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INSPECTION REPORT ON |
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Riddlesworth Hall Preparatory School |
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Full Name of the School |
Riddlesworth Hall
Preparatory School |
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DfES Number |
926/6000 |
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Registered Charity Number |
N/A |
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Address |
Diss,
Norfolk IP22 2TA. |
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Telephone Number |
01953
681246 |
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Fax Number |
01953
688124 |
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Email Address |
enquiries@riddlesworthhall.com |
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Headmaster |
Mr
Colin Campbell |
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Proprietor/Principal |
Colonel
Keith Boulter |
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Age Range |
2
to 13 years |
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Gender |
Mixed
2 to 8 years – then girls only |
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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 was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general. The full CSCI report can be found at www.csci.org.uk.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. 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 Riddlesworth Hall Preparatory School caters for day boys aged two to eight years and girls aged two to thirteen. Boarding, whether full-time, part-time or occasional, is available for girls from six years of age. The school was established in 1946, being housed in a re-built classical-style house with extensive grounds, near to Diss in Norfolk. Its ownership changed in January 2007 and the proprietor became the school’s principal. The school became one of a pair of schools owned by the proprietor. The headmaster retires at the end of the current academic year and a new head has been appointed for September 2007.
1.2 The school lists its aims as being:
· to encourage respect and concern for the environment in which we work and live;
· to foster self-respect, self-discipline and a sense of responsibility and concern for others;
· to provide a broad, balanced, relevant and differentiated curriculum for our pupils;
· to establish a caring community in which the pupils are supported and support each other;
· to create a stimulating and happy environment in which pupils can reach their full potential;
· to promote close partnerships with parents, neighbouring schools and the local community.
1.3 The school was last inspected in February 2001. Changes since that inspection include the re-location and refurbishment of several classes and some dormitories. Other building developments include a new fire alarm system. Plans are laid to build a new swimming pool. Timetables and the procedures for monitoring pupils’ progress have been re-drawn. A learning support unit has been developed.
1.4 The school roll consists of 110 full-time and 32 part-time pupils: 28 boys and 114 girls. There are 45 pupils below Year 1, 18 in Years 1 and 2, and 79 in Years 3 to 8. A total of 21 girls from Years 5-8 board on a full-time basis. A further 11 girls board weekly or for a short-term period. Pupils come from a wide range of backgrounds and include international students. Their ability and attainment on entry is wide ranging. National tests are not used by the school, but other standardised test scores indicate that the pupils’ ability is above average overall. If pupils are performing in line with their abilities, their results will be above the national average for all maintained primary schools. There are 14 pupils who receive support for their English and 3 pupils have a statement of special educational needs, while 27 pupils have been identified by the school as having learning difficulties. Boys leave at age 8 and girls leave at 13 to continue their education in a range of independent and maintained schools.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The school provides a good range of educational opportunities that are well suited to the interests, aptitudes and needs of the pupils. The education as a whole is consistent with the school’s aims. Its quality has been maintained well since the last inspection.
2.2
The
educational experience provides an all-round education that successfully
encourages pupils’ intellectual, personal, physical and creative
development. The curriculum is relevant
to the ages and interests of the pupils.
It is based on the National Curriculum guidelines and Common Entrance
(CE) syllabi. The curriculum has a good
balance in the allocation of time to each subject with English, mathematics,
science, French and physical education (PE) and games allocated the most
time. Drama is only taught in Years 3
and 4, but the subject is boosted by extra-curricular activities. The curriculum has a good breadth. For example, the Foundation Stage pupils
experience a wide range of activities that cover all six areas of learning.
2.3
The
educational experience contributes well to the pupils’ overall development and
particularly to their acquisition of speaking, listening, literacy and numeracy
skills. Curriculum planning in the
long-, medium- and short-term ensures that pupils’ learning is built on each
year and at a higher level as they move through the school. This is aided by improvements in the
organisation of teaching for pupils with learning difficulties and for design
and technology, by the ability setting of pupils in Year 7 for mathematics and
science, and the use of a qualified teacher of English as a foreign language
for the international pupils.
Information and communication technology (ICT) facilities have improved
since the last inspection. These
facilities are beginning to be used in several other subjects, but have yet to
make a full impact on the pupils’ technological development. This is an improving
aspect of the school’s work that is recognised as requiring further development.
2.4
Pupils’
experiences are enriched very much by an outstanding range of extra-curricular
activities and educational visits. The
more traditional, such as choir, drama, music and orchestra are joined by
others less usual which broaden pupils’ choice and provide enjoyable
opportunities for pupils to gain confidence, such as the outdoor climbing ropes
course, mountain biking and horse riding.
These make a considerable contribution to the personal development and
education of all pupils, but particularly from Year 3 upwards. Strong community links are developed through
participation in local events, through supporting charities, holding music
recitals and arranging for a range of visitors to speak to the pupils.
2.5
Pupils
are well prepared for the next stage of education and for adult life. Questionnaire responses from both parents and
pupils were very positive about this feature of the school’s work. Pupils obtain places in the school of their
parents’ choice. The personal, social
and health education (PSHE) programme contributes well to the confident way in
which pupils cope with school life.
Pupils are given appropriate responsibility as they become older, in
preparation for life after attending Riddlesworth Hall. The introduction of boarding on a flexible
basis from the age of six years enables pupils to become more independent as
well as preparing them for boarding in senior schools.
2.6
Curriculum planning is
satisfactory. Links between subjects are developing
steadily but curricular policies do not provide enough detailed guidance on how
to improve these links further. The school makes good provision for the equality of access and opportunity for all pupils and
this is recognised by the very positive views of parents. Written particulars of the provision for the
pupils for whom English is an additional language are not stated clearly for
parents. Pupils have many opportunities
to participate in a wide range of activities and interests.
2.7
Pupils
with a statement of special educational needs, those requiring learning support
and those for whom English is an additional language are well provided
for. The school is equipped to help
dyslexic children in the specialist learning centre. Pupils are identified early, diagnosed
quickly and supported well by the teachers.
The English needs of the international pupils are met well by the
expertise provided by the specialist teacher who uses the nearby study support
centre. Small class size helps teachers
to provide individual help for these pupils.
Provision for the most able pupils is more inconsistent and not guided
fully by curricular policies. Although
these pupils do receive support, it does not match the much more rigorous and
clearer provision made for pupils with learning difficulties.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Pupils achieve well. They develop effective skills and very positive attitudes for work and study. The school is enabling nearly all pupils to fulfil their potential consistently in a range of subjects and activities. It has maintained the standards it achieved at the time of the last inspections. Overall standards in mathematics have improved, but the most able pupils are still not reaching the expected standards on a consistent basis.
2.10 Standards are good overall in pupils’ work across the subjects and age groups, with no significant differences in attainment across different groups of pupils, or by gender. By the end of the Foundation Stage, pupils achieve well in all six areas of learning. In Years 1 to 8, literacy skills are well established. Pupils listen carefully and speak clearly and effectively. They read and write with accuracy and enjoyment. For example, in Years 3 to 8, written work in religious education (RE) is often presented well and shows a good understanding of the topic being learnt. International students make rapid progress in their ability to speak, understand and write in English. Numeracy and scientific knowledge is often good and used effectively during educational visits and the work that follows. Pupils’ understanding of mathematical and scientific concepts is more varied in quality. For example, Year 8 pupils are not able to access higher level work in the CE mathematics syllabus. Pupils of all ages often achieve well in creative and physical subjects such as art, music and physical education and games. Over half of them learn to play a musical instrument and several manage to play more than one.
2.11 Pupils often do well in public examinations and standardised tests. They gain entrance to the senior school of their parents’ choice, with the most able obtaining scholarships each year. For example, in 2006, two pupils were awarded scholarships for music. This has been a consistent trend in recent years. Given the school’s size, very significant achievements have been made in swimming and netball. School teams for both sports have competed in national finals for a number of years.
2.12 Pupils develop good skills for work and study. Their attitudes to work are very positive. This aspect of the school’s work has been maintained well since the last inspection. Pupils are articulate and speak with high levels of competence, as demonstrated by the Year 5 pupils when they presented a dramatic assembly based on the story of Solomon. The school’s positive ethos and the pupils’ eagerness to learn foster a consistent level of confidence in pupils of all abilities. They speak, listen, read and write to their best ability, but this is particularly noticeable in pupils with learning difficulties and those for whom English is an additional language. Pupils apply number skills effectively. For example, Year 1 pupils give clear explanations of how to combine coins to make totals. Pupils of all ages make an increasingly effective use of ICT, when provided with the opportunities to do so.
2.13 Pupils are able to reason and argue cogently. For example, in a PSHE lesson, Year 8 pupils put much thought into articulating their ideas about to whom they could turn to in times of need. Pupils take notes, study and organise their work in a range of subjects with appropriate levels of independence and skill. They study and work well on their own and in co-operation with peers, as shown by reception pupils during group work in music and by older pupils playing in house netball teams. Almost without exception, pupils settle and apply themselves, persevere and enjoy their work.
Spiritual, Moral, Social and Cultural Development of Pupils
2.14
The
pupils demonstrate well-developed spiritual, moral, social and cultural
awareness. Pupils’ personal development
is central to the school’s aims and achieved well. The school has maintained this strong aspect
of its work since the last inspection.
Pupils’ comments when writing ‘positive graffiti’ provide insights into
the positive aspects of their overall development. They had penned such thoughts as ‘think in
your head, join up your brain and your heart’, ‘put others before yourself’ and
‘don’t laugh at others, laugh with others’.
2.15
Pupils
develop a good sense of spiritual awareness.
This reflects the emphasis placed by the school on extending their
self-confidence and self-esteem in all aspects of its work. Pupils are encouraged by having their achievements
in and out of the classroom recognised by their peers and by the staff. They reflect well on issues about their
feelings. In RE, pupils develop a good
understanding of Christianity and other religions. Their participation in assemblies and close
connections with the local church aids their development well. An assembly for Year 1 and 2 pupils lacked a
sense of spirituality, although their self-confidence was fostered
appropriately by the awarding of good work certificates.
2.16
Pupils
have a well-developed moral awareness from an early age. They understand the school’s rules and
appreciate the fairness of the system of rewards and sanctions. Pupils can explain why they were necessary,
indicating a clear understanding between right and wrong. Staff provide admirable role models for
pupils who, in turn, show courtesy and care for staff and each other. Pupils respond well to matters spoken about
in PSHE and discussion time. For
example, Year 5 pupils had a good understanding of matters regarding moral
issues about making choices in their lives when feeling under pressure.
2.17
Pupils
develop a strong social awareness. Older
pupils are considerate to the needs of younger pupils when they meet. The many opportunities for pupils of
different ages to mix enhance this interaction.
Pupils respond positively to team-building opportunities that are
provided in extra-curricular subjects and sport. Boarders develop confident social
skills. Pupils take responsibility well
and act as monitors as they get older.
They meet regularly with the headmaster, to discuss current issues. However, there is no meeting time for day
pupils to do likewise. Pupils’
participation in charity fundraising develops their insights into the problems
of others and the privileges that they enjoy.
Older pupils have a good understanding of public institutions and
services through participating in visits to the Houses of Parliament, local
churches and museums. Pupils speak of
being proud of their school and enjoy the responsibility of taking part in
dramatic performances, class assemblies and many other events. Visits and residential trips give valuable
experience of social situations outside of the school environment. Pupils show a strong sense of community and
have a good awareness of the need to foster responsibility for the environment.
2.18
Pupils
have a good awareness of their own and other cultures. Pupils celebrate Christian festivals together
with others of different faith for example, Jewish, Hindu and Sikh. Their participation in charity work includes
overseas projects and this builds a good understanding about cultures in other
countries. This is further enhanced by
being involved in a wide range of activities that include learning about
Spanish dancing, trying origami, and seeing Japanese traditional dress. In discussion, pupils retell their
involvement in a book week, a living history day and of theatre visits. They show a good knowledge and understanding
of the cultural differences about which they have learned.
2.19 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.20 Most of the teaching is good and this helps the school to achieve its aims well. The overall quality of teaching has improved since the last inspection although there are inconsistencies in a few aspects.
2.21 Almost all teaching enables pupils to learn well. The wide-ranging ability of pupils is often well catered for. Teachers have a good personal knowledge of their pupils and use this to support individuals on a regular basis. This is carried out most consistently with pupils who have learning difficulties and for whom English is an additional language. Effective teaching brings about good progress in addressing their specific needs and in boosting their language acquisition. In some lessons, the needs of the most able pupils are met inconsistently because the teaching of these pupils is not sufficiently supported by clear guidance and policies. This is most noticeable in mathematics where pupils’ learning could be extended further.
2.22 Generally, teaching shows a good understanding of the aptitudes, needs and prior attainments of the pupils and this understanding is often included in lesson planning. Lessons are often well planned, employing effective teaching methods and suitable activities. They are supported by an adequate quality, quantity and range of resources. Teaching makes effective use of them in almost all lessons. The management of time is often good with the best lessons proceeding at a brisk pace that helps to maintain the pupils’ concentration. Timekeeping across the school is of a varied quality. Several lessons overrun and others do not start promptly.
2.23 Teaching encourages pupils to behave very well. It fosters in pupils the application of intellectual, physical or creative effort. It stimulates the pupils’ interest in their work and often provides them with opportunities to think for themselves, for example in music and art. Teaching is supported well by the depth of teachers’ subject knowledge. The greatest variation of knowledge and confidence lies in ICT. Insufficient in-service training has been provided to facilitate the full use of ICT in other subjects, although a start has been made.
2.24 Teaching includes the regular assessment of pupils’ work. Marking is carried out regularly and to a satisfactory standard, but the use of marking to guide pupils’ future learning is inconsistent in quality and frequency across the school and subjects. The best teaching uses information from assessment consistently to plan lessons so that pupils can progress, for example in English. The school has in place satisfactory arrangements for pupils’ performance to be evaluated. This is referenced to the school’s own aims, through the use of its own grading system, for example, to record the effort being made by pupils. Standardised tests are used soundly in subjects such as English and mathematics to provide a broader indication of pupils’ performance.
2.25 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 pastoral care is excellent and the school is very successful in ensuring the welfare of the pupils. This is a clear improvement since the last inspection. Pastoral care is very effective in achieving the school’s aims of fostering self-respect, self-discipline and a sense of responsibility and concern for others, and in establishing a caring community in which the pupils are supported and support each other.
3.2 Staff know their pupils very well and provide high quality support and guidance in a friendly manner. The pupils’ and parents’ questionnaire responses were very positive about this aspect of the school’s work. Pupils feel secure and know that they can rely on their teachers and boarding staff to help them overcome any problems that may occur. All staff are assisted by effective pastoral policies and procedures. They are clear about their responsibilities and benefit from the high level of informal support provided by senior staff and their colleagues. This engenders the caring atmosphere that is a striking feature of the school.
3.3 The quality of relationships between staff and pupils and between the pupils themselves is high. Pupils mix well. They are kind and helpful to each other in group work and when playing in a team. For example, pupils of lesser ability were encouraged well by better players in a games lesson. Pupils enjoy the achievements of their peers, as seen during a Year 5 assembly that ended with enthusiastic applause from the audience.
3.4 Discipline and behaviour policies focus successfully on positive issues. They offer clear guidance to guard against harassment and bullying. They are implemented so effectively that unacceptable behaviour rarely occurs, but when it does, it is dealt with promptly. Child protection procedures are clear. Training is just out-of-date, but planned to take place in the near future. The school makes the required checks on staff with appropriate records being kept. All necessary measures to reduce risk from fire and other hazards have been taken. Arrangements to ensure health and safety are satisfactory. Appropriate records are kept of risk assessments, fire drills and medical information. Admission and attendance registers contain most, but not all, of the required information. Staff and pupils are aware of health matters. The medical care of day and boarding pupils is very good. Meals are of a good standard and caterers are aware of special dietary requirements.
3.5 The school meets almost all of the regulatory requirements for the welfare, health and safety of pupils [Standard 3]. In order to meet all the requirements, the school must:
(a) ensure that admission and attendance registers are kept in accordance with registration regulations, with particular regard to the registration of international pupils [Regulation 3.(9)].
The Quality of Links with Parents and the Community
3.6 Links with both parents and the community are excellent. The school enjoys a very high level of parental satisfaction. It achieves its aim of promoting a close partnership with parents, neighbouring schools and the local community. This aspect of the school’s work has improved well since the last inspection.
3.7 A good proportion of parents returned the pre-inspection questionnaire. Their responses were extremely positive about the school’s work. Parents particularly appreciate the range of subjects and extra-curricular activities being offered, the help and guidance offered to pupils, the promotion of worthwhile attitudes and views and the achievement of high standards of behaviour. There were no areas where a significant number of parents expressed dissatisfaction with the school’s work that warranted being followed up by the inspection team.
3.8 Parents have many opportunities to be involved in school activities and in the work and progress of their children. Handbooks inform new parents of what to expect at the school. Well-developed systems keep parents informed of their child’s progress by the use of informative reports and consultations with teachers. The school is very open in receiving information or queries from parents. Email links are used to provide speedy contact with parents living abroad. Regular newsletters and the use of the school’s website to relay information ensure a good supply of information is available. Parents are welcomed at assemblies and at a range of school events and performances. Tea is provided each week in the elegant entrance hall for local parents. The parents’ association is active in organising social and fund-raising events.
3.9 The school handles the concerns of parents with due care and promptness. They are recorded appropriately. The school policy for handling complaints from parents is readily available.
3.10 The school has excellent links with the local and wider community. For example, pupils participate in regular choral and musical events with local churches, support a local hospice and use nearby facilities. A good number of visitors are invited to the school. Positive links with the wider community are promoted by the wide-ranging and thoughtfully chosen support for overseas charities. An extensive programme of educational visits brings boarding and day pupils into regular contact with many different localities. The pupils’ participation in several sports, and up to national level in swimming and netball, fosters even more positive links.
3.11 The school meets almost all of the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7]. In order to meet all the requirements, the school must:
(a) ensure that particulars of educational and welfare provision for pupils for whom English is an additional language is stated clearly for parents [Regulation 6.(2)(f)].
The Quality of Boarding Education
3.12 The good quality of the boarding experience provides strong support to the pupils’ education and contributes really well to their personal development. The school is meeting its aims well. It is making satisfactory progress in addressing the matters raised in the October 2006 report that was carried out by the Commission for Social Care Inspection (CSCI).
3.13 Relationships within the boarding house are of a high quality. The boarders speak about being very content and happy with the provision made for them. They feel that all relationships in the boarding house are positive, caring and supportive. Boarders have a good understanding of routines that keep them safe. They know which members of staff to contact should they have any difficulties.
3.14 Boarders enjoy a wide and varied range of activities both after school and at week-ends. These activities are well planned. Boarders talk about their experiences enthusiastically and state that they value the excursions.
3.15 The overall quality of accommodation and resources is adequate and suitable. Decoration of some dormitories has brought about improvements in accommodation, but the needed refurbishment of boarders’ bathrooms has no timescale for completion.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Governance is provided by the sole proprietor of the school. Governance helps to set and secure appropriate aims and values for the school and leads to a satisfactory oversight of the school’s business. However, strategic and development planning lacks formality and clarity, and the communication to staff and parents of planned improvements follows no set pattern.
4.2 The proprietor maintains a regular oversight of the school in his role as principal and as a teacher in the school. He meets with the headmaster, headmaster’s wife and bursar – the senior management team. However, these meetings are not minuted and outcomes that affect staff and parents are not necessarily shared with them on a regular basis.
4.3 The proprietor is well aware of his responsibilities, but his involvement in educational development is not clearly defined. For example, clear job descriptions for the proprietor’s role and how this meshes with the work of the headmaster have not been set out in detail, or finalised for the new incumbent. The proprietor’s involvement in financial planning is very clear, taking full responsibility for the investment and allocation of funding for all aspects of the school’s work, with some consultation with the headmaster and bursar.
4.4 The proprietor has an intimate insight into the working of the school and an appropriate vision for its development. A direct approach is taken in deciding how the school should develop, with financial support for these decisions being itemised in the general budget and a capital expenditure plan. However, no formal strategic or development plan is available to guide the school’s work in the short- and medium-term. The communication of developments to staff and parents follows no set pattern so that the way ahead for these stakeholders is not clear. Consideration is being given to improving this situation by setting up a regular programme of meetings between the proprietor, senior staff and parents.
The Quality of Leadership and Management
4.5 Leadership and management are successful in most respects and provide good support for the school’s aims and the general direction for its work.
4.6 The school works well as a result of effective, collegiate leadership and management by the headmaster and the staff team. This is seen in the quality of education, the care of pupils and the fulfillment of school aims. For example, the effective leadership of pastoral matters has developed and maintained the school’s family atmosphere very well. The management of the curriculum is carried out soundly by subject co-ordinators who have put appropriate policy statements and schemes of work in place.
4.7 Leadership to bring about curricular development is more limited. The work of the senior management team is not linked to a formal academic plan. As a result, there is little clarity about agreed priorities and the actions to be taken to meet them. Staff have voluntarily taken on subject and other responsibilities; many have several. However, their roles and responsibilities are insufficiently defined and the evaluation of the school’s performance lacks a formal structure to guide their work. Staffing levels are adequate, but they allow for little, if any, time for staff to devote to leading developments or to observing lessons.
4.8 Management is effective in securing high quality staff and their well-being is supported strongly by the staff team. Staff enjoy working at the school, are often highly committed, enthusiastic and several have stayed for a long time. Their self-motivation is good. Some benefit from participating in in-service training opportunities, but training and appraisal arrangements lack both rigour and frequency, and are not closely linked to whole school priorities. Opportunities to see good work in other schools are limited. The school does not participate in the national scheme for the induction of newly-qualified teachers.
4.9 Financial resources are managed soundly and monitored well to secure an overall adequacy of resources, in support of educational aims, and to meet the needs of the school's pupils. Limited funding has been available in recent years. This means that although some key investment has taken place, for example in starting to upgrade ICT equipment, the overall quality of decoration of rooms is very varied and the refurbishment of facilities such as the science lab is overdue. The current injection of funds is beginning to rectify this situation, but their allocation is not clearly linked to the school’s educational development.
4.10 The administration of the school is efficient. Non-teaching staff play a good part in supporting the educational work of the school.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
5.1 The school is meeting its aims well and providing a good all-round education for its day and boarding pupils. Preparation for the next stage of education is good. The pupils’ educational experience is enhanced by a very extensive and enjoyable extra-curricular and educational visits programme. The school has a highly-developed family atmosphere that results in the good personal development of its pupils. Staff are hard working and their team work makes sure that the pupils are very well cared for. In return, pupils and parents are very pleased with the school and are very appreciative of what is provided for them.
5.2 The school does not have a formal structure to guide the evaluation of its own performance. Future developments and the leadership roles of staff lack clarity and a formal plan to guide them. Rigorous and regular staff appraisal and in-service training are not taking place. Some aspects of teaching lack consistency.
5.3 The school complies with most of the regulatory requirements, but does not at present meet Standards 3 (welfare, health and safety) and 6 (provision of information).
5.4 In order to further develop the good features of its work, the school should take the following steps.
1. Develop the formal monitoring and evaluation of its work by:
· recording its medium-term priorities in a written strategic plan;
· devising and implementing a written plan that ensures the priorities for improvement are clearly identified in discussion with all, and that timescales for their implementation are set out and communicated clearly;
· ensuring that the staff contributions to these improvements are clearly identified and agreed, and included in a rigorous system for monitoring the quality of teaching and pupils’ work;
· ensuring that the staff’s work is supported fully by a well-developed appraisal system and regular in-service training.
2. Make sure that standards of teaching match the best by:
· continuing to improve the use of ICT in other subjects;
· providing detailed guidance for meeting the needs of the most able pupils;
· ensuring the consistent use of marking, to guide pupils’ future learning.
5.5 In order to meet all the regulatory requirements, the school must:
(1) ensure that admission and attendance registers are kept in accordance with registration regulations, with particular regard to the registration of international pupils [Regulation 3.(9)];
(2) ensure that particulars of educational and welfare provision for pupils for whom English is an additional language is stated clearly for parents [Regulation 6.(2)(f)].
6. summary of inspection evidence
6.1 The inspection was carried out from 26th January to 1st February, 2007. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with the proprietor, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited boarding accommodation and the sick bay. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
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Mr. Graham Haynes |
Reporting Inspector |
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Mrs. Sheila Corner |
Former head of pre-prep of an IAPS school |
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Mrs. Annabelle Hancock |
Former headmistress of an IAPS school |
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Mr. Adrian Procter |
Head of department of an IAPS school |