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INSPECTION REPORT ON |
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Rye St Antony School |
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Full Name of the School |
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DfES Number |
931/6070 |
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Registered Charity Number |
309685 |
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Address |
Pullen’s
Lane, Oxford OX3 0BY. |
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Telephone Number |
01865
762802 |
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Fax Number |
01865
763611 |
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Email Address |
info@ryestantony.co.uk |
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Headmistress |
Miss
Alison Jones |
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Chairman of Governors |
Mrs.
Hilary Stafford Northcote |
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3
– 18 Years |
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Gender |
Girls
(3 – 18) Boys (3 – 8) |
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Inspection Dates |
12th
– 15th March 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
· in the eyes of God all human beings are of equal dignity;
· all human beings have talents which should be developed and enabled to flourish;
· there is a spiritual dimension to life which must be recognised and fostered;
· charity and justice should be exercised in all circumstances;
· each individual should be aware of the surrounding community, considerate to all members of it, and alert, too, to the wider community, local, national and international.
1.2
The school was founded in 1930
and became an educational trust in 1962.
It occupies a site on the eastern side of
1.3
The school has increased its
numbers since the last inspection and now has 400 pupils, of whom 58 are
boarders, 64 are in the sixth form and 104 are in the junior school, including
14 boys from the nursery up to Year 3.
The junior school selects its pupils by interview and assessment.
1.4 The school has identified 56 pupils who speak English as an additional language (EAL), of whom 19 require and receive learning support. A further 59 pupils have individual help in other learning areas. Two pupils have statements of special educational needs issued by the local authority. Few pupils come from ethnic minorities.
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 all-round educational experience for the pupils, meeting its declared principles, with some significant improvements since the last inspection.
2.2 The school meets its aims by providing education which encourages pupils to respect each other, nurtures the pupils’ talents, especially through the warm relationships within the school which allow pupils to develop in confidence, emphasises the importance of prayer and encourages pupils to be aware of local, national and international concerns.
2.3 Throughout the school the education offered contributes well to all areas of pupils’ development, and encourages the acquisition of speaking, listening, literacy and numeracy skills.
2.4
The junior curriculum covers 13
subjects in all, providing a broad and balanced education. Work is based on the National Curriculum with
various additions, including religious education. Music, art and drama all offer opportunities
for pupils to develop their creativity.
Design technology is taught from Year 1 onwards, and in Years 5 and 6,
using information and communications technology (ICT), pupils can construct
models, and then programme them to move and respond to command. In the senior school, too, the range of
subjects offered contributes fully to all areas of learning. In Years 7 to 9 all pupils take French and
Latin, and are introduced to Spanish in Year 8.
In all, 16 subjects are offered at GCSE, including two modern languages,
dual award science and Latin. Pupils
also follow non-examined subjects such as personal, health and social education
(PHSE) and physical education, while sports studies is available as a
GCSE. All pupils study GCSE religious
studies in Year 10, followed by the option to study an AS level module in Year 11, or to follow a more general
course. In the sixth form 22 A levels
are available, and the school will always try to offer a subject if a pupil
expresses a strong wish for it. In
recent years pupils have been able to take three modern foreign languages as
well as Latin. Business studies,
economics, law and classical civilisation have also been available, in addition
to all the other subjects carried forward from GCSE. For all pupils the acquisition of the skills
of speaking, listening, literacy and numeracy are well provided for within the
taught curriculum.
2.5
The school offers a soundly
planned programme of extra-curricular activities. These include, for example, sports activities
such as training sessions and matches, some musical activities involving choir,
orchestra and other ensembles, speech and drama activities, and some clubs
associated with taught subjects.
Inspectors agree with pupils’ wishes for a wider range of intellectual
and aesthetic clubs, at lunch time and immediately after school, as not enough
are available in either the senior or junior school. The school recognises the need to make
parents and pupils more aware of the range of activities available.
2.6
The school has a flourishing
Duke of Edinburgh’s Award scheme and many pupils are involved in voluntary work
for the service element of the award, by helping in a residential home for the
elderly, a local hospital and a local primary school, thus linking with the
community. Pupils are very active in
raising funds for charity; for example, junior pupils listened to a talk from a
representative of a children’s hospital and were then enthusiastic about
raising funds for it. They also invite
the elderly, through the Red Cross, to a concert and tea. Work experience is successfully organised for
the Year 11 pupils, using the school’s strong links with local business
organisations.
2.7 The school prepares pupils well for the next stage in their lives. Most pupils in the junior school move seamlessly into the senior school, while advice is available to parents whose children are moving elsewhere, and help is given to prepare pupils for the move. In the senior school a Year 9 options and careers day is followed by a meeting for parents to help pupils prepare for making GCSE option choices, and a similar arrangement takes place to make the appropriate A and AS level choices. Advice on university entrance is available, and senior pupils commented on its helpfulness. The school organises an annual careers convention, and, through its membership of the Independent Schools Careers Organisation, gives pupils the opportunity to experience taster days in a wide variety of careers, and to take psychometric tests to help in deciding on career choices. Pupils are also interviewed by an independent careers advisor.
2.8
Curriculum planning is thorough throughout the junior and senior
schools, ensuring continuity as pupils progress. Equality of access and opportunity for all
pupils is promoted well in a variety of ways, such as the
effective screening of pupils to identify those with learning difficulties, and
the provision for them and for EAL pupils plays a major role in ensuring they
achieve as well as their peers. Learning
support teachers ensure that both they and subject teachers are aware of the
needs of these pupils, thus promoting their participation in the full range of
classroom activities. Learning support
teaching is mainly in one-to-one or small group lessons, and is assisted by
effective ICT resources. The needs of
statemented pupils are fully met, and EAL pupils are assessed by using an
internationally recognised system of testing, after which they can be prepared
for appropriate examinations, including GCSE English.
2.9
Forty gifted and talented
pupils have been identified, using information drawn from a range of nationally
standardised measures of progress in both the junior and senior schools. Departments have their own lists of pupils
talented in their subject, and the school is working to bring this information
together centrally. Provision has been
made for these pupils: a room with challenging games and puzzles has been
organised for kinaesthetic learning and some staff are developing extension
opportunities in class. Some pupils have
been entered for national and international competitions, and the school is
aware of the need for further provision.
2.10 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.11 The quality of pupils’ learning and achievements in both the senior and junior schools is effective. This maintains the standards described in the last inspection report. In accordance with the aims of the school pupils are encouraged to apply their skills in creative ways across the curriculum at levels appropriate to their abilities.
2.12 Pupils demonstrate a good range of skills, knowledge and understanding in all their academic studies. An example of this was seen in a Year 5 geography class on weather patterns and geographical features, where pupils gave group presentations on deserts having completed all the research on the internet.
2.13 Standards achieved are consistent across the school, with no significant differences in relative attainment in classwork across different groups of pupils, subjects or curriculum areas.
2.14
Results in public assessments
and examinations over three years show that by the end of the junior school,
and at age 14, pupils overall perform well above the average for all maintained
schools, being well above in both English and science, and above the average in
mathematics. At GCSE,
2.15 The school regularly takes part in the national Mathematical Challenge, at primary, junior and senior level, and in the Physics Challenge at senior level. Last year pupils gained nine bronze and one gold award in the national physics competition, while in the national mathematics competition 12 pupils gained bronze, 6 gained silver and three gained gold awards. The Duke of Edinburgh’s Award scheme led to 13 pupils completing their gold awards in the last few years, and first prize has been won in a national writing competition. The school has also seen notable achievements in music, sailing and cross country. Pupils achieve well in these activities because of the encouragement and nurturing of talent given by the school.
2.16 Pupils’ skills and attitudes for work and study are well developed, maintaining the standards described in the previous report.
2.17 Pupils’ oral skills are highly developed; in a speaking and listening assessment lesson in Year 7, pupils spoke confidently to an audience of their peers, with the title ‘I am the expert’, on subjects ranging from Japan to how to make a Victoria sponge. The girls used a variety of aids, including an effective computer presentation involving an electronic whiteboard, and answered question from the class with fluency and clarity. In Year 2, pupils in a literacy lesson enjoyed animated reading aloud of the story of The Three Billy Goats Gruff. In music and modern foreign languages, specific listening skills are developed, enabling pupils to become discriminating listeners. At all levels pupils listen to each other, in conformity with the school’s aims.
2.18
Standards of writing range from
good to excellent with Year 12 Spanish students, for example, making a
perceptive written comparison of school systems in
2.19 Discussion with pupils showed their ability to think for themselves, both about school and the wider world. In Year 6, scrutiny of work revealed pupils using inference and deductive skills during a comprehension exercise on the Marie Celeste and the same year group showed good note-making skills in their work on Vikings. In Year 8 history, pupils were able to draw conclusions based on historical evidence. In many subjects across the whole school pupils demonstrate the ability to work effectively in pairs and groups. They are good learners; their work is well organised and generally well presented. Pupils are punctual to lessons and settle to work immediately, showing considerable enjoyment in their activities.
Spiritual, Moral, Social and Cultural Development of Pupils
2.20
Throughout the school, pupils
demonstrate outstandingly well-developed spiritual, moral, social and cultural
awareness, maintaining the excellent standards observed in the last
inspection. The ethos of
2.21
Pupils develop excellent
spiritual awareness as a result of the high quality and broad range of
opportunities offered through the curriculum.
In lessons pupils show a keen interest in learning about different faiths
and beliefs and it is clear that they are encouraged to respect the beliefs of
others. Key links with the local parish
priest and other visiting priests at the weekly Mass help the school’s lay
chaplain to support
2.22 In a supportive environment, pupils develop a strong moral sense. They understand and respect the school rules, recognising that such rules are for the benefit of the school community, both day and boarding. Staff are excellent role models for the pupils. Pupils develop a strong sense of fairness and of personal responsibility as they progress through the school. They have opportunities to weigh moral issues in classroom discussions across the curriculum and are actively involved in discussing issues through the school council. In a Year 7 science lesson, pupils were asked to consider the pros and cons of having a baby, and in another lesson to write an essay explaining procreation to the inhabitants of another planet.
2.23 Pupils’ social development is excellent, as a result of the school’s positive and supportive culture. Pupils display a caring, sensitive and respectful attitude to one another and show a high level of courtesy both inside and outside the classroom. The school provides a range of opportunities for teamwork and for pupils to show initiative, such as in the sixth-form pantomime, in the production of the newsletter, at lunch time where pupils in Year 6 serve younger ones, and in The Duke of Edinburgh’s Award scheme, where sixth-form pupils actively engage in community service. In the boarding houses the community cares actively for the younger boarders. The school encourages pupils to be caring, in accordance with its aims, and pupils work together to support a variety of charities, thus recognising responsibility for others less fortunate than themselves. Older pupils recognise their responsibility to contribute to the school community by setting good examples to younger ones, and by supporting them as needed, particularly through the scheme where older pupils become housemothers to younger ones. Patricians (elected sixth formers) have a particular responsibility with regard to younger pupils, and the school council gives pupils the opportunity to learn democratic procedures at an early age. Pupils show increasing self-confidence and teachers build their self-esteem and knowledge of personal worth by valuing them as individuals. Parents, in their questionnaire, were particularly appreciative of the worthwhile values imparted by the school. Assemblies, lessons and the sports field were all used as occasions for bestowing praise and encouragement, thereby developing self-esteem. Pupils learn a respect for the law, aided by appropriate topics in the developing PHSE programme. Pupils understand the purpose of public services and institutions, as seen in a form time discussion in Year 7.
2.24 Appropriate opportunities are provided in many subjects for increasing pupils’ awareness of both their own culture and those of other nations. Pupils learn about other cultures through opportunities offered in modern foreign languages, Latin and classical civilisation, and in their study of history, in art and through the study of texts. The arrival of any new pupil from abroad is celebrated, and her experiences discussed, leading to enrichment of the cultural curriculum. The general studies programme in the sixth form and the PHSE programme throughout the school fulfil a similar purpose. Pupils celebrate Christian festivals, along with those of other faiths such as Hanukah and Ramadan, which contribute effectively to their knowledge of celebration across cultures, as when the Reception class designed and took part in an international meal. Pupils are very aware of the need for tolerance, understanding and fairness. The pupils learn to respect their own and other cultures and beliefs, and this respect is extended in many curriculum areas, including music, art and drama.
2.25 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.26 Overall, the quality of teaching is good. A few outstanding lessons were seen. In conformity with the school’s aim to develop pupils’ talents and allow them to flourish, the best examples of teaching had clear learning objectives with a variety of activities and learning opportunities presented in a sharply focused, active and well-organised manner. Less stimulating lessons were characterised by over reliance on question-answer sessions, note-taking, the filling-in of blanks in worksheets and the completion of textbook exercises. Teaching maintains the standards described in the last report.
2.27 Teaching enables pupils of all abilities, including those with learning difficulties or EAL, to acquire new knowledge, make progress according to their ability, increase their understanding and develop their skills. In several lessons seen, learning was adapted, often through the targeted support of the teacher or learning assistant, or through sensitive pairing of pupils, so that all pupils made good progress. An activity during a Year 8 English class saw a teacher pairing pupils of widely differing expertise to the benefit of each.
2.28 Teaching provides good opportunities for pupils to develop intellectually and creatively, and to learn to think for themselves. Pupils in a Year 1 literacy class, making alphabetical lists, were encouraged by staff to persevere, even where pupils had to go to the third or fourth letter before alphabetical order could be established, while effective pairings in a Year 8 music lesson enabled all pupils to produce some creative composition. A Year 8 investigation into whether Mary I deserved the name Bloody Mary was accomplished through the use of various skills, including reading texts, paired research, and a final plenary session which evaluated the historical evidence.
2.29 Teaching is well planned, generally employing effective methods and wise management of class time. In some departments the range of teaching styles and methods is too narrow, while in others, the appropriate use of, for example, interactive whiteboards led to increased enjoyment and progress. In a few subjects pupils were asked to copy notes, and, on occasion, were involved in the wholesale copying of passages before filling in the gaps.
2.30 The small classes mean that teachers know the pupils very well. Each pupil is known as an individual by each teacher, and this results in sympathetic understanding of pupils’ needs. The readiness of staff to assist in resolving work difficulties both in and out of lessons is widely acknowledged and appreciated by pupils. Teaching encourages pupils to behave responsibly. Excellent pupil-teacher relationships help pupils to behave well at all levels. Lessons often have an air of shared enjoyment and pupils thank staff as lessons end.
2.31 Across the school, teaching demonstrates appropriate knowledge and understanding of the subject matter being delivered. From Year 5 onwards, pupils are taught by subject specialists, some of whom also teach in the senior school, and thus provide a transition link between the two parts of the school. Teaching is supported by a suitable quality, quantity and range of resources and makes effective use of them. Both libraries are well stocked. The senior library is well run by a committed librarian who liaises with all departments on a regular basis. Lists of new acquisitions are posted outside the library each month and also appear in the weekly school bulletin. There are numerous data projectors in the school and a good number of interactive whiteboards. The school has made a considerable investment in ICT and is committed to providing ICT learning for all, including full course certification at GCSE. Although the present central area for its delivery in the senior school is crowded, expansion is scheduled next year as part of the school’s development plan. Elsewhere, in both teaching and boarding areas, ICT provision is widespread.
2.32 Teaching generally includes thorough assessment of pupils’ work and uses information from assessment to plan teaching so that pupils can progress. The curriculum and assessment for learning policy document makes clear the school’s approach. Across the school testing is used to evaluate pupils’ progress. Self-assessment is also used and formal recognition of targets is made by pupils on each school report from Year 3 onwards. The marking policies are generally followed by staff in all subjects. Whilst the pupils in the senior school have a good grasp of the information conveyed by staff in their marking, there were a number of pupils in the junior school who did not understand the meaning of the ‘Marking Matters’ symbols stuck in their books. The senior school has recently introduced some assessment and management systems. The senior management team is aware that these are not yet fully understood by all staff, and are therefore not yet making their full contribution to improving pupil performance. The junior school system of assessment has been in place for five years and is working well.
2.33 Appropriate arrangements are in place for performance to be evaluated according to the school’s own generated data and with reference to national norms. This happens at all stages of the school from entry into the junior school right through to A level. Appropriate and regular use is made of a variety of objective tests with national validation. The school utilises National Curriculum levels up to the end of Year 9. Such data is available to all staff to inform their teaching and, as the systems are further developed, it is the school’s intention that they will become more easily accessible and therefore more fully used.
2.34 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 Pastoral care is of high quality, maintaining the standard described in the last inspection report. The ethos of the boarding houses is fully in line with the school’s aim to treat everyone with dignity and respect. Pupils are well supported, and appreciate the pastoral guidance they receive throughout the community. Staff know the pupils very well, and pupils feel they can approach them with any problems, their rapport being excellent. The structure of meetings, with their appropriate agendas, minutes and reporting procedures, contribute to the effective arrangements for the delivery of pastoral care, ensuring that pupils feel safe, confident and happy within the pastoral environment.
3.2 Measures promoting good discipline and behaviour, including procedures to deal with bullying and harassment, are effective. In the pupil questionnaire the comment was made that the school deals effectively with any difficulties in relationships between pupils. In interviews with pupils it was also said that the school deals effectively with misbehaviour when it occurs; none was seen during the inspection. Throughout the inspection the quality of relationships between pupils was good.
3.3 Child protection measures are successful and the designated child protection officer has received the appropriate training. The school nurse has also received updated child protection training, as have all staff. The school’s medical centre, run by the fully-qualified school nurse, keeps appropriate medical and accident records, has secure storage for medicines, and keeps a detailed log when they are dispensed. The school has an appropriate first aid policy, and over 20 members of staff are qualified in first aid.
3.4 All necessary precautions to reduce risk from fire have been taken, and the school’s procedures pay due regard to health and safety. Heads of department produce risk assessments which are annually updated and are also completed for all school trips. The bursar chairs a health and safety committee which includes a pupil representative. The school has appointed an external health and safety consultant and has a school governor with particular responsibility for health and safety, both of whom also sit on this committee. School meals are nutritious and include healthy salad options.
3.5 Criminal Records Bureau checks have been undertaken for all staff, governors and voluntary helpers, and procedures for safe recruitment are being followed. Admissions and attendance registers are appropriately maintained; attendance is good.
3.6 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
3.7 Links with parents and the community are outstanding and have improved since the last inspection. They make an effective contribution to the school’s aim to help all pupils to foster a spiritual attitude to life and to be alert to the local and wider community. The school communicates regularly with parents and listens and responds to their concerns. Links with the local community have been successfully built on in recent years.
3.8 In the pre-inspection questionnaires, parents were extremely positive about all aspects of the school’s provision. They expressed strong support for what the school sets out to achieve, for the education provided, for the pastoral care and for boarding. They praised the school’s leadership, aims and ethos. A small minority of parents felt that the extra-curricular programme of activities for day pupils lacked range and quality, a view endorsed by inspectors.
3.9 Parents enjoy a variety of opportunities to be involved in activities in the school. They are welcomed at matches, concerts, plays and talks. The parents’ committee is involved in many aspects of school life; for example they arrange different events, including the Christmas bazaar, bonfire night and a sports’ day barbecue. Funds raised from such activities in recent years have provided playground equipment, music resources and interactive whiteboards. Each year, £1,000 of money raised by parents is set aside for a project chosen by the pupils through the school council.
3.10 The school has clear criteria for the reporting of effort and achievement and, since the last inspection, has included in its twice yearly written reports National Curriculum levels for the core subjects up to Year 9. Reports are individually and thoughtfully written, showing very good knowledge of pupils. Pupils and staff set pupil targets, and, from Year 3, pupils write their own comments on the report, and record targets for the next six months.
3.11 A comprehensive website contains much useful and up-to-date information for parents. The parents’ handbook is published on the website and covers many topics, ranging from after-school arrangements to uniform. Valuable information can also be found about the transition stages of the pupils, for example at ages 11 and 16.
3.12 Any concerns raised by parents are dealt with promptly and fairly. Both the headmistress and the head of the junior school are readily available to see parents if they wish. For those pupils with learning difficulties, communication between staff, parents and any outside agencies is effective. A detailed and helpful complaints procedure is in place and available to parents via the parents’ handbook.
3.13 The school works hard to build strong links with both the local and wider communities. Pupils are involved in many worthwhile visits and events occurring on a regular basis. In recent years the school has been involved in the Oxfordshire independent and state school partnership, through which joint school drama workshops have taken place. The school contributes to the local community by supporting, for example, the Oxford Association for the Blind, by performing at the Oxford Music Festival, and by pupils working as teaching assistants in local primary schools. The school’s facilities are used by sports clubs, and for a six week summer school.
3.14 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
The Quality of Boarding Education
3.15 Boarding education is of a very high quality, and fully maintains the standards described in the last report. It furthers the aim of the school to encourage the qualities of charity and justice, and enables pupils to develop their talents in a caring environment in which self-confidence can flourish. A sense of mutual trust and friendliness pervades both houses. The relaxed, welcoming atmosphere is a reflection of the dedication of the housemistresses and the staff who assist them. Leadership of the boarding community is strong and clear, giving direction and support to the boarding staff, so that the girls enjoy and thrive in the homely environment where there is an appropriate balance between direction and freedom. Pupils have a good understanding of routines and procedures to keep them safe, and they know which member of staff to contact should they experience any difficulties, either academic or pastoral. The policy of using Gap Year students to complement the permanent staff is both effective and popular. These students bring a degree of commitment and enthusiasm to their jobs which is greatly appreciated by the girls.
3.16 Evening and week-end activities for boarders are popular and well run. Boarders make use of many of the sporting and creative facilities available, and they also use the chapel. Off-site trips, including ice-skating and theatre visits add to the attractions of boarding.
3.17 Both The Croft and The Cottage provide boarders with spacious accommodation. The dormitories are comfortable and of a good quality, and the lounge areas provide plenty of room for the indoor games that are frequently played. Toilet, showering and washing facilities are adequate. Boarders have ready access to email and telephone. All the recommendations of the National Care Standards Commission’s report of September 2002 have been met.
3.18 Boarding makes a significant contribution to the ethos of the school.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The school is an educational trust, with three trustees and twelve governors. Governance of the school is strong, with the governors setting clear aims for the school. Through their sub-committees they are suitably involved in educational development, financial planning and in strategies to ensure good levels of provision in both investment in people and in material resources, including buildings.
4.2 The governors represent a good range of expertise, through which they support the school efficiently. Each governor is assigned to a specific subject or department, and several are parents of old girls, so that governors are well aware of activities within the school. In addition they receive detailed reports from the headmistress three times a year, and minutes of all school meetings. They oversee the school’s development plan and operate an efficient induction scheme for new governors. They are committed to the school, provide good support and regularly attend school functions. Governors continue to provide the level of efficient governance noted in the last inspection report.
4.3 Leadership and management across the whole school are good, providing an effective framework within which the school’s aims are well developed. Both leadership and management have developed well since the last inspection. The headmistress provides strongly focused vision and ably leads the school in its pursuance of its clearly stated aims. She is tireless in her efforts to secure the wellbeing of her pupils, and effectively secures and motivates high quality staff. Parents, in their questionnaire, stated that they placed great confidence in her leadership. The head of the junior school provides effective leadership and management in the responsibilities devolved to her by the head. She is the line manager for her eleven staff, which poses a considerable burden on her in terms of conducting all eleven professional development appraisals. She also undertakes routine monitoring of teaching in the junior school. In both the senior and junior schools forward planning is in place to ensure the effective development of the school.
4.4 The management of the whole school is overseen by the senior management team, normally consisting of the headmistress and deputy head, the head of the junior school, the bursar and the director of studies. At the time of inspection, the post of deputy head was vacant, although an appointment has been made for September 2007. Nevertheless, the duties which have therefore fallen on other shoulders have been efficiently managed.
4.5 Heads of department in the senior school are efficient in managing their departments, and systems for the monitoring of pupil performance, the absence of which were noted in the last inspection report, are now well established. Follow up of pupils whose work gives rise to concern takes place, although practice is not uniform throughout the staff, being insufficiently formal in some departments.
4.6 The head of the junior school is aware that the role of junior subject co-ordinators is not always well defined. Co-ordinators in the core subjects have clear job descriptions, and discharge their co-ordinating functions efficiently. Co-ordinators in other subjects are less clearly distinguished and do not have job descriptions.
4.7 The school provides an appropriate environment in which teaching staff can flourish. Their hard work and commitment enable them to do their best for their pupils. They are supported by a suitable professional development programme, instituted since its absence was noted in the last inspection report. Monitoring of teaching is not sufficiently developed to ensure that the best practice observed in several subjects is spread throughout the curriculum.
4.8 Throughout the school financial resources are well managed to meet the needs of pupils. Efficient systems in the bursary enable staff to keep accurate checks on their departmental spending, and provide for effective financial planning in support of the school’s educational aims. The school provides suitable support for newly qualified teachers, and it gives appropriate induction to staff new to the school. Day-to-day administration is efficiently handled by the school’s administrative staff.
4.9 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.10 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school successfully meets its aims and aspirations, and the needs of all its pupils; it ensures that its pupils have a strong foundation from which to embark on the next phase in their lives. The school is especially effective in promoting the spiritual and moral welfare of the pupils, and provides a friendly community, in both school and boarding houses, in which pupils thrive. Public examination and assessment results show pupils doing well in relation to their abilities at all stages in their education. Pupils behave well, show respect for others, have good relations with both staff and other pupils, and are confident in their approach to visitors. Parents are very satisfied with the education their children receive, and pupils are noticeably appreciative and proud of their school.
5.2 Since the last inspection the school has developed in many areas: systems have been introduced to assess and record pupils’ attainment; curricular continuity has been improved; ICT has been greatly developed across the curriculum; registers now comply with statutory obligations. Extra-curricular provision covers too limited a range of activities and the assessment systems recently introduced to the school are not yet being well utilised by all staff. Work remains to be done on defining the role of the co-ordinators of non-core subjects in the junior school. The school has maintained the high standards described in the last Ofsted nursery report.
5.3 The school meets all the regulatory requirements.
5.4 In order to improve the quality of education further, the school should:
1. develop the responsibilities of middle management throughout the school in order to undertake regular monitoring of teaching within departments and to disseminate best practice;
2. ensure that all staff in the senior school fully understand the recently introduced management systems for assessment of senior pupils, and thereby use them to greatest advantage;
3. continue to develop the range of extra-curricular activities available to day pupils, providing a greater range of intellectual and creative opportunities.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 12th to 15th March 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 governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited boarding houses and the sanatorium. 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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Mrs. Jenny McCallum |
Reporting Inspector |
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Mrs. Mary Allen |
Head, IAPS school |
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Mr. Andrew Ayres |
Senior Teacher, HMC school |
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Mrs. Gwen Caddock |
Former Head, ISA school |
|
Mr. Richard Cross |
Deputy Head, ISA school |
|
Miss Brenda Marshall |
Head of Department, IAPS school |
|
Ms. Sandra Nistri |
Head of VIth Form, GSA school |