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INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
936/6031 |
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Registered Charity Number |
312047 |
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Address |
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Telephone Number |
01372
462627 |
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Fax Number |
01372
470782 |
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Email Address |
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Headteacher |
Mrs
Kathy Kershaw |
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Chairman of Governors |
Mr
Ron Disney |
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2
- 11 years |
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Gender |
Girls |
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Inspection Dates |
21st
– 24th May 2007 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1
1.2
The school is situated in a
residential area in the
1.3 A total of 293 girls are educated at Rowan, 132 of whom are in Years 3 to 6 at the Hill. Nursery, Reception and Years 1 and 2 are taught at the Brae where there are 91 full-time and 70 part-time pupils. A small number of under two year olds attend with parents for a weekly toddler group afternoon. The school is non-selective. In practice, results of standardised tests show the average ability is above that of the national average. If pupils perform in line with their ability they will achieve results that are above the average for all maintained primary schools.
1.4 Most parents are from professional and business backgrounds and live within five miles of Claygate. Children normally enter at Nursery or Reception level, with a few entering further up the school. Most girls enter selective independent day schools at the age of 11 with a small number going to boarding schools. At the time of the inspection 65 girls were identified by the school as needing some form of support for learning difficulties or disabilities (LDD), mainly mild dyslexia. Five children, all in the Brae, have support for English as an additional language (EAL). No girl has a statement of educational need.
1.5 The aim of the school is to provide high quality, all round education for girls. The school promotes academic excellence within a happy environment where girls achieve a high standard of behaviour, self-confidence and self-belief. The school motto is ‘Hic Feliciter Laboramu’ (‘here we work happily’) which encapsulates the overall aims of the school. In addition, the school aims to give pupils at the Brae a varied, stimulating start to their education.
1.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience provided
2.1 Girls at Rowan benefit from an extremely high-quality range of stimulating educational opportunities within a caring, supportive atmosphere in which all are encouraged to constantly strive to do their best. The refrain I can, I know I can, reflects the aims and philosophy of the school and is frequently heard. A wide-ranging curriculum, enhanced by an extensive extra-curricular programme ensures that all girls experience education at a high level and consequently all can achieve, in at least some of the opportunities available, whatever their ability. Since the last inspection, a nursery for two to three year olds has been established at the Brae, and the timetable throughout the school has been re-structured to allow more time for core subjects. Girls’ intellectual, personal, physical and aesthetic needs are very well served. The well-planned curriculum includes French from Nursery, a whole-school personal, social and health education (PSHE) syllabus, drama and ballet, touch typing, and a range of sports, all pursued to a high level. The school offers all pupils equal access to all areas of the educational experience.
2.2 From Nursery onwards, particular emphasis is placed on literacy development. As a result pupils write with flair in a variety of styles and become articulate and confident speakers. Cursive writing style is adopted from the Foundation Stage and handwriting and presentation are of a high standard even amongst younger pupils. Girls are given a very secure foundation in numeracy, information and communications technology (ICT) and scientific skills from an early age. Music, art and drama throughout the school are strong. The music curriculum includes some theory in all lessons and girls talk knowledgeably about dynamics and tone in their playing and singing, which is of a high standard. Cross-curricular themes are widely used throughout the school. Nursery pupils used their baby chicks in their numeracy activities and older girls linked geography to a design and technology display of musical instruments around the world.
2.3 A wide range of extra-curricular activities is offered, both at lunch-times and after school. Younger girls at the Brae enjoy ICT, chess, science, tennis, gymnastics, judo, choir and drama and also a Seekers and Thinkers club. At the Hill provision includes sporting activities such as gymnastics, football, cricket and swimming, a wide variety of musical activities ranging from orchestra to African drumming and more cerebral clubs such as chess, Spanish, science and a book club. These are always fully subscribed and much enjoyed by all, and girls commented on how such activities widened their horizons. Some activities such as singing, gymnastics and swimming result in extremely high achievement. Younger girls from the Brae are invited to join in some activities at the Hill if their standard of performance is exceptionally high, for example in gymnastics. A breakfast club caters for those who arrive at school early. The curriculum is enriched with visits to local places of interest, providing links with the community and all girls from Year 3 upwards attend a residential centre for curriculum based activities. Visits give focus to historical, geographical and scientific studies, and Year 6 girls were particularly enthusiastic about their visit to Dulwich Picture Gallery and the subsequent follow-up. A particular strength of the school is its international links.
2.4 Girls are well prepared for their move from Rowan Brae to Rowan Hill and from there to the next stage of their education. Teachers from the Hill visit Year 2 pupils, some specialist teachers teach at the Brae, and girls have opportunities to visit the Hill. They particularly enjoy seeing the oak tree in all seasons. Meetings are held between Year 2 teachers and those at the Hill and girls’ records are discussed. Preparation for Year 6 girls to move to their next school are very thorough. The headteacher visits all future secondary schools in order to give best advice to parents on choosing the most appropriate school for their daughters. All girls enter a school of their choice, as a result of having been thoroughly prepared for entrance examinations, and also having had many varied experiences at Rowan, enabling them to talk confidently at interviews. Year 6 girls follow a full life-skills programme in the summer term which widens their experiences and helps to develop useful and social skills such as first aid.
2.5 Besides being extremely well planned, the curriculum throughout the school shows continuity and clear progression from Nursery to Year 6. Provision for those with learning difficulties or disabilities includes thorough assessment and well-focussed support from specialist and support staff. Targets are set and followed through, ensuring that these pupils achieve their potential, according to their ability. Pupils with English as an additional language make exceptional progress which was acknowledged by parents. The recent recognition of gifted and talented girls is being further developed and was emphasised in the school self-evaluation. Setting allows more able girls to work at a faster pace, but at present, in some lessons the extremely able are not always fully challenged. All future lesson planning will include provision for these pupils. Seekers and Thinkers clubs both at the Hill and the Brae provide enjoyable and challenging extra-curricular enrichment for a range of pupils identified as gifted and talented.
2.6 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.7 Pupils’ learning is effective throughout the school. Achievement is high in relation to pupils’ ability in all age groups and across many curriculum areas of the school. The aim for all pupils to achieve, whatever their ability and to provide opportunities for them to do so, is very well founded. Since the last inspection these high standards have been maintained and improved as shown by national test results. Throughout the school girls receive an extremely good foundation in learning skills which foster the knowledge and understanding required for the next stage of their education. No significant differences are apparent between the achievement of different groups of pupils or curriculum areas, although standards in English are frequently far higher than would be expected for age and ability. Girls in Year 1 wrote poems about their feelings and thoughts at the seaside, to tie in with their science work on senses, and girls in Year 2 wrote detailed and interesting stories, many with excellent handwriting and spelling. Outstanding work was seen in English throughout the school.
2.8 Initiatives such as the Key-Ring Club (where girls from Years 1 to 4 carry lists of useful words on a key-ring) and the book club enhance the opportunities and the quality of the learning experience for those pupils requiring learning support. The provision for these pupils, as well as those for whom English is an additional language, is outstanding.
2.9 Achievement in creative, aesthetic, and physical activity is exceptionally high. Pupils are extremely musical as seen and heard in hymn practice, Chamber Choir, orchestra and African drumming at the Hill, and assembly and a singing lesson at the Brae. Attainment in art and all forms of physical education (PE) is often outstanding. A Reception pupil carefully painted a design and took it to her teacher to explain what she had done. Year 6 landscape studies and silk painting showed a high level of skill and creativity.
2.10 Pupils receive an excellent start to their education at the Brae, starting with the youngest pupils in the Nursery and particularly in Year 2, where pupil achievement is high in many areas. From Years 3 to 6 achievement is high, although more able children are sometimes challenged by further practice rather than extension and enrichment. Learning opportunities are varied and well structured. Interesting written work based on individual research about the re-telling of myths was seen in history in Year 4 and achievement observed in a Year 2 science lesson on circuits was exceptionally high. Opportunities for older pupils to engage in open-ended enquiry are limited. The demands of examinations sometimes limit this in Year 5 and the early part of Year 6, although this is partly remedied by a stimulating curriculum devised for the post-examination term in Year 6.
2.11 Rapid progress is made in the Foundation Stage and all pupils achieve the Early Learning Goals by the end of Reception. Attainment in national tests at the ages of seven and eleven is high in relation to pupils’ abilities. Results are far above the average of maintained primary schools and reflect the progress made by all pupils. Some academic, music and all-rounder awards are gained to independent senior schools at age eleven.
2.12 Individual, team and group achievements are outstanding in many areas. The school competes very successfully in gymnastics at county, national and international level and was recently placed 4th in the country at the Under 11 stage in sports acrobatics. Pupils have competed very successfully at the Incorporated Association of Preparatory Schools (IAPS) national swimming finals. Instrumentalists achieve high grades in music examinations with small numbers playing in the IAPS concert band and in the training band, and recently girls have won art awards in a local competition.
2.13 Pupils display very positive attitudes towards academic work and other activities, encouraged by the good teaching and by the reward system. They are well organised and hard working. Pupils write fluently, are articulate and older girls speak confidently in public. Number skills are very good and pupils are able to apply mathematical concepts consistently at a high level. Pupils in Year 3 investigated the properties of 3-D shapes through an effective sequence of well-planned activities. Girls in the Brae are very keen to talk knowledgeably about their science work. Reception children enjoyed a problem solving activity to make a bridge for the Billy Goats Gruff.
2.14 Pupils are able to reason and think for themselves when given the opportunity. In a religious studies lesson, pupils in Year 6 were able to analyse and discuss the place of icons in Christianity. These skills are also clearly evident outside the classroom at break time when the pupils are very creative and articulate during free play in the Spinney.
2.15 Lessons in ICT provide pupils with the opportunity to develop many skills, particularly touch typing. Use and application of ICT is evident in some lessons, but does not extend to all areas of the curriculum. However many examples of detailed project work showed advanced ICT skills. Data projectors and interactive whiteboards are used effectively in most lessons.
2.16 Pupils follow instructions very well, concentrate, settle quickly and fulfil the expectations of teachers. Pupils work well independently and in pairs. In art, girls in Year 3 enjoyed working in pairs on their Warhol inspired collages and in a Year 6 PSHE lesson groups discussed their criteria for friendship. At the Brae, girls listen well and carry out instructions competently. Pupils in Year 2 completed a complex investigation about conductors in science showing good thinking skills and independent and paired working.
2.17 Well-organised teams are evident in many areas of school life. At the Hill, girls’ well-developed team organisation enables money to be raised for charities, often linked to a pupil’s own circumstances. An extremely high standard display by the gymnastics team was much enjoyed. Dining room duty teams carry out their daily responsibilities reliably and effectively.
2.18 Pupils are clearly very happy at Rowan. They persevere and enjoy their work and the many activities available to them. As a result they achieve very high standards.
Spiritual, Moral, Social and Cultural Development of Pupils
2.19 Girls are given outstanding opportunities to develop meaningful spiritual, moral, social and cultural values. The school is highly successful in achieving its aim to establish a happy, co-operative, mutually respectful environment in which pupils can grow and flourish. Since the last inspection the school has developed a new whole-school PSHE curriculum closely linked to assemblies and the school rules, and this has considerably improved pupils’ personal development which is now extremely good.
2.20 In the Foundation Stage, personal development is an important part of the whole curriculum and parents commented in their pre-inspection questionnaire and by letter to inspectors, of the pleasing development of their small children since coming to the Brae. Pupils learn to look after themselves and to think of others.
2.21 All girls display a strong sense of the spiritual, whether it is singing hymns in assembly, acting in the intensely moving Passion play held in the local church, or discussing qualities of their friends in a PSHE lesson. Three girls taught a hymn to Years 3 to 6, with dignity and musical spirituality. Brae pupils showed a strong spiritual sense when participating in role play of a baby’s baptism. Pupils’ sense of self-worth is helped by the attitudes displayed towards them by staff, and helps them in turn to value others and to respect those around them. Girls are determined to work for the good of their own community and for those less fortunate than themselves. Religious studies and PSHE help girls to develop an understanding and tolerance of different faiths. Rowan is a school in which it is perfectly acceptable to be yourself, and where individual success is recognised at every level.
2.22 The strong moral code is reinforced by the system of rewards and sanctions all of which girls found very fair. Even the youngest girls are keen to talk about right and wrong. At the Brae girls are awarded good manners and achievement certificates. A Headteacher’s Award and Commendation is much valued whether for a particularly helpful action or for excellent work. Girls are proud to gain points for their house, and a book on show in the entrance contains details of special behaviour or work. Excellent behaviour is very evident around the school and even at lunchtimes when quiet conversation and good food are enjoyed by pupils and staff alike. The atmosphere of the whole school is busy but calm and quietly purposeful. Visits from a policeman and the fire service give young pupils an introduction to citizenship and the law, and older girls take an interest in current affairs which often form part of lessons and form time. As a result, girls are able to talk intelligently about the world around them.
2.23 Social skills are very well developed and girls have responsibilities such as head and deputy head girls, senior prefects, form prefects, playground monitor, and classroom monitors in the Brae. Girls readily volunteer to perform duties and to help others. They are encouraged to be independent from their early years and the youngest Nursery children were observed making creditable attempts to put on their own shoes. At the Hill, pupils move quietly from room to room during the day. Both the Hill, and unusually the Brae, have school councils which meet regularly to discuss school affairs. This introduces pupils at an early age to democracy and decision making. The Brae council felt that table manners were not as good as they could be, and suggested giving stickers to girls sitting at the lunch table with the best manners. The Hill council decided that more playground equipment was needed and girls raised the money themselves to provide this. A strong feature of the school is the welcome given to potential new girls who visit for a day. A letter is sent welcoming them, and after the visit another letter thanks them for coming and hopes they enjoyed their day. Girls are socially responsible and enjoy talking to adults sensibly and with animation.
2.24
Cultural opportunities are
outstanding. Besides learning about
different cultures through curriculum work, girls regularly raise money for
those less fortunate by supporting both local and national charities. This results in a sense of community,
knowledge of other cultures and also early business sense. The school has recently received the award of
2.25 All these opportunities help to enhance the outstanding personal development of the girls throughout the school.
2.26 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.27 The quality of the teaching at Rowan is good, as it was in the last inspection, with the teaching of PSHE having improved considerably. In well over a third of the lessons observed, teaching was outstanding; these lessons ranged across the whole school and curriculum. Teaching promotes the aims of the school by encouraging pupils to achieve. In their questionnaire, parents and pupils were extremely positive about the quality of teaching at Rowan.
2.28 Teachers encourage pupils to work hard although opportunities to challenge the most able girls are sometimes missed, when learning is too closely directed and independent learning is thus restricted. Practical work is frequently evident but can lack opportunities for spontaneous pupil-directed investigation. When questioning is open-ended, girls are provided with good challenges as seen in a Year 2 geography lesson, and a Year 6 history lesson when pupils’ independent research lead to a discussion on how technology has affected people’s lives since 1940. In many lessons, as in an English Year 6 lesson on mermaids, excellent creative work was observed.
2.29 All teachers show good knowledge of their subjects; time is almost always well managed with a variety of tasks and good pace, enabling pupils to make good progress and develop effective skills. A Year 1 French lesson enabled girls’ understanding and enjoyment through varied activities, and a Year 3 science lesson on the planets showed exceptionally good planning and pace. Teachers foster an interest in their subject and girls spoke enthusiastically about their lessons and the individual care they felt their teachers provided. This encourages the responsible behaviour seen in all lessons. Teaching for those who require learning support is outstanding with individual targets followed up rigorously and very effective use of assistants for classroom help. Pupils themselves recognise this and could explain the positive effect it had on their confidence and progress.
2.30
Since the last inspection,
target setting throughout the school has been introduced and lesson objectives
are always given at the start of the lesson.
Hill girls are encouraged to identify an individual target through
discussion with their form tutor and they record this in their weekly planner. At the Brae all the girls have weekly targets
and are made aware of the whole class objectives for the week through the WALT(
We Are Learning To) and WI
2.31 Well-developed programmes of study provide a good framework for teaching. Heads of department observe lessons to monitor teaching and learning, ensuring progression throughout the school. At present other teaching staff do not observe each other on a regular basis.
2.32 Good use is made of a plentiful range of resources including well-stocked libraries. At the Brae excellent teaching and recreational use is made of the outside play area where gardens flourish and even an outside whiteboard was in use. Almost all classrooms have interactive whiteboards although some are only used as digital projectors. In a Year 5 science lesson the interactive board was used extremely creatively for labelling a flower helping the pupils’ understanding. ICT resources are plentiful and include computers in classrooms, and digital cameras which are used extensively to record and enhance pupils’ work. Touch typing and ICT skills enable ICT to be used across the curriculum both at the Brae, where it is extensively used, and at the Hill where it is used as a research tool particularly in English, art and history.
2.33 A whole-school marking policy forms a framework for marking. The use of targets and comments helps pupils learn how to improve their work. This was most effectively seen in English, but in some subjects marking is sometimes restricted to ticks or congratulatory remarks only. Since the last inspection, outstanding and much improved use has been made of assessment results and targets, to inform future planning and to track pupils’ progress throughout the school. This is particularly well used during the transition between Years 2 and 3 and to inform choices of future schools. Results from standardised tests at all levels are used as a benchmark against national standards and to aid planning for individual pupils. Dyslexia screening tests in Year 1 highlight strengths and weaknesses which also benefit individual planning.
2.34 In all lessons observed, teaching encouraged a positive atmosphere and good behaviour, providing an excellent environment for learning.
2.35 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 outstanding and the school is highly successful in ensuring the welfare, health and safety of its pupils, following the school’s aim of making the care and happiness of its pupils a priority. Since the last inspection the newly introduced PSHE programme which embodies facets of pastoral care throughout the school, has considerably improved provision for all pupils. Detailed attention is now given to all elements including welfare, health and safety. A deputy head with overall responsibility for pastoral care, has been appointed who oversees arrangements and follows up problems. At the Brae, the head of the pre-prep and nursery has overall responsibility for pastoral care.
3.2 All staff have a good knowledge of their pupils and try to anticipate their needs. Pastoral arrangements ensure that all pupils see their form teacher regularly and pupils commented on how they could talk through a problem and know that they would always be helped. Those in charge of pastoral care at the Hill and the Brae are always available to talk to pupils or parents if necessary. The headteacher also contacts parents to check that a problem has been resolved. Parents are happy with the way their concerns are dealt with.
3.3 Good records are kept of all pupils through twice-weekly meetings at the Hill and daily meetings at the Brae, when any concerns are brought up and shared with all staff. Parents were overwhelmingly confident that any problems would be sorted out quickly and much appreciate the help of staff, commenting on the warm and friendly relationships throughout the school.
3.4 The quality of relationships between all members of the community is comfortable and positive and the atmosphere thus engendered permeates the school. Discipline and behaviour policies concentrate on positive issues and responsibility for one’s actions and to ‘treat others as you would wish to be treated yourself.’ Pupils are encouraged to solve their own concerns by discussion and subsequent realisation of why problems happen. Good manners, tolerance, empathy and consideration for others are always emphasised and evidence of this was frequently seen around the school both by staff and pupils. Consequently pupils throughout the school have excellent relationships with one another as well as with staff, who are important role models. Girls of different ages play happily together and older girls take care of younger pupils. Paired reading between girls in Year 6 and Year 3 encourages friendships as well as improving reading. At the Hill, the ‘friendship wall’ where girls have inscribed ‘bricks’ with the qualities of their friends, and the poetry competition entries displayed above it, have given all pupils much pleasure. Girls are urged to include anyone who might feel isolated to join in their games. At the Brae a ‘friendship bench’ in the playground is often occupied by small girls talking earnestly to each another. New girls are particularly well cared for throughout the school and pupils commented on how quickly they had settled in.
3.5 Girls know that any harassment and bullying will be dealt with quickly and effectively according to the anti-bullying policy. From Nursery, pupils are introduced to the Golden Rules. Circle Time is used regularly in the Brae, and in the Hill on an ‘as and when needed’ basis, often at the instigation of pupils when they feel something needs to be discussed.
3.6 Comprehensive measures to safeguard and promote pupils’ health and well-being are in place and known by all. Child protection procedures and policies are clear and staff have received appropriate training. Pupils are adequately supervised indoors and out, and this has improved since the last inspection. Fire prevention measures are in place and regular, recorded fire practices are held in both schools. First aid training and arrangements are thorough and there is a small rest area for unwell children in both schools. Risk assessments are undertaken throughout the school. Attendance registers are correctly filled in and the school admissions register conforms with statutory obligations. Lunches are prepared on both sites, using local produce. Some catering staff have been with the school for many years. Meals are very good quality, tasty and nutritious with a good choice and girls commented on how much they enjoy them. Staff try to ensure that even the most fussy eaters have an adequate lunch.
3.7 Girls feel valued and that they all have an individual part to play in a busy, happy community. They know how well they are looked after.
3.8 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.9 The school has established excellent links with parents and the community. Most parents responding to the questionnaire, and those spoken to at the school, were extremely satisfied with the education and support provided, stating that their daughters were very happy, that the pastoral care was exceptionally good and that teachers were very caring and engendered the same positive sense of caring amongst the pupils. The parents’ questionnaire shows them to be very supportive of the school. Parents brought a small number of negative points to the inspection team’s attention. Little evidence was found to endorse these, apart from some concern regarding homework inconsistencies in some years. This is being addressed by the school. In addition, some parents said they do not have enough communication with the governing body and the team agreed that more communication would be beneficial.
3.10 Since the last inspection the school has set up an informative website. Weekly bulletin from the Hill and the Brae posted on the website, are greatly appreciated by parents and have largely addressed previous concerns about communication. A separate Early Years newsletter is also produced by the Brae.
3.11
Parents have many opportunities
to be involved in activities in the school and in the work and progress of
their children, to assist on school trips, to attend class assemblies, matches,
plays and concerts and occasionally to help in the classroom. Formal opportunities are provided for parents
to talk to pupils about their jobs and faiths, such as during a Divali morning
and an
3.12 Throughout the school, including Foundation Stage, two parents’ evenings are held annually and two informative reports on the girls’ progress are sent home each year. Since the last inspection a “New Parents’ Meeting” has been introduced in every year group to explain school arrangements and the curriculum for the year. A Parent Handbook has also been provided. Prep planners for Years 3 to 6 serve as a useful communication between school and home and have been well received.
3.13 The Friends of Rowan holds fundraising and social gatherings throughout the school year. Each class has two parent representatives and the headteacher meets with this group of parents regularly. The Friends of Rowan raises money to provide extra resources for the school, such as interactive whiteboards, and play equipment at the Brae, and for charities.
3.14
The school has established a
useful network of links within the local community, holding services and a
moving Passion play in the local church and developing close links with homes
for senior citizens. Local visits are
regularly arranged to enhance the girls’ educational experience. Establishing good relationships with
residents of the road in which the Hill is situated, has been a school focus
and included devising a safer travel plan to decrease the number of cars
arriving at the school. Year 6 pupils
recently enjoyed lunch at a French restaurant to practise their language skills
and sample a range of French cuisine.
Girls participate in the Claygate Music Festival, the Claygate Lights
Festival and the annual flower show.
Year 6 girls observe working practices in local shops. Pupils raise considerable funds for
charities, such as Diabetes
3.15
Exceptional links with the
wider world have been established, such as the British Council award of
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].
4. THE EFFECTIVENESS OF GOVERNANCE ANd MANAGEMENT
4.1 The school is effectively governed by a board with appropriate expertise and knowledge, which has a commitment to the good of the school and its future development. The board strives to maintain the traditional values of the school whilst encompassing new initiatives. Since the last inspection, the governors have provided extended accommodation at the Brae and complete refurbishment at the Hill. Plans are in place to extend the school to maintain the present high standard of education.
4.2 Regular meetings are minuted and cover all necessary aspects so that governors are well informed. The headteacher presents a full report at every meeting and the educational direction of the school is delegated to her with governors establishing overall policy. The aim to ensure that the school provides a high quality education in a happy atmosphere is successfully achieved. Governors are aware of their responsibilities and exercise them effectively, including their role in child protection. The board has ensured that accommodation and resources are of the highest possible quality, and that statutory obligations are fulfilled.
4.3 Governors attend some school functions and have some contact with staff. However at present there is no staff liaison governor. Some parents feel there is not enough communication with the governing body.
The Quality of Leadership and Management
4.4 Leadership of both the Brae and the Hill are both extremely good, fully supporting the school’s aims to give pupils a high standard of education within a happy, mutually supportive community. The headteacher together with the senior leadership team (comprising the head of the pre-prep and nursery, deputy heads, a senior teacher, the special educational needs co-ordinator and bursar) now provides clear, strategic leadership and this has been considerably developed in the last two years. Since the last inspection the roles of deputy heads (pastoral and curriculum), have been formulated and a more collegiate management introduced. Heads of department in the Hill and subject co-ordinators at the Brae have been given considerably more responsibility for their subjects.
4.5 The vision and leadership of the headteacher together with the support of the head of the pre-prep and nursery and the senior leadership team and a talented and dedicated staff, have enabled the school to maintain its high standard of achievement within a culture of improvement and growth according to its aims. The needs of the whole school have been analysed resulting in the school curriculum development plan. In the Brae considerable effort and expertise has resulted in the very high standard of accommodation, staffing and teaching.
4.6 Policies covering all aspects of school life are in place and have been developed by relevant groups of staff. Academic policies and schemes of work are fully developed, and progress, teaching and learning are regularly reviewed. Since the last inspection, department and subject leaders at both the Hill and the Brae now meet to review the overall curriculum and this has resulted in very good whole-school curriculum progression. Planning is generally very thorough although there are some inconsistencies in the methods of challenge of more able girls. Subject leaders observe teachers in their department, and further plans for peer to peer observation to observe good teaching practice are being formulated.
4.7 Resources for learning, including provision for ICT, are extremely good, well displayed and well managed. The Brae has benefited from much new kinaesthetic material which has proved beneficial to all pupils.
4.8
Teaching staff are well
deployed and assistants particularly well used.
Staff of high quality are employed.
4.9 Accommodation is used extremely well and since the last inspection considerable improvement has taken place at the Hill and the Brae. Outside play space is attractive and the much loved Spinney, remembered by generations of Rowan girls, is the base for many imaginative games. Outside play areas at the Brae are extremely well designed and stimulating.
4.10 Rowan is well supported by its non-teaching staff. Administration of both schools is efficient and the office, bursary, technical, catering and grounds staff know children well and contribute to their pastoral care.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.12 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 Rowan is outstanding in achieving its aim of providing an excellent quality education in a warm, caring supportive atmosphere, in which all girls can achieve, whatever their ability. The school has many strengths; the overall educational experience, girls’ personal development, particularly cultural development, much of the teaching, pastoral care, links with parents and the community, and assessment, are all outstanding. High academic standards are achieved; girls are extremely well motivated at all ages and have very positive attitudes to learning. The school motto ‘Hic Feliciter Laboramus’ is apt. In some classes insufficient opportunities exist for older girls to develop analytical thinking skills and for the most able to be consistently challenged. At present not all classroom teachers observe each other. Outside the classroom, particularly in music, gymnastics and swimming, girls enjoy considerable success both locally and nationally, reflecting the dedicated and talented teaching and the hard work of pupils. Girls at the Brae receive an extremely good start to their education enabling them to continue to take full advantage of opportunities when they come to the Hill. Rowan is an exceptionally happy place, distinguished by the strongly positive relationships between all members of its community, where girls enjoy a genuine sense of childhood.
5.2 The recommendations of the last inspection have been addressed. Responsibilities of subject leaders have been considerably developed, more room on the timetable has been allowed for core subjects and the teaching of PSHE has been much improved. The school is developing its policy for gifted and talented pupils and acknowledges that further challenges could be provided for these girls. The school is aware of the benefits which could accrue from further development of peer observation to share best teaching practice.
5.3 The school meets all the regulatory requirements.
5.4 In order to build on its current strengths the school should:
1. ensure teaching strategies include consistent challenge for older girls, particularly the more able, to develop analytical thinking skills through open-ended learning activity;
2. extend the present programme of classroom observation to allow all teachers to share the best teaching practice.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 &nbs