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INSPECTION REPORT ON |
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Sandroyd School |
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Full Name of the School |
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DfES Number |
865/6004 |
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Registered Charity Number |
309490 |
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Address |
Rushmore,
Tollard Royal, Salisbury, SP5 5QD. |
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Telephone Number |
01725
516264 |
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Fax Number |
01725
516441 |
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Email Address |
office@sandroyd.org |
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Headmaster |
Martin
Harris |
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Chairman of Governors |
Will
Hillary |
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4-13
years |
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Gender |
Mixed |
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Inspection Dates |
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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 Sandroyd is an independent boarding and day school for boys and girls aged 4 to 13. The school aims ‘to inspire each child to strive for excellence in all aspects of school life, academic, cultural and sporting’, nurturing this ideal ‘through the creation of a caring, encouraging and purposeful community within a safe rural environment’. It is the school’s objective ‘to combine the best in modern teaching methods with an emphasis on the time-honoured virtues of good manners, self-discipline and respect for others’. Through these aspirations, it is intended that ‘pupils will be happy, self-confident and well able to meet all of life’s many challenges’.
1.2
The school moved to its present
site near
1.3
Accommodation is based around a
substantial Grade II listed Georgian mansion, with additional specialist
accommodation for science, music, drama, games, swimming and horse riding. The boarding houses for girls and boys are
within the mansion. A separate
pre-preparatory section for girls and boys aged
1.4
The school operates in two
sections. The pre-preparatory section
has 26 children, 16 boys and 10 girls.
The 180 pupils in the main preparatory part of the school, 159 boys and
21 girls, include 132 boarders aged between 7 and 13. Of these, 102 are full time; a flexi-boarding
policy for pupils aged 7 to 11 enables pupils to stay for one or more nights
when the parents and staff feel this is appropriate. All pupils are full-time boarders for the
last two years in the school. Some
boarders travel substantial distances to attend Sandroyd, with a number from
1.5 Entry is non-selective, determined by the headmaster and the head of the pre-preparatory section in consultation with parents, and based on whether each child is likely to benefit from attending Sandroyd. Most pupils join the school in the Nursery and Reception years or Year 3. Pupils joining the school as boarders have an overnight induction stay. All pupils transfer to their senior schools at age 13, at the end of Year 8.
1.6 The school accepts pupils of a wide range of ability, including a number of very capable boys and girls and others who have learning disabilities and difficulties. Average attainment on entry is above the national average. On entry into Year 3, pupils’ attainment in verbal reasoning is measured using a nationally recognised commercial scheme.
1.7 Most pupils are of white British origin, with a very small proportion from ethnic minority groups. For about four per cent of the pupils, English is not their principal language, although pupils are only accepted into the school if they can cope with teaching in English. A small number of pupils have statements of special educational need, identified by local authority staff in consultation with parents and teachers. The school has identified about eighteen per cent of the pupils as requiring additional help, mainly to support dyslexia.
1.8 Since the time of the last inspection six years ago, a number of changes have been made. These include: an increased allocation of time for teaching English in Years 7 and 8, the arrival of girls, the opening of the pre-preparatory section of the school, the building of a performing arts centre, and the appointment of houseparents from amongst the teaching and support staff to look after boarders.
1.9 National Curriculum nomenclature is used throughout the report when referring to year groups in the school.
The Educational Experience Provided
2.1
The
good educational experience provided at Sandroyd is consistent with the
school’s declared aims and ethos of striving for excellence in all aspects of
school life, academic, cultural and sporting.
The school provides a wide variety and breadth of experience. It continues to offer the broad-based
curriculum highlighted in the previous inspection, and supports each child in
achieving their potential.
2.2
The
school curriculum contributes very well to pupils’ academic and personal
development. In the Foundation Stage,
the curriculum is based around the six areas of learning, and children progress
effectively through the expected steps, working towards the Early Learning
Goals. The pre-preparatory programme is
enhanced by the introduction of French in Year 2. Across Years 1 to 8, the curriculum includes
all National Curriculum subjects and expected areas of learning, and Latin from
Year 5. The personal, social and health
education (PSHE) programme provides pupils with a very good grounding of drugs
and sex education, and focuses well on citizenship. Daily games lessons are an important part of
the curriculum. In these sessions,
pupils enjoy opportunities to develop many different skills; pupils from
Reception onwards have weekly swimming lessons.
All pupils in the preparatory school take part in matches, over a wide
variety of sports, against other schools.
A strong focus on outdoor education is provided in the pre-preparatory
classes. Specific lessons of information
and communication technology (ICT) are taught throughout the school, with the
exception of Year 8. This limits the
oldest pupils’ development of important skills.
The education provided contributes strongly to pupils’ speaking,
listening and literacy skills and appropriately to their numeracy skills.
2.3
The
curriculum is enhanced by a good range of educational trips and visits, such as
a residential journey to
2.4
The
school prepares pupils well for each stage of their education at Sandroyd, and
for their next schools. Induction into
the Foundation Stage classes is very effective.
Procedures include new pupils’ days and trial days in order to
familiarise the children and parents with the school. Prior to joining the Nursery class, children
can attend a toddler group once a week.
Transition from the pre-preparatory to the preparatory section of the
school is very effective, helped by attendance at a tea party and a social
Saturday with staff from both sections of the school. Close links have been established with many
senior schools. A programme of visiting
staff from these schools, preaching at Sunday chapel services, helps pupils to
know what to expect when they transfer.
Good information is sent to senior schools to assist with a smooth
transfer.
2.5
Curriculum
planning is good. Work schemes for each
subject are comprehensive, with some that are excellent, assisting teachers in
planning their lessons and achieving continuity in learning from year to
year. Curriculum links between the
pre-preparatory and preparatory sections of the school are good, with regular
meetings and some staff who teach both age groups. Annual curriculum reviews carried out by
senior managers result in improvements, such as the introduction of paired
reading in the pre-preparatory classes.
Time allocations for almost all subjects are appropriate, an area of
improvement since the last report. One
exception is the lack of ICT teaching in Year 8 as well as unsatisfactory
planning for the use of ICT in a range of subjects. The school recognises
the need to make ICT an integral element of the curriculum and not just a set
of basic skills.
2.6
All
pupils have full and equal access to the courses and activities available. Planning in the pre-preparatory years
responds well to the needs of pupils at all ability levels. Planning for children in Years 3 to 8, while
usually including clear learning objectives, does not always take into account
the varied needs and abilities of pupils, including those who are gifted and
talented. Specialist provision is very
good for pupils with special educational needs and for those with learning
difficulties and disabilities. Work is
carefully planned to meet individual needs in support lessons, and specialist
help is provided for pupils through withdrawal when this is considered
necessary. Good, detailed, individual
education plans have been drawn up for these pupils to ensure that their needs
are met. Parents, however, are not
always involved in drawing up these documents and following up their children’s
targets. The small proportion of pupils
for whom English is not their principal language at home require no additional
specific provision. The strong emphasis
in the curriculum on literacy and oracy provides well for them.
2.7
The
school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning
and Achievements
2.8 In line with the aim of the school to encourage each pupil to achieve as high an academic standard as possible, pupils learn effectively and achieve well. Pupils’ attainment in their written work is good and the standards being achieved at the time of the last inspection have been maintained. Pupils are well grounded in knowledge, skills and understanding in their subjects and in other activities. As no nationally accredited assessments are carried out it is not possible to make comparative judgments about the pupils’ achievements compared with maintained schools.
2.9 In the pre-preparatory section, including the Foundation Stage, a concentration on the basic skills of literacy enables all pupils to learn to read and write with confidence. Numeracy skills are also built upon firm foundations and pupils progress well. Pupils’ knowledge and understanding are developed effectively through appropriately planned lessons and good teaching. The afternoon programme features many different activities within the curriculum as well as a stimulating range of clubs; these are enjoyed and result in creativity in work and play.
2.10 In Years 3 to 8, pupils are increasingly able to apply their knowledge and understanding effectively in a variety of situations and through different subjects. Pupils have particularly well developed listening skills and are very articulate; literacy skills used in different subjects enable pupils to attain good levels of creativity. This was evident in some excellent writing on myths, and life as a Viking warrior, in English in Year 4 and history in Year 3. Pupils’ mathematical skills are sound but, in some classes, an over reliance on directed work and few investigations inhibit progress. Good application of pupils’ mathematical skills is evident in subjects such as science, geography and history. The standard of presentation of all work in Years 3 and 4 is a particular strength.
2.11 Though all pupils are equally willing to apply themselves intellectually to the tasks set, some variation in attainment is apparent. A higher level of achievement was in evidence in the pre-preparatory, and the first two and last two years of the preparatory school sections. Where achievement is not as high, the level of challenge is lower, particularly for more capable children.
2.12 The standards pupils achieve enable them to win a good range of academic, music, art, sport and all-rounder scholarships, 25 in the last three years, and to gain places at schools of their choice. The inclusion of schools that are highly selective indicates that the high standards seen at the time of the last inspection have been developed further. Senior pupils demonstrate a marked maturity and their development prepares them well for both academic and social life in a secondary school.
2.13
As well as scholarship success,
the school also has a considerable record of individual and team
achievements. In three of the last four
years, Sandroyd pupils have been the
2.14 Pupils have very good attitudes to work and study in all sections of the school. They are confident learners. They listen, reflect and respond carefully to the ideas of others and of their teachers, as well as thinking for themselves and expressing their opinions with conviction. An ethos of respect for each other and for their teachers is an outstanding feature of the school. Pupils work and study effectively, both on their own and co-operatively with others in lessons and activities. Pupils are happy to work in pairs or small groups as was seen to excellent effect in a Year 8 French lesson, where pupils developed a conversation based on idiomatic expressions. In some lessons, however, especially in the senior years where there is much directed learning towards examination success, pupils have less opportunity to take responsibility for their own learning.
2.15 Though the pupils acquire sound ICT skills in word processing, spreadsheets and similar programs, using the recently improved suite of computers, the application of these to other areas of the curriculum is not sufficiently developed.
2.16 Pupils arrive at lessons promptly, settle quickly and quietly and apply themselves diligently to the task they have been set. They concentrate well and show enthusiasm for their work and activities.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 Pupils’ spiritual, moral, social and cultural awareness is good with some outstanding features. The strong school ethos referred to at the time of the last inspection has been further improved. The school’s aims as set out in its mission statement about pupils being happy, self-confident and well able to meet all of life’s many challenges are being fully met.
2.18
Pupils
have a strong spiritual awareness and their spiritual development is
outstanding. The headmaster gives a
strong lead in this aspect of the school’s life and is supported by a
management team sharing his high expectations, based on strong Christian
values. Staff appointments are made with
this firmly in mind. Assemblies,
religious studies, PSHE and work within tutor groups all reinforce these high
expectations, helping pupils to appreciate the spiritual elements of their
lives. Pupils’ high levels of
self-esteem, self-knowledge and self-confidence stem from outstanding
relationships between caring staff and pupils.
The pupils, speaking with reflection and consideration, made clear that
the friendliness and commitment of the staff are great strengths and models for
them.
2.19
Pupils
have a strongly developed moral awareness and their sense of right and wrong is
outstanding. They display a mature
understanding of how a successful community depends upon adherence to a clear
moral code. Well-planned assemblies, and
the approach of staff in lessons, underpin this aspect of pupils’ behaviour,
consistently reinforcing the message that respect for each other’s feelings and
belongings is very important. As a
result, pupils deal with issues that arise between them with great
understanding, trying to find their own solutions.
2.20
Social
responsibility is developed exceptionally well as a result of the school’s
success in creating a genuine community based on the principles of care and
trust. Pupils have opportunities to take
on responsibility from an early age by being form captains, dormitory captains
or members of the school council; they carry out their duties with enjoyment
and rigour. Pupils are enthusiastically
involved in the very wide range of games and activities, which supports social
interaction – the gardening club being a typical example. They learn from their charitable activities,
such as supporting a Thai orphan both financially and practically, and the
annual fete involving the local community, that they can contribute to a wider
world.
2.21
Pupils’
cultural awareness is sound and the school recognises that its context and
location present challenges as far as this aspect is concerned. Subject schemes of work, for example in
religious studies, geography and history, and lesson content, play their part
in helping pupils to appreciate religious and cultural diversity. Planned visits, for example to a mosque,
along with initiatives such as the news board, where important world events are
displayed, and the Friday general knowledge quiz, go some way to raising levels
of pupils’ awareness of the world outside Sandroyd. As they made their way into breakfast, groups
of pupils read and discussed the latest news about events in
2.22 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.23 The good teaching provided meets the school’s aims in that it ‘promotes the best in modern teaching and learning methods with an emphasis on the time-honoured virtues of good manners, self-discipline and respect for others’. The quality has been maintained since the last inspection.
2.24
Almost all lessons observed
were satisfactory or better; many were good and a few were excellent. The overall good quality is confirmed through
scrutiny of pupils’ work over time and from pupils’ comments. Pupils spoke positively about the support
they received from teachers. A small
proportion of teaching, however, did not give enough attention to needs of all
learners and provide challenge for the most capable.
2.25 In the majority of lessons, work set is well matched to the needs of all pupils, including those with learning difficulties and disabilities. Teachers are aware of pupils’ specific needs and they, or their teaching assistants, give pupils the further support they need. Additional materials are prepared that guide the pupils’ learning, enabling them to achieve very well. In an example of excellent practice in a Year 7 mathematics lesson, the teacher’s expectations of the pupils were very high. Pupils were challenged by the quick pace and encouraged to think for themselves. Work was based upon previous learning and mathematical language and open ended questioning stimulated the interest of these very capable pupils. In some lessons, planning did not take into account the differing abilities of the pupils, and work was not prepared for the highest attaining pupils. In a small number of lessons, this resulted in those who finished early not being given the opportunity to extend their learning.
2.26 The high quality relationships between teachers and pupils assist pupils in their learning. It is a feature of the school that pupils are expected to apply themselves well, persevere and give of their best; they do this exceptionally well. Pupils are taught the learning skills they need and so they appreciate the importance of effort and developing an interest in their tasks. The small classes and grouping of pupils by prior attainment are very helpful in developing the staff-pupil relationships which are so beneficial to learning.
2.27 Lessons are usually well planned. The most effective have well considered objectives, a clear structure and a plenary, where teachers identify what has been learnt well and what has not. In a design and technology (DT) lesson in Year 6 involving the design of boxes for a new brand of toothpaste, thorough planning led to clear enjoyment, excellent teacher-pupil interaction and vibrant learning. In less successful lessons, learning tasks were limited in focus and pupils were given insufficient opportunities to engage in independent learning tasks or review their own learning. In those lessons where pupils made the most effective progress, learning objectives were based upon prior learning; in the least effective lessons teachers were heavily reliant upon textbooks for their planning.
2.28
Teachers’ subject knowledge and
understanding are good in almost all curriculum areas. As a result, high quality, demanding
questioning leads to effective learning.
Specialist teaching is effective from an early age, resulting in good
progress. Well organised activities in a
Year 7 science lesson, underpinned by excellent subject knowledge, led to
pupils’ great involvement in learning and a successful outcome - very good
understanding of how elements combine with oxygen. In those lessons where subject knowledge was insecure, learning
was not as effective.
2.29 Teaching encourages pupils to behave responsibly and excellent pupil behaviour in lessons is a great strength. Teachers’ expectations were high in almost all lessons and the pupils referred to high quality relationships generating mutual respect. Very occasionally, where the pace of the lesson was not sustained or work not matched to pupils’ needs, pupils lost focus and were less well behaved.
2.30 Resources in almost all subjects are sufficient in quantity, of good quality, and used very effectively for the benefit of the pupils. In a music lesson in Reception and Year 1, a wide variety of activities was offered, leading to highly effective learning. Games equipment, facilities for the Foundation Stage and pre-preparatory years, including the outdoor play area and equipment, and resources for science and DT are all of good quality. The small number of interactive whiteboards is used well to assist pupils’ learning. Teachers make insufficient use of ICT in subject lessons, however, and where classrooms are provided with computers, they were rarely seen in use by pupils.
2.31 Teachers mark pupils’ work regularly and frequently, providing them with useful information about their progress and achievements. In the best practice, constructive comments are made with specific targets, planned to improve pupils’ learning. Feedback is less effective for pupils when marks are given out of twenty, or similar, or when comments such as ‘good work’ do not provide them with a focus for future learning. Teachers keep good records of pupils’ progress based on marked homework, class work and topic tests. Assessment information in the Foundation Stage is good, based upon pupils’ achievement of learning goals and targeted on future learning needs. Pupils in the older classes, preparing for entrance and scholarship papers, are given helpful specific guidance focused upon these papers.
2.32
The school records data from standardised tests year on year, and this
guides decisions on the additional help some pupils need. The information, however, does not include
enough relevant detail, is not kept in a central place or presented in a
standard format. As a result, data is
not utilised sufficiently to track individual and class progress, either to
identify teaching and learning successes or to highlight where remedial action
is needed.
2.33 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 overall quality of pastoral care, welfare and health and safety is good with some features of the pastoral care that are outstanding. The aims of the school as set out in their mission statement, especially in relation to the creation of a caring and encouraging community in a safe, rural environment and ensuring that pupils learn good manners, self-discipline and respect for others, are met unequivocally. The high quality of care is similar to that reported at the time of the last inspection.
3.2 Outstanding support and guidance for all pupils is given by a large number of highly committed teaching and support staff. Pupils are secure and confident in their relationships with staff and with each other. Daily staff briefings, where concerns and issues about individual pupils are raised, and a pastoral committee which defines and implements effective policies, are very helpful features of pastoral care. The school council gives pupils a genuine opportunity to play a part in the positive development of their community as a whole.
3.3
Staff are supported well by a
pastoral structure which involves all, from the headmaster through to gap year
students, support staff and prefects, known as deacons. The system, very much the consequence of a
team effort, is a
considerable strength of the school, much appreciated by pupils and parents.
3.4 Measures to promote good discipline and behaviour, including procedures to guard against harassment and bullying, are effective. A variety of strategies support the school’s approach to pupils’ welfare, including stars in books, circle time, tutor meetings, regular meetings with deacons, and the independent listener’s post-box. General staff awareness of issues concerning safeguarding pupils is high, and this ensures an effective system for monitoring and dealing with any incidents when they occur. Staff know their pupils exceptionally well. Bullying is a very infrequent occurrence, taken very seriously when it does occur and dealt with swiftly and effectively. Incidents are carefully recorded.
3.5 School systems to safeguard and promote pupils’ health and well-being are successful; child protection measures are in place. The headmaster is the nominated child protection officer and regularly updates his training. Effective on-going training for teaching staff takes place, and further training for support staff is in hand. A nominated governor oversees the implementation of the school’s policy. A wide range of adults is available to whom pupils can go if the need arises. The medical staff and the independent listener provide an excellent service for pupils.
3.6 Appropriate measures are in place to deal with fire risks and other hazards. Fire drills are undertaken regularly and are correctly recorded. A good, comprehensive health and safety policy has been created by an external professional agency. Termly visits by the agency, and continuing observation and follow-up of any identified health and safety issues, help to ensure the school is safe. The standard of cleaning in the school, along with the maintenance of grounds and buildings, is very high. Medical care is excellent and medical staff are well-trained and approachable. Many staff have first aid qualifications. Medical records and the administration of medicines are very good. Minibus training is in place and the school is in the process of re-casting its disability policy to ensure continued compliance with regulatory requirements. The quality of food provided is very good, nutritious and sufficient in quantity. The formal setting for meals provides a further opportunity for staff to learn more about the pupils and to provide support as needed. The pupils and parents remarked how much the food has improved over the past few years.
3.7 The school satisfactorily maintains an admissions register and attendance registers are properly completed twice daily.
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
Excellent links are in place between the parents and the school. The last report cited extremely positive
parental views and strong community links, both of which have been
maintained. The responses to the
parents' questionnaires demonstrate a very high degree of support for the
school and satisfaction with the education that the children receive. In particular, they commend the
extra-curricular opportunities and the caring atmosphere defined in the aims of
the school.
3.10 Parents have very good opportunities to be involved in the activities of the school. The Friends of Sandroyd is a flourishing parents’ association which provides great support to the school, in terms of both fund raising and organisation of social activities for children and parents. Amongst these are a quiz night, the annual leavers' fete and dances for the senior pupils. The recent “Foot the Bill” 1000 mile walk and open day was exceptionally successful in raising a very large sum towards the new performing arts centre currently under construction. The outstanding family atmosphere at the school is further fostered through parents attending sports fixtures and chapel on Sundays. Well-designed and helpful booklets are produced for parents and children to ease the transition between the various phases of the school.
3.11
The new website is an excellent focus both for existing and prospective
parents. The informative annual
“Sandroydian” magazine details sports successes, trips and visits abroad. Parents receive twice-termly newsletters –
‘View from the Temple’ - as well as regular letters from the headmaster Very effective and frequent reporting
procedures are in place including weekly effort assessments, an annual parents'
evening consultation and detailed termly reports on children's progress in most
subjects. Once a year, all subjects are
reported on with good judgemental detail.
Curriculum outlines circulated annually to all parents contain notes
regarding policies in place at the school and effective termly curriculum
updates are provided in the pre-preparatory section. The reading logs in the pre-preparatory years
are an excellent example of effective dialogue between home and school.
3.12
The
school handles the concerns of parents with great care, and has an appropriate complaints policy. Evidence shows that concerns are infrequent
but are treated very seriously when they do occur, and resolved effectively.
3.13
Very good links are established between the school and the wider
community. The senior choir sang last
year in a number of local churches including Milton Abbey and Salisbury
Cathedral. Elderly people from the local
community are invited to the annual leavers' fete and a programme of riding for
the disabled at the school is much appreciated.
A prominent international rugby player has been to the school to coach
boys' rugby. The strong links identified
in the last report have been sustained, and the building of the performing arts
centre will enable the school to develop these further.
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 is an outstanding strength of the educational provision at Sandroyd and the quality of the boarding experience supports pupils’ education and development extremely well. The school provides a warm and homely environment in which boarding pupils feel secure, valued and cared for. Boarding is very well led by an enthusiastic house team who make the children’s happiness of paramount concern. Since the last inspection, much thought has gone into improving boarding arrangements including the introduction of boarding for girls. The school successfully meets its aims to provide a ‘…. caring, encouraging and purposeful community.’
3.16 Relationships among pupils, and the way they relate to the boarding staff, are excellent. Pupils are keen to emphasise the fun they have, and the care for them that is at the heart of boarding provision at this school. In particular, they feel that friendships are considerably enhanced by the boarding experience. Pupils and boarding staff share a positive awareness of being part of their own special community. As a result of these outstanding relationships, pupils are positive, polite and open in their dealings with adults. The atmosphere in the boarding accommodation is relaxed and purposeful.
3.17 Boarders enjoy a wide range of activities in the evenings. They have access to many of the school’s facilities, and duty staff ensure that they are safe and happy. In the summer months they especially enjoy the freedom of the outstanding surroundings of the school. At the weekends, a full range of activities is organised and enjoyed - four sessions of activity are available each Sunday organised by staff. Pupils also appreciate ‘down time’ when they are not overly organised.
3.18 The upper floors of the manor house provide boarders with spacious accommodation. The dormitories vary in size but are uniformly comfortable and of good quality. The layout provides for informal contact between pupils and staff, and in the evenings pupils gather for snacks, games and television in various comfortable common rooms. The senior boys appreciate their own designated area and the privileges they are accorded, including being allowed to wear home clothes at weekends. Boarding provision for girls is already popular and their newly refurbished area provides high quality accommodation.
3.19 The school received a very positive report from the Commission for Social Care Inspection in October 2006 and the few recommended actions from that inspection are being addressed.
3.20 The success of the boarding provision might be summed up by the comment of a junior pupil who, when asked by an inspector where his home was, replied straight away, ‘This is my home.’
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Through their considered analysis and very helpful support, governors successfully promote the aims of the school and provide effective oversight and guidance. Governance has improved substantially since the time of the last inspection in 2002.
4.2 The full governing body, which encompasses a wide spread of experience and expertise, meets termly, as do the finance and general purposes and development committees. They maintain a good oversight of what is taking place and receive regular informative reports from the headmaster and other senior staff. Governors have been instrumental in working with the headmaster to bring about major changes, particularly the move to coeducation and opening the new pre-preparatory section.
4.3 Governors are aware of and fulfil their responsibilities, such as for child protection and health and safety. They rigorously review financial matters, and plan extremely carefully to ensure that the accommodation available meets the needs of the pupils and the curriculum, now and for the foreseeable future. Strategic planning for further development in these areas is good. Governors are aware that their knowledge and understanding of the curriculum, teaching and learning is not as strong as in other areas, and are discussing the establishment of an education committee.
4.4 Relationships between the governors and staff are positive, although of an informal and social nature rather than one promoting challenge and accountability.
The Quality of Leadership and Management
4.5 Leadership and management of the school are good and improving. The leadership of the headmaster is inspirational, providing an example for all to follow. Improvements are being made on several fronts. The senior team, with the support of middle managers, is working well to achieve the school’s mission, ‘inspiring each child to achieve excellence in all aspects of school life, academic, cultural and sporting’. The school has retained its great strength, identified in the last inspection report, of high quality, traditional values, which is much appreciated by parents. It has also very effectively introduced girls, and has opened a successful pre-preparatory section.
4.6 At the time of the inspection, a new deputy headmaster had been in post for a matter of days and consequent changes in others’ roles are in train. Delegated responsibilities are under review to ensure that roles are balanced and appropriate, considering the teaching commitments of these staff. Some middle managers and leaders are making good improvements in their subject areas, such as science and mathematics, and leadership and management of the pre-preparatory section is very successful. In a few areas, leaders are not sufficiently effective in bringing about needed changes.
4.7 The school strategic plan, written by the headmaster each year in consultation with senior managers and governors, provides a good overview of planned major developments. Teaching, learning and assessment are included in a separate three-year academic development plan. The areas identified in the academic plan indicate that an excellent analysis has taken place but the progress made in several key areas has been rather slow. Useful departmental reviews are carried out annually and involve heads of subject working with senior managers. Targets set are detailed and rigorous in some areas but minimalist and of little value in others. Senior and middle manager discussions about departmental success are proving helpful, but progress is inconsistent across the school. Reviews of pupils’ work, carried out by senior managers, are of high quality, with clear blunt messages to subject leaders helping to bring about positive change. Senior staff are fully aware of the school’s substantial strengths, and know where and what to do to make improvements in areas of relative weakness although, as yet, not all initiatives have come to fruition.
4.8 The school has a substantial number of good quality policies and procedures, available electronically and readily accessible to all staff. All required policies, such as for disability access and the curriculum, are in place, with some currently being adapted to represent best practice. The new concise staff handbook for the preparatory school provides a useful guide for new staff, although guidance is very brief in some important areas. It is not entirely clear, from the pre-preparatory staff handbook, which of the school policies are applicable to those staff. Staff generally, however, have a sound understanding of what is expected of them.
4.9 Sufficient, well-qualified and effective staff are employed to meet the needs of the curriculum and to provide support across the diverse needs of the school. Appropriate checks are carried out on all adults involved with the school. Staffing ratios are as required for teaching and caring for the youngest pupils in the school. Newly qualified teachers are provided with the support they require and new staff are inducted into both sections of the school. The appraisal system works well with a two-yearly cycle for all teachers. This results in agreed targets being set which are helpful to the individual concerned and the school. Non-teaching staff do not have the benefits that stem from an appraisal system.
4.10 In-service training is provided at the start of each term for all teaching and support staff. The school supports applications by staff to attend training provided by external groups. The continuing professional development programme is not built upon identified school needs, however, such as improved assessment and excellence in teaching and learning. In-service training attended is not evaluated for its impact on school life.
4.11 The financial resources available for the school are well managed and result in well-used, good facilities for most areas. The exception is the provision for and use of ICT. New computers have been purchased recently for the central ICT base but these are not well managed or used. The number of computers available is not sufficient for the pupils to have the time they need to develop key skills. Resources for sport and DT are very good indeed, and the new performing arts centre nearing completion will provide excellent additional facilities. The accommodation and resources available in the purpose-built pre-preparator