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INSPECTION REPORT ON |
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The Elvian School |
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Full Name of the School |
The Elvian School |
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DfES Number |
870/6004 |
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Registered Charity Number |
230011 |
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Address |
61
Bath Road, Reading, Berkshire RG30 2BB. |
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Telephone Number |
0118
957 2861 |
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Fax Number |
0118
957 2220 |
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Email Address |
head@elvian.reading.sch.uk |
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Headmistress |
Mrs
Sue Manser |
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Proprietor |
Licensed
Trade Charity (Chair, Mrs M Batty) |
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Age Range |
3
- 18 |
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Gender |
Co-educational |
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Inspection Dates |
29th
January – 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 Elvian School opened in September, 2004 in the premises of the former Presentation College which closed finally in June of that year, after a brief period when it was controlled by a group of parents. The school is now owned by the Licensed Trade Charity (LTC) which also owns another school in Ascot. The Education Committee of the LTC acts as the governing body of both schools. At the time the LTC took over the school the number on roll had fallen to 120; by the time of the inspection it had risen again to 169.
1.2 The school is very different in character from the one it replaced. The original selective boys’ Catholic school is now both co-educational and non-selective. Its expressed aims are to ‘…develop caring confident citizens for the future and to prepare children for the worlds of today and tomorrow, identifying their needs and potential as individuals, but not at the expense of the rights of others. Home and school work together to encourage growth not simply in knowledge and skills but in integrity, determination, enthusiasm and consideration for others.’
1.3 Plans are advanced to replace the present buildings with a purpose-built school for 400 pupils. Included in the development will be sheltered accommodation and houses, some of which will be for key workers in the borough. It is intended that the swimming pool and leisure facilities will be shared with the community.
1.4 The headmistress, who has been in post for two years, was formerly deputy at the Ascot school.
1.5 The change in numbers has had a considerable effect on school organisation. Of the total number of pupils on roll, 23 are girls. The junior school has just 3 classes: Foundation (4 full-time and 7 part-time pupils), Years 1/2 (7 pupils) and Years 3/4/5 (16 pupils); there is no Year 6. The senior school comprises some 135 pupils, including 21 in the sixth form. Recruitment to Year 7 is strong.
1.6 The ability profile of the school is changing and has yet to settle. Standardised tests indicate that the range of ability of the upper classes in the senior school is above the national average, reflecting the selective nature of the intake of the previous school. Similar tests indicate that the range of ability in Year 7 is average, reflecting the school’s non-selective admissions policy. Pupils come from Reading and the surrounding area and some priority is given to children of members of the LTC.
1.7 There is 1 pupil with a statement of special educational needs (SEN) and a further 20 on the school’s SEN register, most of whom have specific learning difficulties.
1.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1
The pupils enjoy a broad,
varied and interesting educational experience, in which their intellectual,
personal, physical and aesthetic development is catered for in an effective and
balanced way. It is appropriate for
their interests, aptitudes and needs and meets the expectations of its parents. In
line with the school’s aims and philosophy, pupils’ educational experience is
designed to ‘….develop caring confident citizens for the future.’ The
curriculum has been broadened since the re-opening of the school to take
account of the changing nature of the school population. Personal, social, health and citizenship
education (PSHCE) has been introduced, provision for information and
communication technology (ICT) has been much improved, and new subjects are
being added to the curriculum. The
quality of planning has improved in the senior school and the Foundation Stage
and the school is aware that further development is necessary in the junior
school.
2.2 In accordance with its aims, the school offers a broad curriculum and includes all the subjects of the National Curriculum. In the Foundation Stage, the curriculum is designed to help pupils achieve and progress beyond the Early Learning Goals of the National Curriculum. From Years 1 to 11, National Curriculum programmes of study are followed; French is taught to most pupils from Year 3 and a second modern foreign language is added in Year 8. The addition of drama in Year 7 and as an option in Year 10 reinforces the aesthetic and creative area of the curriculum and broadens the scope of option choices; it also makes a strong contribution to personal development. All pupils follow a broad curriculum in Years 10 and 11; this includes a modern foreign language for all but those who still require learning support. The addition of more practical options such as design and technology (DT), physical education (PE) and drama is in line with the school’s curriculum aims and caters better for the wider range of ability of the pupils now entering the school. The range of subjects in the sixth form is currently limited by the small numbers but includes some which more relevant to the needs of its pupils such as applied ICT, business studies and PE.
2.3 The curriculum is enriched by field trips, visits to the theatre, to galleries and museums and to other places of interest. Many striking examples of pupils’ art work are on display in rooms and corridors around the school. A good range of activities is on offer in the senior school, including clubs related to lessons such as art, drama and chemistry, and recreational clubs such as chess, bridge and war hammer games. Pupils can take part in a sound range of musical activities. Provision for sporting interests is extensive and is growing as more activities are added for the increasing numbers of girls. The Combined Cadet Force (CCF) is very popular with both pupils and parents because of the contribution it makes to pupils’ personal, social and leadership development. Links with the community are often related to fundraising for charity, locally, nationally and in the developing world, and pupils take part in voluntary service at the local hospice.
2.4 All pupils, including those with educational or physical difficulties have equal access to the educational experiences provided by the school. Pupils are expected to take part in 12 enrichment activities a year, half of them in their own time; their attendance at extra-curricular activities is monitored and reported on.
2.5 Preparation for the next stage of education is sound. The transition from Year 6 to Year 7 and the induction of new pupils are well handled so that pupils settle quickly and feel welcome. Parents receive a handbook, a taster day takes place in June and a meeting for new parents is organised six weeks into the new year so that any concerns can be swiftly dealt with. The provision for careers education is sound. The PSHCE and careers programmes from Year 9 deal with the essential elements. Options booklets provide information about subject choices for GCSE and A level and further information is available in the very well-organised careers room. Year 10 pupils now undertake a week’s work experience organised by the Berkshire Education and Business Partnership and those in Year 11 undergo psychological tests for careers orientation. In the sixth form, pupils receive guidance on university application, writing their personal statement and preparation for the interviews.
2.6 The quality of curriculum planning is good in the Foundation Stage and in the senior school, sound in Years 1 and 2 but unsatisfactory in Years 3 to 6. Planning in the Foundation Stage is meticulous; it follows the Early Learning Goals programme, and good assessment and record keeping ensures that the experiences are adapted to children’s needs. Planning in Years 3 to 6 is not effective enough. It is not well co-ordinated; not all areas are adequately covered and teachers rely too heavily on published schemes with little innovation or adaptation. In the senior school, handbooks and schemes of work have been prepared in all areas; some are excellent. The best of them clearly promote the development of knowledge, skills and understanding, taking account of the most and least able, and encouraging independent learning. Those that are less effective follow published schemes too closely without adapting them.
2.7 As a result of the changing nature of the school population, more pupils are joining the school who have learning difficulties. Provision for these pupils is good in the senior school but underdeveloped elsewhere. The school has identified this as an area for development. Very effective screening when pupils join the senior school ensures that difficulties are identified. Detailed individual education plans are distributed to support and subject teachers who use them well in their planning. Support takes place in lessons and in small groups at lunchtime. Small groups are withdrawn from some French lessons and take part in special French conversation lessons, appropriate for those who have problems such as dyslexia. In Year 10, pupils having difficulty may take fewer subjects and receive extra support. As a result of the support they receive, pupils with learning difficulties make good and sometimes very good progress in relation to their abilities.
2.8 A number of gifted and talented pupils have been identified and the school is in the early stages of setting up programmes for them. Gifted chemists and mathematicians attend master classes at the local university. Some pupils take GCSE art and mathematics a year early; those who take mathematics go on to take statistics in Year 11.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 In keeping with a philosophy which values and aims at fulfilling the academic potential of all pupils, the school has maintained and in some cases improved the sound academic standards reported at the time of the last inspection, and this in spite of the problems brought about by closure of the previous school. Pupils are well grounded in knowledge, skills and understanding; they learn effectively and generally achieve well. Most pupils, particularly those with learning difficulties, make good progress during their time at the school.
2.11 By the end of the Foundation Stage (Nursery and Reception classes), most children have achieved the Early Learning Goals. Progress is strong in personal, social and emotional development; the children are confident, independent and relate well to each other. They are articulate, have a good vocabulary and speak confidently to adults. Children have good physical control and move well to rhythm and music. They develop a good understanding of the world about them. Mathematical skills are also well developed.
2.12 In Year 1, pupils’ numeracy skills are good but the development of literacy, particularly writing, is more limited and is not sufficiently reinforced in subjects other than English. The standard of science and art is good. In Years 3, 4 and 5, standards in most subjects are not high enough. Progress is hampered by the fact that the three classes are taught together for much of the time, and the teaching and methods of presentation do not take sufficient account of pupils’ differing needs.
2.13 In the senior school, pupils achieve good standards in relation to their abilities by the end of Year 9, though standards are not as high in English as in mathematics and science. At GCSE, results have been very much affected by the closure of the previous school, with a number of the most able leaving and other pupils joining who had encountered difficulties elsewhere. Overall, pupils have performed at least in line with their abilities and many have achieved good results, particularly in art, mathematics, history, physics, geography and chemistry. At A and AS level, the number of candidates has been too small for useful statistical analysis but some individuals have achieved notable results.
2.14 Evidence from standardised tests indicates that pupils make good progress during their time at the school. Progress in Years 3 to 5, however, is unsatisfactory. Pupils requiring learning support make generally good progress. There are too few girls to comment on the relative performance of boys and girls.
2.15
The
school enters teams for a wide range of sports and pupils are strongly
encouraged to take part. Sport for girls
is developing as the numbers grow. A few
pupils have played county hockey and others have taken part successfully in
national Independent Schools Association (ISA) athletics and swimming
competitions. Recently the school won an
award as Secondary School of the Year in recognition of its continuing to take
part in all the local events despite the small numbers of pupils, and in
recognition of the breadth of its sporting activities and its efforts to raise
money for charity through sport. About a
third of pupils play a musical instrument other than the recorder and are
successful in music examinations. There
are a number of instrumental groups which take part in local festivals and the
school organises workshops and concert visits.
Art is very strong and the school has been very successful in recent
years at the ISA art competitions. In
both 2005 and 2006, the school won the over-16 and under-16 categories at the
national event. All these activities
enrich pupils’ experience and contribute to their personal growth.
2.16
At
most stages and in most subjects, pupils are knowledgeable and can apply their knowledge and skills well in new situations. Their skills and attitudes for work and study are sound. The standard of pupils’ grammar, spelling and
creative writing is sound across all subjects, though it is weaker in Years 3
to 5. Many pupils are articulate, listen
effectively, read intelligently and are able to write fluently. In a Year 10 biology lesson, pupils explained
clearly their ideas about evolution. The
ability to reason and present a cogent argument was very much in evidence in
history, RE and philosophy essays but these skills were not well developed in
English in Years 7 to 9, for example.
The quality of note-making is generally unsatisfactory, except in
history, and its development is hindered by the over-use of work-sheets and
photocopied hand-outs. Not enough
attention is given to handwriting and the organisation of work, and in Years 10
to 13 too many of the files seen were badly kept.
2.17
Pupils
are competent mathematicians and apply their skills well in statistics and in
science where they are proficient in changing the subject of a formula and
representing data graphically. ICT
skills have improved significantly in the last two years and pupils have
increasing opportunities to use them in other subjects, for example, in design
and technology and for research in history and religious education (RE). Year 9 pupils used mathematics and ICT to
carry out a survey of pupils’ views on school meals, producing graphs and
charts.
2.18
On
the occasions when pupils were given the opportunity to work co-operatively
with others and in teams they did so effectively, particularly in sport, and
other good examples were seen in drama, science, music, history and role play
at the Foundation Stage. Pupils
generally apply themselves well, although some low-level, off-task behaviour
was seen where the teaching failed to engage the pupils. A number of instances were observed where
pupils failed to complete classwork or homework without effective action being
taken. The great majority do, however,
persevere and enjoy their work and activities.
Spiritual, Moral, Social and Cultural Development of Pupils
2.19 Pupils’ personal development is sound and is improving all the time. The new school is different in ethos from its predecessor and has not yet had time to bring about acceptance of its own values. A few hearts and minds remain to be won. Pupils demonstrate positive personal qualities, encouraged and developed by an ethos that emphasises personal responsibility, strong moral values and concern for others. Within a safe, friendly environment they are encouraged to develop spiritually, morally, socially and culturally. The PSHCE and RE syllabuses which have been recently adopted cover many of the topics and issues that are central to the development of the non-material aspects of human personality. They can only be fully assimilated into the ethos of the school over time. Consequently, their impact is not yet fully realised in terms of pupils’ confidence articulacy and self-belief. Some topics in departmental schemes of work lend themselves to further development of pupils’ awareness but opportunities to engage in exploration of, for example, moral issues arising from a particular area of study, are not generally identified and pursued. No monitoring takes place to identify the range and quality of what is achieved in pupils’ spiritual, moral, social and cultural development.
2.20 Pupils are increasingly self-confident as they absorb the values of the school and are reassured by the support they receive. On several occasions, recently arrived pupils expressed the view that for the first time they could be themselves and come to school in a positive frame of mind. The encouragement that teachers give to pupils to participate to the best of their ability in all activities and the recognition they receive for even the smallest achievement, whether in or out of school, make a great contribution to their sense of self worth and to their sense of identity as an individual and member of the school. They feel they are valued. Through assemblies and RE, pupils have good opportunities to learn about Christian and other major religions; they are encouraged to empathise, sympathise and reflect on themselves and on others. Year 10 pupils in English discussed the opposing values of materialism and friendship and Year 12 pupils looked at the arguments for the existence of God.
2.21 Pupils are presented with a clear moral code and develop strong moral values. They are set a good example by staff, and are well able to distinguish between right and wrong. Moral issues when they occur in the curriculum help pupils to form their own view. Year 12 discussed right and wrong in relation to the Middle East conflict and Year 11 debated the ethics of fair trade. The school has a clear code of conduct and sets high standards of behaviour. In discussion, pupils recognised that the rules are fair and sanctions fairly applied. Nevertheless, a few examples of provocative behaviour were observed which showed disrespect for the feeling and rights of others. At all times, pupils are encouraged to think of the effect of their actions on others and for the most part they live up to the expectations of the school. Specific instances were observed of unassuming thoughtfulness and consideration between pupils of differing abilities and interests, for example, a Year 10 pupil making notes for an absent friend.
2.22 Pupils’ social development is good and stems from the opportunities they have to work together and take responsibility. In class they work well in mutually supportive groups, and the activities and visits give them valuable opportunities to establish new relationships and assume leadership roles. The Combined Cadet Force makes a strong contribution to pupils’ social development and leadership skills, and cadet non-commissioned officers were seen to give excellent instruction in rifle drill. Pupils value the opportunity to hold positions of responsibility such as prefects and team captains which help to prepare them for adult life. Senior pupils contribute to the school community by helping with junior games coaching. Year 9 musicians showed maturity in the way they took charge of small groups practising gamelan music. Within the secure framework of the PSHCE and RE programmes, pupils discuss social issues and Year 10 RE pupils, for instance, were extremely mature, open and non-judgemental in discussion about family breakdown and divorce. They are very aware that they are privileged and regularly and willingly take part in charitable activities, raising significant sums of money. The PSHCE programme also provides full coverage of appropriate aspects of citizenship and government, and the developing school council enables pupils to experience democracy at work. The well-organised work experience scheme also provides a good opportunity for pupils to develop socially in a controlled context outside the school.
2.23 Pupils enjoy a sound cultural experience throughout the school. They learn about their own heritage and culture through visits to the theatre, galleries and other places of interest. The school has an imaginative requirement for all to participate in 12 (widely defined) cultural experiences each year – at least half of them in their own time. Pupils participate in musical events and the school’s first drama production is in rehearsal. Art is very strong and pupils have won national art competitions for the last two years. Striking examples of pupils’ thought-provoking art are displayed in corridors and public areas for others to appreciate and emulate. All these experiences enhance the knowledge that they gain from their study of history, geography, literature and the arts. Those of different racial backgrounds are entirely at ease with each other. Throughout the school, pupils are aware of difference and diversity in their own country and elsewhere; they learn about other faiths and cultures. Lessons in English, art, PSHCE and religious education explore different cultures and pupils gain a sense of identity by understanding differences within society.
2.24 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.25 The quality of teaching varies but, overall, it is supportive of the school’s aims and enables the pupils to make sound progress in their acquisition of knowledge, skills and understanding. In almost one in ten lessons the quality of teaching was outstanding and challenged pupils to think in interesting ways, beyond the requirements of the examination syllabus. In a similar proportion of lessons, on the other hand, it was less than satisfactory; planning failed to take account of the needs and abilities of the pupils and the methods adopted did not engage their interest. The quality of teaching was strongest in the Foundation Stage and in history, mathematics, science and art in the senior school; it was weakest in Years 3, 4 and 5. Pupils with learning difficulties are well supported and make good progress in relation to their abilities.
2.26 In the best lessons, pupils are encouraged to think for themselves and to apply their knowledge and understanding; this was particularly seen when pupils were involved in research projects in geography, history and RE. Enthusiastic teaching in volleyball brought about a marked improvement in skills. Encouraging, one-to-one support helped GCSE pupils to sustain their effort in the difficult task of drawing their own eye by looking in a mirror and to produce results of a high standard. On the other hand, where the teaching provided only limited opportunities for investigation and experimentation as in Years 3, 4 and 5, pupils were less engaged and made less progress.
2.27 Teaching in most areas is well planned and uses effective teaching methods. Teachers have a great deal of information about the aptitudes and needs of their pupils which enables them to plan well-produced lessons which take account of pupils’ abilities and circumstances; they provide tasks at different levels and vary the questioning to take account of the ability of the pupils. In a Year 12 ICT lesson on designing a database for a business, for example, well-focused questions helped individual pupils to identify and overcome their difficulties. The provision of computers for those who have difficulties with their writing and radio aids for pupils with hearing difficulties enables these pupils to take part fully in lessons and make the same progress as their fellows. Less successful teaching was associated with the over-use of undemanding worksheets, slavish adherence to textbooks and a poor balance between explanations by the teacher and activities which engage and challenge the pupils. The result of such approaches was slower and less effective learning.
2.28 Teachers have appropriate knowledge and understanding of their subjects and the subject matter being taught, and the great enthusiasm shown by many engages pupils and enables them to both learn and enjoy. This was particularly evident in a Year 7 lesson where pupils were experimenting on the purification of rock salt. In an-after school chemistry club, young scientists derived great enjoyment and learned much, as they tried to find out which compounds would cause water and oil to form an emulsion.
2.29 The quality and range of resources are generally good in the senior school, particularly in science and ICT. Resources in the junior school are not always appropriate or used to good effect. The help of two very good laboratory assistants and the large airy laboratories enable a variety of investigative work to be carried out by pupils of all ages in all branches of the subject. Increasing and inventive use is being made of ICT, particularly in the senior school in history, geography, mathematics, science and art. Good use of the interactive whiteboard during a Year 7 mathematics lesson on transformations eased the teaching of a topic which otherwise would have been much more difficult.
2.30 Relations between teachers and pupils are good so that pupils respond well to the commitment, enthusiasm and competence of their teachers, and any lack of attention noted was due to undemanding tasks and slow uninspiring delivery. During a well-conceived Year 10 biology lesson on evolution and adaptation, pupils discussing why organisms should be adapted to certain environments listened carefully and courteously to each other’s suggestions and argued in a very mature way. Nevertheless, there were one or two instances of deliberately provocative behaviour which showed a lack of respect for the teacher and disrupted the learning of other pupils.
2.31 Marking is carried out regularly in most subject areas, though its quality varies. In science, history, mathematics and RE, the marking is thorough and analytical and suggestions are made as to how the work can be improved. In a few subjects and year groups, the marking is more perfunctory, with little attention being given to the appearance of work, spelling and grammatical accuracy.
2.32 Sound arrangements are in place for the evaluation of pupils’ performance at all ages. Detailed assessments are carried out in the Foundation Stage and these are recorded in Foundation Stage profiles. Regular internal tests and examinations are held throughout the school and the results are recorded efficiently by the teachers. Individual teachers in the senior school keep good assessment records but the lack of a departmental structure makes consistency within and between subjects difficult to achieve.
2.33 The school is in the early stages of setting up an assessment database which will enable it to track the performance of individual pupils and subjects and calculate the progress being made. The results of National Curriculum tests and GCSE and AS and A-level examinations are analysed carefully and the school has introduced standardised tests for Years 7 and 10 to predict outcomes and measure progress at ages 14 and 16. Such tests are not in place in the junior school.
2.34 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of care for all pupils throughout the school is good; it is backed by clear and effective policies. Staff know their pupils well, and good relations and a caring atmosphere prevail throughout the school. Arrangements to secure pupils’ welfare, health and safety are good and are kept under constant review. Analysis of the questionnaires completed by parents indicates a high degree of satisfaction. The written and oral responses of some pupils to questions, along with observation of their behaviour, suggest that, while the great majority are happy a few pockets of disaffection exist among older pupils who have had difficulty in adjusting to the expectations of the school.
3.2 The pastoral care structure is very simple and considerable responsibility rests with the form teachers who are the first point of contact with the parents and take responsibility for the pastoral welfare and discipline of their pupils. There are currently no pastoral managers to oversee and monitor the system but a ‘house’ structure is in place which will be developed as resources allow. Class teachers and tutors have a detailed knowledge of their pupils and are skilled at nurturing their individual talents and personalities; they are supportive and deal with problems very speedily as they arise, ensuring that whatever action is taken is reported to all concerned. Any problems are aired and dealt with at the fortnightly pastoral meetings chaired by the deputy head. The support and care for pupils is enhanced by good communication and recording systems both formal and informal. Pupils’ records, which are stored securely, are comprehensive, containing not only a pupil’s academic and pastoral history but also his or her achievements. In the senior school, the comprehensive PSHCE course which has been established is becoming increasingly effective; it allows pupils to be informed about and discuss matters of concern to young people such as healthy living, relationships, sexual health and drugs and alcohol misuse. The PSHCE provision in the junior school is less comprehensive and less well organised.
3.3 The quality of relationships between pupils and between pupils and their teachers is generally good throughout the school, although a few instances were observed of obstructive behaviour towards staff in the senior school. Generally, pupils are open, friendly and courteous with staff both inside and outside lessons. Girls were introduced into the school when it re-opened and are still very much in a minority. Nevertheless, they are well integrated and get on well with the boys; the pupils’ survey indicates that they are more positive about the school than the boys. Pupils show kindness and consideration to one another and make every effort to respect people’s feelings. A Year 7 pupil talking about a friend receiving learning support said: ‘he’s no different to me; why shouldn’t he be my friend?’ Pupils willingly take responsibility for caring for each other and there is a ‘buddy’ system in the senior school to ease the entry of new pupils.
3.4
Pastoral
policies spring from the ethos of caring which permeates the school; all statutory
policies are in place and are applied efficiently. Measures to promote good discipline are
effective and discipline is generally good around the school, although some
boisterous behaviour was observed. The
school operates a positive achievement (PA) system and a house-point system,
both of which are very popular with pupils, particularly the younger ones. PAs are awarded for academic achievement and
effort and 10 PAs can be cashed in at a local book shop. The winning tutor group each term is given a
treat and a cup is awarded at the end of year.
Pupils in the junior school relish being rewarded with Golden Time for
good behaviour. The firm but fair
application of sanctions is having a positive effect but a small minority of
teachers lack effective strategies to deal with ill-discipline. The school has an effective anti-bullying
system and procedures to guard against harassment, and these work well. During discussions pupils expressed
confidence that any bullying would be dealt with quickly and effectively; the
school’s incident log confirms this.
3.5 Effective child protection measures are in place. The designated child protection officer has received appropriate training and that of all the staff is up to date. The LTC attaches considerable importance to child protection and the chair of the education committee has a specific responsibility for it. Attendance and admissions registers are kept efficiently. Supervision at lunch and playtimes is adequate. Sound policies and procedures are in place and up to date to reduce the risk from fire and other hazards. The organisation of fire-practices meets minimum obligations but the records kept are not sufficiently detailed. Detailed risk assessments are carried out before all visits, and throughout all areas of the school to identify any hazards.
3.6 The school takes health and safety seriously and the committee meets regularly to deal with immediate issues; these issues can also be raised with the director of estates who visits the school fortnightly. Further support is provided by a consultant employed by the LTC who holds meetings twice a term. Toilet provision for the junior school is inadequate and a few minor health and safety issues have been brought to the school’s attention.
3.7
Three
members of staff have full first-aid qualifications and two others have
completed the short course. A suitably
equipped medical room is available for pupils who are unwell and good records
are kept of accidents and any medicines administered. The school takes great care to disseminate
information about pupils with allergies, asthma and other medical problems.
3.8
The
catering service has recently been expanded to give a greater focus on healthy
eating at lunchtime and it has won a number of awards. The meals are appetising and well prepared
and lunchtime is a civilized occasion.
3.9 The school meets all of the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.10 The quality of links with parents and the community is good. Parents are pleased with the quality of education their children receive. They are provided with varied information about the school through the school prospectus and the website. They are kept in touch with forthcoming events through the school calendar and newsletters, and the quality of reports is good. Sporting and charity links with the local community are strong. However, parents are not as actively involved in the life of the school as some would wish, and this issue remains to be addressed.
3.11
Approximately half the parents
responded to the pre-inspection questionnaire and more than nine out of ten
thought that the school was doing a good job.
They were particularly impressed by the teaching, the values promoted by
the school and the way the school handled their concerns. The three areas where there was a degree of dissatisfaction among a significant minority were homework, special educational needs and the lack of encouragement
for parents to be involved in the work of the school. The inspection team largely agrees with the
positive views expressed, though it has some reservations about the
teaching. The team is satisfied with the
amount and quality of homework. The
provision for learning support is improving following recent appointments. It is, however, better in the senior school
and the school is planning to extend the provision in the junior school. The issue relating to parental involvement
stems from the lack of a parent teacher association (PTA). The headmistress is aware of parental feeling
and has expressed her intention of restarting the PTA at a future date. In the interim, parents have been encouraged
to organise several social events and they attend school events.
3.12 Parents are well provided with information about the school and its activities; they are kept in touch with forthcoming events through the school calendar and newsletters, and the homework diaries are used well to maintain day-to-day communication. The prospectus is concise, clear and attractive, and highlights the school’s ethos and aims. The school’s website includes information about pupils’ achievements both in school and in the community. Parents’ evenings are held appropriately to discuss pupils’ progress and provide information about options in Year 10 and the sixth form; written reports are issued once a year and effort check sheets are sent out twice a year. The reports are well structured and comprehensive and provide a clear picture of pupils’ achievements, not only academic but in respect of activities and personal development. The reports are discussed with pupils and their parents and up to five targets are set for the following year; these are monitored by the tutor. Parents appreciate the value of this system but a number expressed the wish to have a full report or a meeting earlier in the year so that they can take action sooner to ensure that any problems are overcome.
3.13
Parents
consider that their concerns are addressed particularly well. Tutors can be contacted through the homework
diary and by email and are very ready to meet parents. The headmistress and her deputy have an open
door policy and are easily accessible; letters, emails and telephone calls are
dealt with swiftly. As a result, almost
all issues are dealt with informally.
For any intractable problems a comprehensive complaints procedure is in
place with eventual right of appeal to the education committee of the LTC.
3.14 Links with the community are good. Pupils’ participation, in local and regional sporting and cultural events improves the school’s relations with the community and makes a valuable contribution to their personal development. The school has recently won an award for its continued participation in local sporting events in spite of the difficulties of recent years, and for its fund raising activities. Through work experience placements, pupils have further opportunities to be involved with, and contribute to, the local community. Membership of the Reading Early Years Partnership allows Elvian teachers to exchange ideas and take part in in-service training with other local Nursery and Reception teachers.
3.15 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 quality of governance is good; it provides a clear framework of expectations for the development of the school, it offers professional support for the headmistress and ultimately holds her to account for the quality of education received by the pupils. Its success is evidenced by the progress made since the re-opening of the school, the increasing number of pupils, the rising morale and the satisfaction of parents with regard to the quality of education received by their children.
4.2 The school does not have a governing body as such; this function is carried out by the education committee of the LTC, the proprietors of The Elvian School and its sister school in Ascot. The education committee consists of eight trustees of the charity and eight other members with relevant educational experience. Professional expertise is provided by the director of education who is the line-manager of the headmistress. The headmistress is very well supported; she meets with the director of education on a weekly basis and every two weeks they are joined by the directors of finance and estates who provide additional support. Each term, the headmistress submits a report to the education committee and attends their meeting.
4.3 The education committee takes its responsibilities seriously. Aware of the growing complexity of health and safety regulations, it has appointed a health and safety consultant and holds two meetings a term, to which the school can bring issues which have not already been resolved through the director of estates. The chair of the education committee is responsible for child protection issues and a central complaints procedure has been set up should any arise. School budgets are scrutinised by the directors of education and finance before being approved by the committee and financial control is tight. The school draws up its own curriculum which is discussed with the director of education before submission to the committee.
4.4 Just one of the three committee meetings each year is held at The Elvian School, at which time committee members have an opportunity to visit the school. Some attend prize-giving and sports day but other visits are infrequent and many staff do not know who the committee members are.
The Quality of Leadership and Management
4.5 The overall quality of leadership and management is good. The leadership of the headmistress, strongly backed by her deputy, is outstanding; she provides clear and decisive direction all aspects of the school’s work. The school’s aims and core values are clearly articulated and the strong leadership is ensuring good progress in attaining them. Confidence has been restored in the school following the re-opening, as evidenced by the positive responses to the parents’ questionnaire; staff morale is good despite the difficulties; academic standards have been maintained; the quality of care and guidance is good. Management is sound but the management structures are not yet sufficiently robust and well developed to allow effective development and monitoring in all areas of the school. There are currently no management posts other than those of head and deputy and they have to take responsibility for all aspects of the school’s work with the result that in some areas, for example the junior school, progress has been modest.
4.6 The development plan is the result of extensive consultation with the staff and the director of education and provides an appropriate agenda to move forward. The plan does not, however, provide enough detail in respect of time scale, resource implications and criteria for success. Development planning at subject level is in its infancy as the structures to bring it about are not yet in place.
4.7 The last two years have been a period of intense activity during which policies and procedures have been reviewed and, where necessary, modified. Subject handbooks and schemes of work are in place, a tribute to the commitment of the staff who have undertaken the task, though it is not part of their job description. The monitoring and evaluation of the implementation and effectiveness of the new policies are uneven as there are not enough managers to accomplish the task. The school is aware of this and plans exist to strengthen the management structure when resources permit.
4.8 Good recruitment practices have ensured that the school has been able to engage good quality staff. Careful checks have been carried out on qualifications and references and with the Criminal Records Bureau. Members of staff who were interviewed appreciated the warm welcome and the effective support they had received. Teachers are well deployed according to their experience and qualifications but have little time for preparation, marking and other essential administrative tasks. Learning support assistants are not used as effectively as they might be for lessons; they are not sufficiently involved in the planning and briefing process. The size of the school means that a larger-than-usual proportion of teachers are part time; this creates difficulties for the time-tabler and sometimes has a negative effect on the distribution of lessons through the week.
4.9 The school is in the process of setting up a performance management scheme and, in the meantime, the deputy head operates a very effective review of each member of staff twice a year, including lesson observation. Resources for in-service training are limited but are used effectively. Training requirements are linked to the professional review and the priorities of the school development plan.
4.10 Communication is good. The fortnightly academic and pastoral meetings ensure that pupils’ progress is well monitored and the regular, minuted staff meetings give all members of staff an opportunity to contribute to the development of the school.
4.11 Non-teaching staff make a valuable contribution to the smooth running of the school. They are fully integrated into the staff room; they have a weekly meeting with the headmistress to be kept up to date with what is happening in the school. Those interviewed considered that their role was recognised and valued.
4.12 Finance and expenditure are tightly controlled by the education committee and the finance director, and the school is set financial targets. For the first time, subject departments have devolved budgets and submit proposals which are judged in relation to development priorities. Central purchasing for the two schools provides better value for money but sometimes results in delays in receiving the goods. Resources are generally good in both quality and quantity and good progress is being made in upgrading ICT equipment. The buildings are adequate and kept in a good state of repair, though toilet accommodation for the junior school is unsatisfactory, but no improvements are scheduled as plans are well advanced to build a new school on the site.
4.13 The school meets the regulatory requirements for the suitability of proprietors and staff [Standard 4].
4.14 The school meets almost all of the regulatory requirements for premises and accommodation [Standard 5]. In order to meet all the requirements, the school must:
(a) provide separate toilets for boys and for girls in Years 5 and 6, and ensure that the toilets provided for Years 1 to 4 are not used at the same time by boys and girls [Regulation 5.(k)].
4.15 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 From very difficult beginnings, the school has made good progress towards meeting its aims. Much of the progress is due to the leadership of the headmistress and her deputy and the commitment and hard work of the staff. The school is a caring and friendly community in which pupils are well supported and work in a safe and secure environment that is conducive to good study. Most respond to the high expectations of the school and develop well morally and socially. Pupils are provided with a rich educational experience which prepares them effectively for their future lives and ‘…the worlds of tomorrow and today.’ Those who take up the many opportunities to be involved in extra-curricular activities are enriched by the challenges that they present. Academic standards have been maintained and pupils achieve results at least in line with their ability and often higher. Parents are highly satisfied with the education provided, and pupils are increasingly appreciative of their school. Nevertheless, the school is well aware that further development is needed in a number of areas, notably the provision in the junior school, management structures and the development of independent learning skills through more varied teaching approaches.
5.2 In the last two and a half years much has been accomplished. In line with the philosophy of the LTC, the school has become co-educational and adapted its curriculum and teaching practices to meet the needs of a much wider range of ability and the changing circumstances of the twenty-first century. T