying occur, it would be dealt with quickly and effectively.
3.6 Child protection procedures are securely in place and are updated regularly to include new requirements as they are introduced. Precise arrangements ensure that Criminal Records Bureau (CRB) checks are made on all teaching and non-teaching staff who have access to children before an appointment is confirmed. Proper training of all staff, including key staff, in child protection measures is well organised and up-to-date. Comprehensive local authority guidelines provide guidance for the school. The attendance and admission registers are properly completed.
3.7 All necessary measures to reduce the risk from fire and other hazards have been taken. External consultants carry out annual reviews of fire risk and recommendations are implemented promptly. Proper testing of fire equipment and small electrical appliances is carried out and records are kept. Fire practices take place termly and are logged.
3.8 Staff take appropriate measures to safeguard the health and safety of pupils both when in school and on off-site visits. The management of these visits is clearly understood and co-ordinated