INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON

St Mary’s School Ascot

 

Full Name of the School

St Mary’s School Ascot

DfES Number

868/6002

Registered Charity Number

290286

Address

St Mary’s Road, Ascot, Berkshire SL5 9JF.

Telephone Number

01344 623721

Fax Number

01344 873281

Email Address

genenquiries@st-marys-ascot.co.uk

Headmistress

Mrs Mary Breen

Chair of Governors

Mr Mark Armour

Age Range

11-18

Gender

Female

Inspection Dates

22nd – 25th  January 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            St Mary’s School Ascot is a Roman Catholic boarding school for girls aged between 11 and 18.  It is situated in extensive grounds with mature trees in South Ascot, Berkshire.

1.2            The school was founded in 1885 by a religious order, the Institute of the Blessed Virgin Mary (IBVM), now named the Congregation of Jesus (CJ), that was itself founded in the early seventeenth century by Mary Ward, a woman who dedicated her life to God and believed in the education of girls.  The thinking of Mary Ward is still a strong influence in the school today.  In 1984 the St Mary’s School Ascot trust was established and a board of governors appointed.  In 1995 the trustees purchased the freehold of the school property and today the school is self-governing and self-financing.  One member of the CJ lives on site.  The present headmistress is the first lay head of the school and leads an almost entirely lay staff.  The trustees of the school are the guardians of its Catholic ethos while the governing body is more directly involved in issues of day-to-day governance and the strategic direction of the school.

1.3            The aims of the school are:

·         to foster the intellectual, spiritual, and personal development of girls and women within the context of the Catholic boarding school;

·         to encourage in each pupil a sense of her own worth and talents so that she is prepared to lead others and to enrich her world;

·         to develop each pupil’s potential for independent thought and the search for truth through a rigorous academic education;

·         to promote a strong sense of responsibility, co-operation and tolerance based on Christian awareness of the needs of others;

·         to provide the opportunity for each pupil to enjoy the full sacramental life and spiritual richness of the Catholic Church;

·         to form women of conscience, competence and compassionate commitment;

·         to create and foster a partnership between parents, school and the wider community;

·         to follow in the spirit of Mary Ward who cherished “freedom of spirit, sincerity, and a cheerful disposition”.

1.4            The school describes itself as having five main features: Catholic, boarding, all girls, comparatively small and academic.  Almost all girls are Catholic and preference is given to Catholic girls in the school’s admissions policy.  Siblings and daughters of old girls are also given preference.  Candidates for entry to the school are selected after sitting an entrance examination and interview.

1.5            Three-hundred and sixty-five girls attend the school, almost all of whom are boarders.  Of these 101 are in the sixth form.  Main intakes are at the ages of 11 and 13, with a few girls joining in Year 12.  The school has a full boarding policy, with no weekly or flexi-boarding, although exeat weekends occur every three weeks.  Most pupils’ homes are in the South East, including London, but about a third live further afield in the United Kingdom.  Forty-seven girls come from overseas, of whom eighteen are non-British.  A very small number of pupils come from Asia and the Far East.

1.6            No pupil has a statement of special educational needs, but the school has identified 42 with learning difficulties or disabilities (LDD), mostly dyslexia or dyspraxia.  Two girls have English as an additional language, but do not require extra support.  Thirty-eight have been placed on the school’s gifted and talented register.

1.7            Nationally validated baseline tests of ability indicate that, although there is a range of ability, on average pupils at St Mary’s are well above the average for all maintained schools.  Therefore, if pupils are performing in line with their ability their results in public examinations are expected to be well above the average for pupils in all maintained schools.

1.8            The last school inspection took place in 2001.  Since then the few remaining nuns belonging to the religious order that founded the school have left their community house in the school grounds, but one nun remains on the school staff.  Facilities have been improved with, in addition to the normal refurbishment programme, the installation of a new school kitchen, the building of a sports complex and a new maintenance department.  More accommodation on site for residential staff has been provided.  The supply of information, control and communication technology (ICT) equipment, for communication and management as well as for teaching and learning, has been extended.

1.9            National Curriculum nomenclature is used throughout this report to refer to year groups in the school.

2.              THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1            The quality of the educational experience provided, praised in the previous inspection, is outstanding.  It is fully consistent with the school’s aims to foster the intellectual, spiritual and personal development of girls within the context of a Catholic boarding school, encouraging their sense of self-worth and their talents so that they are prepared to lead others and enrich the world.  Spiritual, moral and social values underpin the curriculum which is enriched by an extensive programme of additional and extra-curricular activities, many of which support the school’s aim to develop independent thought and enhance preparation for the next stage of education and for adult life.

2.2            The high quality of the curriculum, broad and well balanced at all stages, contributes strongly to the pupils’ linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development and to the acquisition of speaking, listening, literacy and numeracy skills.  Since the last inspection, a review of the curriculum for Years 7 to 9 has resulted in the introduction of a broader technology programme which has assisted in the embedding of core ICT skills.  The time allocation between foreign languages has been reviewed, allowing all pupils to experience three modern foreign languages in addition to French and Latin.  Balance is maintained in Years 10 and 11 when pupils are encouraged to continue a creative subject as well as the core of English, French, mathematics, science and religious education (RE).  Most pupils study ten subjects to GCSE; they have the opportunity to take three separate sciences and three foreign languages.  In Year 12, the provision of courses for all pupils in critical thinking, current affairs, religious studies and physical education ensures breadth. A wide range of AS level subjects, from which girls choose four, includes politics, economics, classical civilization and history of art in addition to the subjects offered at GCSE.  Pupils continue with at least three subjects to A2 level.  For some pupils at all levels, the ten period day which permits this flexibility is a demanding one.

2.3            The rich extra-curricular programme, which has expanded since the last inspection, affords pupils some opportunities to mix with other year groups in a busy schedule of house competitions, which also promote leadership.  They have ample opportunities to develop their skills in art, drama, music and sport and enjoy hobbies through clubs, societies and week-end activities.  Pupils are enthusiastic about their activities and learn to manage their ‘life timetables’, which are monitored by their tutors.  The very popular Duke of Edinburgh’s Award scheme allows large numbers of pupils to engage in voluntary service and to challenge themselves on testing expeditions.  Many trips are available to complement this provision, including retreats for whole year groups and the sixth form visit to Lourdes.

2.4            Preparation for the next stage of education is thoughtfully planned and begins with a focussed programme relating to careers possibilities and subject choices from Year 9.  Almost all girls undertake work experience after completing their GCSE examinations.  In the sixth form, a well-organised scheme of advice about and preparation for application to university reinforces a programme of careers talks, often given by former pupils.  Informative and practical careers newsletters encourage parental involvement.

2.5            Personal, social, health and citizenship education (PSHCE) is covered in ‘life skills’ lessons and by teaching in other discrete areas of the curriculum, such as assemblies, RE lessons, the tutorial programme and aspects of extra-curricular activities and boarding life.  However, although ‘life skills’ lessons have a generous time allocation and are timetabled for every year group, the content is not sufficiently broad or balanced, nor do they contain enough topics concerned with relationships and personal development.

2.6            Arrangements for planning the curriculum are effective and ensure that many staff contribute to decisions and initiatives.  Planning in departments is thorough and carefully monitored.  The most effective schemes of work and lesson plans pay careful attention to the needs of those with different abilities and learning styles; they include extension activities, and emphasise the importance of a variety of activity, including appropriate use of ICT by pupils.  Best practice in this area is shared through the appraisal programme and through the exciting and innovative work of the teaching and learning group.

2.7            Curricular arrangements provide comprehensively for all pupils.  Progress is carefully monitored, especially that of the group of pupils who join the school in Year 9.  Pupils identified through screening or teacher referral as having LDD receive sensitive specialist support and their individual education plans (IEPs) enable teachers to identify suitable strategies to enhance their progress.  Setting in French, mathematics, Latin and science, and the identification of top sets in English in Years 9 to 11, allow work to be paced appropriately for pupils of differing ability in these subjects.  A wide range of effective initiatives is in place to challenge the gifted and talented, including the express group in Years 8 and 9.  At GCSE, pupils have the opportunity to take additional GCSE subjects in foreign languages (including ancient Greek) and physical education, and a wide range of additional qualifications in music, dance and drama.  They may also take GCSE French early and undertake AS level work in French and mathematics in Year 11.  In the sixth form, opportunities include the Erasmus group and preparation for Advanced Extension Awards as well as for Oxford and Cambridge entrance tests and interviews.  These initiatives demonstrate a commitment by staff to foster intellectual independence, which the school is committed to developing further through curriculum planning in all subjects.

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

Pupils’ Learning and Achievements

2.9            The quality of pupils’ learning and achievements in lessons, public examinations and extra-curricular activities, praised in the previous report, remains high throughout the school.  Pupils are very well grounded in knowledge, skills and understanding in the subjects and activities provided; they can apply these effectively, and frequently think and act critically and creatively, thus largely fulfilling the school’s declared aim to foster intellectual development.

2.10         In lessons and in private study achievement is good, often outstanding.  Pupils’ subject knowledge is secure, they demonstrate a firm grasp of concepts and ideas and are able to use technical vocabulary accurately.  In all subjects pupils confidently apply previously acquired knowledge to new situations, thinking out solutions for themselves.  At all ages they read fluently and with expression; extended writing demonstrates the depth of their understanding of topics and their ability to analyse information.  Accurate work in science and mathematics enables them to manipulate concepts deftly.

2.11         No significant differences in achievement are evident between different groups of pupils or between different subjects or curriculum areas.  Pupils identified with LDD do equally as well, in relation to their ability, as other pupils, and cope well in mainstream lessons.  The success of pupils joining the school in Year 9 is comparable with that of pupils who joined in Year 7, both academically and in terms of eventual promotion to positions of responsibility.

2.12         Pupils take public examinations at GCSE, AS and A level.  At GCSE their results are, on average, over the most recent three years for which comparative data are available, far above those of pupils in all maintained schools, and are above those of pupils in maintained selective schools.  Attainment in relation to pupils’ abilities is, therefore, good.  About a third of Year 10 take French, and occasionally other modern foreign languages, a year early, almost always gaining A* grades.  Pupils in Year 9 are now prepared for the ICT Key Skills certificate level 3, a national examination designed for older students, and they take this in their stride.

2.13         At A level, results over the most recent three years for which comparative data are available are well above those of pupils who choose to stay into the sixth forms of all maintained schools and are also well above those of pupils in maintained selective schools.  This indicates that A level results are high in relation to ability.  No comparative data for 2006 are available, but the school’s results show even higher achievement.

2.14         Progress from Year 9 to GCSE, according to nationally validated measures, is above, and in most subjects, well above national norms.  The rate of progress in relation to national norms has increased steadily over the last five years.  Rapid progress is maintained between GCSE and A level.

2.15         Year 13 pupils have notable success in gaining entrance to the universities of their first choice, including several to Oxford, Cambridge or to distinguished American Universities.

2.16         Pupils’ successes are not confined to academic subjects.  Results in nationally recognised examinations in instrumental music and in speech and drama show large numbers of girls achieving passes, often with merits or distinctions.  Two upper-sixth girls and a girl in Year 9 are members of the National Youth Orchestra.  The standard of singing and musicianship of the Campion Singers is exceptional, and this choir was recently chosen to sing in St Peter’s, Rome.  Girls also achieve well in the National Mathematics Challenges, and in the Young Enterprise scheme.  In sport, hockey and netball teams are county champions, and the senior athletics team is not only the county but the South West champion.  Last year a girl won the best speaker award in the Rotary Youth Speaks competition.  Almost all girls take part in the Duke of Edinburgh’s Award scheme at bronze level.  Most continue to the silver level and about a half of the sixth form achieve the gold award.

2.17         Pupils’ good, and often excellent, skills and attitudes for work and study contribute significantly to the girls’ sense of self-worth and to their intellectual development.  Standards praised in the 2001 report have been maintained.

2.18         The girls are articulate and confident both in answering and asking questions in class.  They happily use the target language in modern foreign languages and also in Latin.  They express their views clearly and listen effectively, both to their teachers and to each other, showing excellent self-discipline in waiting their turn to speak.  They read intelligently and write fluently, demonstrating a thorough understanding of register, tone and audience.  Year 13, for example, express complex ideas clearly, occasionally in almost faultless prose.

2.19         Pupils apply mathematics and mathematical concepts effectively, both in mathematics lessons and in other areas of the curriculum.  For instance, they handle graphs and calculations well in chemistry, physics and economics, and present statistical information in various formats.

2.20         Pupils make effective use of ICT.  All girls have their own laptops and are highly competent in using the internet for research, assisted by ease of access through the school’s wireless network.  The ability to e-mail work to staff aids the drafting process and is an effective method of communication.  Storage of work on the server is convenient for the girls and they use the facility to good effect.  Technology is embedded as a tool for learning in the school and is used widely across the curriculum; for example, the musicians use software for composition and the photographers are competent with digital manipulation.

2.21         Pupils reason and argue cogently and are capable of thinking for themselves.  They have scope in many lessons to develop independence of thought, for example in English, art, drama, economics, and critical thinking, but opportunities are not consistent across all subjects.  When they feel licensed to do so, they clearly express their views formally in lessons and informally in conversation.

2.22         Pupils develop valuable habits of study and become effective students.  They are able to make their own notes in various formats, organize their work, and study independently.  Their books and folders are well presented.

2.23         Pupils work productively both individually and co-operatively with others and in teams.  They admire clever, hard-working peers and have strong aspirations, which inspire their excellent motivation.  St Mary’s, they say, is a school where it is ‘cool to work’.  In many lessons girls work in pairs or groups setting about their tasks with alacrity.  Participation in sports teams, choirs, Young Enterprise, the Duke of Edinburgh’s Award scheme and a plethora of other activities instils in them a valuable habit of co-operation.

2.24         With few exceptions, girls settle to their work quickly in lessons and apply themselves with concentration.  They are prepared to persevere even in repetitious tasks, such as counting simulated fruit flies in a Year 13 biology lesson.  The ethos of the school encourages girls to commit themselves to work and activities, and to find enjoyment in all they do.

Spiritual, Moral, Social and Cultural Development of Pupils

2.25         The spiritual, moral, social and cultural development of pupils is outstanding.  The school amply fulfils its aims to foster the spiritual development of its pupils by providing opportunities for all girls to enjoy the full sacramental life and spiritual richness of the Catholic Church, and by promoting a strong awareness of the needs of others.  The last inspection report praised this provision highly, and the school has responded positively to the recommendation that all staff be encouraged to be fully involved in the spiritual and moral development of pupils

2.26         Pupils have a clear understanding of what it means to be part of a Catholic school and their spiritual development is outstanding.  RE lessons and collective worship foster pupils’ spiritual growth.  Many other ways are provided too, for girls to explore their feelings, give and receive support and love, question and revere, and respect the faith of others.  These include the respect that exists between staff and pupils, participation in the sacramental and liturgical life of the school, encouragement to pupils to do well, appreciation of their successes and the opportunities during retreats to consider spiritual matters.  The beautiful chapel is always open and girls appreciate it as a place for quiet prayer and reflection.  Many girls take time to contribute sensitively to the book of prayers for others and themselves.

2.27         The pastoral outreach work of the school’s full time chaplain is available for parents and highlights the inclusive nature of the school and the importance it places on the family.  The values of the Gospels are witnessed in the pupils’ commitment to charitable giving; social justice is an important issue for the pupils, leading them to seek to give back to society.  Through their fundraising efforts such as ‘Wear it Pink’, ‘Computers in Zimbabwe’ and their obvious delight in supporting a child in Malawi, girls demonstrate an awareness of the reasons for charitable actions.  Pupils and staff respond positively to the high expectations set by the foundress, Mary Ward, for the whole of the community to cherish freedom of spirit, to be sincere and of a cheerful disposition.

2.28         Pupils develop a strong moral code through the excellent opportunities provided.  School values are made clear to girls through discussion of the school aims.  The staff are committed to sustaining a happy environment where pupils know the rules and understand the difference between right and wrong.  A culture of forgiveness and self-discipline is firmly in place and most pupils believe that the staff are fair in their implementation of school rules.  Pupils learn to value themselves, their friends and their families and to understand their responsibilities to the society in which they live.  They enjoy opportunities to deliberate over moral dilemmas; for example, in a Year 11 Greek lesson, they were asked to consider how to make a decision either to be true to one’s conscience and follow God, or to follow the law of the land.  Assemblies organised by the pupils raise thought-provoking issues.  Pupils in Year 9 attend a retreat where the first steps regarding relationships and personal identity are taken within the context of Catholic teaching.  However, opportunities for pupils, especially the older girls, to discuss broader issues about personal relationships are less prominent; the school is aware of this issue and has highlighted it for attention in the school development plan.

2.29         Pupils’ social development is outstanding and owes much to the range of ways in which the school encourages the girls to work and play together.  Pupils know that for the school community to operate harmoniously some rules are essential and that school rules provide a social and moral framework for them.  The school council gives pupils a valid experience of decision-making and the democratic process. Members of the school council appreciate the opportunity to contribute to the construction of such policies as anti-bullying and anti-smoking.  Pupils also learn to take responsibility and participate in the life of the school through holding posts of responsibility such as those of the head girl and her deputies, and the music, drama and sports captains, and by taking part in elections for house captains and school council representatives.  Although pupils did not display a deep understanding of public institutions and services in England, the school invites speakers, such as politicians and members of the police force, to visit and pupils have opportunities to be involved in mock elections and in discussions regarding political, social and governmental issues.  The varied programme of educational visits allows girls to explore society outside school.  Opportunities for involvement in community service, for example working in a local residential home for the elderly and helping at local stables with riding for the disabled, enable the pupils to take responsibilities which extend beyond the school.

2.30         Pupils have a thorough awareness of their own and others’ cultural traditions, enhanced by their association with those few fellow pupils who come from a range of cultural heritages.  RE lessons deepen this awareness and contribute to the generation of attitudes of respect and tolerance by exploring the festivals and beliefs of other faiths and organising visits to temples and synagogues.  Valuable opportunities for cultural growth are provided in the form of theatre visits, musical activities, and art exhibitions; overseas visits also widen cultural horizons.

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

The Quality of Teaching (Including Assessment)

2.32         The high quality of teaching noted in the previous inspection has been maintained.  Good, and frequently outstanding, it enables pupils of all abilities to make rapid progress, develop their skills and achieve high standards, in line with the school’s aims.

2.33         Staff have a very secure subject knowledge and plan lessons to maximise pupils’ participation.  A teaching and learning group, involving representatives from all departments, plays a significant role in encouraging reflection on classroom practice through the medium of peer lesson observation and a variety of other initiatives.  One of these, the introduction of laptops for all teachers and pupils, has enabled the school to embed ICT use securely into all aspects of teaching and learning.

2.34         The previous inspection recommended that the assessment policy should be developed and implemented fully by all departments and teachers.  The school has responded effectively by introducing a system that links assessments within departments to target setting and progress reviews.  However, the marking policy is still not being fully implemented either across or within departments.  The school is aware of this and has given this issue priority for the current school year.  Although in many subjects pupils are challenged appropriately and are encouraged to think for themselves, this good practice is not uniform across the curriculum.

2.35         At its best, teaching challenges pupils to apply the maximum intellectual, physical or creative effort and to think and learn for themselves.  This is evident in many lessons including art, chemistry, drama, English, geography and music.  In some other lessons the teaching stimulates and maintains the girls’ interest but gives them relatively little opportunity for independent learning and thinking.  Whilst examples of good note taking were seen in many of the girls’ books, an over-reliance on worksheets and photocopied material in a few subjects limits the ability of pupils to challenge ideas and reach a deeper level of understanding.

2.36         Teaching enables pupils of all abilities, including those with LDD, to acquire new knowledge and understanding, make progress commensurate with their ability and develop their skills.  Staff have access to lists of all girls with particular needs, including the gifted and talented, and incorporate this information discreetly into their mark books to help them provide material suitably tailored to support or extend pupils as appropriate.

2.37         Lessons are well planned and the teaching encourages a highly organised approach to learning.  An interesting variety of activities is included in most lessons.  The teaching and learning group initiatives and the large budget for in-service training (INSET) provide excellent professional development opportunities for staff.  Classes are well managed and the relaxed relationship between staff and pupils is conducive to effective learning.

2.38         Accommodation is good, and the newer, purpose-built developments are superb, greatly enhancing teaching and learning.  Interactive whiteboards, present in almost all teaching rooms, afford many opportunities for creativity in the way that lessons are taught.  For example, a DVD shown to a Year 9 chemistry group had the pupils gasping in awe.  However, in some other lessons the whiteboards are used as little more than somewhere to write.  The need to extend training in the use of whiteboards is acknowledged by the school and features in its development plan.  All departments are well resourced with ample up-to-date textbooks and specialist equipment.  The library, generously stocked with books, magazines and computers, offers a welcoming atmosphere to pupils of all ages and is well used.

2.39         Assessment methods now successfully monitor progress and contribute to planning.  Common assessments take place in all departments at intervals throughout the year as well as end-of-year examinations.  All key assessment data, stored centrally on the new administrative system, are readily accessible to all teachers.  Pupils’ progress in all subjects is monitored throughout the school by a tracking system which includes these regular assessments and also target setting and reviews.  Baseline testing and progress data are used to establish a target minimum grade for each girl as she embarks on her GCSE or A level courses.  These target minimum grades encourage and challenge the girls to help them reach their full potential.  Progress in the regular assessment tests is measured against the target grade and clearly defined strategies for improvement are set for each girl in each subject.  This system also serves to keep each girl’s potential at the forefront of teachers’ minds as they monitor progress and plan lessons.

2.40         The standard of marking is uneven.  Marking of a high quality is practised in a number of subjects, such as English, where formative marking is used to help pupils identify areas of difficulty and ways of improving performance.  However, practice is not consistently good in all subjects or even within departments.  In some cases, marking is infrequent, comments are not always provided and corrections not followed up.  The school has initiatives in hand to explore ways of achieving more consistency.

2.41         The teaching contributes significantly to the school’s commitment to responsible behaviour.

2.42         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 and the provision for the welfare, health and safety of the pupils are outstanding, fully meeting the school’s intention to give the pastoral care of its pupils utmost importance with all staff sharing in this responsibility.  The school has maintained the high standards noted in the last inspection report whilst moving forward and staying in tune with the ever-changing needs of its pupils.

3.2            The strong Catholic ethos of the school underpins this highly successful pastoral system by providing a framework within which both staff and pupils co-exist with shared understanding and mutual respect.  Through this Catholic ethos, staff are both explicitly and implicitly supported in implementing policies and procedures, serving the needs of individual pupils and the wider school community appropriately.

3.3            Pastoral care is effectively organized through the house system.  All girls, including the day girls, from Year 7 to Year 12 are placed in one of the five vertically grouped houses.  Girls in Year 13 form their own house, Mary Ward.  The head of each house takes prime responsibility for the welfare, both social and academic, of the girls, and is assisted by a team of tutors each of whom takes care of all the girls from a particular year group in the house.

3.4            The quality of support and guidance offered to pupils is excellent.  Although the head of house would usually be the first port of call, all pupils know they have a variety of adults they can turn to for support, advice or guidance in various circumstances.  A list of nine appropriate adults in school is printed in pupils’ study diaries and, in addition, the telephone numbers for ‘Childline’ and an independent professional listener are recorded.  Year 7 pupils are introduced to ‘the people who take care of you’ when they join the school.  Pupils who enter the school in Year 9 enjoy a comprehensive and well constructed induction programme that successfully ensures that these girls settle well and quickly feel part of the school.  Heads of house liaise closely with tutors and subject teachers.  Effective use of e-mail promotes the free flow of information between all staff.

3.5            All pupils express whole-hearted approval of the levels of support they receive from staff and fellow pupils, and the day girls feel well integrated into the school community.  Exchanges between staff and pupils are good natured and courteous.  A real sense of family and a genuine appreciation of other girls’ achievements were observed at house meetings.  To enhance relationships between pupils of all ages, ‘inter year bonding’ activities have been introduced.  A group of Year 13 pupils commented that these activities had noticeably improved communication and social contact between year groups.

3.6            The school has an effective anti-bullying policy.  Both staff and pupils agree that incidents of bullying behaviour are rare and that any that do occur are dealt with swiftly and effectively.  An intricate ‘ticket’ system, which deals with minor day-to-day sanctions and rewards, is clearly understood by pupils who respect it and regard it as fair.

3.7            The school is extremely mindful of the importance of child protection measures and these are firmly in place.  Policies and procedures are kept up-to-date by the senior management team.  Staff receive regular training, and child protection procedures feature in the induction of new staff.

3.8            Health and safety matters are efficiently managed.  A health and safety committee meets every half term and is chaired by the bursar, who is responsible for strategic planning in this area.  The clerk of works liaises with all staff: they report concerns directly to him and he ensures that appropriate action is taken.

3.9            A company advising on health and safety issues is employed to assess the premises on an annual basis.  In addition, an annual programme of risk assessments for all major areas of the school is carried out under the direction of the bursar and the health and safety committee and in conjunction with appropriate heads of department.  The school has a carefully constructed disability access plan and is taking appropriate steps to improve facilities for the disabled.

3.10         Fire alarm procedures are detailed and extensive given the variety of circumstances in a boarding school under which an alarm may sound.  Staff responsibilities are regularly reviewed and updated by the deputy head.  Other essential safety checks are carried out when appropriate, ranging from those on fire extinguishers and fume cupboards to those on first aid boxes.

3.11         The school keeps two accident books, one for staff and one for pupils.  All records are suitably detailed, maintained correctly and are up-to-date.

3.12         A team of qualified school nurses provides twenty-four hour cover.  If the nurse on duty is engaged, a large number of staff qualified in first aid at various suitable levels can be approached for assistance.  However, the names of first aid staff are not listed in the pupils’ study diaries.

3.13         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

3.14         The quality of the links between the school, parents and the community is outstanding, and provides both strong support and many varied opportunities for the pupils.  The school aims to ‘create and foster a partnership between parents, school and the wider community’, and this aim is fully met, continuing the high standards commented on in the previous report.

3.15         A very high proportion of parents responded to the parent questionnaire.  The overwhelming majority ‘agree’ or ‘strongly agree’ that the school makes good provision in all the areas on which that they were asked to comment.  In two areas (“Teaching helps my child to make progress”, and “My child is offered an appropriate range of subjects”), this agreement is unanimous.

3.16         St Mary’s is a full boarding school, and most parents do not live in the immediate area.  However, the school has created plenty of opportunities for parents to be involved in activities and in the work and progress of their children.  Parents are welcomed at school events, such as concerts, plays and sport, and support their daughters enthusiastically.  Parents visit the school to help with careers events and interview practice.  Many parents attend Mass in the school chapel on Sundays after which they can, on occasion, take their daughters out for some of the rest of the day.  Heads of house are available to talk to parents at this time.  Support groups of parents have been formed in different areas of the country, and the headmistress and chaplain visit these five groups once per year for Mass and a lunch or dinner hosted by parents.  Communication with the school, for parents, is usually through the head of house, and these links work well.

3.17         Parents appreciate the high quality of information they receive about the school and the helpful reports on their daughters’ progress.  New parents are sent much useful practical information when their daughters join.  All parents are issued with the comprehensive and detailed Parents’ Handbook, the latest updated version of which is always available on-line.  In addition, the school magazine and regular newsletters ensure that parents are fully apprised of school developments, successes and events.

3.18         Detailed and carefully designed reports on achievement and progress are sent to parents twice a year.  One of them, the ‘progress review’, is the result of an in-depth survey of each girl’s achievement and her approach to her work; the process  includes self-assessment by the pupils, target setting, and discussions with staff, as well as assessments by subject teachers and profiles by tutors and heads of houses.  Parents’ consultation meetings are held once a year for each age group, and are timed to coincide with exeat weekends so that it is easier for parents to attend.  Heads of house readily arrange other meetings for any parents who cannot be present.

3.19         The school has a clear complaints policy which complies fully with regulatory requirements.  No formal complaints have arisen in recent years.  All other issues have been dealt with according to the policy and are properly recorded and followed up.  In the parents’ questionnaire, almost all parents agreed that the school handled concerns well.

3.20         Excellent links with the wider community enrich girls’ experience in many different ways, and the school successfully fosters an awareness of the needs of others through numerous charitable and other activities.  Records of girls’ involvement in community projects and other initiatives are held by the heads of houses and are reported to parents.

3.21         Pupils in Years 7 to 9 and in Year 10 present plays to local primary schools, some as pure entertainment and some as part of the younger children’s curriculum; specially prepared art work by pupils in Years 7 to 9 decorates a local hospital, and the Campion Singers form the choir for the Great Ormond Street Hospital’s annual concert.

3.22         Some staff offer their expertise to local schools, for instance in running science workshops in primary schools and teaching Latin in a local comprehensive school.  The school also collaborates with a number of other maintained and independent schools, inviting them to events such as theology conferences, and ‘Oxbridge’ days.  Links have been made with a number of boys’ boarding schools, and pupils share society meetings and social events.

3.23         All girls in Year 10 and the sixth form participate in community service, many through the Duke of Edinburgh’s Award scheme, assisting for example with local Brownie packs and at a local hospice.

3.24         The school has a close association with the local Diocese.  The Bishop visits annually to offer the sacrament of confirmation and the school has been invited to be involved in a new Diocesan initiative: ‘Self-evaluation in Catholic Schools’.

3.25         Arrangements for girls to gain experience abroad are in place: for instance, girls travel to improve their language skills; curriculum and cultural trips include visits to Paris, Athens, Japan and Iceland; those working for their Duke of Edinburgh’s gold award undertake their expedition in Morocco and sixth form girls accompany sick pilgrims to Lourdes each summer.

3.26         The school’s excellent facilities are made available to local clubs and schools.

3.27         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

3.28         The quality of boarding education, praised in the last inspection, is outstanding.  Boarding contributes significantly to the fulfilment of the school’s aims.  The success of the girls in their work and in their activities, their sense of independence and belonging, nurture their confidence and give them a sound foundation from which to explore their potential.

3.29         Relationships within boarding are positive and supportive.  Year groups form strong, lifelong friendships amongst themselves and the girls support one another through difficulties.  In addition to this core strength, opportunities to get to know other year groups and to work with them, for example in house competitions, encourage friendships across the age range.  Older pupils develop a sense of responsibility for younger ones through the house system; the many siblings and cousins in the school enrich the network of support and add to the atmosphere of security.

3.30         Boarding is staffed by well-trained professionals to whom the girls readily turn.  The girls feel that there are several members of staff to whom they can go if necessary and they are confident of help and support.  Excellent relationships between staff and pupils, and also between members of staff, are facilitated by regular, thorough communication, face-to-face and by e-mail.  Confidence is fostered by security within the community and with it an understanding of responsibility to others.

3.31         The school offers boarders a wide range of activities.  The extra-curricular provision for girls is excellent after school during the week, and staff work hard to provide a suitable, enjoyable weekend programme.  Many matches take place on Saturday mornings and all girls attend Mass on Sunday.  Each house takes it in turn to devise special entertainments at the weekend.  Year 7 and 8 girls look forward to their compulsory weekend activities which include visits to the pantomime at Christmas, and the intriguing game, ‘Natural Disasters’.  The activity programme enables girls to find recreation in many ways without recourse to the more passive lure of television.  Younger girls are allowed to bring small pets to school.

3.32         Older boarders are encouraged to participate in weekend events and are frequently consulted about what they would like to do.  The pleasures of shopping are a strong temptation, but the girls are persuaded to try other activities and to use their time in a constructive way, as when their particular house is on duty.  Cinema trips and cooking offer variety and relaxation.

3.33         Accommodation and resources are of a high quality.  The boarding accommodation for the upper sixth is excellent and provides these girls with an attractive taste of student life.  Accommodation for other year groups depends upon the vagaries of the main school building and the rooms are various in size and shape.