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INSPECTION REPORT ON |
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St Mary’s School |
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Full Name of the
School |
St Mary’s School |
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DfES Number |
865/6003 |
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Registered Charity Number |
292845 |
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Address |
St Mary’s School,
Shaftesbury, Dorset SP7 9LP |
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Telephone Number |
01747 852416 |
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Fax Number |
01747 851557 |
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Email Address |
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Headmaster |
Mr Richard James |
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Chair of Governors |
Mrs Joan Dallyn LLB |
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9 to 18 years |
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Gender |
Female |
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Inspection Dates |
5th to 8th
February 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 girls’ 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 St Mary’s School was founded in 1945 on its present site by the Institute of the Blessed Virgin Mary (IBVM). During the 1990s, members of the Order gradually withdrew from the school, and the first lay head was appointed in 1997. The school became a registered charity in 1995. The school currently has 313 girls aged 9 to 18, 199 of whom are full boarders. The previous head left during the summer of 2006 and, following a selection process, the acting head has recently been confirmed in this post.
1.2 The school’s ethos is Roman Catholic, although girls of other denominations are welcomed. The school’s mission and purpose is enshrined in the vision of its founder, Mary Ward: “to educate each individual to the highest standards through fostering traditional values in the spirit of the Gospel, being concerned with all that a girl is and could become”. The school seeks to fulfil this mission by:
· inculcating the values and skills for a successful and happy future;
· developing a spirituality that guides and supports the girls as they grow;
· providing an extensive curriculum to support all talents;
· providing an environment that embraces every kind of learning.
1.3
The school is set in 50 acres
of parkland on the outskirts of the ancient Saxon town of
1.4 Girls are admitted at any stage throughout the school, although the majority enter at ages 9, 11, 13 or 16. Girls sit the relevant school entrance examinations in English, mathematics and reasoning, and undergo an interview (with an additional academic interview for those joining the sixth form). The admissions procedure seeks to identify a girl’s academic potential and personal qualities to match the ethos and standards of the school. Girls in Year 7, and those joining the school in Years 8 and 9, take a number of nationally standardised tests which indicate that their ability is above the national average. Where they perform in line with their ability, therefore, they will achieve results at GCSE and A level that are above the national average for maintained secondary schools.
1.5 Two girls have statements of special educational needs and the school has identified a further seventy-one who receive appropriate guidance to support their learning needs.
1.6 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 table.
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School |
NC name |
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Lower Third |
Year 6 |
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Upper Third |
Year 7 |
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Lower Fourth |
Year 8 |
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Upper Fourth |
Year 9 |
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Lower Fifth |
Year 10 |
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Upper Fifth |
Year 11 |
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Lower Sixth |
Year 12 |
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Upper Sixth |
Year 13 |
The Educational Experience Provided
2.1 The educational experience for girls at St Mary’s is of high quality and contributes very effectively to their academic and personal development. It is entirely consistent with the school’s stated aims and philosophy to promote worthwhile values, to enhance learning, and to develop girls’ talents. These are well understood by staff, parents and girls, and firmly rooted in the school’s strong and secure Catholic tradition and ethos. A Year 11 girl recognised this when she said: “the school provides the structure to help us perform to the best of our ability”.
2.2 Since the last inspection, the school has increased the provision for information and communication technology (ICT) and has broadened its range of subject choices at A level. The introduction of the Multiple Intelligences (MInt) programme has created new opportunities to enhance girls’ learning. The school is aware of the need to develop a long-term plan for curriculum development, more closely linked to staff development, although the pace of this initiative has slowed due to recent management changes.
2.3 The curriculum provided gives girls a very good grounding in skills and knowledge, as well as stimulating interest in learning in a wide range of subjects throughout the school. These provide good opportunities for the girls’ mathematical, scientific, linguistic, human and social, physical and creative development. The 13 girls in Years 5 and 6 are taught as a single class. The school recognises the challenge this poses in terms of curricular progression and continuity as girls move between Years 5 and 6, and onward into Year 7. As yet, departmental responsibility for the curriculum in Years 5 and 6 is not sufficiently clearly identified in the job descriptions for heads of department and in their subject documentation.
2.4 At GCSE, girls choose 3 from a total of 12 optional subjects, alongside a common core which includes religious studies (RS), both English language and literature, mathematics, science and a modern foreign language, as well as non-examined courses in physical education (PE), ICT, music (which is replaced in Year 11 by careers), and personal, social and health education (PSHE).
2.5 In the sixth form, girls choose from 18 subject options, which include the recent addition of psychology and photography. The sixth-form curriculum is enhanced by a programme of general studies and RS. Critical thinking is offered as an additional subject in Year 13. Opportunities for physical exercise in the sixth-form curriculum are limited, the single 35-minute periods providing little time for structured activities. However, this is to a large extent addressed by the many opportunities to pursue extra-curricular sporting and related activities, including many team games.
2.6 The extensive range of extra-curricular activities in all year groups greatly enhances the girls’ enjoyment of school life and enriches their educational experience. Activities range from rock-climbing and cookery to many music and sports groups, The Duke of Edinburgh’s Award scheme, the combined cadet force at a neighbouring girls’ school, and opportunities for community service.
2.7 Girls are very well prepared for the next stage of their education. Careers education begins through the PSHE programme in Year 9, and timetabled lessons from Year 10 include self-awareness and personal development. Tutors assist with subject options, and careers and university choices, and valuable support is provided by the Independent Schools Careers Organisation and the Wiltshire Careers Service. The school has a well-stocked careers library, and girls and their parents are regularly updated on new developments through the school’s virtual learning environment on its website. The careers programme is also supplemented by visits from after-dinner speakers who address the ‘Food for Thought’ club. Girls in their GCSE year are encouraged to arrange work experience placements during the holidays.
2.8 Curriculum planning and academic monitoring have largely been taken on by heads of department during the long-term absence of the director of studies. This enhanced management and leadership role has been fully accepted by most heads of departments. Departmental documentation has clear aims and objectives, linked to the school’s mission statement, with a strong focus on teaching and learning.
2.9 The school offers well-planned support for girls with particular educational needs. The co-ordinator for gifted and talented girls encourages heads of department to identify those of exceptional ability within their subjects, and the MInt programme offers all girls an opportunity to identify their own learning styles. Staff are starting to use this information in lesson planning and in supporting girls’ learning needs in class. Opportunities are available for the further development of specific exceptional talents through, for example, specialist music groups and opportunities for sport at county and regional level. Girls with English as an additional language receive helpful support through extra lessons with a dedicated teacher. Good provision is made for those with special educational needs and these girls have comprehensive individual education plans that identify the support needed: this is provided through the learning support department and through the awareness of such girls’ needs within lessons. Those pupils with statements of special educational needs have appropriate individual education plans that are reviewed annually.
2.10 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.11 The wide educational experience provided by the school enables girls to achieve good standards in relation to their ability in their academic work and learning, as well as in their extra-curricular accomplishments. Their level of knowledge, skills, understanding and application are good, and they apply these and think and act critically and creatively. These achievements are enhanced by the support and encouragement of teachers, and reinforced by the strong Catholic ethos of the school. Girls benefit from their understanding of the school’s stated aim “to educate each individual to the highest standards”. The school succeeds well in its aim to provide an environment that embraces every kind of learning. Over recent years, girls have maintained the good standards of academic attainment and learning seen at the last inspection.
2.12 In all the subjects studied, girls develop well and achieve good standards relative to their ability in many different areas of learning (both practical and theoretical), in all aspects of language, and in acquiring literacy, numeracy and ICT skills. Good examples of girls’ attainment were seen in a Year 10 music lesson where they made good progress assimilating different rhythms and melodies in a jazz style; through their understanding of the causes of the American Civil War in Year 8; and in their high level of skill in manipulating digital images in a Year 12 photography class.
2.13 Well-focused support for those with particular needs, including the gifted and talented, has enabled all girls to achieve good standards in relation to their abilities. No significant variation was observed in the relative attainment of different groups of girls or different subjects.
2.14 Girls’ attainment in national tests at age 11 is at least satisfactory in relation to their ability in English and science, but not high enough in mathematics, results in recent years being below the national average for all maintained primary schools in mathematics, and mainly above average, particularly in English, in the other two subjects. Attainment in national tests in mathematics at age 14 is good in relation to girls’ ability, results being well above the national average. This good progress is due partly to changed arrangements for teaching in mathematics, and also to an increase in the number of more able girls entering the school in Years 8 and 9. At GCSE, attainment is high, and good at A level, in relation to girls’ ability, results in both examinations being above the national average even for selective schools. In religious studies, almost all girls were awarded A* or A grades at GCSE in 2006. Over the longer term, nationally standardised measures of assessment indicate that girls’ progress to GCSE has been significantly above national norms. However, the school does not yet undertake similar assessments to enable progress from GCSE to A level to be measured.
2.15 Impressive individual and group or team successes have recently been achieved. Results in the London Academy of Music and Dramatic Art examinations over the last three years have been outstanding, with nearly half the entries being awarded at distinction level. Significant success in Associated Board music examinations and at music festivals has been achieved. Team players and individuals frequently win through to county and regional finals in hockey, netball, athletics and cross-country running. Individual girls have qualified for national equestrian competitions. Girls have also enjoyed considerable success in The Duke of Edinburgh’s Award scheme, with 27 working towards the gold award in recent years. These commendable successes, combined with strong academic results, reflect the way in which the school has enabled girls to develop a wide range of talents.
2.16 Girls respond very well to the education provided and the stimulating teaching received. They speak warmly of their enthusiasm for their work and the opportunities for learning in the classroom and in their activities. Girls are articulate in class; they listen effectively, read intelligently and write fluently. They settle quickly in lessons and apply themselves well to the tasks presented to them. They persevere with and enjoy their work, listen well to others and respect their points of view.
2.17 Girls apply mathematics and mathematical concepts effectively, not only in mathematics lessons but also in, for example ICT where they were able to convert tabulated values into a line graph, and in physics and chemistry where many showed good skills of analysis and graphical representation of results.
2.18 Girls make effective use of ICT when given the chance to do so. Presentation software was used effectively by them in RS and assembly. They use graphical calculators and interactive whiteboards confidently, and investigate the virtual learning environment on the school’s intranet system. Use of ICT is not promoted strongly in some subjects, and some Year 13 girls reported that their skills had become rusty.
2.19 Most girls, particularly the more able, reason and argue cogently, and think for themselves, often as a direct result of the challenging learning opportunities presented to them in class. Good debating skills were seen in psychology and PSHE lessons. Girls enjoy the many opportunities given to them to think and work independently and they respond well to these. They plan their work effectively and evaluate results well in lengthy science investigations. Independent research, often on the internet, enables many older girls to enhance their learning in class. Girls’ note-taking skills are not always put to the test. In English, these skills are well developed, but too often notes are dictated, for example in chemistry where even the punctuation was given.
2.20 Girls study and work effectively on their own and co-operatively with others and in teams; this was seen to good effect in science and in many activities, for example sport and music. They take part in peer appraisal in art, history and psychology, assessing each other’s contributions sensibly. Good team work was seen in drama, where girls enjoyed learning a new choreographic sequence.
Spiritual, Moral, Social and Cultural Development of Girls
2.21 Throughout the school, girls demonstrate exceptional levels of spiritual, moral, social and cultural awareness. The powerful spiritual life of the school, with the Catholic faith at its heart, offers an excellent framework for strong relationships and the girls’ personal development within a caring school community. This is a school that lives its mission statement. The school community is built upon a strong sense of spirituality that pervades everything it does. In summing up the ethos of the school, a sixth former answered simply that it is about “community, spirituality and individuality”. Not only does every girl matter, she knows that she is valued. For boarders, this is their other home. The school has maintained the high standards identified in the last inspection. It has also extended the cultural horizons of the girls ensuring that their community is connected with the wider world. The school recognises the challenge inherent in promoting its role as a faith school in an increasingly uncertain world.
2.22
The Catholic ethos of the
school reaches out to members of the school community who are not
Catholics. Emphasis on spirituality
allows every girl to grow and develop a strong moral sense, which is also
supported by the very good role models provided by the staff. The inclusion of other faiths within school
has been encouraged. An Anglican priest
takes services and catechises Anglicans in the school chapel. Indeed, the chapel is the spiritual heart of
the school. The symbolic way in which
the doors remain open represents the welcome extended to all within the
community. The chapel is the natural
home to a host of collective activities characterised by prayer and reflection,
helping girls to develop a clear sense of right and wrong. The weekly chapel assembly allows girls to
take a moral and spiritual lead with their peers. The evening prayers taken by the chaplain in
a candle-lit chapel offer boarders a moment to reflect in a less formal way,
and to pray. Another much-valued part of
the school, offering respite from the hurly-burly of school life is the
2.23 The girls’ social development is outstanding and is, in many ways, a direct reflection of their spiritual and moral awareness. The nurturing environment where praise is readily given helps to boost girls’ confidence and self-esteem. Girls show confidence, resilience, self-awareness, kindness and thoughtfulness in their relationships with others. As one girl said: “St Mary’s gives you the opportunity to become a stronger person”. Such is the confidence of the girls they are themselves whatever the company. This confidence is fostered by the relationships between older and younger girls; prefects, house monitors and sixth formers are well respected by the younger girls who look to them as role models. This commitment and the attachment of sixth formers to younger forms help to strengthen the relationship between girls at different stages in their school career. A recent Year 12 peer mentoring initiative with the purpose of offering support to younger girls was so oversubscribed that girls had to apply to be trained for this role. The girls’ social development is further supported by a comprehensive and flourishing PSHE programme delivered by a specialist teacher. PSHE addresses potentially sensitive issues in the context of a faith school sensibly and in an informed way. Girls engage comfortably in discussions relating to morality and life-style choices in a secure setting, and are aware of public institutions and current affairs.
2.24
Since the last inspection, the
school has expanded its cultural horizons.
Increasingly, girls are involved in trips and exchanges abroad, including
visits to Christmas Markets in
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 The overall quality of teaching is predominantly good throughout the school, but with many examples of excellence. The knowledgeable and well-planned teaching contributes significantly to the good standards of girls’ attainment and learning. The quality of the teaching has a major impact on the fulfilment of the school’s aim to educate each girl to the highest standards. Good progress has been made since the last inspection in implementing a wider range of teaching methods to stimulate independent learning. The school has started to implement the use of standardised assessment data to track girls’ progress more thoroughly. It is aware of the need to encourage staff at all levels to use available data more effectively in planning their teaching.
2.27 Teaching enables girls of all abilities to make progress, increase their understanding and develop new skills. Effective learning support and appropriate classroom tasks provide valuable assistance for those with special educational needs or those with English as an additional language, and greatly enhance their progress. Teachers have a good knowledge of their pupils and their capabilities, and understand the necessity to vary methods in order to support and address the needs of all girls. Extension work to challenge more able girls is frequently provided.
2.28 Girls are well motivated by the teaching they receive, which encourages them to show intellectual, physical and creative effort. This was seen to good effect in, for example, discussion in a Year 12 psychology lesson, the number of girls who play sport at county level, and the impressive art and photography displays throughout the school. Girls respond well to the often stimulating and challenging questions, and achieve a high quality of discussion. Teachers know their pupils well and the support they give is very much appreciated by both parents and girls. Girls feel strongly that the teaching helps them to learn and encourages them to work independently. The good relationships within lessons enable girls to behave very responsibly.
2.29 The best lessons are well planned, have clear learning objectives, a variety of activities and teaching styles, and enable girls to fulfil the lesson’s aims. For example, in a Year 10 biology lesson studying genetics, well-planned and challenging tasks enabled girls to make good progress in the analysis and evaluation of the data collected. Teachers have a thorough understanding of their subjects. Teaching is supported by a suitably varied range of resources. Effective use is made of interactive whiteboards, and many departments, but not yet all, make use of the computer technology available.
2.30 Less successful teaching, seen in a small minority of lessons that were poorly planned, leaves insufficient scope for girls’ involvement and limited opportunity for individual learning, often failing to sustain their interest.
2.31 The assessment and marking of girls’ work is regular and accurate. Marking methods vary between departments, but girls have detailed information about these different schemes and clearly understand the grades given. Good practice is well documented, for example, in the RS handbook. Comments on girls’ work vary in length and content, with some teachers providing several sentences of detailed and constructive help. Oral feedback is frequently given to girls in class, thus helping them to improve their work.
2.32 The school’s new database provides enhanced opportunities to store assessment data from internal sources, such as the twice-termly “work marks” which provide an assessment of effort and achievement in each subject, as well as nationally standardised assessment data. This is available to all staff who can access the information around the school via their laptops. Form tutors and heads of department are starting to use the available information more effectively to monitor and evaluate girls’ progress, to track under-performance, and to aid their curriculum planning. National data is not yet consistently used by all subjects to compare girls’ performance with national benchmarks.
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 high quality of pastoral care is an outstanding feature of the school. Measures to safeguard and promote girls’ welfare, health and safety are extremely effective and help the school to fulfil its central mission. In the last inspection, pastoral care was judged to be very supportive, and the high standard set then has been maintained, with continued commitment to provide a caring and nurturing environment. The school is fully aware of the need to continue to monitor and review its existing arrangements.
3.2 The staff provide very effective support and guidance for all girls. The six houses to which the girls belong are central to their welfare, with housemistresses and resident assistants being readily available to offer help and support. Form tutors are also responsible for girls’ welfare and their pastoral and academic progress. Together with boarding staff, they ensure that the girls have someone to turn to at all times. Tutors go through reports with girls individually, encouraging progress and setting targets for the coming year. These strengths were recognised by many parents, as one said: “we consider the pastoral care to be of a very high standard, and clearly of the utmost importance to all who work at the school.”
3.3 Staff are supported by well-planned pastoral arrangements, based upon comprehensive policies and procedures, the system being efficiently co-ordinated and monitored by the deputy head, the head of boarding and the heads of section. Pastoral meetings are held twice each term, bringing together those members of staff with direct responsibility for pastoral care. Effective communication between staff, whether informal or formal, ensures that concerns about girls receive prompt action. Records are kept of issues and incidents that have raised concerns, and pastoral responses are regularly reviewed and evaluated.
3.4 The quality of relationships between staff and girls, and among girls themselves, is a major strength of the school. A caring atmosphere, based on mutual respect, pervades the whole school and engenders a strong sense of community. All members of staff make an important contribution to the care and safety of the girls, who say that they feel secure in the school and that a member of staff is always at hand.
3.5 Measures to promote good discipline and behaviour, including procedures to guard against bullying, are very effective. Girls confirm that bullying is not a significant issue in the school and, when incidents do occur, they are dealt with speedily and with appropriate responses. However, serious punishments are rare. The girls see themselves as members of a caring community and treat each other with respect. Various commendations and rewards for good progress and behaviour are effectively used.
3.6 Effective child protection measures reinforce the school’s pastoral care. Key staff have undertaken specialist child protection training in association with local agencies, and all staff have received appropriate guidance. Girls in the sixth form have also benefited from welfare training and provide support for and act as mentors to younger girls. Governors have undertaken a recent review of child protection practice in the school.
3.7 The medical care of the girls is well organised. The infirmary provides excellent accommodation and is appropriately staffed, and nurses make an important contribution to the pastoral support available to girls. Procedures for the storage and dispensing of medication are extremely well regulated. An appropriate policy for first aid is in place.
3.8 All necessary measures to reduce risk from fire and other hazards are in place. The risk assessments for fire, and others produced throughout the school, are comprehensive, and boarding staff have received appropriate training in fire safety. The behaviour of the girls when evacuating the school during an unplanned fire alarm in snowy weather was exemplary: they moved calmly to the assembly point and waited in orderly silence. Health and safety arrangements, including measures for site security and for disabled access, are effective.
3.9 The quality of food, highlighted positively in many of the girls’ pre-inspection questionnaires, is good, and menus are appropriately nutritious and varied. The atmosphere in the dining hall is calm and relaxed, making mealtimes a thoroughly civilised experience for staff and girls alike.
3.10 The school meets the regulatory requirements for the welfare, health and safety of girls [Standard 3].
The Quality of Links with Parents and the Community
3.11 The school has formed an extremely good partnership with its parents and developed very productive links with the local community. This close relationship with the home and family, and with the world outside school, makes a strong contribution to the fulfilment of the school’s aims. The school has improved still further the good standards identified in the last inspection. Electronic means of communication have improved the speed of response to parental enquiries and concerns. The level of detail in reports has been enhanced significantly.
3.12 Nearly 200 parents responded to the pre-inspection questionnaire. The overwhelming majority of these voiced considerable satisfaction with the school: they commented particularly on the help and guidance given to girls, the high standards of behaviour, the promotion of worthwhile attitudes and values, and the good range of extra-curricular activities. This was summed up by the parent of a sixth former who felt that the school has “had the ability to bring out the best in both our daughters, and enabled them to achieve academically far more than we expected”. A small proportion felt the school did not encourage them to be involved in its life and work, but the inspectors felt that parents have many opportunities to become actively involved in the life of the school. A parents’ forum meets twice each term (although attendance is often not high). Parents attend concerts, drama productions, sports fixtures, art and design exhibitions, social evenings and various services in the chapel. Recently, some parents joined the choral group to sing the Rutter Requiem. Parents’ consultation evenings occur annually for all year groups with additional meetings for parents of girls in Years 9 and 11 in order to discuss subject option choices.
3.13 Parents receive very informative and thorough reports that address all facets of their daughters’ education. They are provided with full information about the life of the school. Many sources of information are available, such as the school magazine, which highlights events, individual achievements, school expeditions and department displays, as well as the termly newsletters. The school prospectus is of high quality, and a wide range of policies and written procedures are available for parents to download within their own section of the school’s website.
3.14 The complaints policy for parents is comprehensive and fully compliant with statutory obligations, and can be accessed on the school’s website. A log is kept of formal and informal complaints, and this is well documented and shows appropriate resolution of problems.
3.15
Many valuable links with the
local and wider community enrich the life of the school. Work experience, careers information, Young
Enterprise and The Duke of Edinburgh’s Award scheme bring girls into contact
with the local community. Charitable
links are strong and money is raised through many and varied events. The local community makes considerable use of
school facilities, and Confirmation classes are open to local people. During refurbishment of a local church, the
congregation shared the school chapel and many warm letters of appreciation
were received. Year 8 girls visit a
local care home. Further afield, many
opportunities exist for girls to join trips within the
3.16 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
The Quality of Boarding Education
3.17 The school provides a good boarding experience and the opportunities available to boarders support their learning, personal development and welfare very well. The boarding houses are highly successful in achieving their boarding aims: specifically those of developing respectful, trusting and supportive relationships between girls and with their boarding staff; of taking responsibility for themselves and others; and of fostering a belief in the value and dignity of each individual. The school has made good progress in enhancing the professional development of its boarding staff, and in achieving consistent and well-understood systems and procedures. It has addressed all the recommendations of the last boarding welfare inspection appropriately. The school is aware of the need to improve the sleeping accommodation of its youngest boarders, as soon as resources permit.
3.18 Relationships within the boarding community are excellent. Girls are friendly and open, and highly supportive of each other. They speak warmly of the care, support and guidance provided by the staff, and acknowledge the strong sense of community evident in the houses. Older boarders relate well to younger girls, and house monitors and prefects take their welfare responsibilities seriously. Induction arrangements, including the appointment of ‘guardian angels’ to help new boarders settle in, are effective, and girls state that they are quickly welcomed into the house environment. Boarders spoke appreciatively of the clear expectations of behaviour that are accepted and the proportionate responses of the staff when problems arise.
3.19 Boarders benefit from the wide range of activities provided for all girls during the week and early evening, and speak warmly of the wide range of activities on offer at weekends, both within school and outside. Many engage in energetic pursuits such as rock climbing, sailing and ice skating off site, as well as sporting activities in school provided through competitive matches and informal sport. The new swimming pool is much appreciated and well used. Informal activities, some organised by the girls themselves, include cookery, craft clubs, dance and drama. Senior girls, in particular, welcome the opportunity to catch up with work, or just relax and unwind after a busy week. A variety of social events, many with local boys’ schools, are arranged from time to time.
3.20 The accommodation for boarders varies somewhat in quality. Much is good, and the accommodation for Year 13 girls in Mary Ward house is very good indeed, providing an environment appropriate for girls preparing for life at university. The cubicle accommodation for the youngest boarders falls below the standard of the other houses and, although popular with many girls, does not yet provide the level of space, comfort and privacy enjoyed by the majority of the boarders. The deployment and expertise of boarding staff is good, and the team of housemistresses provides very good oversight of boarding arrangements and practices, and a consistent approach to girls’ welfare. Professional development related to the boarding role is given a high priority.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The governors provide a very effective oversight of the life and work of the school and promote its mission and values very strongly. Their support for the school and its staff enables its aims and purpose to be well met. Governors have provided the resources and encouragement to assist the school to make good progress since the last inspection. They have a clear view of the future needs of the school and of areas requiring further development.
4.2 The structure and arrangements for governance have been well planned, with a wide range of expertise and experience available on the governing body. All governors have specific areas for their attention, such as boarding, health and safety, and welfare. Two sub-committees, concerned with finance and development, and with academic matters, enable these important areas to be monitored more closely. Governors have played a crucial role in developing and re-defining the school’s mission statement, and see themselves very properly as ‘guardians of the flame’. They provide a strong commitment to promoting the school’s values.
4.3 Governors are fully aware of their responsibilities and statutory obligations and, through the school’s development plan and their own cash flow projections, provide crucial control of resources and a clear identification of the school’s future priorities. They have undertaken the required annual review of the school’s arrangements for safeguarding welfare and child protection. Monitoring of other school policies and practices is largely achieved indirectly through reports from the head, and the work of the sub-committees. Their involvement in the school’s work is appropriately strategic, leaving the tactics to the senior management.
4.4 Governors have a good insight into the workings of the school and provide support and stimulus for the staff. Relationships with teachers are developed mainly through informal contact. Governors attend and support school functions and events, and are well informed about school life through newsletters, reports and the rapidly expanding website.
The Quality of Leadership and Management
4.5 The quality of leadership and management throughout the school is good, with many significant strengths. It provides the support and structure for girls to be successful in their endeavours, both in and out of class. The leadership and management at all levels enable the school’s central purpose to be clearly understood and successfully achieved. Since its last inspection in 2001, the school has made good progress in developing the academic and pastoral life of the school and has adjusted well to recent changes in the leadership and management structure. Through its development plan and the wholehearted involvement of its staff, the school has a clear vision of areas for improvement and development.
4.6 The leadership and management structure has been in a state of flux, with the recent appointment of a new head, following the interim arrangements of last autumn term. The school has thus had to adapt to rapid and significant change. The small size of the existing senior management team, and the long-term absence of one of its members, initiated the creation of a leadership group of senior staff. This has the task of day-to-day co-ordination of school routine and major events, and of improving communication within the school, and has widened the pool of talent available for moving the school forward. Morale among staff and girls is now particularly strong, and much of this is due to the calm and determined leadership of the new head, ably assisted by the acting deputy head. The creation of a head of boarding has enabled strong team work among the housemistresses to be developed. Very strong corporate support for the school’s mission and purpose is evident among the staff and the girls.
4.7 The consultative approach of the school’s management, seeking the involvement and commitment of staff at all levels, has enabled many routine systems and practices to be reviewed and consolidated to improve consistency in the educational direction of the school. These have included action on assessment practices and the promotion of learning. The analysis of assessment data, to achieve better tracking of girls’ progress, is gradually being supported and developed by staff at all levels, although the school recognises that much remains to be done.
4.8 An effective and comprehensive set of policies has been prepared. Good systems are in place for monitoring and reviewing the academic and pastoral life of the school, and a strong culture of evaluation of current practice is developing. Mutual observation of lessons to share good practice is now accepted and supported, and systems for monitoring welfare records, disciplinary incidents, and the work of tutors are being improved.
4.9 The leadership role of the heads of subject departments is being strengthened, although some relish the challenge more than others. Their role in the management of their departments and subject plans are becoming more closely linked to raising standards of teaching and learning, and to the school’s priorities outlined in the development plan. Staff development procedures, mainly for the teaching staff, ensure thorough induction and on-going appraisal, linked to professional development and training. No current staff are newly qualified teachers, but the school’s arrangements for such staff are in place. All new staff applicants, both teaching and non-teaching, are subject to the required checks through the Criminal Records Bureau, although some aspects of the recruitment process are not always fully documented.
4.10 Financial control and budgeting are tightly monitored and resources are managed efficiently and effectively. Recent investment in ICT and the library has improved these important resource areas, to the benefit of girls’ learning. The routine administration of the school is efficiently managed by the bursar, whose staff work very effectively and unobtrusively to ensure the smooth running of the school, and are fully supportive of the school’s aims.
4.11 The school recognises the inherent difficulties in assimilating rapid change. The senior management team is yet to be fully formed and new responsibilities created. Senior staff also realise the importance of ensuring that new practices and initiatives are firmly bedded down before their effectiveness can be fully evaluated.
4.12 The school meets almost all of the regulatory requirements for the suitability of proprietors and staff [Standard 4]. In order to meet all the requirements, the school must:
(a) ensure that the appropriate checks are carried out on staff to confirm their identity, medical fitness, qualifications and professional references [Regulation 4.(c)].
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