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INSPECTION REPORT ON |
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Moorlands School |
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Full Name of the School |
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DfES Number |
383/6002 |
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Registered Charity Number |
810136 |
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Address |
Foxhill
Drive, Weetwood Lane, Leeds LS16 5PF. |
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Telephone Number |
0113
278 5286 |
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Fax Number |
0113
203 3193 |
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Email Address |
headmaster@moorlands-school.co.uk |
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Headmaster |
Mr
John Davies |
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Chairman of Governors |
Mr
Trevor Mulryne |
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2½
to 13 years |
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Gender |
Mixed |
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Inspection Dates |
19th
– 22nd March 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
1.2
The school was founded in 1898
and is housed in a large Victorian mansion standing in its own grounds at the
end of a cul-de-sac among residential properties on the north-west of Leeds,
several miles out of the city centre but still within the
1.3 There are 32 pupils in nursery and reception (20 boys and 12 girls) with 8 of them being under 3 years of age. A total of 97 pupils are taught in Years 1 to 6 (70 boys and 27 girls). Pupils are mostly drawn from families with professional and business occupations. Eighteen pupils benefit from the Government-funded nursery scheme. There are currently no pupils in Years 7 and 8.
1.4 The school does not select by ability. Invitation to join the school is based on an evaluation that the school has the facilities and the expertise to meet the needs of each applicant. Standardised test results for year groups across the school indicate a wide range of ability between very able pupils and those with below average levels of ability but overall the ability of the pupils is above the national average.
1.5 There are no pupils with full statements of special educational need. Ten pupils identified by the school as having learning difficulties are supported on the school action support programme, with one pupil on the school action plus programme. All pupils have English as their first language.
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 school provides a good range of educational opportunities suited to the interests, aptitudes and needs of each pupil. In so doing, the school successfully achieves its declared aims.
2.2 In the last inspection the curriculum provided was judged to be broad and balanced and appropriate to the needs of the pupils. It continues to be so.
2.3 All pupils have access to a broad and balanced range of educational experiences. The fundamental aspects of their education are very well supported through the teaching of the core subjects of English, mathematics and science with sufficient time given to the teaching of each throughout the school. In science lessons, too little emphasis is placed on knowledge and understanding with a limited range of opportunities for practical work and experimentation. Provision for sport and for team games is appropriate to the ages of the pupils. Art, music and the development and application of skills in information and communication technology (ICT) are well catered for. Pupils are encouraged to speak, to listen, to voice opinions and to consider the opinions of others. Equipping all pupils with appropriate skills, values and attitudes with which they can fulfil their potential in every area of school life, and enabling each one to gain maximum advantage within a broad curriculum are two of its aims the school successfully achieves.
2.4 A broad range of extra-curricular activities are well used by staff to enrich the development of pupils. The after school clubs are used mainly for recreational purposes although they also develop a range of interests in music, drama and art. Formal registers of attendance at after school clubs are not taken. Participation in these clubs is not included in reports to parents. A variety of games and sports allows pupils to represent the school, to improve health and fitness and to develop physical skills. Educational visits, both locally and abroad, art, music, singing and drama give opportunities for pupils to develop their aesthetic appreciation and skills and encourage them to grow in confidence and independence.
2.5 The school prepares pupils well for the next steps in their education. Movement from the nursery into the Foundation Stage and the transfer from the Foundation Stage into Year 1 are well managed with detailed records of pupils’ abilities and achievements being given to their next teacher. This is excellent practice. Good support is available to older pupils in their selection of senior schools to apply to on leaving Moorlands.
2.6 Growth in maturity and preparation for adult life are inherent in all aspects of the work of the school. Pupils are constantly encouraged to develop self-confidence, to accept responsibility, to behave in a mature manner and to be confident in their abilities in whatever situation they find themselves. The evident growth of pupils’ maturity allows the school to achieve its aim of equipping pupils with the values and attitudes with which they can fulfil their potential.
2.7 All pupils benefit from access to a broad range of subjects and activities. Curriculum planning effectively supports the school’s aim to help all pupils to achieve the highest standards of academic success according to ability. The well-planned involvement of peripatetic teachers broadens the range of planned activities on offer.
2.8 The school successfully meets the curricular requirements of pupils in need of special provision for their learning difficulties and offers appropriate levels of staff support. The quality of the provision for pupils and of the support of staff is good. The special educational needs co-ordinator (SENCO) works closely with class and subject teachers. The detailed information the SENCO provides to teachers on the needs of pupils is an excellent foundation that many of the teachers use to direct learning and progress. Pupils said they felt their needs were well supported by their teachers. A pupil with learning difficulities commenting on her experience in the school, said: “I like all English, I can see myself improving, and it makes me feel great”. Precise records of appropriate assessments are used to track the development of pupils with learning difficulties. Review of their performance and progress is a regular feature of staff meetings. All pupils with learning difficulties are very well served by the school.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 All pupils are well educated. They achieve good levels of knowledge, skills and critical and creative understanding in their subjects and activities, and learn to apply them effectively. They develop the essential skills and attitudes for work and study. The school is successful in its aim of equipping all children with appropriate skills, values and attitudes with which they can fulfil their potential in every area of school life. In addition, the school achieves another aim of enabling each child to gain maximum advantage within a broad curriculum delivered by caring staff with excellent facilities.
2.11 In the last inspection pupils’ learning and achievement was judged to be at least commensurate with both national expectations and with their ages, abilities and circumstances. The levels of learning and achievement have improved and are now good.
2.12 Throughout the school and across all subjects, pupils are well grounded in knowledge, skills and critical and creative thinking. In many subjects very good examples were seen of pupils being required to apply their knowledge and understanding and to use the skills they learn. In a Year 6 English lesson pupils were required to think creatively as they argued the pros and cons in a written debate about informing the general public of a dangerous virus outbreak. In a drama club, pupils listened carefully to the directions given by the members of staff supporting them and were then able to analyse their own performances and identify ways of improving. In many lessons, pupils show a good ability to be critical in their thinking and to be imaginative in finding solutions to problems presented. They are well able to argue, think for themselves and to reason out solutions.
2.13 Boys and girls of all ages and abilities, including those with learning difficulties, reach good levels of attainment for their abilities, and all make good progress in lessons and in activities. There are no significant differences in relative attainment between different groups of pupils, subjects or curriculum areas.
2.14 Pupils do not sit externally moderated tests or examinations. They sit Common Entrance at 11+ and senior school internal entrance examinations with good success. Pupils reached good levels of attainment in lessons and activities in the week of the inspection.
2.15 The school provides good opportunities for pupils to take part successfully in a range of sports and team games. Cricket, cycling, rugby, table tennis and diving are some of the sports where pupils achieve well at local, county and national levels. The school fosters and supports pupils who go on to compete at a higher level by maintaining contact with clubs and specialist coaches who take them on once they have reached a high level of performance. Significant performance is achieved in music and drama, with pupils picking up music awards and taking part in professional theatre.
2.16 Pupils develop as articulate and effective communicators. They speak and listen attentively to each other and write well for a variety of purposes. A good command of subject specific language contributes to the progress of many pupils and as a result they are able to discuss accurately the problems and issues raised in lessons. The ability of pupils to express opinions convincingly was noticeable. In interviews, pupils showed themselves to be active listeners, taking the point of questions so that they were able to answer precisely the issues raised. In a presentation to governors about re-cycling, Year 6 pupils handled with great ease the probing questions put by those present. In a meeting of the Girls’ Club, a lively discussion considered which girls’ books should be included in the library. The girls felt free to express opinions and were appreciative of the comments made by others in the discussion.
2.17 Pupils make good use of their mathematical understanding to apply concepts and to use their knowledge in a practical manner across a range of subjects. In a Year 2 science lesson pupils demonstrated their ability to estimate, make observations and compare results as they counted the numbers of seeds in different types of fruits and then attempted to explain this variation.
2.18 Pupils’ use of ICT is of a good standard. Pupils are comfortable in using their ICT skills and applying their understanding of a range of software. In lessons with the SENCO, pupils with learning difficulties demonstrated considerable facility in using the range of software available and showed good keyboarding skills in working through the exercises designed to help them make progress in their area of identified need. Year 6 pupils showed a good level of ability in researching materials on the internet and were adept in the use of presentation software. Pupils are very competent in using the interactive white boards when opportunities arise. There was some evidence of using control or data logging equipment in science although it was limited. Year 2 pupils showed themselves capable of programming control devices as they followed the clear instructions for the task and used the knowledge they had acquired in earlier sessions.
2.19 In their work, activities, lessons and in conversations during the week of the inspection pupils demonstrated very good levels of ability to reason and to argue cogently and to think for themselves. In a Year 4 mathematics lessons pupils discussed place values and were able to reason out aloud how to convert fractions to decimals.
2.20 Pupils are good at organising their work and their written work is well presented, for example in a Year 5 English lesson. Note taking is widely promoted with the older pupils. In interviews they said they were shown how to organise their work, take notes and to be proud of the work they produced. In art, pupils build good portfolios of work in their sketchbooks showing their research and their work at varying stages of development.
2.21 In lessons and activities across the school, pupils settle quickly to their work and persevere in their tasks. A notable feature of many lessons is the eagerness of pupils to complete work given to them. The level of enthusiasm and energy displayed in lessons reflects the great enjoyment pupils draw from their experiences in the classroom. In a Year 5 French lesson, pupils enjoyed the humour and imagination of the teacher and of their fellow pupils. The level of humour created an atmosphere in which each pupil was encouraged to participate actively without any anxiety about making mistakes. As a result they made good progress. Constant changes of groupings of pupils within lessons give great variety of activity and allow pupils to use and develop different learning skills. They are comfortable working alone, or in small groups or in pairs in pursuit of the learning objectives set. Pupils are equally adept at working in whole class group work, demonstrating good levels of behaviour so that learning takes place.
Spiritual, Moral, Social and Cultural Development of Pupils
2.22 Pupils demonstrate an outstanding level of spiritual, moral, social and cultural awareness. The school meets effectively its aim of providing every child with a happy learning environment, which fosters warmth, confidence, independence and a sense of purpose and direction. It also meets the aim of enabling every pupil to experience high standards of courtesy, honesty, responsibility and fairness.
2.23 Pupils’ spiritual development is outstanding. They grow quickly in self-awareness, self-esteem and self-confidence in response to encouragement and opportunities to reflect, to consider others and to show respect. The nurturing of confidence and a sense of self-worth brings about outstanding levels of personal development. Through assemblies, in lessons and in their interactions with teachers and each other, pupils are encouraged to develop self-confidence and to be aware of the needs of others. In a Year 6 personal, social, health and citizenship education (PSHCE) lesson, when asked to explore the meaning of truth, pupils reflected in a thoughtful manner, sharing their own perceptions while listening carefully to the views of their peers. Pupils exhibit great self-confidence in the way they relate to the adults they meet on a daily basis. They are relaxed in the company of staff and engage with them in a self-assured manner. From the earliest ages in the Foundation Stage and in Years 1 and 2 they respond well to the opportunities given them to ask questions and to explore the wider aspects of who they are in the world in which they live. In a PSHCE lesson, Year 3 pupils discussed the effect that unkind and selfish words have on others. The rapport between the teacher and the pupils created an atmosphere of trust within which pupils could openly express personal opinions.
2.24 The school does not directly foster religious belief but does encourage pupils to consider a personal faith. Understanding of religious belief is developed well through the teaching about major world religions. Parents and visitors are welcomed to speak about their religious beliefs to groups of pupils. Recognition is given to major festivals of world religions in assemblies.
2.25 Pupils respond well to the opportunities for participation and for quiet reflection in assemblies. They sing most enthusiastically, pray respectfully and conduct themselves in a way that shows a high level of self-confidence. In drama, English, art and PSHCE lessons pupils express themselves clearly and confidently. They are most self-assured in the way they participate and express views that are so personal.
2.26 Pupils’ moral development is excellent. From the earliest ages they begin to distinguish between right and wrong. Older pupils behave in a manner that shows a keen awareness of responsibility for their actions, and demonstrate a keen sense of how their actions impact on others. In many classes pupils took responsibility for drawing up the codes of conduct and adhered to what had been agreed. The older pupils in exercising leadership roles display care and consideration for those they are helping. In interview, pupils said they understood the school’s code of conduct and felt it was fair. Their behaviour around the school showed pupils abided by that code. Good behaviour is explained and praised in assemblies, is expected in lessons and around the school. Pupils learn to emulate the good behaviour of those older than themselves.
2.27 The generosity of pupils in supporting charities reflects the level of moral awareness they have developed. Fund-raising activities are supported by discussions about the morality of supporting others. The high level of consideration and friendliness evident in the personal interactions between all members of the school is evidence of the moral development of pupils.
2.28 Pupils’ social development is outstanding. At all ages, they respond very well to the many opportunities they have to undertake responsibilities. The responsibility of being a member of the school council is valued by pupils and is a role they take most seriously. When it is too wet to play outside during breaks, those in Year 6 show great consideration and gentleness in the way they support and engage with younger pupils. Pupils take responsibility for the areas in which they work. They tidy up without question so that those following them into an area find it ready for use. In lessons, pupils support each other when a fellow pupil is struggling with some task. Pupils show an awareness of the wider world in which they live. They speak knowledgeably about the structures and functions of the various bodies and organisations that shape their society. The community service programme for older pupils is a good example of the social development of pupils. Their development is further enriched by visits from the police and magistrates to talk about the law and the implications of a moral stance in the community.
2.29 Pupils acquire a good appreciation of their own culture and they develop respect for other cultures, especially those represented within the school community. Trips to the theatre, to historical sites in this country as well as visits abroad build pupils’ appreciation and respect of tradition and cultures. Art, music, history and the teaching of French deepen pupils’ appreciation of differences between peoples.
2.30 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.31
The
quality of teaching is good. Staff teach
their pupils effectively. The teaching
supports each of the aims of the school but in particular contributes most
effectively to equipping all pupils with appropriate skills, values and
attitudes with which they can fulfil their potential in every area of their
life. In the last
inspection the quality of teaching was judged to be mainly good. The school has maintained this high standard.
2.32
Teaching enables pupils of all ages, including those
with learning difficulties, to increase their understanding, develop skills,
and make good progress according to their ability. Teachers’ good understanding of each of their
pupils allows them to deal with them as individuals and to suit the activities
and the style of
teaching to the pupils’ ability. In this
approach, pupils of all abilities are given the opportunity to achieve good
standards and to make good progress.
Pupils with learning difficulties are well supported. Due attention is given to the needs of the most
able pupils when they are given work or roles in the activities that stretch
their understanding, knowledge or skills.
In a Year 6 mathematics lesson the high level of challenge in the
worksheets demanded pupils should reason their way through the problem. In mathematics lessons the encouragement of
groups to reason out the solutions to problems was an aspect of the teaching
that challenged pupils of all abilities and promoted high levels of attainment. Planning at subject level and across different
sections of the school is thorough, with attention being paid to all aspects of
teaching and learning. The main focus in
this planning is how best to meet the needs of all pupils so that each will
achieve high standards and make good progress according to ability. The involvement of support staff in planning
and their effective deployment in lessons gives teachers great support in
providing effective teaching which promotes high standards of learning for all
pupils.
2.33
Teaching
fosters in pupils the application of intellectual, physical or creative effort,
interest in their work and the ability to think and learn for themselves. In many lessons, pupils are challenged to apply prior
knowledge and understanding effectively.
In interviews, Year 6 pupils commented on the excitement and learning
involved in planning and preparing for the presentation they had made to the
governors on recycling. Pupils in this
year group, some of which have learning difficulties, have been so inspired by
their English lessons that they are writing books in their own time. Considerable creativity is shown in art and
in design and technology lessons where pupils are expected to use their prior
learning to respond appropriately to new challenges. Pupils responded enthusiastically to the
practical work in science lessons but were less energised by work that focused
mainly on knowledge and understanding.
In many subjects pupils display a good level of ability in researching
and collating information from a variety of sources, particularly in the way
they use ICT.
2.34
Teachers
show a good understanding of the aptitudes, needs and prior attainments of
their pupils. This understanding is
based on the good use of assessment data and the constant interaction with
pupils in small groups. It is further
enhanced by the regular and frequent discussions at staff meetings of the
achievement and progress of pupils. The
SENCO works with teachers in lessons as well as giving one to one support to
pupils, so has the opportunity to share information about them. Pupils respond positively to well-planned teaching
that uses a range of methods and appropriate activities that provide
opportunities to apply what they have already learned. A lively lesson in French with Year 5 pupils
allowed them to use their ability in speaking French so that clear progress and
a good level of attainment was reached by the end of the lesson. All pupils respond enthusiastically when
teaching prompts them to question issues presented and to work out answers for
themselves.
2.35
Teachers use their good knowledge and understanding of
their subjects to create tasks that engage pupils and promote effective
learning. The teachers and classroom
assistants in the Foundation Stage and in Years 1 and 2 have a good
understanding of the way very young pupils learn. They use their understanding effectively to
give these pupils a good foundation on which their education is built. The selection of good stimulus materials
provides the basis for exploration, discussion and expression of pupils’
ideas. In a Year 5 ICT lesson on
comparing weather around the country, pupils, having been started on the task
by a clear and focused outline, were able to manage their own work and reach
conclusions from their research into well-selected materials on the
internet. Presentations by teachers are
clear and accurate showing a good understanding of their subjects and in the
case of the very young children a good understanding of how they learn. Teachers’ explanations are well structured,
quickly setting the pupils on to a path of individual or small group work. In the best lessons the interaction with
individual pupils, the variety of activities and the pace of the lesson
promoted learning that was outstanding.
2.36
The range of resources is appropriate throughout the
school and teachers use them effectively.
Books and equipment are generously supplied and used well. The computer room and the presence of
computers and interactive white boards and projectors in classrooms give a good
range of equipment to teachers that they use effectively to create good
learning.
2.37
Good use is made of the buildings and the
grounds. The art studio, the design and
technology workshop, the good sports hall and swimming pool, the special needs
room and the computer room give a range of specialist accommodation that is
used well. Classrooms are generally
bright and cheerful places suitable in size for the groups and the numbers of
pupils who work in them. Good wall
displays demonstrate the achievements of pupils and show the good quality of
work they produce. In some cases the
displays act as teaching points and illustrate well the many themes that are
covered in lessons.
2.38
Evaluation of pupils’ performance is carried out on a
regular basis using data from a variety of sources. Pupils’ abilities and progress are evaluated
by standardised tests in addition to the diagnostic tests administered by the
SENCO. Further evaluation is carried out
using in-house tests with the results being used to inform teaching and improve
the quality of education. Regular and
frequent staff meetings provide a forum for discussion and comparison of
pupils’ progress in relation to their ability.
Outstanding practice has been developed in the teaching of English that
evaluates pupils’ work on a frequent basis with pupils heavily involved in the
assessment of their performance and in the setting of targets. The use of peer evaluation is well developed
in art lessons and is starting to be used across the school. The director of studies has developed a good
system to track individual pupils’ performance that collates the broad range of
assessment data now used in the school.
2.39
The quality of marking across the school is good. While there is not a widespread use of
detailed written comments and targets, pupils are constantly given focused
feedback on performance in lessons and when homework and individual work is
returned to them. In much of this oral
feedback target setting is used to indicate ways that will lead to
improvement. However, there is no written
record of this feedback. The record
keeping that is used of pupils’ performance in lessons is general and in a
number of subject areas lacks useful precision in identifying areas for
improvement. Conversely, the evaluation
process in English allows for detailed recording of achievement and includes
precise identification of targets.
2.40
The orderly behaviour of pupils in lessons is a consequence of the good teaching and of the
outstanding relationships between teachers and pupils and between pupils themselves. Staff and pupils are relaxed with each other
and teachers can concentrate on using a variety of teaching and learning styles
in lessons rather than having to deal with poor behaviour. Pupils work well together and generously
support each other in their learning.
2.41 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 level of care for pupils is outstanding and supports effectively the well-being and development of each pupil. Staff are supported in this work by a pastoral structure that is effective. The quality of care and the provision for the welfare, health and safety of pupils allows the school to achieve its aim of providing every child with a happy learning environment which fosters warmth, confidence, independence and a sense of purpose and direction. The comprehensive system of support recognised in the last inspection is still in place and continues to be a strength of the school.
3.2 Pastoral arrangements are effective in supporting and guiding pupils. The pastoral system is directed by the deputy headmaster and the senior teacher with responsibility for girls’ pastoral care, who work closely with form tutors to create an atmosphere in which pupils feel they can turn to staff when help is needed. In interviews, pupils from Years 3 and 4 said they had no hesitation in going to staff for support if there was a problem. Pupils commented warmly on the support they receive from staff. The support and guidance by staff surfaces in a variety of ways. The daily contact with tutors and teachers gives pupils many chances to discuss issues and seek help. The work of the SENCO aids those who need help with their learning. Preparing for entry to senior schools is well supported. The considerate manner in which new pupils are welcomed into the school, by both pupils and staff, reduces the anxieties these pupils might have. Pupils feel known and emotionally secure, and confidently turn to their teachers for advice and guidance.
3.3 Members of staff are efficient in exercising their pastoral responsibilities and are well supported in this work, facilitated by opportunities provided in daily contact between them. Regular staff meetings where issues of concern are debated and where teachers are kept up to date on matters to do with individual pupils gives the knowledge staff need to be effective in their care of pupils. The accessibility of key leaders to staff means they can raise concerns about pupils quickly and find help in providing positive solutions. Guidance to staff on how to deal with inappropriate behaviour is positive with emphasis on pupils’ development rather than on punishment. Parents and pupils expressed their recognition of the high quality of pastoral care experienced by pupils. When asked what made the school special, Year 6 pupils replied: ‘the teachers’.
3.4 The outstanding relationships between staff and pupils and between pupils themselves are a key contributor to the orderly behaviour of pupils. They are aware that they contribute to the well-being of the school and they live up to their responsibilities. The receiving and the showing of concern and support for each other is a strength of the school and contributes greatly to pupils’ development and progress. Staff have very high expectations of pupils’ behaviour and pupils meet these expectations. Good discipline, as an aspect of personal responsibility, is a strong feature of the school.
3.5 The quality of care throughout the school, together with the topics covered in PSHCE, raise pupils’ awareness of their responsibility for good behaviour and of their role in preventing bullying. In the event of bad behaviour occurring, comprehensive and precise procedures are well documented in the staff handbook and staff are fully aware of these measures. Strategies to foster good behaviour and to prevent bullying are based on encouragement and positive reinforcement. Explicit teaching on the unacceptability of bullying and what to do when it is encountered takes place in the PSHCE programme and in assemblies. At interviews, pupils said they knew what to do if bullying should occur, but expressed the opinion that it did not happen. The pupils’ involvement in the development of the school’s code of conduct gives them a sense that they can and should take responsibility to prevent untoward behaviour.
3.6
Measures to safeguard and
promote pupils’ health and well-being are outstanding. Child protection arrangements are fully in
place, well documented in the staff handbook and known by staff. The deputy headmaster is the designated
person for child protection.
3.7 Procedures for ensuring pupils’ welfare, health and safety are secure and effective. Risk assessments for all activities are carried out according to statutory obligations. Pupils taken ill are treated with care and consideration. All necessary measures have been taken to minimise the risk from fire and other hazards, and full records of fire drills are maintained. The quality of the food served at lunch is good. The catering staff and the teachers on duty in the dining room supervise pupils, with some teachers eating with pupils. These members of staff encourage pupils to eat a balanced diet. Suitably qualified first aiders are readily available throughout the school. Registration procedures are effective and lateness and absences are dealt with appropriately. High levels of attendance allow pupils to benefit from the many experiences the school provides as part of their education.
3.8 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
3.9 The school has a most effective partnership with parents and good and worthwhile links with the wider community. The range and high quality of the links with parents and the community make a positive contribution to creating the breadth of experience the school aims to offer. Links with parents and the community were described as very satisfactory in the last inspection. They have improved since then and are now good and help maintain the positive ethos of the school.
3.10 The parental questionnaire shows that all parents agree, and most strongly agree, that the education and support offered to their children help them make progress and that the school promotes worthwhile attitudes and views. The detailed plans to reverse the trend of recent years where pupils left the school at age 11 and to provide an education for pupils to age 13 are in place and have been published to staff, pupils, parents and the wider community. Parents express their strong support for the reintroduction of these two year groups into the school. Parents appreciate and value the good support for the learning needs of individual pupils. Especially noteworthy, according to the parents, is the way the school creates such a happy atmosphere in which pupils thrive, academically and personally. One parent commented on the differences in her son after a short time in the school following negative experiences in another school that: “it was lovely to see my son coming alive and growing in confidence”. Many parents wrote of their pride in the school and of its achievements with individual pupils.
3.11 Parents appreciate the ready access to the headmaster and to staff to resolve issues or ease concerns. Parents assist with school trips, away games, productions and assist, throughout the school, in listening to pupils read. They are welcomed into school to talk about their interests and about their work. As part of a theme on ‘people who help us’ a policeman wore his uniform and showed off his police car to pupils. The contacts between staff and parents at the start and end of each school day provide parents with useful opportunities to talk more informally with staff about children’s progress or parents’ concerns about their children.
3.12 The parents’ association – the Moorlands School Association - plays a key role in supporting the school. It brings parents together for social events, helps parents new to the school to settle in, keeps them informed of events through newsletters and bulletins and raises funds to buy equipment for the school. The association helps to establish links with the local community through the contacts parents have outside of school, and is well supported by committee members and many parent helpers. Staff support the social events giving parents and pupils more opportunities to talk informally with them.
3.13 Parents are provided with appropriate information about the school. From their first formal contact parents are given clear information about procedures in the school. Pupils’ diaries go home at the end of each week to be signed by parents, thus maintaining the flow of information between school and home. The use of the twice weekly ‘orange envelope’ is the main method for sending newsletters, information about individual pupils, messages and notifications of forthcoming events. Parents use the system to communicate with the school, adding to the already good flow of information between home and school.
3.14 Twice yearly reports, plus two assessment sheets and three effort assessment sheets give parents ample and useful information on their children’s progress. Some reports set targets that give clear indication as to how pupils could improve performance. Parents welcomed the opportunities given to discuss reports and assessment sheets in the formal parents’ evenings, by appointment, or when they meet staff at the start or end of the day.
3.15 The school handles the concerns of parents quickly and with care. Key staff are easily reached by parents with concerns or issues. The procedures and policies for handling concerns are good and operate effectively. The complaints procedure is published and available to all parents and reminders about the procedure are sent to parents annually. No formal complaint was recorded in the last academic year.
3.16 The school promotes positive links with the wider community and is generous with its facilities. The school works closely with the local residents association, allowing them use of some of the school facilities. Local residents are invited to school functions and fund raising activities so that they can get to know staff better as well as the workings of the school. The links with the wider community make pupils aware of their responsibility for the local area and community. Good links are maintained with sporting groups in the area so that pupils who show talent in sport can be offered more advanced coaching than the school can offer. The strong involvement of pupils in fund raising for local and national charities gives them access to a wider range of experiences than they would normally encounter and brings them into contact with speakers and organisers from those organisations. The fund raising for charities gives many opportunities for fun and for challenge, and gives pupils valuable experience of working with others as well as highlighting the need to be considerate and generous towards those in need.
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).
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The governance of the school has established appropriate aims and values and has created an ethos that supports the good quality of education that achieves those aims. The structure and management arrangements related to the governing body are well defined and support effective oversight of the school. At the last inspection the board of governors and its sub-committees were found to be effective in their work. This continues to be the case.
4.2 Governors are fully aware of their responsibilities. They exercise the due oversight of the school that is required of them. Governors are suitably informed about the working and the successes of the school through regular and frequent meetings of the governing body and its working groups. Their insights into the school are further developed through visits to the school that include attendance at lessons, and meetings between key staff and governors with named responsibilities such as child protection and health and safety. Subject leaders make presentations to governors about the work and success of the different parts of the school. Parents who serve on the governing body provide a most helpful perspective on the school at the governors’ deliberations. Clear procedures for whole-school monitoring, and for evaluating procedures and activities give governors the information they need to exercise their responsibilities. However, governors do not formally evaluate the performance of the school against the aims of the school, nor against any external tests benchmark. The governors meet their legal obligations.
4.3 Providing for and improving educational development is the primary focus of the governors’ activities. Financial planning supports the strategic development of education. Prudent management of finances has resulted in the school being able to develop appropriate resources for teaching and learning. Governors working closely with the headmaster have played a key role in the progress of the school over the last twelve months. Much success has been achieved, and governors have good strategic plans for further improvement and development.
4.4 The governors have a good relationship with staff and working closely with the senior leadership, provide staff with the guidance, support and advice they need to be successful. The accessibility of governors gives staff opportunities for contact for any support and guidance that might be required.
The Quality of Leadership and Management
4.5 The quality of leadership and management is good and has established clear educational direction reflected in the good quality of education and in the outstanding level of pupil care. The quality of leadership by post holders throughout the school is good. Leadership and management of the school are effective in making the school’s aims a reality. In the last inspection, leadership and management were considered to be effective. Since that time there has been a number of changes of leaders during a period of uncertainty in the school. Under the excellent leadership of the current headmaster the school has developed a sense of purpose and has gained the full support of parents, built the confidence of staff and is delivering an education of real worth to the pupils.
4.6 The senior leadership team is highly effective in providing clear educational direction. In the short period of time under the current school leadership policies have been drawn up and are carried out in practice. Well-structured strategic plans have been drawn up in response to a clear analysis of the strengths and weaknesses of the school. These plans are being effectively implemented. Senior leaders, while recognising the strengths of the school, know the areas in need of further development.
4.7 All staff are involved in whole school planning. Target setting and the responsibility for constructing subject and departmental development plans that are in harmony with the school development plan have been instrumental in ensuring that all leaders understand and support the ethos of the school. Procedures are in place to involve staff in gathering information on all aspects of the education given and on the impact it has on pupils’ development. Regular staff meetings and briefings at which issues can be raised by staff, in addition to the set agendas, give opportunit