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INSPECTION REPORT ON |
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The Royal Wolverhampton School |
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Full Name of the School |
The |
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DfES Number |
336/6000 |
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Registered Charity Number |
1092221 |
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Address |
Penn Road, Wolverhampton,
West Midlands WV3 OEG. |
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Telephone Number |
01902-341230 |
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Fax Number |
01902-344496 |
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Email Address |
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Headmaster |
Mr
Tim Waters |
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Chair of Governors |
Mr Peter Hill |
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2
to 18 years |
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Gender |
Mixed |
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Inspection Dates |
23rd - 26th
April 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
The
1.2 The school aims to encourage all pupils to reach their full potential, develop a positive attitude to learning and achieving, provide a stimulating, challenging environment and develop a lively mind. In support of these aims, it seeks to:
· value perseverance, initiative and independence and foster in pupils the ability to work together to achieve common objectives;
· develop pupils’ moral values and foster good relationships, self-respect and respect of other people’s property, ideas, beliefs and achievements;
· develop positive attitudes towards, and concerns for the environment;
· develop in pupils the ability to live together within the school and the wider community.
1.3 The school is attended by 459 pupils comprising 54 in the nursery (30 boys and 24 girls), 122 in the junior department (59 boys and 63 girls) and 283 in the senior school (183 boys and 100 girls). There are 133 boarders, mostly from overseas (100 boys and 33 girls).
1.4
Pupils come from a wide range
of backgrounds both in the
1.5
Since the previous inspection
in 2001 the junior department has reduced in size to one form of entry per
year. The swimming pool has been
rebuilt.
1.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The quality of the educational experience provided is sound at each stage and is in line with the school’s aims to provide a stimulating learning environment for pupils. It has improved since the previous inspection; a more balanced curriculum is now provided in the junior department and careers education and guidance are now provided in the senior school. The school effectively promotes participation in a wide range of activities. Some inconsistencies are evident in planning and shortcomings exist in the extra-curricular programme.
2.2 At the Foundation Stage pupils receive a suitable balance of experiences in all of the recommended areas of learning for children of this age. Planning is robust. Personal, social and emotional development is well provided for; children are encouraged to take turns and consider others. Language and literacy feature prominently, with many opportunities to develop speaking and listening skills through, for example, role-play. French is provided from age three. Children are provided with many opportunities to establish reading and writing. Mathematics is effectively introduced with activities such as simple addition and subtraction. Children are enabled to develop an understanding and appreciation of their immediate and wider environment through, for example, celebrating Diwali and Chinese New Year, walks in the school grounds and a trip to church to christen teddy bears. Physical education lessons provide well for their physical development. Swimming in the reception class develops children’s confidence and leads to a national swimming certificate. Music and art provide well for their creative development.
2.3 The Years 1 to 6 curriculum is sound. Sufficient emphasis is placed on literacy and numeracy and a wide range of other subjects such as science, humanities and creative subjects is taught. French is taught throughout. Art, design and technology are sometimes combined and this works well. Religious education provides pupils with insight into other faiths and cultures. The school recognizes the need to provide more opportunities for pupils to use information and communications technology (ICT) in subjects other than specific ICT lessons but is constrained by limited access to computers. Drama and music are particularly strong features and are popular with pupils. Study skills lessons in Year 6 give pupils’ confidence when sitting examinations.
2.4 In the senior school, the Years 7 to 9 curriculum provides well for English, mathematics and science. French, German and Mandarin are studied but the time available for each is insufficient to prepare them for subsequent study. Humanities and arts subjects are well catered for and the provision for sport and physical education is suitable. Personal, social, health and citizenship education (PSHCE) is well organised. ICT is taught as a separate subject; however, pupils do not use it enough in other subjects because there is not a cross-curricular approach to its use.
2.5 In Years 10 and 11 all pupils study English, mathematics, science, PSHCE, physical education and games. A wide range of optional subjects is also offered. Though most pupils select a suitable balance of subjects, the percentage taking a modern foreign language is low.
2.6 The sixth form curriculum provides a broad range of optional subjects which suits students’ aptitudes well. Several mathematics subjects, such as pure mathematics, mechanics and statistics are available. Business studies, accountancy, psychology and sociology provide well for students with interests in these areas. The Award Scheme Development and Accreditation Network (ASDAN) has recently been beneficially introduced to give pupils work skills.
2.7 The school prepares pupils well for the next stage of their education. Year 6 pupils are provided with an opportunity to familiarise themselves with the senior school. Careers education and guidance are part of PSHCE from Year 7 and a careers evening provides pupils with guidance as to potential careers and university choice. Their aptitudes for various careers are thoroughly assessed.
2.8 The school plans effectively to ensure all pupils have equal access to the education provided. However, planning is inconsistent; a few schemes of work have strong long, medium and short-term plans but most are insufficiently detailed and do not always adequately support lesson planning. Planning for Years 12 and 13 follows examination syllabus requirements closely.
2.9 The withdrawal teaching for pupils who are learning English as an additional language is well organised. An initial assessment determines the level of pupils’ fluency in English and individual education plans detail the provision to be made. The provision in mainstream lessons is not always so well organised but teachers usually provide additional help. Pupils with learning difficulties receive sufficient help and guidance to enable them to overcome their challenges. Following a thorough initial assessment of their needs individual education plans guide the tuition they receive. Periodic review sessions ensure planning keeps abreast of pupils’ needs. Mainstream teachers are fully informed as to pupils’ needs and most provide accordingly. The school ensures the requirements of statements of special educational needs are fully met.
2.10
The range of extra-curricular
activities offered includes sport, creative activities and opportunities for
pupils to develop their interests. The
range is quite limited in the junior department but swimming and choir are
popular. Though more extensive in the
senior school the quality of extra-curricular sessions varies widely. The Combined Cadet Force (CCF) is popular and
well organised. Sport and music attract
substantial numbers of pupils but some of the other activities are more limited
and take-up is low. The curriculum at
each stage is enriched by visits such as field trips and school journeys to
other countries, such as
2.11 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.12 The school meets its aim to enable all pupils to reach their full potential and develop a positive attitude to learning and achieving. Through pair and group work the school achieves its aim to enable pupils to work together. Pupils are keen to learn and standards have improved since the previous inspection. Pupils with learning difficulties receive better support, and therefore, make good progress.
2.13 At the Foundation Stage, children rapidly acquire social skills; they work and play well together and show respect for one another. Literacy is securely established through role-play and children are familiar with letters and text; they listen attentively to one another and to the staff. They recognise numbers and count confidently. They show an increasing awareness of their environment. Younger children, for example, searched for ‘buried treasure’ in the sand trays and were able to make appropriate comment on different textures of the shells they found. Reception children plant seeds and observe them grow. Physical development is strong; children make rapid progress in swimming. Creative development is well underway with imaginative role-play. Nursery children took on roles of builders, dressed up and played co-operatively in the play house. Pupils perform creatively in dance.
2.14 In the junior department pupils write well. The range of writing is wide and includes book reviews, comprehension, and descriptive and creative writing. Pupils’ work is well presented and usually carefully organised. Grammar and punctuation are used well and drafting is used effectively. Pupils’ handwriting is well formed but less able pupils’ work is not always so well presented, although it usually contains good ideas. Pupils speak confidently and some are expressive readers, particularly in assemblies. They enjoy reading and use the libraries extensively. Pupils progress well in mathematics; they show a secure grasp of number and use their skills confidently in other subjects, such as science. In French, pupils speak and write short sentences competently. In science, they demonstrate a secure knowledge and well-developed deductive skills. Year 6 pupils hypothesised why shadows are formed and accurately guessed the meaning of ‘translucent’.
2.15 In the senior school pupils achieve well. Most pupils listen attentively and, with the exception of overseas students who sometimes lack oral confidence in English, contribute willingly to discussions. Most express their views fluently and coherently. They take care over writing and use drafting well. Pupils read confidently but do not use the senior school library enough for research or study. They use their mathematical skills confidently in subjects such as science, accounting and business studies.
2.16 Throughout the school pupils use ICT confidently in ICT lessons but do not use it enough to support their work in other subjects. The older pupils often use ICT well to word-process.
2.17 Across the school no significant difference in attainment exists in relation to gender. Pupils with English as an additional language tend to do better in the sciences and visual arts than in subjects that involve literacy. Pupils of above average ability, including those who have been identified as gifted and talented, attain standards that are commensurate with their abilities. Those of below average ability, including pupils with learning difficulties, progress well and steadily overcome their difficulties. Those with English as an additional language usually make steady progress in lessons that focus on English as a foreign language. They do not always do as well in mainstream lessons.
2.18
Pupils’
attainment in national tests at ages 7 and 11 is in line with their
abilities. Results
in national tests at ages 7 and 11 over the last three years
have been well above the national average for maintained primary schools. Pupils’ attainment in GCSE is good in relation to their abilities. GCSE results over the last three years have
been well above the national average for all maintained schools. At A
level, students’ attainment is in line with their abilities and examination
results over the last three years have been in line with the national average
for all maintained schools. Standardised
measures indicate that pupils make satisfactory progress to GCSE. Sixth form data is unreliable because of the
high percentage of overseas students whose prior attainment cannot be accounted
for. Overseas students perform well in
English language examinations.
2.19
Pupils
achieve high standards in activities.
Pupils achieve well in instrumental music
examinations and some perform in local and national music festivals and
concerts, while several pupils have been successful in national
competitions. In dance, pupils have
competed at national level and participated in national youth ballet
companies. Sport is strong, with a
particularly successful basketball team who were
2.20 From an early age, pupils reason effectively. Year 4 pupils explored adding three identical numbers to achieve a given total. They argue cogently and when circumstances permit, they challenge the views of others and express their ideas articulately, as in a Year 13 English lesson on Measure for Measure where the students discussed character with energy and insight. They listen respectfully to others, but they also criticise both formally, in peer review sessions, or informally in class. Discussions are positive features of many lessons, for example in business studies Year 12 students discussed ethical issues relating to marketing a high street fast food outlet. The pupils work effectively individually or in groups, as in a design technology lesson where Year 9 pupils worked in pairs to cook a healthy meal.
2.21 Most pupils are keen to learn. However, in the senior school, they do not always arrive to lessons on time. Once present, most settle and concentrate but some talk when they should be listening. Most pupils enjoy their work and devote considerable time and effort to their studies. Pupils become increasingly adept at note-taking. They present their work well and by Year 13 most maintain well-organised files.
Spiritual, Moral, Social and Cultural Development of Pupils
2.22 Throughout the school pupils demonstrate a well-developed sense of spiritual, moral, social and cultural awareness. This is similar to the findings of the previous inspection. The school is successful in achieving its aims to develop good relationships, moral values, self-respect and respect for others.
2.23 The development of spiritual awareness among the pupils is evident in religious studies lessons and assemblies. Pupils show knowledge and understanding of the Christian tradition and an understanding of the beliefs of others. In assemblies pupils participate in worship and give readings which demonstrate awareness of the spiritual values that the school fosters. Year 2 pupils, for example, confidently read aloud their scripts about the Great Fire of London and led a prayer about keeping fire-fighters safe. Self-confidence is evident in pupils’ involvement in assemblies, more apparent in the junior department. Pupils’ self-esteem is evident when they receive awards and support from other pupils. Their considerable involvement in charitable work indicates empathy for those less fortunate than themselves. Pupils show sensitivity to the spiritual dimensions of life in many subjects but particularly in the arts where they show sensitivity and awareness of beauty.
2.24 Pupils demonstrate well-developed moral awareness and high standards of behaviour show that pupils have internalised the school’s moral code. They have a strong sense of right and wrong, and display a respect for one another and their teachers. School rules are adhered to and the school offers an orderly, civilised and tolerant environment. Relationships are positive. Pupils show strong moral awareness in lessons, for example, in a Year 10 English lesson they showed insight into the problems faced by those in need and the ways in which those with wealth and power might abuse their positions. In discussion with inspectors, Year 8 pupils showed they are aware of the consequences of their actions. Through English in Year 9, pupils have studied the moral issues presented in books such as To Kill a Mockingbird and Of Mice and Men. In their assembly exposition about the Great Fire of London, Year 2 pupils showed an understanding of moral issues associated with living conditions at that time.
2.25 Pupils demonstrate well-developed social skills. They relate positively to one another, take responsibility and participate fully in the school community. Pupils fulfil their roles and responsibilities as prefects, house captains, members of the school council or monitors creditably. In the junior department, pupils play happily together and they applaud one another’s success. Throughout the school, pupils show a well-developed understanding of public institutions and this enabled Year 4 pupils to tell inspectors who the Prime Minister is and where the Queen lives. In a Year 7 PSHCE lesson, pupils displayed good awareness of the origins of the school as an orphanage, through a project which they had completed.
2.26
Cultural development is
strong. Pupils celebrate religious and
cultural festivals, such as Chinese New Year, and show insight into cultures
from around the world on theme days, such as
2.27 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.28 Teaching is effective at each stage in the school. In keeping with the school’s aims, it enables pupils to achieve their potential and to work well together. The inconsistency reported in the previous inspection is still evident in the senior school where most teaching is sound, some is of high quality and occasionally it is less than satisfactory. The quality of teaching in the junior department is of a more consistently high quality. Assessment has improved considerably since the previous inspection but is inconsistent across the school.
2.29 Teaching enables all pupils to progress well and to develop their skills and understanding. Teachers effectively foster pupils’ interest and involvement in their work. The quality of teachers’ planning varies widely across the school. The best lessons provide a well-planned sequence of suitable activities to enable pupils to achieve explicit objectives, and such lessons provide pupils with opportunities to reflect on what they have learned. Occasionally lesson planning is less focussed and consequently pupils make slower progress. The most effective teaching is energetic and provides many interesting activities for the pupils. For example, in a lesson on Indian music, Year 11 pupils were given substantial information, set a challenging listening exercise, and asked to identify and sing the notes in an excerpt from the ‘Sound of Music’ and then translate this into an Indian scale.
2.30 In most lessons relationships are positive. Inspection findings concur with pupils’ views that teachers are prepared to provide considerable additional help if necessary. Pupils are required to think and learn for themselves. In a Year 12 biology lesson, given the challenge of estimating the number of wood lice in a specified location, students formulated a plausible hypothesis and efficiently organised how to collect and collate information. Where teaching is less effective, insufficient interesting activities are provided and the pace is slow; as a result, pupils lose concentration and less is achieved.
2.31 Teachers know the pupils well and provide suitably challenging activities for the full ability range. In the senior school the ability range is particularly wide. The support provided for pupils with learning difficulties is effective because it is based on a careful analysis of pupils’ learning difficulties. Mainstream teachers are informed of these and usually plan and provide accordingly. Though similar arrangements are provided for pupils who are learning English as an additional language, mainstream teachers are less well informed as to the provision they should make. Most ensure they devote additional time to explanation and individual attention, which is largely effective, but teaching methods that depend too much on speaking and listening are not always entirely suitable. Withdrawal teaching for pupils who are learning English as an additional language is usually sound but sometimes too informal and does not always ensure pupils make sufficient progress.
2.32 Teaching shows secure knowledge of the subjects being taught and of pupils’ stages of development. Specialist subject teaching in the junior department provides well for pupils’ needs. Foundation Stage and junior department class teaching shows understanding of the learning needs of younger pupils.
2.33 In most lessons the provision and use of resources are sound. Where pupils are provided with stimulating audio visual aids or artefacts they respond positively. Though ICT is now a much more prominent feature than in the previous inspection, its use is not widespread and teachers have received too little in-service training, particularly in the use of interactive whiteboards. Visitors, such as authors, inspire pupils, and visits to relevant venues such as theatres or museums stimulate and inspire them. Field trips in subjects such as geography are valuable experiences for pupils. In the junior department, display is used well to stimulate pupils’ interest in specific topics or to celebrate their achievements both in classrooms and corridors; it is less so in the senior school.
2.34 Teaching has realistically high expectations of pupils’ behaviour which are usually achieved. Nevertheless, not all senior school lessons begin on time. Such lessons do not start well and some activities have to be hurried to complete the content on time.
2.35 Teachers provide pupils with plenty of useful verbal advice as to how to improve their work but marking is inconsistent in quality, particularly in the senior school. Most is adequate, some is of high quality with encouraging and detailed comments, but some is occasionally curt and negative in tone. Sufficient tests and examinations are provided to enable teachers to ascertain the progress pupils are making and standardised assessments allow the school to gauge performance in relation to national norms. The school is beginning to use this data to identify where performance is strong and where it needs to be improved. Progress reports also provide general feedback on how pupils perform in relation to the school’s aims and objectives.
2.36 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 Pastoral care and the provision for the welfare, health and safety of pupils have improved since the previous inspection and are now of high quality. Child protection measures are a particular strength. The school is largely successful in achieving its aims of enabling pupils to develop positive relationships with others and developing the pupils’ ability to live together.
3.2
Pastoral arrangements enable
teachers to provide high quality care for the pupils. In the junior department class teachers are
responsible for the pastoral care of the pupils in each class. Teachers know the pupils well and monitor
their progress closely. Similarly, in
the senior school, form teachers and year heads keep a careful and effective
check on pupils’ pastoral needs. Regular
pastoral care meetings provide teachers with information about any issues
pertaining to individual pupils. Useful
pastoral action plans detail the provision to be made for pupils who may be
giving cause for concern. Boarders’
pastoral needs are effectively met by the boarding staff. Liaison between day pastoral care and
boarding care is strong with effective communication via the ‘care list’. Overall the provision works well. Pupils report that issues are rapidly and
effectively dealt with. The school
counsellor and school doctor offer another effective layer of support. Chinese pupils’ pastoral needs are also
addressed by a visiting Cantonese liaison officer, and by a resident
Mandarin-speaking tutor but overseas pupils are not provided with an induction
programme to familiarise them with the school and the
3.3 The quality of relationships is positive throughout the school community, and mutual respect is widely evident between pupils, and between pupils and staff. Policies to promote good discipline and behaviour are effective, and the stepped approach towards discipline is clear to pupils, who generally respect the school rules. The house system is efficient and effective. A system of merit points which leads to progressively more prestigious awards is respected by the pupils. Sanctions similarly follow a graduated approach, involving parents at an appropriate stage. Suitable anti-bullying policies and procedures are in place. These are effective and no evidence of bullying was found during the inspection.
3.4 The school has thorough and effective child protection policies and procedures. Staff have received suitable training and a governor maintains an overview of arrangements. All pupils are made aware of child protection issues in PSHCE. The school has due regard for health and safety obligations and has worked hard to improve documentation and procedures since the previous inspection; health and safety have a high profile in the school. A fire risk assessment and fire audit have been carried out. The health and safety committee meets regularly and ensures potential issues and concerns are thoroughly discussed and suitable action is taken. Risk assessments for visits are thorough and those for potentially hazardous activities in departments have been undertaken.
3.5 Measures to safeguard and promote pupils’ health and well-being are very effective. The provision for pupils who are ill is of high quality. The medical centre, staffed by a professional team including a doctor, is open during the day and a weekly surgery is provided. Medication is suitably stored and properly administered. The accident log records incidents carefully and a form is sent to the site manager when relevant. The first-aid policy and procedures are concise. Many of the staff have first-aid qualifications, some to the higher level. Guidance concerning the correct procedures for the registration of pupils is thorough but practice is not always fully compliant; some registers are completed in pencil and occasional empty circles make it impossible to distinguish between authorised and unauthorised absence. Food is of high quality; it is nutritious and portions are adequate. Food preparation complies with health and hygiene requirements.
3.6 Child protection arrangements are effective and the necessary checks are made with the Criminal Records Bureau. The school fulfils the requirements of the Special Educational Needs and Disability Act.
3.7 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 attendance registers distinguish clearly between authorised and unauthorised absences [Regulation 3.(9)].
The Quality of Links with Parents and the Community
3.8 The school has satisfactory links with the community but links with parents are not strong enough and weaker than at the previous inspection, when links with parents were reported to be positive. The school meets its objective to develop pupils’ ability to live in the wider community.
3.9 The response to the parents’ questionnaire was positive but was not fully representative of the parent body, particularly parents of overseas pupils. Inspection findings do not agree with these parents’ view of the range of extra-curricular activities, particularly for boarders at the weekends. Inspectors agree that the school effectively promotes worthwhile attitudes and values and provides high quality help and guidance. They also agree that insufficient opportunities are provided for parents to be involved in activities or to support the school. Inspectors do not share parents’ concerns about homework, which is generally suitable, or that there are not enough opportunities to discuss progress.
3.10 Parents are provided with sufficient information about the school. The attractively produced annual and termly magazine provide a colourful and informative record of school events and the headmaster’s newsletters are a sound means of conveying information to parents. Their opinions are sought through questionnaires and, where possible, the school takes these into account in its planning. The school’s handbook for parents in the senior school is comprehensive and detailed but those for parents in the junior department and nursery lack details for correspondence to the chair of governors. The school deals properly with parents’ concerns.
3.11 Reports provide parents with useful information about pupils’ progress but are not translated for the parents of overseas pupils. Sufficient parents’ consultation evenings are provided to enable parents to discuss progress with the relevant teachers. In the junior department parents of younger pupils can meet teachers at the beginning or end of the school day if they wish and senior school parents can make an appointment to see the relevant member of staff if they have a particular concern. Parents attend school functions such as speech day and the annual school carol service. The parent teacher association raises funds for school equipment. Few other opportunities are provided, such as social events or opportunities to find out more about aspects of their child’s education or wider issues of interest to parents.
3.12 Visitors from the local community provide input to the curriculum from time to time. Concerts and the annual variety show attract local interest, and the sports facilities and swimming pool are used by local organisations and other schools. The school premises are extensively used outside term times.
3.13 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 parents of junior department pupils are informed of the name and address for correspondence with the Chair of Governors [Regulation 6.(2)(c)].
The Quality of Boarding Education
3.14 The quality of boarding provided is sound and the school meets its aims in providing a trusting environment where pupils relate well to one another and to the staff. Though it meets its aim to provide comfortable accommodation, the school is aware that some areas are in need of refurbishment. The activities programme, particularly at the weekends, is inadequate. Pupils of different nationalities are integrated into close-knit house communities.
3.15
Boarding staff know the pupils
well and provide a caring, positive boarding experience. The school has acted on most of the
recommendations of the CSCI inspection in 2005.
3.16 Pupils are aware of national telephone support numbers and counsellor contact details and adults to whom they can go for advice and help. Pupils feel they are listened to, house suggestion boxes provide them with an opportunity to voice their concerns and a catering committee enables them to discuss any issues they may have regarding food. They feel they can discuss any concerns directly with staff and that they are safe and cared for in the boarding houses.
3.17
The school’s aims of providing
a range of activities to assist in the personal social and cultural development
of each boarder are partially achieved. The weekend programme includes swimming,
informal football, Sunday chapel and visits to such places as
3.18 The standard of accommodation is sound overall but varies from good in one of the girls’ boarding houses, to adequate in one of the boys’. Some redecoration has taken place since the CSCI inspection and all houses meet the school aim of providing comfortable accommodation, although some are not in good decorative order.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The quality of governance has improved since the previous inspection. It has been effective in leading the school through a turbulent period and in enabling it to achieve its objectives.
4.2 Suitable governor recruitment procedures are in place. The governing body contains a broad cross-section of backgrounds with governors having valuable expertise in fields such as finance, building, the law and education. Governance is well organised; the full governing body meets four times a year with sub-committees meeting in the interim period and reporting to the body. Governors give their time generously and most attend meetings.
4.3 The school provides suitable information, such as pupil performance data and financial projections for governors to consider. Minutes show they discuss appropriate topics and arrive at well-considered decisions. Topics have included consideration of the Department for Education and Skills guidance on safer recruitment, better boarding, charities, and consultancy. Financial planning is thorough and ensures the school has sufficient educational resources but the strategic development plan consists of a long list of objectives and is not supported by points for action.
4.4 A useful code of practice for governors guides them well and governor training, including a seminar for new governors and training provided by the Association of Governing Bodies of Independent Schools (AGBIS), has ensured that governors are fully conversant with their responsibilities.
4.5 Relationships between the governors and the school are supportive yet provide sufficient challenge. Governors regularly attend functions and occasionally visit the school during the day, though further scope exists for governors to experience the quality of education provided at first-hand, by, for example, being linked to departments. Occasionally, staff give presentations on topics such as child protection to the full governing body. This is useful for both parties; it gives the governors valuable insight and strengthens links between governors and staff. Governors have specific areas of responsibility such as child protection; this ensures effective oversight of important areas. The governing body provides sufficient challenge to the school; it monitors pupils’ performance closely and has introduced the performance development and review process to ensure that teachers are held to account for the standards pupils achieve in public examinations.
The Quality of Leadership and Management
4.6
Leadership
and management are effective and have enabled the school to achieve its
objectives and make significant progress since the previous inspection. The main reason for this is that leadership
has been highly effective in securing commitment and loyalty from the staff.
4.7 The school has maintained a clear educational direction throughout a period of considerable change since the previous inspection but some inconsistencies are now evident that are attributable to weaknesses in planning, policies and monitoring. Several important changes have taken place in the management structure of the senior school. A single deputy head has been appointed and, with three new acting senior teachers, provides an extended senior management team, covering all aspects of the school. The roles and responsibilities of each member of the team, including some that are administrative, are extensive and some strain is evident.