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INSPECTION REPORT ON |
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The Leys School |
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Full Name of the School |
The |
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DfES Number |
873
6003 |
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Registered
Charity Number |
311436 |
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Address |
The Leys School,
Cambridge, CB2 2AD. |
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Telephone
Number |
01223
508900 |
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Fax Number |
01223
505303 |
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Email Address |
office@theleys.net |
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Headmaster |
Mr
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Chairman of Foundation Governors |
Professor
EAV Ebsworth |
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11-18
years |
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Gender |
Mixed |
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Inspection
Dates |
12th
to |
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 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 but an external bursar visited the school as part of the inspection. 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
Leys aims to provide, through a curriculum which is broad, attractive and
educationally sound, opportunities for independent learning and academic
excitement, along with achievement by pupils of the best possible examination
grades. The school aspires also to
achieve breadth of education from a wide programme of extra-curricular
activities aimed at building pupils’ self-esteem and achieving high standards. It is committed to creating an environment in
which pupils are understood, valued, encouraged and supported in developing
confidence and finding spirituality. The
Leys puts strong emphasis on engendering
1.2
The
Leys is a boarding/day school with 266 full boarders in a total pupil roll of
536 of whom about 200 are girls. Girls
were first admitted in 1984. There are
three day houses and seven boarding houses; the latter provide for home
boarders as well as full boarders.
Pupils in Years 7 and 8 are in a junior house. Apart from the house master or house mistress
and family, each house has a resident assistant and a day matron. The school has some fine buildings. Those from the Victorian period, including
the chapel, are very impressive and many buildings have been added. Almost all the buildings are on a 50-acre
campus close to the centre of
1.3
The
Leys, established in 1875, was joined on this Methodist foundation in 1938 by
St Faith’s, a co-educational junior day school; the two schools have one board
of governors but separate school committees.
A positive and enquiring attitude to religion is encouraged. The foundation maintains close links with and
reports to the Methodist Conference.
1.4
Since
the last inspection the school roll has increased in all categories – day,
boarding (including home boarding), boys and girls – in all by some 30
pupils. A considerable programme of
building and improvement has been undertaken, the most recent additions being
the music school, sports hall, design centre and humanities building. The very large day house has been divided in
three. The previous headmaster retired
in 2005 after 13 years. The current
headmaster took over in September 2005.
1.5
Pupils
are admitted to The Leys in Years 7, 9 and 12 and cover a wide range of
ability. Many of those entering in Year
9 come from St Faith’s. The pupils’
average ability is well above the national average. If pupils are performing in line with their
abilities their results will be well above the average for all maintained
secondary schools but rather below the average for maintained selective
schools. English is a second language
for over a hundred pupils and 74 of them receive language support. Some 88 pupils have learning needs and 56
receive support; one pupil has a statement.
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 quality of the educational experience provided throughout the school is very good and in line with the school’s declared aims and philosophy for academic and extra-curricular opportunities. Good improvements have been made since the last inspection, particularly in arrangements for personal, social and health education (PSHE) and information and communication technology (ICT). The educational opportunities offered were considered excellent at the time of the last inspection and have since been improved. The Methodist influence helps in creating a happy community and the excellent relationships between pupils, and between pupils and staff. The high academic standards achieved are balanced by valuable experience of a wide range of cultural, spiritual and physical activities. These help pupils develop into confident, thoughtful and considerate young adults, who are rightly proud of their school.
2.2 The curriculum is well planned and contributes fully to the linguistic, mathematical, scientific, technological, human and social development of all the pupils. It encourages their aesthetic and creative development by providing dance for both boys and girls, music for all and imaginative art and design activities. The availability of Latin and Greek and three modern foreign languages significantly increases learning opportunities for the pupils. Setting in mathematics, modern foreign languages and in other subjects enables pupils to progress at a pace appropriate for their abilities and aptitudes. The range of subjects available to pupils at GCSE and A level is wide for a school of this size. Three separate sciences are taken by all pupils for GCSE. The curriculum is kept reviewed regularly. Pupils and teachers are generally happy with the recently introduced 55-minute lessons, and any concerns are monitored. Pupils communicate fluently and precisely, listen respectfully to their teachers and to each other, and recall and use information appropriately and accurately. They acquire strong literacy and numeracy skills.
2.3 The wider curriculum includes a considerable range of extra-curricular activities and is a very strong feature of pupils’ educational experience. Games opportunities are extensive and considerable success is achieved in rugby and hockey, cricket and tennis, swimming and rowing and many minor sports. Cultural activities, in which pupils are beneficially involved, include photography, ceramics, life drawing, drama and various musical activities. The programme is very ably co-ordinated and pupils are fortunate in the hard work and commitment of staff, who give generously of their time. The facilities for the Combined Cadet Force (CCF) and The Duke of Edinburgh’s Award scheme have been improved since the last inspection.
2.4 The school is successful in its aim of preparing young people for the next stage of education, employment and adult life. Careers guidance and preparation include the opportunity for work experience for pupils in Year 11, interview practice for sixth formers and appropriate advice on higher education and university choices. Parents and students support the view that this provision is valuable.
2.5 Links with the community take many valuable forms and charitable work is well developed. Voluntary service is less developed. The wider curriculum enhances in a very positive way pupils’ educational experience, allowing them to follow their interests and develop their talents; with few exceptions, they make the most of their opportunities. Access is open to all pupils including boarding and day, girls and boys and those from overseas.
2.6 All pupils are screened on entry to the school so that individual needs become known and appropriate learning strategies may be applied. Scholarships are awarded annually and a newly introduced scholars’ programme supports these able students. The learning support programme is comprehensive and provides outstandingly well for those with particular learning needs. Pupils for whom English is a second language derive great benefit from an outstanding programme. All these arrangements help to ensure that all pupils derive considerable benefit from their time in the school.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 The quality of learning is very good; it enables pupils at all levels to fulfil their academic potential, which is consistent with the school’s aspirations. Performance has improved significantly since the last inspection. Pupils are well grounded in knowledge, skill and understanding in their subjects and activities. They learn to apply themselves to new situations and develop strong critical and creative faculties, as was evident in both lessons and written work, as well as in activities. Excellent examples of developing subject skills were seen in lessons across the curriculum and pupils of all abilities showed clear enjoyment and learned effectively. Creative skills were especially strong in art, design and technology and, with particularly good examples, in Year 11 music. Pupils focus well on their work, are able to sustain concentration and are enthusiastic in their learning.
2.9
Overall attainment is high in
relation to pupils’ ability and this is evident both in the standards observed
within lessons, in examination performance and in standardised measures of
progress. Pupils’ skills and attitudes
to learning are very good and the strong examination results indicate that most
pupils are making good progress over time.
Attainment in lessons and in pupils’ written work was mostly good or
better and never less than satisfactory.
Girls outperform boys at GCSE but the position was reversed, marginally,
at A level until 2006. Attention to the
needs of pupils with learning problems and English as an additional language is
well developed. Examples of enric
2.10 Over the last three years overall attainment at GCSE was notable, far above the average for all maintained schools and just above the average achieved in maintained selective schools. GCSE results have steadily improved especially in 2006 when a significant increase in the percentage of higher grades was achieved. The overall attainment at A level was very high; the average over the three years to 2005 was above the national average for maintained selective schools. In 2006, the A level results again improved significantly; over four out of five results were at A or B grade. Standardised measurements indicate that progress to GCSE and in the sixth form has been above national norms.
2.11 Pupils have gained gold awards in the physics Olympiad, performed well in national mathematics competitions and achieved medals at all levels in The Duke of Edinburgh’s Award scheme. Speech and drama results are amongst the best in the country and some students have reached the national finals. Pupils do well in music examinations. They have achieved district, divisional and national honours in competitive sports. A high level of success was achieved by pupils gaining entry to their first choice university.
2.12 The quality of pupils’ learning is very good, study skills are well developed and attitudes to learning are most positive. Pupils enjoy many of their lessons and are interested in their studies. They are articulate, listen effectively, often respond well in class; their strong oral skills were observed in a Year 12 English lesson on Dracula themes. Pupils can present clear arguments and write fluently.
2.13 Pupils showed a good understanding and fluent use of correct mathematical concepts, demonstrating a range of techniques including graphical analysis, as observed in Year 12 work in economics. Year 12 mathematics pupils handled the statistical analysis on work in rank correlation most effectively.
2.14 Pupils use ICT well and their skills are often good when given the opportunity to use ICT in lessons, for example in a modelling exercise of a car’s crumple zone in physics, and in plotting graphs, word processing and research. Much excitement was observed in an experiment using a solar panel, constructed in-house, to gather and record temperature increase. The need to develop this aspect further is not currently reflected in training programmes.
2.15
The amount of independent
learning was not significant. Pupils
work very well with each other, often helping one another to solve
difficulties, rather than waiting for the teacher. Many examples of this were observed, as in a
Year 8 ICT lesson on video editing.
Pupils’ considerable ability to reason and argue coherently was observed
in many lessons, including a religious studies lesson on
2.16 Throughout the school pupils generally get down to work quickly and apply themselves well; however, on occasions some pupils arrived late to the first lesson. They persevere in, and genuinely enjoy, their work and activities. Whether as individuals, in groups or in teams, they work most effectively. The attitudes and behaviour of pupils are highly conducive to effective learning and achievement of high standards.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 The high quality of pupils’ personal development owes much to the priority which the school places on the quality of care and good relationships. Aspirations go beyond tolerance and mutual understanding to an expectation of positive relationships. From discussions with pupils and from observing them in lessons and activities, it was clear that the school is highly successful in meeting these aims and fostering an atmosphere of respect for others. The very good report given to pupils’ personal development at the last inspection indicates the foundations on which the current high standards were based.
2.18 Pupils are aware of the spiritual ethos of the school and its acceptance is evident in their treatment of each other. The development owes much to the principle of inclusiveness that lies at the heart of Methodism. Pupils’ religious life is not strongly overt but it encompasses many faiths; significantly, the chapel prefect is a Buddhist. Chapel and house services expatiate upon universal moral truths, and pupils are suitably involved. Each house has a chapel steward. Two pupils successfully led the weekly meeting of the Ichthus Society and a discussion on ‘giving’. Pupils strongly support the Lenten Appeal which raises significant funds for charity.
2.19
Pupils develop a strong moral
sense from the many opportunities for philosophical study. They are exposed to moral and ethical issues
within the curriculum: in a business studies lesson ethical decision-making was
well explored; a full discussion about class differences was observed in a Year
13 drama session; some pupils learned much in undertaking a project about
homelessness in ICT; and the religious studies curriculum centres on such
issues. Since the last inspection the
school has done much to develop a more comprehensive PSHE course, with topics
ranging from health to citizenship. With
a large number of teachers involved some variation in quality of implementation
is inevitable. The subject has dedicated
time up to and including Year 12 and visiting speakers provide further
insights. Pupil interviews suggest that
ways of increasing the effectiveness of the programme would be found from a
further audit of the content of PSHE and the response of pupils. Knowledge of institutions in
2.20 Pupils’ social development is very good; they are a credit to the school, pleasant to one another, to their teachers and to others, and develop a strong sense of responsibility and self-discipline. The careful structure and strong pastoral support in both boarding and day houses helps to promote social development and provides essential stability for individuals. Consequently, pupils are at ease, open and friendly. The responsible way in which Year 13 students discharge their duties within the houses is evidence of their development as leaders, and 20 or more senior pupils acquire these skills to a high level as non-commissioned officers in the CCF. The CCF and The Duke of Edinburgh’s Award scheme are strong. Pupils play a valuable part in considering, in the school council, issues which affect them and in advising on solutions; currently the content of the pupils’ handbook was being revised. Pupils benefit greatly from the quality of the environment: buildings and grounds are exceptionally well kept. Members of the school community take pride in and show respect for their surroundings.
2.21 Pupils benefit greatly from the challenges provided by the wide range of sporting and cultural activities, and through these develop strongly as personalities. They enjoy the sixth-form arts festival and the international cultural week, and these contribute to their awareness of other cultures. In the sixth-form houses, pupils of many different nationalities live together harmoniously, enjoying the diversity of cultural heritage. The activities of lively art, design, technology and music departments provide good opportunities for pupils to develop aesthetic appreciation; for instance, pupils engage enthusiastically in house music competitions. Pupils’ high quality art is displayed throughout the school.
2.22 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils (Standard 2).
The Quality of Teaching (Including Assessment)
2.23 In lessons observed, the overall quality of the teaching was good, never less than satisfactory and occasionally outstanding. Significant progress is being made towards meeting the aim of providing such high quality teaching that pupils at all levels fulfil their academic potential. Good training sessions on learning and teaching styles have added to improvements since the last inspection. Pupils acquire new knowledge, increase their understanding and develop new skills, as in a Year 12 religious studies lesson considering the concept of a ‘just war’. Teachers are aware of those pupils with particular learning needs. Effective arrangements allow pupils to be assessed and given additional support. Boys and girls benefit similarly from the teaching.
2.24
Pupils are encouraged to develop
interest in, and enthusiasm for, their work.
They are helped to focus very well on their tasks. The very good practice in some departments of
providing extension material and opportunities for independent learning for the
most able is not developed in other departments, and the school’s plans address
this issue. Some good examples of enric
2.25 Lessons are well planned and learning objectives are explained to pupils. Curricular objectives are met using a variety of resources, tasks and activities. Teachers have responded well to the move to a 55-minute teaching period; it has enabled them to employ activities which cater for differing learning styles. Clinics are offered by some departments and are valued by participating pupils. The valuable ‘expectations of teachers’ policy document has increased emphasis on good practice in teaching. The wide provision of ICT facilities throughout the school enables teachers to make effective use of these tools.
2.26 The quality of the monitoring and specialist teaching of pupils having need of support for learning difficulties and English as an additional language is exemplary. The clear understanding of pupils’ aptitudes informs the setting in most subjects through to GCSE. Teachers know their pupils well and are fully aware of the appropriate support recommended for these pupils. However, implementation of these strategies in the classroom is less effective. Quite properly, the school regularly reviews the policy on banding and setting to ensure arrangements are appropriate to each subject.
2.27 The school has made considerable and successful efforts to recruit teachers who have sufficient expertise and commitment to enable pupils to make progress. Teaching is based on very good subject knowledge and understanding and is communicated effectively to the pupils. Teachers usually provide challenging learning experiences and are concerned for the success of their charges. They give generously of their time outside lessons to help pupils experiencing difficulties.
2.28
Teaching is well supported by a
valuable range of resources, including the wide provision throughout the
2.29 The excellent staff handbook provides very clear standards for marking and assessment honoured by most teachers. Implementation of these policies, however, is inconsistent. Inspection of pupils’ files shows that marking is generally carried out helpfully; much is detailed but some is perfunctory. Teachers use time in lessons to go over the weaknesses shown up by this assessment.
2.30 Timetabled departmental meetings, recently introduced, have encouraged more co-ordination within departments. The school is making increasingly valuable use of information arising from standardised baseline testing and is considering making this information more widely available. Already teachers are encouraged to make use of data supplied by management to ensure that pupils are achieving their potential against national norms and in fulfilment of the school’s aims. Heads of department are required to respond to standardised measures of progress as part of an annual departmental self-evaluation.
2.31 The school properly aims for good relationships within the classroom. As a result, the easy relationships between pupils and teachers help create a highly positive and beneficial learning climate. Standards of behaviour within the classroom are very high and the management of pupils is very good.
2.32 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
pastoral care in the school is outstanding.
Since the last inspection it has improved to become one of the strengths
and so meeting an aim of the school that pupils are understood, valued and encouraged. Highly effective support is given by the
house masters and house mistresses, house tutors, and other staff. House masters and house mistresses offer help
with prep, and provide strong pastoral support.
They encourage study and are fair in their discipline. Students say they are known as
individuals. The atmosphere in the
junior house is excellent: calm, orderly, friendly and mutually supportive,
helping the children to be happy and confident.
Sometimes a relaxed regime leads to untidiness in houses and casualness
of pupils’ dress at registration and this can lead to lateness for morning
lessons.
3.2
Effective
systems are in place for assisting staff in pastoral care. The recently restructured management
arrangements for pastoral care are working well although some initial
duplication of responsibility needs careful monitoring. Communication between house masters and house
mistresses includes regular weekly meetings and ensures consistency of
approach. Development of the role of day
matrons has proved very successful. The
house masters and house mistresses work very well with them and with the
tutors, developing their pastoral skills.
The system of tutoring is valuable, providing pupils with effective
guidance on academic matters and support in moments of need. Pupils speak very highly of their tutors and
other staff who give support. Parents,
too, value this aspect of the school.
3.3
Excellent
relationships among pupils and between pupils and staff are a particular
feature of the school. A homely and
supportive atmosphere in the boarding houses contributes strongly to the
friendly and happy nature of the community.
Pupils from overseas are quickly integrated. Even the youngest pupils felt happy and
confident about getting on with one another, appreciating their growing
independence, and at the same time feeling very comfortable about speaking to a
range of adults, especially in the boarding house. ‘We get on well as boys and girls,’ they
said. Respect for the house mistress and
for the other boarders was particularly evident in a girls’ house.
3.4
Measures
to promote good discipline and behaviour, including procedures to guard against
harassment and bullying, are highly effective and deal constructively with
occasional unacceptable behaviour when it occurs. Pupils regard the school rules as reasonable
and commonsensical, and their application as generally fair. A clear anti-bullying policy is communicated
to all pupils and acted on by the staff.
Pastoral staff appreciate the values of, and practise most effectively,
a ‘no-blame’ approach to bullying problems, with recourse to senior staff as
appropriate. Serious disciplinary
sanctions are imposed when necessary. A
central record is kept of all serious disciplinary matters. The school’s online system for administering,
monitoring and communicating disciplinary action and for recording praise for
achievement is very effective; not least it offers instant communication. Pupils recognise its merits, even when they
accumulate penalties through it.
3.5
The
child protection officer has an up-to-date training record. House masters and house mistresses have
received the appropriate training.
Teaching staff have child protection training on a three-year cycle.
3.6
The
school’s recruitment processes are exemplary in their adherence to ‘safer
recruitment’ models. Appropriate checks
with the Criminal Records Bureau (CRB) and other agencies are undertaken and
recorded. Recommendations following a
recent visit by CRB officers have been followed up. The headmaster and the human resources
officer have undertaken the necessary on-line training for ensuring that
appropriate personnel records are maintained.
3.7 All necessary measures to reduce risk from fire and other hazards have been taken. Fire practices are undertaken regularly; termly for the whole school and appropriately, at different times of the day and night, in the boarding houses.
3.8 Proper arrangements ensure health and safety practices are effective and the school has due regard for regulations. Appropriate policies are set out in the staff handbook. The school is aware of its commitments under the Special Educational Needs and Disability Act and has appropriate plans in place. Two health and safety committees, one setting strategy and one dealing with day-to-day matters have led to the involvement of staff who understand, and take responsibility for, health and safety matters. Good practice has been observed in curriculum areas including science and design and technology, and thorough risk assessments are carried out in the school and boarding houses. The educational visits co-ordinator implements clear policies and ensures health and safety is observed on trips out of school. Considerable efforts are made to maintain good security throughout the campus, including the installation of CCTV cameras. The arrangements for health and safety, including fire safety and recruitment practices, are exemplary.
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
In
compliance with the school aim the quality of links with parents is high as it
was at the time of the last inspection.
Parents expressed virtually unanimous satisfaction with the education
and support provided for their children in the pre-inspection survey. They recognized the quality of the teaching,
the help and guidance provided and the range of extra-curricular activities
available to their children as particular strengths; the inspection team
concurs.
3.11
Parents
are positively encouraged to become involved in the work and progress of their
children and in the activities of the school.
Contact between teachers and parents is frequent. A highly informative parent handbook warmly
invites parents to attend the wide range of school functions, including chapel
services. Events are publicized well in
advance in information booklets. The
Leys Connection, a much valued parent teacher association, organizes regular
social functions. Houses also organise
social events which foster co-operation and understanding. Inevitably fewer possibilities exist for
parents from overseas but their needs are considered and the website keeps them
in touch with the life of the school.
The parent portal provides copies of all mailings and ensures easy and
quick access for overseas parents.
3.12
The
materials sent to prospective parents are attractive and informative and
provide an excellent insight into life at The Leys. Current parents receive the headmaster’s
half-termly newsletter and the high-quality ‘Fortnightly’, which celebrates the achievements of the pupils.
3.13
Parents
are kept well informed of the progress of their children through the regular
reporting system called the ‘record of work’.
A focus group of parents helped to identify improvements in the running
of the parents’ receptions which provide useful feedback by academic and
pastoral staff on pupils’ progress and well-being. Systems for reporting to parents are thorough
and well designed to meet the needs of each year group. Half-termly grades provide a useful snapshot
of pupils’ attainment and effort in each subject. Records of work are of a very high quality
and include a summary of the course of study in each subject, progress grades
and constructive comments from subject teachers. Parents have an opportunity to give a written
response and their views are monitored closely by the school. Pupils carry out a self-assessment as part of
the process and reflect thoughtfully upon their progress and their aims for the
future. Comments made by pastoral staff
show how well they know each of the pupils.
The school plans to enhance reporting by including a comment on the
pupil’s contribution to extra-curricular activities.
3.14
The
school actively encourages parents to raise any concerns they may have as early
as possible. It provides a list of
contacts and clearly explains each step of the comprehensive process for
dealing with concerns. Parents have come
to expect very effective resolution to, and instant communication on, any
concerns they bring to the school’s attention.
In the responses to the parental questionnaire, house masters and house
mistresses are given considerable praise for the excellent support they
provide, and they give credit to tutors and day matrons for their part in the
support structure.
3.15
The
school has promoted many positive and successful links with the wider community
but pupils would benefit from the development of further opportunities. Teachers and pupils have been encouraged to
find ways to increase local links and academic departments have already
established a range of contacts to the advantage of the pupils. Although considerable progress has been made
in this since the last inspection, the school aspires to further develop links
and so to enrich pupils’ all-round education.
The work experience programme is a valuable way of providing the pupils
with opportunities outside the school environs.
Pupils raise substantial amounts of money, principally during the
school’s Lenten appeal, to support local, national and even international
charities. An excellent community
service programme was a feature of the last inspection report involving some 60
pupils; currently significantly fewer pupils are involved.
3.16
Whilst
good use is made of the school’s excellent facilities by local schools,
university students and clubs, first priority remains with Leys pupils during
term time. The school has close links
with its many feeder schools. A local
choral group makes use of the excellent new music school, and plans are
underway to allow further public access – including children from maintained
sector schools – to this facility. The
sports hall is extensively used in this way.
Links with the Old Leysian community have increased with the help of the
development office and the bursary fund is intended to widen access to the
school.
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 The aims of providing a homely, comfortable boarding environment and high quality pastoral care based on encouragement and support are well-met. Staff, pupils and parents all comment that relationships within houses are positive and supportive, creating a happy and caring boarding community. Improvements have been made since the last inspection, not least in accommodation, but further improvements are planned. The international dimension is celebrated; in the junior boarding house a world map displays where pupils live and cards describe their homes. All boarders are well-integrated into their house community. Overseas pupils in senior houses also feel happy and integrated. Pupils appreciate the help afforded by house masters and house mistresses and the tutor teams: ‘You cannot fault the pastoral care given by this school!’ exclaimed one pupil; ‘My tutor is my rock!’ said another; all spoke highly of staff, whom they much respect.
3.19 The school offers boarders a good range of activity out of school time and at weekends. Boarders enjoy the opportunity for weekend activity, and many outings, activities and opportunities for recreation are offered; but the boarders also appreciate some time to relax, free from organised events.
3.20
The quality of accommodation
and resources is adequate though some is currently tired or dingy. The recent refurbis
3.21 The school has made appropriate progress towards meeting the recommendations set out in the most recent statutory boarding inspection as, for example, in improving accommodation and efforts to reduce disparities in treatment of pupils between houses.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1
The
quality of governance is good. The
governors strongly support the aims and aspirations of the school and play
their part in achieving them. As
reported at the last inspection, the structure of the governance of The Leys is
complicated by the two-tier arrangement, but it is none-the-less well defined
and supports effective oversight of the school.
The foundation board has strong links with the Methodist Church and is
responsible for two schools, St Faith’s and The Leys. The relationship between the schools is monitored
by the foundation governors to ensure that the best interests of both schools
are safeguarded. A recent working party
has found appropriate ways of dealing with matters relating to the transfer of
pupils between the schools.
4.2
The
governing body is large and well-balanced with many relevant professions
represented. There is no set retirement
age. Governors also serve on committees:
the foundation executive, the finance, investment, development and the search
committee, which looks for new governors and potential chairmen. The academic performance of the school has to
be monitored by The Leys Committee in the absence of an education
committee. A group has been set up to review
the effectiveness of governance and to make recommendations for improvement but
it has yet to report.
4.3
It
was clear from meetings with the chairman of the board and chairman of The Leys
Committee and perusal of minutes that governors are aware of their
responsibilities and develop strategies to ensure effective educational provision. Governors take a close and supportive
interest in the school. They support the
major occasions in the school year and are good in their attendance at the
termly meetings, even though some have a long distance to travel. Their financial planning has been
particularly successful, as the visiting bursar attested. Clear planning underpins future
development. Investment in resources is
much improved since the last inspection, particularly in the area of ICT.
4.4
Links
are being developed between governors and senior managers. Both chairmen work closely and easily with
the headmaster and the bursar and know the school well. The headmaster and senior management team
(SMT) feel well-supported by the chairman and governors. Efforts are being made to increase the
contact between governors and senior staff.
Some teachers would like more contact with the governors and an
opportunity to explain their function.
They welcome social occasions to meet with governors, in addition to the
special occasions. Governors are
encouraged to develop links with departments and activities, and so to provide
support, advice and challenge.
The Quality of Leadership and Management
4.5
The
quality of leadership is outstanding and high quality management is another
feature of the school. The recent
restructuring of SMT roles, following new appointments, has added to the
effectiveness; results are already being seen in improved academic performance
and an even better activities programme.
Individually, the senior managers have a very good grasp of their jobs
and have won the confidence and loyalty of the staff. The leadership of the headmaster, now in its
third year, is well established and is successfully bringing influence to bear;
this emerges clearly in the aims and aspirations of the school, which are
already being met, and further development is planned.
4.6
Evidence
that senior management is clear in understanding what needs to be done is seen
in the comprehensive rolling development plan.
Considerable experience and encyclopaedic knowledge of the school is
shown by senior managers and this provides much support for the staff. Heads of department comment on the rapid
impact made by new academic management, and this is reflected in much improved
examination results. The management of
the systems of pastoral care is shared but role descriptions are clear and
duplication of effort is avoided. The
happiness and well-being of the pupils, and the strong support for the house
masters and house mistresses are good evidence of successful management of
pastoral care.
4.7
All
members of staff are invited to contribute to the planning and embrace current
priorities. Teachers subscribe to
efforts to raise academic standards and to establish a stronger work ethic. All share the aim to provide broad
educational opportunities. A
comprehensive range of policies has been designed by senior managers, adopted
by governors and, in the main, followed by the staff. Policies are reviewed from time to time to
assess their effectiveness and to bring them into line with current
regulations. Many policies are contained
within the staff handbook which is also regularly updated. Each department has a handbook and most of
these are valuable tools for guiding good practice and for indicating
directions of future development and improvement. In one or two departments, handbooks are more
a statement of the ideal than of reality because they are thin on practical
guidance.
4.8
Middle
managers are performing very well but still want to improve the effectiveness
of the running of their departments; for instance, not all monitor thoroughly
the performance of their colleagues.
Lesson observation is increasing but monitoring of work and marking in
pupils’ files is not widespread. All
heads of department contribute to the appraisal of colleagues but even in the
new system many are not appraisers.
House masters and house mistresses manage their houses, tutors and
matrons very well. Considerable efforts
are made to recruit and motivate high quality staff. The induction programme for new staff is very
good and the needs of the scheme for newly-qualified teachers are fully
met. Teachers are pleased with the
support they receive from middle and senior managers. The considerable efforts made by staff in all
areas of the school are a clear indication of their motivation. Self-evaluation and professional development
are encouraged but have still to be developed further.
4.9
A
recent bursarial visit confirmed that financial resources are well
managed. The school is able to produce the
funds essential for further development and improvement, particularly of the
boarding houses. The first refurbis
4.10 The administration of the school is already efficient but the good use now being made of a recently installed management information system to provide data for teachers and administrators about pupils and other aspects of the life of the school is a valuable improvement. The dedicated support staff are well managed by the bursarial department and as a result the school has an excellent environment and teachers are able to offer a better educational service. With the help of a human resources specialist the school