INDEPENDENT SCHOOLS INSPECTORATE
INSPECTION REPORT ON
Shebbear College
Full Name of the School	Shebbear College
DfES Number	878/6031
Registered Charity Number	306945
Address	Shebbear, Beaworthy, Devon EX21 5HJ.
Telephone Number	01409 282000
Fax Number	01409 281784
Email Address	info@shebbearcollege.co.uk
Headmaster	R S Barnes
Chairman of Governors	M Saltmarsh
Age Range	3-18 years
Gender	Mixed
Inspection Dates	30^th April to 3^rd 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. INTRODUCTION

Characteristics of the School

1.1 Shebbear College was founded in 1841 and is one of the nine schools owned by the Methodist Church and administered by the Board of Management for Methodist Residential Schools. The governance of the college is delegated to a local governing body. Day-to-day management of the school is in the hands of the headmaster who was appointed in January 2003. The school is co-educational and caters for the full age range from 3 to 18 years old. The school is set in an attractive 85-acre rural estate, the buildings centred on the original house and courtyard to which considerable additions have been made. The junior school occupies a separate building with the pre-prep section separate again, sharing a building with the junior boys’ boarding house. The buildings include a chapel and a number of staff houses on the site or nearby.

1.2 Numbers in the school have risen by more than a quarter in the last five years. The school now has 333 pupils (209 boys and 124 girls): 31 in the pre-prep department (18 boys and 8 girls); 60 in Years 3 to 6 in the Junior School (33 boys and 27 girls); 247 in the senior school (158 boys and 89 girls). The sixth form has 55 students (35 boys and 20 girls) and 98 pupils (68 boys and 30 girls) are either full or weekly boarders. Most day pupils and weekly boarders are based reasonably close to the school, in Devon or Cornwall, and buses run to and from the nearest towns, including Bude, Launceston and Okehampton. Most come from local professional or farming families. Full boarders are mainly based overseas: children of service families or from Hong Kong, Japan, Europe and Africa. Pupils may join the school at any stage, the main entry points being into the Kindergarten, Year 3, Year 7 and Year 9, when numbers in the year typically double. A number leave at the end of Year 11, after GCSE, usually to follow vocational and A-level courses at a sixth form college. A small number join the school in Year 12 for the sixth form. Most sixth form leavers go on to universities in the UK, a few having first taken a ‘gap’ year. The school offers a large number of bursaries and scholarships, in addition to the government funded nursery scheme, and the Ministry of Defence and Foreign and Commonwealth Office allowances.

1.3 The school is non-selective and nearly a quarter of the pupils are identified by the school as having learning difficulties or disabilities. Four pupils have a statement of special educational needs. Some 50 pupils have English as a second language. The majority of these pupils are given extra learning support by the school. The range of ability in the school is wide although, overall, pupils’ average ability is above the national average, but with some variation in different years and somewhat below the national average in the sixth form. If pupils are performing in line with their abilities, their results at each stage will be above the national average for all maintained schools up to GCSE but below the national average at A level.

1.4 The school’s mission and aims are set for all its schools by the Methodist Church Board of Management: “The Methodist Church is engaged in education as part of its Christian mission in the world. Its schools will seek to extend the Methodist ethos and character and contribute to diversity in education.” The aims for its schools are: “to be caring Christian family communities committed to the development of the full potential of each individual….; to maintain high educational standards in all their academic, cultural and sporting activities, stimulating excitement in learning and discipline in study….; to work with and in the communities they serve; to worship as Christians in the Methodist tradition; to uphold Christian values in practice and to make religious education a strong feature of the curriculum, whilst welcoming members of other faiths and none….; to encourage pupils in a critical examination of the standards and values current in society and to discover and develop a personal faith to guide them throughout their lives.” The college’s particular aims are: to promote the whole community of Shebbear College; to provide for each pupil a broad, balanced and challenging range of curricular experiences; to foster Christian values; to help every pupil realise their potential in their developing life; and to encourage pupils to take responsibility for their own development and recognise their unique self-worth.

1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following tables.

Junior School and Pre-preparatory Department

School	NC name
Kindergarten	Nursery
Foundation, Years 1 and 2	Reception, Years 1 and 2
Year 3	Year 3
Year 4	Year 4
Year 5	Year 5
Year 6	Year 6

Senior School

School	NC name
Form 1	Year 7
Form 2	Year 8
Form 3	Year 9
Form 4	Year 10
Form 5	Year 11
Lower 6	Year 12
Upper 6	Year 13

2. THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1 The educational experience provided very largely meets the college aims. In the Senior School the curriculum has good breadth and an appropriate allocation of time to different subjects but issues of balance exist in the Junior School. Three A level subjects have been added since the last inspection as well as changes made lower down the school, including a diploma in digital applications in Years 9, 10 and 11 which offers wide experience in information and communication technology (ICT). A wide range of activities is offered outside the curriculum which strongly supports the college claim to offer an holistic educational experience for its pupils.

2.2 The curriculum allows pupils to acquire and develop literary, mathematical, scientific, aesthetic, social, physical and technical skills to progress both in academic and non-academic areas. Good opportunities exist, through appropriate challenges in the classroom, to develop basic skills of literacy and numeracy as well as skills of listening and speaking. In the Senior School, an increasing emphasis is put on independent learning, particularly in the sixth form, and good opportunities are provided for developing practical and creative skills. However, very little design and technology is taught in Years 7 to 9 and the religious studies (RS) syllabus remains limited in range. The curriculum is less well-balanced in the Junior School, where an emphasis on English and mathematics reduces the time spent on other subjects such as ICT and the humanities. For example, a large allocation is given in each year to individual reading in addition to the normal English lessons, so that the time available for geography, history, art and personal, social and health education is quite limited in some years.

2.3 Staff are willing to give extra assistance to pupils outside class time to augment what has been achieved through the curriculum, and extra lessons for some GCSE subjects are offered within the activities programme. Pupils acknowledge the helpfulness of the staff and the support for learning which they provide inside and outside the normal timetable.

2.4 The extensive activities programme in both Junior School and Senior School allows a wide choice of sporting and non-sporting activities for pupils. Although sixth formers are not required to participate, many do take advantage of the opportunities offered, which include visits to a local health club, climbing, surfing and sailing. The choice is more limited for those involved in major sports teams as they are required to attend coaching sessions in some activities time. However, the improvements in the performances of sports teams since the last inspection has increased the popularity of opting for competitive games. Sport in the Junior School has an important place in the activities programme there. In addition, competing in the Ten Tors Expedition has captured the imagination of many who previously would not have contemplated the challenge. The Duke of Edinburgh’s Award has been reintroduced recently and an army cadet force section is burgeoning. The chamber choir is well-rehearsed and regularly performs in public. Outside the timetabled activities programme, some pupils undertake voluntary work locally and an opportunity for work experience is provided for Year 10 pupils. A number of these activities have strong community links which benefit the pupils. One effect of this timetabled programme of activities is to restrict the amount of non-structured time for most pupils within the school day.

2.5 Pupils are given an introduction to careers in Year 8 before an evolving careers programme begins in personal, social and heath education (PSHE) lessons in Year 9. This programme is a valuable, general introduction to the world of work and the future subject choices pupils will need to make. The Old Shebbearian Association is active in providing members to talk about their professions and the local Rotary Club help with interview practice in the sixth form, but the college has not so far been able to identify a suitable source of dedicated careers expertise to support its own information and guidance, particularly for older pupils. The school has no dedicated careers room with the resources needed to help pupils with their UCAS applications and research, although the sixth form tutors provide as much help as they can. The school is aware of the limitations of what is currently possible in this area and is seeking to appoint a member of staff to take responsibility for careers.

2.6 Overall planning of the curriculum has been a recent school concern and in both the Junior and Senior Schools the curriculum is to be reviewed. At school and subject level, planning is inhibited by the fact that heads of subject and senior managers have little dedicated time for reflection and quality assurance. This is particularly pertinent in the Junior School where practice does not always reflect policy and overall coordination of the curriculum is lacking. It is also apparent in a lack of curriculum coordination between the Junior and Senior Schools. Individual lesson planning is mostly well done but, in both schools, instances were seen of poor or inadequate planning. All pupils benefit from the whole curriculum on offer.

2.7 Procedures for identifying learners with difficulties or disabilities (LDDs) are thorough and lead to accurate identification of individual needs. A qualified member of staff in each section of the school (Junior and Senior) is responsible for assessment and coordinates the support provided for these pupils. Individual education plans (IEPs) are usually set up and these act as important communication documents between classroom teachers and the coordinators. Strategies and priorities are suggested for supporting LDDs in class, and IEPs are reviewed and revised regularly in the light of progress in class and in the one-to-one or small group withdrawal lessons that are arranged for most of these pupils. The different approach of teachers to pupils of different ability and to the work of LDDs is commonly seen in the outcome and marking of their work. Less often do teachers provide different tasks and teaching for pupils, but they very readily offer extra help and support. The coordinators from time to time provide in-service training for staff on how to provide support for LDDs and are available to advise and support the class teacher as necessary.

2.8 Those pupils with statements of special educational needs receive help from classroom assistants and their support complies fully with statutory requirements.

2.9 Increasingly, in the Senior School, the most able pupils and those with particular talents are being identified and extra opportunities and challenge are provided for them at subject level.

2.10 The department for English as an additional language (EAL) organizes the programme and support for those pupils who need long- or short-term help with their English. These pupils, mainly in the Senior School, are withdrawn from French and English for special tuition and can be entered for the appropriate examinations to qualify for university entrance. Close links are maintained between the head of EAL and the classroom teachers, who frequently offer extra support in class, for example by providing subject-related word lists. The available ICT programmes for pupils’ individual learning are less often used.

2.11 The school meets the regulatory requirements for the curriculum [Standard 1].

Pupils’ Learning and Achievements

2.12 Pupils are well grounded in knowledge, skills and understanding in their subjects and activities. They can apply this knowledge and use these skills, and they act critically and creatively. They very largely achieve their potential in their studies and are well motivated towards their learning. Pupils with particular learning needs and those for whom English is an additional language now make good progress, in contrast to the last inspection findings. The school successfully achieves its aim to enable pupils to reach their potential.

2.13 Attainment in the Foundation Stage and in Years 1 and 2 is good; most children achieve the six early learning goals by the end of their time in Reception, often before the age of five. In the rest of the Junior School, in class and in their written work, pupils’ attainment in English, mathematics and science is satisfactory in relation to their ability. However, pupils are very well prepared for the end of Year 6 national tests. In some other subjects, because of more limited time allocation, achievement is less than might be expected. In the Senior School, pupils’ attainment is at least satisfactory and often good in relation to their abilities. They show good levels of skills in aspects of different subjects, for example, practical skills in science and fieldwork experience in geography; some well-researched coursework was seen in a number of different subjects in Years 10 and 11.

2.14 In the Junior and Senior Schools, weaker pupils and those with learning or language difficulties are supported well so that their progress is good. In the Junior School the more able pupils are not always being stretched so that their progress is then less rapid than it might be. More challenging work, rather than more of the same, is rarely given to pupils who have finished the set task. In the Senior School, the more able pupils are identified and in some subjects are given opportunities to develop their work further, for example in English and in mathematics, where pupils studying trigonometry were given extension work beyond the immediate applications. No significant differences are apparent in the classroom in the attainment of boys and girls.

2.15 Pupils’ attainment over the last three years in the national tests in English, mathematics and science at the end of Year 6 is good in relation to pupils’ ability, and is well above the average in maintained schools nationally; it was particularly strong in 2006. Results at GCSE over the last three years have also been good and well above maintained school averages. More than half the subject grades achieved by the girls in 2006 were at one of the top two grades, A* and A. At A level, attainment was also good in relation to ability and results were at the average for all schools.

2.16 The breadth of the school’s curriculum is demonstrated by pupils’ successes at different ages in the Junior and Senior Schools and in a wide variety of other endeavours: regular gold and silver awards in the UK Maths Challenge and regional finalists in the Independent Schools’ Maths Challenge at intermediate level; gold medals in speech and drama awards; strong entries for music examinations, where a number achieve success at the highest grades; the Ten Tors challenge; individual and team success in sport; and success in local music and public speaking events.

2.17 The quality of pupils’ learning is mainly good in the Junior and Senior Schools. Pupils are motivated to learn, and they concentrate and behave well, both in class and around the school. The college aim to develop a desire for learning and an enquiring mind is reflected in the attitude to their work of many of its pupils.

2.18 Pupils throughout the school are articulate, responsive and good listeners. In a Junior School mathematics lesson, pupils very effectively described three-dimensional shapes which they were holding blindfold. Year 9 pupils in an interview were responsive and articulate in answering questions about their work in history. Pupils in Year 11 wrote fluently in well-structured essays and coursework.

2.19 Standards of numeracy in the Junior School are satisfactory although, during the inspection week, pupils had few opportunities to apply their mathematical skills across the curriculum. Pupils in the Senior School are confident in their use of mathematics in other subjects, for example in interpreting birth rate and population graphs or dealing with measures of correlation in geography, in using graphs to present findings in science practical work, or in handling financial data in business studies and accountancy.

2.20 Pupils’ ICT skills, though often good individually, are inconsistent across the school. Pupils make use of the computers in each classroom in the Junior School but planning is not complete on how to use the excellent facilities in the new ICT suite to best effect in developing pupils’ skills in this area. In the Senior School, ICT skills are more widely developed and are generally good, but, because no overview of cross-curricular ICT has been effected, the level of ICT skills is individually variable. A number of departments now make use of one of the ICT suites to support classwork, for example English, mathematics and media studies, and other subjects encourage pupils to use their existing skills in ICT to create project work. Some excellent brochures were produced in a geography project in Year 9 to promote a day trip for elderly people. In addition, pupils taking the diploma course in Years 9, 10 and 11 are able to acquire a wide range of ICT skills and applications.

2.21 Pupils are able to think for themselves and argue a point of view. In Year 6, pupils showed good analytical skills in discussing the ethics of being a highwayman. In music in Year 7, pupils were able to produce a complete melody by the orderly combination of component parts and, in biology, they discussed cogently the use of laser technology in treatment of the eye. Pupils are generally able to make their own notes effectively, although the quality of organisation and presentation of work in the Senior School is variable. Pupils increasingly, as they move through the school, engage in research and independent learning, although little encouragement of the latter was seen in the Junior School during the inspection. The use of ‘mind maps’ in English is popular with pupils in planning their work from Year 7 upwards.

2.22 Pupils settle well to their work and persevere in it. They frequently express and show their enjoyment in what they are doing. From an early age they learn to work cooperatively together in small groups. They are keen to help each other in lessons in the Junior School and the cooperative spirit learnt there carries over to the Senior School, in team games and practices, and also in the attitudes to, and concern for, each other in all their work and activities.

Spiritual, Moral, Social and Cultural Development of Pupils

2.23 Pupils’ spiritual, moral, social and cultural development continues to be strong, as it was in the last inspection. The school emphasizes Christian values and succeeds in its aim of educating the whole person, fostering responsibility, tolerance, commitment and self-worth, thereby contributing very effectively to pupils’ personal growth and self-confidence.

2.24 Pupils’ spiritual awareness is good: they develop a sense of identity and self-esteem that enables them to value and respect others. The focus of spiritual life in the Senior School is the chapel, where the school community comes together almost daily. Talks on current issues are given by the chaplain, the headmaster or other staff and are lively and relevant. Contributions are often made by the pupils; a Year 7 group gave an effective and well-received dramatic presentation on verbal bullying. The enthusiasm of the hymn singing reflects the pupils’ appreciation of the services. All pupils attend, and those of other faiths are encouraged to participate; this inclusive approach means that pupils know they are valued and respected, whatever their background. Junior School pupils attend chapel on special occasions and otherwise assemblies are held in a classroom in the Junior School. Junior School assemblies enable pupils to consider their own personal worth and that of others, through stories such as the tale of the country where all but one person had only one eye. RS lessons are predominantly Christian and Bible based but, along with PSHE, they offer opportunities to explore non-material concepts such as love, goodness and the meaning of life. The extensive grounds and countryside surrounding the school are spiritually uplifting and promote an awareness of natural beauty. The many inspiring works of art by pupils on display around the school buildings encourage creativity and imagination. Musical performances, for example the chamber choir’s moving rehearsal of Bob Chilcott’s ‘Can you hear me?’ with its sensitive reflection on the human condition, elicit a sense of wonder in those who hear them.

2.25 Pupils’ moral development is strong. Their behaviour demonstrates a profound sense of right and wrong, and the staff, by their example and in the quality of their relationships with the pupils, set high moral standards. Pupils accept and respect the school rules and the occasional need for sanctions. Moral issues are discussed in a variety of subjects. A well planned programme of PSHE now exists in the Senior School up to Year 11. In the Junior School, PSHE is included in other subjects and in the programme for assemblies. Psychology, English, science, history and geography were all seen to provide opportunities to consider moral questions; a Year 6 Junior School group had recently completed work on the pros and cons of the death penalty.

2.26 The pupils’ excellent social awareness develops from an early age, where they learn to accept responsibility for their actions and to behave considerately towards each other. The friendly family atmosphere in the boarding houses, where younger pupils turn readily to older ones for advice and support, and the prefect teams elected by their peers both strengthen the community spirit of the school. Pupils cooperate well with their classmates on group activities in subjects such as drama and, for example, in French where they pair up to help and to test each other in oral practice. Team sports and inter-house competitions foster a healthy attitude to winning and losing; community service in Years 7 and 8 and the wide range of charity fundraising, such as the 10 km run for guide dogs for the blind or the money raised to support orphans in Romania, contribute to the strong sense of social responsibility in the school. A variety of opportunities for individual responsibility, including a representative role on the school council, encourages community awareness and introduces elements of citizenship. Pupils gain a knowledge of public institutions and services.

2.27 Pupils develop a sensitive appreciation of their own and other cultures. Visits to art galleries, museums and exhibitions from Bideford to Barcelona, geography field work and language department trips to France have all broadened pupils’ horizons and contributed to greater cultural understanding. A joint history and modern languages trip to the World War I battlefields is scheduled for later in the term. Overseas pupils are encouraged to share their traditions, with events such as the Chinese New Year celebrations and themed dinners. An atmosphere of tolerance and harmony prevails among boarders and throughout the school.

2.28 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Including Assessment)

2.29 The quality of teaching is good in the Foundation Stage and in Years 1 and 2. Teaching is satisfactory in the rest of the Junior School and mainly good overall in the Senior School, where the quality of teaching has improved since the last inspection. In both schools, teaching is occasionally excellent and rarely less than satisfactory. Most teaching is well planned, knowledgeable and enthusiastic so that it frequently achieves the school’s aims to ‘stimulate a desire for learning and promote an enquiring mind’. The overall quality of teaching in the Senior School therefore has greatly improved since the last inspection although a few areas of weakness remain. Almost all parents and pupils replying to the questionnaires praised the teaching and agreed that ‘teaching helps pupils to make progress’.

2.30 Teaching generally enables pupils of differing abilities and backgrounds to make good progress. Excellent use was made of extra resource material for EAL pupils in a Year 11 chemistry lesson, helping them to develop both their English and their science skills. Pupils needing learning support are given the extra help they need in lessons and through individual sessions with learning support teachers. Teacher assistants in a Year 7 mathematics class gave effective extra help to LDD pupils to improve their understanding. However, in the Junior School, teachers rarely set different tasks or use different approaches for differing abilities at either end of the ability range; classroom assistants are not used as effectively as they might be with different ability groups in the class. In the Senior School, teachers are aware of those pupils in the class who are more able and increasingly opportunities are taken to cater for them and their potential.

2.31 The best teaching is stimulating and enthusiastic, and encourages pupils to think for themselves and apply themselves to their studies. Questioning is used well to assess knowledge, develop understanding and encourage thinking. This was seen in an English lesson where probing questioning inspired pupils to think for themselves. Creativity and physical application are encouraged through much of the teaching in art, music and sport. A most effective plenary session in a Junior School music lesson enabled pupils to set their own targets for development. Less satisfactory lessons were sometimes the result of poor time management and organisation, resulting in limited progress and achievement. Throughout the school, the less successful teaching showed a lack of challenge and intellectual inquiry, or low expectations. However, pupils of all ages say that the teaching often encourages interest in their work, for example pupils interviewed about their work in mathematics and history demonstrated considerable enthusiasm for what they were doing.

2.32 Whole-school policies have been developed for teaching and learning, and detailed schemes of work and subject policies exist. Most planning of pupils’ learning is successful at all stages in the school, although the detail for individual lesson plans is inconsistent. Teaching is most successful where objectives are made clear at the start, a variety of different teaching methods is used and lessons are well planned and paced. A physical education (PE) lesson was carefully planned using theory, demonstrations and a wise choice of different activities, and an English lesson started with drama, which led to a discussion and use of the whiteboard before the pupils made their notes; in both cases the lesson had pace, generated interest and achieved effective learning.

2.33 Teachers know their pupils well and have good relationships with them. This encourages pupils to behave well and to take responsibility for the way they learn and progress. Opportunities are taken to respond to the needs of particular groups and individuals. For example, certain children in the Nursery were encouraged to develop their phonics in a lesson on floating and sinking.

2.34 Teachers are well qualified and have a good knowledge of the subjects they teach. The high level of teachers’ skills in creative subjects such as art and music allows pupils to make progress in developing their own skills in these subjects. Teachers share their enthusiasm for their subjects with their pupils. Use of specialist teachers in the Junior School for some subjects significantly enhances their achievement, for example in music. A good number of teaching assistants help in the Junior School classes but are not always effectively deployed in Years 3 to 6.

2.35 Teachers make good use of a wide range and quantity of resources. In the Junior School, effective use is made of some Senior School facilities, as well as teacher-made resources, for example in Year 3 mathematics; classrooms provide displays which celebrate pupils’ work and act as stimulation. The new ICT suite and sports ground in the Junior School are excellent resources. The use of ICT, however, in the Junior School is inconsistent, although it is well used by pupils having special learning needs. ICT resources are good in the Senior School and include an increasing number of interactive whiteboards, so that use of ICT across the curriculum is growing rapidly. The ICT office is cramped by the inclusion there of the servers. Since the last inspection, the Senior School library facilities have greatly improved, but the library is still not always accessible outside lesson time, which limits its usefulness as a teaching resource and for pupils’ general use. The Junior School has no dedicated library area. Both sections of the school make good use of the local library loan service.

2.36 Marking quality is inconsistent in both Junior and Senior Schools. An improved marking policy in the Senior School, implemented this year, is reflected in the good marking seen in many subjects. Most marking is regular, thorough, encouraging, accurate, analytical and constructive. The use of merit marks and stickers for targets is effective and encouraging for pupils. Particularly successful marking, for example in chemistry, English and history, includes the setting of targets. In a minority of subjects, marking is unsatisfactory. Most work is marked regularly in the Junior School but only rarely gives information about how the pupil can improve. It does not always follow the marking policy and some pupils’ work remains unacknowledged by the teachers.

2.37 A useful range of assessment now takes place in the school and results are being used more widely by teachers and management. In the Foundation Stage, assessment is based on the Foundation Stage profile. For older pupils, performance is assessed against national norms using National Curriculum tests at age 11, various standardised tests, and public examinations at GCSE and A level. The school also assesses pupils with internal tests and uses a good variety of assessment methods for pupils needing learning support or having English as a second language. Analysis of all these test results is still being developed and assessment features as an important part of the school’s development plan. The synthesis and more general use of assessment results have begun but are not used systematically, for example to inform tutors’ target setting with pupils.

2.38 The school meets the regulatory requirements for teaching [Standard 1].

3. THE QUALITY OF CARE AND RELATIONSHIPS

The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils

3.1 The quality of pastoral care is excellent. The very good relationships between staff and pupils, reported in the last inspection, continue and the school meets its aims to make its pupils feel valued members of a Christian family community.

3.2 Both day and boarding pupils benefit from the strong support and guidance which they receive from staff, and the high quality of the relationships they enjoy with them. The arrangements for pastoral care are effective, and well overseen and led. Pupils throughout the school, from the sixth form to the youngest members of the community, report that their teachers will always listen and try to help and this is reinforced by responses to the questionnaires from parents.

3.3 In the Senior School a form tutor system operates well, in spite of a lack of allocated time which sometimes prevents tutors from completing business with their tutees about work or pastoral issues, so that alternative times have to be found. Staff communicate with each other in open forum meetings twice a week and informally, but the intranet and email system is not used as fully as it might be. A pastoral log, which all members of staff are asked to read, is kept in the staff common room. The heads of lower school (Years 7 to 9), middle school (Years 10 and 11) and the sixth form have weekly meetings with the head of pastoral, and meetings for tutors in each of these sections of the school also take place regularly.

3.4 In the Junior School, the pastoral care is the responsibility of the class teacher and the morning registration period is used for consultation and dealing with pastoral issues. The care provided is excellent. Pupils interviewed reported that they would all be able to talk to an adult on the staff if they had a concern to share; this was well put in the words ‘the teachers care about whether the pupils are happy’.

3.5 Pupils throughout the school build and enjoy good relationships with each other. An ethos of care and real concern for others pervades the school. Pupils show respect for their peers and also those older and younger, and they value and take a pride in their school community.