INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON

Queen's College Junior School

The senior school was inspected at the same time and a separate report published.

Full Name of the School

Queen's College Junior School

DfES Number

933/6024

Registered Charity Number

310208

Address

Trull Road, Taunton, Somerset TA1 4QP.

Telephone Number

01823 272990

Fax Number

01823 323811

Email Address

junior.sec@queenscollege.org.uk

Headmaster

Justin. M. Backhouse

Chairman of Governors

Robert E. Lintott

Age Range

3 – 11

Gender

Boys and Girls

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 was carried out in conjunction with the Commission for Social Care Inspection (CSCI).  The CSCI report is available separately (www.csci.org.uk).

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.                INTRODUCTION

Characteristics of the School

1.1               Queen's College Junior School was founded in 1952 on its present site adjacent to the Senior School, Queen's College.  The school has extensive modern teaching accommodation, including a self-contained pre-preparatory department and Nursery, separate units for learning support and music, and a spacious assembly hall.  In addition, pupils use Senior School facilities for daily lunch, for sport and for the performing arts.

1.2               At the time of the inspection, the school had 231 pupils, about equally divided between boys and girls.  In the Nursery were 21 children, most of whom were part-time, and 46 were in the pre-preparatory department (Reception and Years 1 and 2).  Years 3 to 6, which are formally known as the junior school, comprised 164 pupils.  The school had 26 permanent boarders, including 12 who attend the Senior School in Year 7.  The school also reserves extra boarding spaces, which are regularly used on an occasional basis by day pupils.  Parents' backgrounds are a broad mixture of business and professional, including a proportion from the armed services; in the majority of families both parents are working.  Although many pupils live locally, a significant number travel daily, often from up to one hour away, using the school's bus service.

1.3               Entry to the school is lightly selective.  All pupils entering are diagnostically screened for potential learning difficulties.  Those entering the pre-prep are sympathetically assessed so that as far as possible they will be comfortable both socially and with the school's academic expectations for their year group.  For entry into Years 3 to 6, an assessment is made using reports from a pupil's current school, complemented by tests in English, mathematics and for reasoning ability.

1.4               Analysis of standardised test results in the years for which they are available and other evidence shows that as a whole pupils' ability is above the national average but varies from year to year.  If pupils are performing in line with their abilities their results in national tests will be above the average for all maintained primary schools but will fluctuate.  Within this context, about a fifth of pupils receive specialised support for learning difficulties, although none has a statement of special educational needs.  Six pupils receive support for English as an additional language.

1.5               Pupils proceed automatically to the Senior School at the age of eleven.  Because of the close association between the two schools, the transition is smooth, and a significant number of Junior School pupils win open academic scholarships and other awards to Queen's College each year.

1.6               The present headmaster took up his post in 2001, since when substantial changes have been made to the management structure of the school and improvements to its buildings.  He has complete autonomy in running the school and free access to governors but he is responsible to the headmaster of Queen's College for his school, and works closely with him on issues of broad policy and future planning.  The headmaster also benefits in these aspects and on a day-to-day basis, from the service and advice of the Senior School’s centralised financial and other support departments.

1.7               The ethos of Queen's College has strong Christian elements deriving from its Methodist foundation, which the Junior School shares, although children of other denominations are most welcome.  Amongst the aims set by the Board of Management for Methodist Residential Schools are to be caring, Christian family communities committed to the development of the full potential of each individual, and to maintain high educational standards in all their academic, cultural and sporting activities, stimulating excitement in learning and discipline in study.  Additionally, the aims and key values of the Junior School, set out in its staff handbook, endorse these statements and emphasise a happy caring environment where pupils of a range of academic abilities are supported and encouraged to achieve their potential and become confident, independent learners.  The school sees its responsibility as making every child aware of their role within the local community and the wider world.

1.8               National Curriculum nomenclature is used throughout this report to refer to year groups in the school.

2.                THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1               The school provides a broad range of good quality educational opportunities that are well suited to the interests, aptitudes and needs of all pupils.  The school has a clear vision for its curriculum and it has made an effective response to recommendations in the last report to improve pupils' educational experiences.  The Staff and Curriculum Handbooks emphasise the school's commitment to a broad curriculum with access for all children to its full range of activities.

2.2               The curriculum contributes effectively to pupils' acquiring a rounded education.  Within the well-chosen, interesting educational experiences provided, emphasis is placed on the enjoyment of learning, whilst producing a creative and often stimulating atmosphere that develops the potential of each child.  In the Foundation Stage (Nursery and Reception classes), children experience an excellent diversity of activities very well suited to their ages and abilities.  These include frequent opportunities for independent learning.  From the beginning, particular attention is paid to the acquisition by all pupils of skills in speaking, listening, literacy and numeracy.  Therefore, pupils acquire well-grounded basic knowledge with which to develop the more particular skills required by different subject disciplines as they move up the school.  The school also provides pupils with a wide variety of opportunities for them to express themselves creatively in art and design technology, and music.  Personal, social and health education (PSHE) and drama are well established, both of which support pupils' personal development and interactive skills.  The school also successfully promotes pupils' physical development through an extensive programme of games and physical education, making as necessary practical use of excellent facilities at the college.  Information communication technology (ICT) has been strongly developed since the last inspection, so that ICT is now well established in all age groups.

2.3               As well as having suitable breadth, the school's weekly timetable shows a well-judged balance in the allocation of time and frequency of lessons for each subject.  These are regularly augmented by a programme of wide-ranging extra-curricular activities, which attracted the overwhelming approval of parents and their children in responses to separate questionnaires that they completed as part of the inspection.  In discussion, pupils talked enthusiastically about sports clubs, play rehearsals, clubs such as chess and ballet, as well as the Year 6 camping experience at Bude.  The curriculum is further enriched by educational visits and visitors in support of subjects throughout the school.  These are chosen to make effective use of attractions and facilities locally as well as further away, and are well suited to support current topics in subject studies.

2.4               The role of director of studies has been developed since the last inspection to cover curriculum co-ordination over the full age range.  A curriculum co-ordinator has since been appointed, whose role incorporates, amongst other things, responsibility for planning.  As a result, planning is mostly effective, and its continuing development, particularly in some aspects of subject documentation, is being very well managed; for example the curriculum co-ordinator meets formally with heads of department to review subject development plans.  The introduction to the curriculum handbook is specific in emphasising equality of access and the importance of recognising each pupil's differing capabilities.  These axioms, and that pupils should be encouraged to play an active role in their own learning, are largely reflected in subject policies.  Additionally, continuity of the curriculum from year to year is sustained and productive use is also made of cross-curricular links.  These qualities were evident in the many attractive displays of pupils' current work, in which good subject knowledge and skills were also evident.

2.5               The school is efficient in preparing pupils for the next stage of their education.  Almost without exception, they all proceed to the college, and detailed and well-founded data on pupils' aptitudes and achievements are passed on.  Pupils also benefit from familiarity with the geography and certain facilities of the college, and from a 'taster day' prior to their transfer.  The positive and caring ethos of the Junior School provides many opportunities for pupils to develop socially and to recognise that their responsibilities to themselves and others increase as they grow up.  Additionally, visitors to the school and aspects of the PSHE course make a good contribution to their preparation for adult life.

2.6               The school's arrangements for identifying and supporting pupils requiring learning support are outstanding, so that all make progress appropriate to their abilities and have equal access to the full curriculum and its associated activities.  Pupils using the learning support department talk about it enthusiastically, and parents' reactions are similarly complimentary.  The system has strong links with the national code of practice.  All pupils are screened on entry to the school using reliable tests, a 'pupil profile' is written and the parents of those about whom the school has concerns become promptly involved.  The profile is used as an individual education plan (IEP) through which teachers are informed about particular difficulties and of teaching strategies to adopt for individuals.  There is also an area for comments, which is regularly updated.  The department's very efficient system of communication ensures that individuals and their problems are kept properly in front of teachers; this is facilitated by the school's computer network available to all teachers and by a skilfully used, colour-coded chart showing every pupil in the school by class.  Support is given by sensitive withdrawal from lessons, so that a 'favourite' lesson for example will not be missed.  Selective support in class may also be provided for individuals or a group, and specialist one-to-one teaching is given to pupils with English as an additional language, and they are also supported appropriately in class.  The school plans to supplement its setting system with a programme particularly aimed at promoting the progress of its gifted and talented pupils, for which a trial policy has recently been introduced.

2.7               The school meets the regulatory requirements for the curriculum [Standard 1].

Pupils’ Learning and Achievements

2.8               The school's aim to enable pupils of wide-ranging ability to achieve their potential and become confident learners is successfully fulfilled in their quality of learning.  Pupils achieve good levels of knowledge, skills, and critical and creative understanding in their subjects and activities, and learn to apply this knowledge and these skills effectively.  This achievement represents notable improvement from that found at the last inspection and they have maintained the superior attitudes to work reported then.  From the Foundation Stage upwards, pupils' extremely positive and constructive attitudes to learning, coupled with the good quality of teaching, ensures that all make good progress.

2.9               Pupils throughout the school show good levels of achievement and skills for their ages and ability so that for example, more able pupils in Year 6 quickly applied the rules governing a triangle, using protractors, very accurately, and pupils of mixed ability in Year 2, playing hockey, showed very clear recall of previous knowledge, demonstrating body position and understanding the principle of 'reverse stick'.  Pupils throughout the school receiving learning support typically achieve standards in line with their levels of ability, and make good progress.

2.10           Pupils achieve honours in many areas, both in teams and as individuals.  The under 11 boys have been county cricket champions in three of the last four years, and boys' and girls' teams have good records of competition against other schools.  Individual pupils have also shone; for example in county and south west athletics competitions, at swimming and tennis, and chess.  Several have received honours in the poetry vanguard competition and achieved distinction regularly in the London Academy of Music and Dramatic Art (LAMDA) drama examinations.  In music, pupils have played or auditioned for the National Children's Orchestra and regularly participate in local young musician competitions.  Additionally, pupils' art of high quality enhances the internal decoration of the school.

2.11           The school completes the Foundation Stage Profiles for three to five year olds and standards are at least good in all areas.  Pupils' attainment in national tests at age seven is satisfactory in relation to their abilities, and results over the last three years have been above the national average for all maintained primary schools.  However, results have fluctuated considerably from year to year in line with pupils' abilities.  At age eleven, pupils' attainment in the tests is good in relation to their abilities, and their results are well above the national average for all maintained primary schools.  However, the scores for this age group also showed significant and steady improvement during the three years, so that by 2005 itself they were far above the maintained primary schools.  The school has a tradition of entering its most able pupils for competitive scholarships at Queen's College itself, and its record of awards is strong.  In the three years to 2006, eleven scholarships were academic, eighteen in the creative arts and seven sport or all-rounder awards; scholarships for 2007, announced at the time of the inspection were nine academic, seven in the creative arts and two for sport.

2.12           Pupils' literacy skills are built upon strong foundations; children in Reception for example were assured in using phonics and complex words when creating recipes for pizza!  Pupils acquire reliable speaking and reading skills.  Older ones are confident using these skills in lessons to argue and reason, and for 'thinking on their feet'.  In a Year 6 drama lesson, some very competent sight reading of a Shakespeare text was noted.  Pupils have well-developed skills and attainment in writing for their ages.  For example, Year 2 pupils wrote vivid imaginative diary entries based on their study of the fire of London, showing a bold and apt choice of words.  Finished work displayed around the school demonstrated pupils' capability to write to a high standard for a variety of purposes, including a clear enjoyment in the writing of poetry.

2.13           Pupils of all abilities show well-grounded numeracy skills and apply mathematical concepts effectively, and the attainment of the more able in this area is commensurately better.  For example, the top set in Year 4 used their very secure understanding of time differences to the reading of television timetables.  Following a recommendation of the last inspection, the school has whole-heartedly embraced the use of ICT, both as a subject in itself and as an important aid in other subjects, and pupils throughout make good use of its potential in a wide variety of applications.

2.14           Pupils' attitudes to their work are exemplary.  They settle for work quickly and, especially in older forms with the assistance of their work planners, they organise themselves well.  When pupils need to change location they arrive on time and are properly equipped.  Most pupils take pride in their presentation, although some could be more consistent in applying this in all subjects.  Pupils listen carefully and carry out instructions promptly.  Much evidence was seen of their ability to study independently, and pupils are also exceptionally adept at working together, in groups or pairs.  They co-operate and learn from each other most effectively.  When necessary they assess their own and others' efforts very fairly, and using simple criteria appropriate to the subject.  Pupils are clearly very keen on their studies, and a high proportion of work is finished on time and in good order.  In all this, they are supported by the extremely good personal relationships they have with each other and with their teachers.

Spiritual, Moral, Social and Cultural Development of Pupils

2.1               The school has built upon the positive qualities of pupils' personal development noted in the last report so that their spiritual, moral, social and cultural awareness is a strength.  It fully contributes to the excellent attitudes of pupils in their work, their personal relationships and attitudes, but also to the school's distinctive ethos and its success in achieving its aim to make every child aware of their role within the local community and the wider world.

2.2               Pupils are spiritually very alert.  Their awareness is raised not only through very informative assemblies, in which pupils participate enthusiastically, but also on less formal occasions and in lessons; for example in drama pupils have to spontaneously react convincingly to new situations and experiences presented to them.  Lessons in religious studies (RS) introduce pupils to a wide variety of religions and beliefs alongside the Christian faith.  Assemblies are taken by teachers, the school chaplain and the headmaster, in addition to outside visitors, who come for special occasions such as Hindu day.  Strong spiritual elements are also seen in many other aspects of school life: in pupils' poetry writing for example, in the expressiveness of their art work and in the way they clearly understand and relate to each other's needs.

2.3               Pupils' self-esteem is nurtured through the school's system of plus points and they wear their star badges proudly.  In discussion, some in Year 3 said that they like very much the system of 'star of the week' awards for someone who has done particularly well in the previous week.  These awards are for a wide range of activities and cater for pupils who are not always the academic ones in a class.  Pupils are especially proud when they receive four plus points for a piece of work, as this enables them to go and see the headmaster to discuss it and show it off to him.  One boy described how he was especially proud when he struggled to complete two lengths in swimming but when he finished he was rewarded four plus points for his efforts.

2.4               Pupils develop a strong and balanced moral code.  Amongst many other virtues, they display abundant fair-mindedness and a sense of fair play.  Through the PSHE programme, they acquire a firm understanding of what is fair and unfair, right and wrong, and practise it in their daily lives.  Pupils become informed, active and responsible citizens, and their self-confidence and awareness of the needs of others are built on strong foundations.  Pupils are allowed to make suggestions to the school council and discuss ideas and problems openly and confidently.  During PSHE lessons, pupils are also given knowledge of public institutions and this is further enhanced by assemblies, visitors to the school, and their participation in the workings of the school council.

2.5               Pupils work well together in lessons and in other activities.  Each house covers duties for a week, with responsibilities ranging from looking after the playtime games box to tidying and being responsible for their classrooms.  In lessons, pupils also work well together; for example in a gymnastics lesson they appraised each other's work and commented constructively on what they saw.

2.6               For their ages, pupils have a mature social creed and a culture of translating it into action.  They have shown great initiative through the school council in implementing changes in their surroundings.  For example, they redesigned and decorated the toilets, had a new water fountain installed on the playground and additional benches there.  Pupils have raised money through discos and summer fairs.  They are very aware of their impact on the environment, and their plan at the moment is to save up to buy solar panels in a bid to improve the eco-friendliness of the school.  Their well-founded social development ensures good co-operation and respect from pupil to pupil, and pupil to teacher.  This is exemplified in the rapport seen between the headmaster and his pupils, particularly during the assemblies he conducts weekly in different parts of the school.

2.7               Pupils have a well-developed cultural awareness and understanding.  In the conventional sense, they acquire 'cultural' knowledge through curriculum subjects such as music or art, where they study different examples of artistic expression and genres.  However, pupils are also introduced to a broader cultural understanding through opportunities in other curriculum subjects.  In RS they look at world religions, in French they look at the culture and life of France, and in history they look at the way important cultures lived, such as Vikings and Egyptians.  A further good example of cultural breadth was a Year 3 literacy lesson when pupils explored and discussed the background to traditional tales.  In addition to these influences, pupils gain knowledge and respect of the traditions of others, both in the world at large and from pupils within the school from different backgrounds.  Visitors to the school, such as for Years 1, 2 and 3 Hindu workshops, promote pupils' respect and knowledge of the traditions and customs of others.

2.8               The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Including Assessment)

2.9               The quality of teaching is good overall, and this represents a clear improvement since the last report.  Teachers have good knowledge of their pupils, and their planning takes account of their various abilities so that most pupils make appropriate progress.  However, the school has recognised that perhaps the most able are not consistently challenged and is considering ways to improve this situation.

2.10           Teachers are well suited to their roles by professional qualifications and experience and, where specialist knowledge is required, it is clearly in evidence.  Also, when required, for example in physical education (PE), art and music, teachers are able demonstrators.  They are supported and guided by the school's well-considered teaching and learning policy, and sections in their handbook devoted to elements of teaching.  Teachers' relationships with their pupils are founded on mutual trust, so that discipline is rarely a problem, pupils are quick and unselfconscious in their responses and their behaviour in class is responsible.

2.11           Teachers plan lessons well, and these plans are properly linked to departmental policies.  The school is currently experimenting with a thoughtfully produced common form of lesson plan, which teachers used profitably during the inspection.  Lessons incorporate a stimulating range of activities, teachers judge changes of direction well, and question-and-answer sessions are well managed and effectively employed; for example, this occurred during a Year 3 mathematics lesson dealing with number bonds.  Although teachers' expectations are generally high, challenges for the most able pupils could be better provided, in the more frequent provision of open-ended tasks and investigations, for example.  A scrutiny of pupils' exercise books during the inspection suggested that not all teachers have sufficiently high expectations of pupils' presentation.  The use of different levels of work for pupils of different ability is well established.  This occurs, not only through group work in the younger age groups and in higher forms by the setting of core subjects, but also from the good direction of assistants; for example in a science lesson, where a GAP Year student very effectively supported a pupil with English as an additional language.  Teachers are kept very well informed of pupils' special needs by the learning support department, which also advises on strategies and techniques that might be used for identified individuals.

2.12           Teachers' choice of resources to support lessons is very good and materials are sufficient in quantity and in good condition.  Teachers employ computers appropriately in lessons and the school has steadily introduced further technology, so that all classrooms are equipped with projectors and all but two in Years 3 to 6 have interactive whiteboards.  Some teachers use these most effectively, and others are beginning to employ them according to their experience and growing knowledge.  A recommendation of the last report was that a high priority should be given to creating a central library, and the school has responded more than adequately to this by establishing a resource centre as part of the ICT suite, with a suitable range and quantity of non-fiction books and a separate well-stocked fiction library.  All these facilities are well equipped and furnished, a teacher librarian has been appointed, and a whole-school electronic management programme is being assessed.

2.13           A further recommendation of the previous report was that the school should improve the effectiveness of its marking policy.  The school has gone some way to satisfy this in establishing clear guidance and strategies, both in the staff handbook and in its assessment policy.  However, the inspection team found that teachers' marking in Years 3 to 6 does not consistently support and promote pupils' learning as effectively as it might.  In the best practice, weaknesses are highlighted and helpful comments for improvement are made, for example in Year 6 English exercise books.  Unsatisfactory marking was too often seen, however, consisting of cursory ticks and perhaps a single word of praise.

2.14           The school is currently developing its year group assessments to satisfy clearly identified needs in fostering higher standards of achievement and better progress, both of year groups and individuals.  National tests are employed as well as teacher-devised assessments.  This, with the continuing review of its assessment policy, and incorporating whole staff in-service training (INSET) is a purposeful and supportive development.

2.15           The school meets the regulatory requirements for teaching [Standard 1].

1.                THE QUALITY OF CARE AND RELATIONSHIPS

The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils

3.1               The outstanding care that staff devote to pupils' well-being contributes substantially to the school achieving its aims.  The previous inspection report described pastoral care as good, stating that the school planned effectively for the welfare of its pupils.  Since then the school has built on this quality and arrangements for pupils' personal care, welfare, health and safety are now first rate, firmly supported by a comprehensive range of clearly written policies and effective systems, which are embraced and valued by all staff.

3.2               The quality of relationships between staff and pupils is warm and trusting.  Constant support and encouragement are given to pupils, ensuring that they feel known and are confident in seeking advice, guidance and assistance when required; for example, in discussion a pupil in Year 3 said: "I feel looked after".  The key to this very effective pastoral care is in the role of form tutors, which is clearly defined and meticulously carried out.  Additionally, all teachers promote pupils' self-confidence through the broad curriculum and the wide range of activities available.  A pupil in Year 6 said: "this school has made me feel more confident in myself".

3.3               The school's house system in Years 3 to 6 is popular with pupils and actively contributes to their sense of achievement and well-being.  The introduction of the school council has been a significant development, which pupils have welcomed as it enables them to play an important role in welfare and environmental matters, as well as increasing opportunities to take on more responsibilities; they participate with enthusiasm and intent.  As well as being elected to membership of the council in Years 3 upwards, positions of responsibility exist for all age groups, from 'special helpers' in the pre-prep, to form and house captains in higher age groups.

3.4               Pupils respond well to all forms of encouragement.  They value the 'house points' system that operates and strive determinedly to earn Centurion certificates; these positive rewards develop their self-esteem and self-confidence.  The pupils seek individual and house success, and say they feel that the system positively encourages them to do their best.  Pupils' achievements in academic and other areas are regularly celebrated in school assemblies, which further strengthens the school's values and ethos.  The result of these measures is that pupils are very well motivated and self-disciplined.  The inspection team were impressed by the outstanding levels of behaviour and good manners displayed during the visit.  Examples of all these qualities were evident in pupils' responses to a questionnaire carried out before the inspection and in discussion with them during the inspection itself, and the outcome was clearly that pupils feel valued, safe and emotionally secure.

3.5               The school's published 'school rules' are complemented by an effective anti-bullying policy, and this is known, understood and supported by pupils.  In discussion they said that bullying is rare but that any instances of poor behaviour are dealt with effectively and without fuss, and sanctions are applied justly.  A pupil in Year 6 wrote: "If you have a problem you can still sort it out with a teacher".  The high quality of corporate behaviour is reinforced through topics in circle time and by the PSHE programme.  Teachers and their assistants are highly motivated and caring role models, who work successfully to establish and reinforce these high levels of behaviour and manners.

3.6               Measures to ensure health, safety and the well-being of all pupils are very effective, so that the school is a very safe and secure environment.  Appropriate strategies are in place to deal with risks from fire and other hazards.  A full range of documents and policies, based on DfES guidelines, provides clear guidance to staff.  Risk assessments are carried out on all activities and they are closely monitored and reviewed by the senior master.  Provision for first aid is very good; it incorporates a small sick room supervised by the matron on duty, and full and comprehensive medical backup is readily available via the college's medical centre.  Effective child protection policies are in place and both headmaster and staff have completed the relevant training.  Attendance and admission registers are properly kept, and the school has a quick and efficient system for identifying latecomers and confirming who is absent through illness or for another reason.  The school acknowledges the requirements of the Special Educational Needs and Disability Act in its policies and practice.

3.7               The school has made conscious efforts to improve the quality of food offered.  Lunches sampled during the inspection were of good quality and menus were varied and included reasonable choice.  Some pupils felt however that food could be plainer, although the inspectors do not consider that these concerns were justified.

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 relationship with its parents is a strength of the school.  Parents are encouraged to be in close touch with the school as often as they feel necessary, and the ways in which they are provided with information about their children's progress are efficient and helpful.  The school's links with the community are also well developed.  These connections strongly contribute to the school successfully fulfilling its aims.

3.10           An overwhelming majority of parents responding to a questionnaire sent out as part of the inspection showed very positive support for the full range of the school's provision, particularly in the areas of teaching and the relationships between pupils and teachers, the school's ethos and values, and the range of extra-curricular activities available.  However, a small number of parents were unhappy with the arrangements for homework.  This concern was also reflected in responses by some pupils to their own questionnaire.  The inspectors investigated these concerns and found them to be largely groundless, but feel that the school is right to have set up its own review of procedures for homework.

3.11           The school aims to be as accessible as possible to parents on a daily basis.  The headmaster greets parents as they bring their children to school and the head of pre-prep makes a point of being available to them at this time as well.  Parents throughout the school are also welcome to call on teachers in their classrooms at the beginning and end of the school day.  The school is encouraging parents to use e-mail for direct and two-way communication, including with teachers, and over three-quarters are now regularly using this system.  Additionally, pupils in Years 3 to 6 have a 'personal planner' in which they record their homework tasks, and parents use these to write messages for teachers.  The school aims to deal effectively and promptly with parents who have a problem, or wish to make a complaint, and a section of the parents' handbook gives sympathetic guidance about these matters.  Significantly, nearly all parents responding to the questionnaire either agreed or strongly agreed that the school handles their concerns well.

3.12           Parents' social involvement with the school is well established, and they are warmly welcomed to support school events, in sport or the performing arts for example.  All parents automatically belong to the Parents' Social Association (PSA), which organises a number of popular events throughout the school year, including some specifically for the pupils themselves.  Although the PSA is essentially a convivial organisation it helps to raise funds for minor school projects, providing the 'icing on the cake' to the school's existing, high quality facilities.  The PSA notice boards at school are frequently updated and much appreciated by parents.

3.13           Formal meetings with parents throughout the school to discuss their children's work and progress are well organised.  In the pre-prep these take place each term and time is carefully allocated and topics chosen with the needs of each age group particularly in mind, for example to explain the curriculum, and in Reception to discuss in detail a child's emerging Foundation Stage Profile.  A good feature is that in the second half of the spring term, pupils personally show and explain their work to their parents.  In Years 3 to 6, parents' meetings are held after the first assessment just before autumn half term and also in the spring term.  Parents nominate teachers they wish to see and choose a time and day from a selection offered by the school.  Although these arrangements work satisfactorily, the school is considering changes to improve the allocation and management of meeting times.

3.14           Parents receive written reports for all subjects at the end of the autumn and summer terms, a summary report in the spring, as well as a brief assessment card at each half term, which informs them about their children's progress.  In addition to subject reports, comments on a pupil's participation and achievement in extra-curricular activities are part of the form teacher's section, and the headmaster adds his own comments based on his reading of the report and his personal, close knowledge of individual pupils.  In Years 3 to 6, all teachers fully describe pupils' achievements in the work covered and they award grades for these and for effort in line with the very thorough criteria-referenced system prescribed in the staff handbook.  However, the reports sampled seldom included pupils' areas of difficulty or aims for the future, and did not often relate to the particular skills required by individual subjects.  On the other hand, reports in the pre-prep were consistently focused and properly aligned to these requirements.

3.15           The school has well-established links with the community at various levels.  Pupils take part in area primary school tournaments and enter county music and drama festivals.  Instrumentalists and singers entertain local groups, ranging from the Rotary Club to concerts at residential and nursing homes, and sing carols for the switching on of Taunton's Christmas lights.  The school also participates in Quartz, the Queen's College annual arts festival, which has a significant impact locally.  All age groups have regular visits from services, such as the community policeman and fire-fighters.  Representatives of ethnic minorities visit the school to describe their customs and traditions.  The Junior School also hosts two days of the Taunton and Somerset Music and Drama Festival.

3.16           The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].

The Quality of Boarding Education

3.17           The school's provision for boarding is good and fully supports the aims stated in the handbook for boarding staff that boarders, "should be part of a community," and "share experiences within a structured and supportive environment".  Whilst maintaining the quality of standards noted in the last report, the school has attended to the few shortcomings that were also raised in it and is about to undertake a substantial refurbishing of the boarders' washing and toilet facilities.

3.18           Relationships amongst pupils are very good; they are relaxed in one another's company and clearly feel confident and secure in their environment.  Pupils speak positively about the staff who look after them, and their relationships with them, saying that they would know immediately whom to approach with a problem and that they could depend on the support and advice they would receive.  They also see the responsibilities they have for looking after themselves, the system of dormitory captains and their rota of 'house' duties, as being worthwhile activities.

3.19           Working and personal relationships amongst the boarding staff are especially good and staff are self-assured in their roles.  Staff have weekly formal meetings and very useful, frequent day-to-day contact.  The handbook is a very well considered and comprehensive document, in which staff roles and responsibilities are clearly set out.  The section on child protection is authoritative and supportive, and is strongly linked to those guidelines agreed amongst local education authorities.  It represents an effective response to comments in the last report that better training in child protection should be provided, and complements the recent whole-school sessions organised by the college itself, which were attended by Junior School staff.  Induction procedures and training for the school's male and female GAP Year students are thorough and incorporate off-site training arranged by the Boarding Schools' Association.  The boarding staff are very successful in striking a balance between providing light, well-judged discipline, effective supervision and support of the boarders, and a homely atmosphere.

3.20           Boarders' activities out of school time are well organised.  Pupils benefit from good support from staff in homework sessions, when their 'planners' are signed by staff on duty, and instrumentalists carry out their daily practice in the boarding house.  During the week, after 'prep', boarders have a choice of activities which might include supervised sessions in the school hall or, in the summer, outside on the playground or on the school field.  In the house itself, there is plenty of scope for boarders to use the computers, watch television (programmed by staff on duty) or simply relax, socialise and read.  At weekends, boarders staying at school have trips and activities away from school arranged for them by staff on duty.  These take advantage of the school's location between the many and varied attractions in the wide area between Bristol and the coast.  In conversation, boarders said that they felt these were appropriately chosen to suit the varied tastes of the children staying in.

3.21           The accommodation for boarders is roomy; it provides a practical environment and makes use of the upper floors of the main school house to create separate areas for boys' and girls' dormitories.  Although they include adequate, suitably private toilet and washing facilities, these are imminently to be substantially upgraded and refurbished.  The matron's room and common areas for working and relaxing on the ground floor, are ample in size and suitably furnished.  Staff accommodation, including that of the boarding house parents, is arranged within the boarding area and this contributes to the cheerful and homely quality of the boarding house.  It also enables resident staff to be easily accessible in the event of an emergency.

2.                THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

The Quality of Governance

4.1               The efficient working structure and capable direction of the governing body in carrying out its responsibilities ensures that it makes a significant contribution to the school's achieving its aims.  The board consists of men and women chosen so that their range of professional skills, knowledge and experience is well aligned to the needs of the school, including its religious background.  A beneficial feature is that induction and training are properly recognised, the former personally through the chairman and headmaster of Queen's College, and the latter through courses provided by the Board of Management for Methodist Residential Schools, and other appropriate national organisations.

4.2               Governors' sub-committees are well chosen to be responsible for key areas of the schools' activities, and with them, to establish future planning, both in general areas and for finance and human resources.  Committees meet termly and they are kept well informed by the college's relevant administrative departments, and by using appropriately the specialist knowledge of individual governors, or the resources of the associations to which the schools belong, in the Junior School's case, the Incorporated Association of Preparatory Schools.  Additionally, governors' practice is to tour chosen parts of the school before their meetings, so that they are kept personally informed about aspects of the college as a whole.

4.3               Governors' knowledge of the school's life and work is good.  The headmaster of the Junior School makes a written report to the General Purposes Committee, as well as sitting on governors' committees to represent his school.  In this, he keeps governors up-to-date, both on routine and day-to-day matters, and also alerts them to future issues.  Additionally, he is a member of two special whole-college committees, which inform governors; the recently instituted business management team, and the senior leadership group, which produced the college's overall Strategic Plan, sent to all parents.

4.4               Most governors live locally and have a good knowledge of the school; one for example is a longstanding former parent.  At present however, no governor has particular responsibility for the Junior School; the board's aim is rather to foster cohesion and avoid division between their responsibilities for the two parts of the college.  In this they have succeeded, as relationships between governors and schools are positive and cordial, in which the former understand the Junior School's work and activities well, provide effective support and counsel, and advance appropriate challenges for its management to take the school forward.  The autonomy of the Junior School headmaster in running his school is fully supported by governors, whilst his ultimate responsibility to them through the headmaster of the college with whom he has a strong and mutually trusting relationship, is also firmly established.

The Quality of Leadership and Management

4.5               The active and informed quality of its management under the respected leadership of its headmaster is a strength which strongly promotes the school's aims, and it is clear that all who work, teach and learn at the school are truly valued.  The school has responded successfully to the recommendations in the last report, so that improvements have been made in the structure and function of management, in staff development and in future planning, in many instances going far beyond the original recommendations.  The school's present systems are well tailored to its own identified needs, but the school is aware that in some areas their implementation by teachers needs closer monitoring.

4.6               The headmaster benefits considerably from the support of the headmaster of Queen's College with whom he regularly confers, and who acts as a valuable source of opinion and advice.  The senior management team (SMT) of the Junior School meet weekly under their head and act together, both in monitoring the school's general procedures and in considering initiatives for future developments.  The roles of individual members are well defined and they provide experienced and knowledgeable direction in their own areas.  In addition, the senior master and curriculum co-ordinator chair the pastoral and academic committees, which ensure the effective and continuing development of these important elements of school activity.  The efficient functioning of the administrative co-ordinator ensures the smooth working of school routines and a quick and appropriate reaction to operational emergencies.  The head of pre-prep and Nursery is the other SMT member.  She has well-judged autonomy for her department, which is reflected in its efficient operation, consistent standards and happy atmosphere.

4.7               The inclusive and consultative approach of the school's management greatly promotes both its routine educational planning and review, and its longer term development.  Outside the expertise of the SMT, other key staff are frequently consulted for their special knowledge, for example the head of learning support or the boarding house parents.  Additionally, all members of staff sit on a school committee, and this system goes some way to ensuring that essential policies are kept in front of all staff, and that they are regularly reviewed.  However, the head recognises that the teaching roles of the SMT, added to their other responsibilities, including the chairing of committees, places a considerable load on them and as a result the implementation of some policies is not as thorough as it might be.

4.8               All members of staff are fully consulted in reviewing the school's development plan, which is drafted by the SMT and covers all areas of the school's activities, including its premises and accommodation comprehensively.  The plan is well detailed and shows clearly when a target is expected to be achieved, simple criteria or other influential factors, the estimated cost and members of staff responsible for it.  The aims of the plan show well-considered identification of the school's future needs, and realistic and achievable prioritisation for their implementation.

4.9               The school's systems for supporting and training its staff are soundly based and well targeted on their needs.  The staff handbooks are very informative and supportive documents.  They are wide ranging, well detailed and clearly at the centre of day-to-day staff management.  Junior School staff are also embraced by full Queen's College policies.  The system for staff induction at the school is clearly set out in the handbook.  It is appropriately based on modern good practice and the associated policy for newly qualified teachers follows national guidelines.  The system for teachers' appraisal is well established and is an even-handed and positive experience.  The school provides good quality whole staff INSET in sessions arranged at the beginning of each term.  Topics may be chosen to support a current development, or be part of a more regular programme, such as first aid or child protection.

4.10           The Junior School benefits from efficient financial management, undertaken by the centralised departments of Queen's College as a whole.  The good relationship between the headmaster and the finance director, which also involves regular formal meetings, ensures that the latter has detailed knowledge of Junior School needs and can advise and support the school in its future planning.