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INSPECTION REPORT ON |
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St Paul’s Cathedral School |
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Full Name of the School |
St Paul’s Cathedral School |
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DfES Number |
201/6066 |
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Registered Charity Number |
312718 |
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Address |
2
New Change, London EC4M 9AD. |
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Telephone Number |
020
7248 5156 |
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Fax Number |
020
7329 6568 |
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Email Address |
admissions@spcs.london.sch.uk |
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Headteacher |
Andrew
Dobbin |
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Chair of Governors |
The
Reverend Canon Lucy Winkett (Acting Chair) |
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4½
- 13 years |
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Gender |
Co-educational |
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Inspection Dates |
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This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection 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
1.2 Since the last inspection a new head has been appointed, the school has become fully co-educational, the senior management team has been extended and strengthened and there is a new tutor system in place for all pupils.
1.3 Nearly all pupils come from professional family backgrounds. Pupils are assessed informally prior to entry into the pre-preparatory department. Entry after that, for non-choristers, is by more formal assessment. Choristers are admitted to the school from Year 3, having met the academic requirements of the school and the musical requirements of the Cathedral. Given the information supplied by the school from its testing of pupil ability and potential, pupils’ average ability is well above that of the national average.
1.4 There are no children for whom English is a second language. No pupil has a statement of special educational need, though the school has identified 15 pupils who have learning difficulties or disabilities (LDD). These pupils receive formal learning support.
1.5 The aims and principles upon which the life of the School is based include the Christian values of love, justice, toleration, respect, honesty, service and trust. It also aims to develop the whole personality: the spiritual, social, imaginative, practical and physical as well as the academic.
1.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1
The educational experience
provided by
2.2 The education as a whole gives pupils strong experience in, and contributes effectively to, a broad and deep range of learning experiences: linguistic, mathematical, scientific, technological, human and social and physical. Curriculum provision is excellent, with a broad and varied range of compulsory subjects offered up to Common Entrance and scholarship. The weekly carousel sessions for non-orchestral pupils are an excellent example of enhancing the broad curriculum. The physical education programme is very well structured to include gymnastics, games and swimming. Despite the constraint of the location of the school, pupils are afforded the opportunity of a very wide range of sporting activity taking place within the school grounds and in local parks. Success in sporting events against other schools is particularly noteworthy. The personal, social and health education programme (PSHE) gives excellent attention to health aspects as well as personal and social aspects. Art and design technology (DT) provides superbly well for pupils’ practical and development and design skills. The school provides outstandingly well for aesthetic and creative development. The humanities give considerable insight into human and social development. The school meets the needs of those pupils identified as having LDD.
2.3 The curriculum is extremely well planned and ensures that all pupils have equal access to the rich and varied provision the school makes. The school continually seeks to ensure that its curriculum provision is outstanding and to this end the recently appointed director of studies is conducting a review of the curriculum. The vast opportunities within the timetabled curriculum, and extended curricular and activities programme, enable all pupils to both develop as individuals and work co-operatively as part of a team. The carousel programme gives pupils the opportunity to experience a wide range of topics outside the usual curriculum. The boarding house master arranges a variety of activities in the evenings and at weekends to ensure the choristers are fully integrated into the life of the school, in addition to their Cathedral commitment.
2.4 This close co-operation between pupils and staff is an intrinsic element of the school and a huge strength. It impacts on all aspects of school life. The unique opportunity afforded to all prep pupils, not just choristers, to have the Cathedral as part of their school, and to take part in big services there is quite awe inspiring. A Year 8 pupil commented ‘when I leave here, I will always have part of the cathedral with me, it is part of my life’
2.5 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.6 At all levels, pupils show outstanding learning and achievement. The school achieves its aim to encourage all pupils to work and play hard and to take pride in all they do. The choristers make an enormous impact on the school by virtue of their standing in the school and the wider community. They bring this into their social and academic life and share this uniqueness with their fellow pupils, which engenders huge team spirit representing the ethos of the school.
2.7 Pupils are very well grounded across all aspects of the curriculum. Pupils develop in an environment that is vibrant, well disciplined and caring, where mutual trust and confidence between pupils and teachers prevail and where the pupils feel known, secure and cared for. Pupils clearly love their school. In the pupils’ questionnaire and during the inspection, many pupils have expressed their enjoyment of the school. Comments have included: ‘I absolutely love everything about this school’ and ‘I always feel really cared for’. Skill and understanding in all subjects is excellent. Pupils act critically and creatively both in the classroom and out of it. Pupils were encouraged to think critically in a Year 2 literacy lesson when discussing authors and illustrators and how they compliment each other. Many creative examples were observed in art, PE, Drama and story telling.
2.8 The excellent achievement starts young, for example the Reception class pupils were observed in a ballet class, taught by an ex- member of the Royal Ballet during which they attained outstanding achievement. A practical French lesson, conducted entirely in French, with reception included dancing and singing. The many choirs, orchestras and ensembles were observed practising and playing together, working on compositions to produce accomplished and polished performances. The discipline of the choirboys cannot be praised highly enough. Pupils’ attainment at Common Entrance is outstanding. All pupils move to the school of their choice. So far this year out of the 25 Year 8 pupils 14 have been awarded scholarships, either for academic, musical, sports and art accomplishments.
2.9 Creative learning abounds through the school. The imaginative fusion of art and literature on the gallery wall on the theme of Wordsworth daffodils, the sheer magnificence of musical talent, from both staff and pupils and the vibrancy and electric energy in lessons. The school acknowledges achievement in assemblies, to which parents have an open invitation, in displays, newsletters and DVDs produced.
2.10 There is substantial evidence of how articulate pupils are. This was exemplified by the lucid and animated way in which pupils communicated during tours of the school, in pupil interviews, house meeting, tutor groups and lessons.
2.11 Pupils are articulate, attentive listeners and effective communicators. They enjoy taking part in classroom discussions and provide valuable contributions. There was much evidence of fluent and expressive writing in for example: a Year 4 English lesson on persuasive writing following discussion of the relative merits and de-merits of junk food. In a Year 7 French lesson pupils used their musical knowledge to identify musical instruments and name them in French. Numeracy and ICT skills are highly developed. Pupils settle to lessons promptly; they also listen sensitively to the ideas and opinions of others. Pupils are given a very thorough grounding in all subjects and effectively apply the concepts taught across the curriculum. They reason well and the older pupils can take notes. All the pupils study and work effectively.
Spiritual, Moral, Social and Cultural Development of Pupils
2.12 The setting of the school and the use of the Cathedral enables the pupils to demonstrate an outstanding awareness of this aspect. There is a strong sense of community, respect for the views of others and leadership by the senior pupils which underpins the daily lives of all the pupils and staff in the school. The staff have excellent relationships with the pupils.
2.13 Pupils’ spiritual awareness is extremely well developed and enhanced by the access to the Cathedral. The Choristers have a large part to play in the services, but other pupils act as Servers at Eucharist and the Probationer Choristers also play their part. Spiritual awareness is well developed throughout the curriculum, it was evidenced in tutor group sessions and in an art lesson where feelings were being discussed and how facial expressions showed inner thoughts. The high levels of self-esteem, self- confidence and their knowledge of self are clearly demonstrated throughout the school and are developed by regular assemblies and the involvement of the school chaplain. In assemblies the pupils are given the opportunity to perform in class groups in front of the school, and the parents. They are recognised with certificates awarded for achievements and are given the opportunity to perform in musical ensembles or individually.
2.14 Pupils’ moral development is excellent. The code of conduct is understood by the pupils, who are currently involved in making suggestions for an updated code for the new playground. A Year 2 assembly for the whole school explained that words can often be hurtful and need to be carefully considered before they are said aloud. Pupils commented they know the school rules and think they are fair. The extremely high standards of behaviour are due to the strong leadership of the Year 8 pupils, who lead house meetings and know the pupils well. Pupils in Year 7 commented that ‘we are all treated very fairly and get our say’. One comment in the parent questionnaire stated that ‘the school works hard and achieves worthwhile attitudes like consideration for others and very strong moral values’ whilst another said that ‘the care is a great strength of the school, high standards of behaviour are demanded and attained.’ The school ensures that all children benefit from the relationships with the Cathedral.
2.15 Socially the children develop exceptionally well. They are very proud of their school and feel valued and appreciated. They are confident and enthusiastic. The older pupils enjoy opportunities to take responsibilities for others; for example in Year 8 all pupils take turns in acting as prefects, there is a Head of School, Deputy Head and a Senior Girl. There are also House Captains. Pupils confidently, and sensitively, lead house meetings, as was observed during the inspection, enabling younger pupils to make suggestions on a variety of school matters, such as the length of breaks and suggested activities for the forthcoming summer fair. Older pupils help out in the reception class and at playtimes with the pre-preparatory children. Every child has their own pigeon hole, and regularly receives information from staff in these. The pupils see a prep referral system, where pupils can have individual discussion with staff, very positively as a way of gaining extra help and guidance from the staff. The prefect system underpins this feeling and all girls are well integrated into the school. One parent commented that ‘our daughter has flourished socially, emotionally and intellectually since she joined the school’ whilst another stated that the school had provided ‘an excellent start to school for my two little girls with a very caring staff’. Vertical grouping in tutor groups, the opportunity to learn things outside the normal curriculum in Carousel and the availability of staff, ensure that there is a high degree of support for pupils in this area. Co-operative learning was seen in a number of lessons and other people’s views are valued. In a Year 4 English lesson, where a piece on bullying was being studied, the experience was thoughtful, well constructed and encouraged the pupils to exhibit some intelligent and sensitive thoughts.
2.16
Cultural development is also
highly developed. The school has an
enviable position which allows easy access to many cultural experiences. Pupils learn to respect opinions of others
and there is a strong sense of tolerance and harmony in the community. They have a secure knowledge of their own and
other cultures. Pupils learn about other
faiths, although as a Cathedral school, Christianity is the main focus. The school has supported a school in
2.17 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.18 The quality of teaching, including assessment is outstanding. It has a positive effect on the pupils’ learning and fulfils the schools aims to educate the pupils in the fullest sense so that they achieve their potential. Teaching encourages pupils of all abilities to acquire knowledge and make progress.
2.19 Teaching encourages pupils to think, be creative and learn for themselves. It also inspires effort. Examples of this include a Year 6 games lesson where pupils were encouraged to play and share skills in a cricket session, both boys and girls, and improve their individual skills by so doing. Resources are plentiful and well used to support the curriculum.
2.20 Teachers know their pupils well and have a good understanding of their aptitudes and prior attainments. An ICT lesson with Year 7 illustrated the strong rapport between teacher and pupil, evident throughout the school. The atmosphere is warm and relaxed, and pupils achieve a tremendous amount without them seeming to be aware of the huge effort they make. The teaching encourages the pupils to behave responsibly. Very detailed records of achievement are kept from Reception throughout the school and assessment is integral to planning. It is used in the preparation of day to day lesson planning and is being used for curricular planning. The school uses a wide range of assessment procedures. It makes excellent use of standardised tests to measure pupils’ ability against national norms, track pupils’ progress and to identify those who need additional support or are gifted in any way. Self-assessment is encouraged in the imaginative individualised marking schemes which have been devised in subject areas. Pupils are fully aware of what is expected of them and how their work will be assessed. They discuss their progress at tutor group meetings, have a grade and effort card every three weeks and set their own targets. All data are carefully recorded and used to help in the selection of appropriate senior schools.
2.21 Teachers have real enthusiasm for their subjects and have strong subject knowledge. Teachers are very committed and give freely of their own time to support pupils; this was observed at break, lunch times and after school.
2.22 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 welfare, health and safety of pupils is outstanding. The pupils affirm that this is so, as do the parents.
3.2 The staff provide very effective support and guidance for all pupils. Form teachers offer encouragement, advice and help pupils with organisation at registration sessions. Overwhelmingly pupils said they could talk easily to any member of staff, at any time.
3.3 The natural and professional concern of staff is effectively underpinned by excellent formal arrangements for the pastoral care, support and guidance of its pupils. From discussion with pupils of all ages it is clear that all feel well supported in and out of the classroom. Pupils show themselves familiar with school procedures and are clear about what to do if they have any concerns. In a Year 5 PSHE lesson, the pupils undertook risk assessments on areas of the school and were given the school’s Health and Safety Policy to see what the school was doing to protect them from hazards
3.4 Rapport between staff and pupils and between pupils themselves is excellent. Pupils say they feel totally secure in their school and love their teaching and non-teaching staff. The tone is set by the headmaster who leads by example, he knows his pupils and staff, looks after them totally and nurtures them. A lovely example of this was seen after assembly, during which certificates were presented, the head went personally to a Year 3 classroom to congratulate and apologise to one because her certificate hadn’t reached his study in time for assembly.
3.5 There is a clear anti-bullying policy in place. Pupils respond very well to the school’s encouragement to care for others and many examples of this were seen. They are taught, from an early age, that if they find themselves in an uncomfortable situation they are simply to ‘walk away’.
3.6 The school has appropriate policies and procedures for dealing with any child protection issues that may arise. There is a designated governor for each area. Admissions and attendance registers are accurate. Any absences noted in attendance registers are followed up speedily. In relation to health and safety, risk assessments for activities within and away from the school are carried out and acted upon. The school has a vast number of first aiders. Measures to reduce the risk from fire, including a fire safety inspection, are implemented appropriately and their effectiveness is monitored regularly. The regular check of fire and electrical appliances, plus records of fire drills are up to date.
3.7 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
3.8 The school’s partnership with parents and its links with the community are outstanding. The parents strongly agree that the school encourages them to be involved with its life and work.
3.9 One hundred and fifty pre-inspection parental questionnaires from 164 families were returned which is an excellent response. The questionnaires demonstrate overwhelming support for the school in every area.
3.10 Parents have good opportunities to be involved in activities in the school. All parents are invited, through their fortnightly Newsletter to attend assemblies and services within the Cathedral as well as many of the musical events. The parents hold a monthly prayer meeting, in school, to pray for its needs.
3.11 Parents’ notice boards are easily accessible and information is clearly presented. Centrally located pigeon holes for every child also ensure good communication between the parents and the school; staff leave messages for pupils pertaining to their work, extra-curricular activities and music exams. A termly calendar is distributed.
3.12 All children receive a written report at the end of every term, except for Pre-Prep, who do not receive one in the spring term. The reports are detailed and informative of a child’s progress. In addition, parent/teacher interviews are held regularly.
3.13 A written parental complaints procedure is in place and parents feel that the school handles any concerns well.
3.14
The
3.15
The school obviously enjoys an
exceptional link with the local community through the Cathedral. Not only do the choristers share in the daily
rhythm of worship, but other pupils within the school have the opportunity to
be Servers at Eucharist and the Cathedral provides a unique setting for school
assemblies. The choristers enjoy links
with the world-wide community through trips, such as the recent tour to
3.16
The school takes advantage of
its position within the city centre and uses the local environment as a
valuable resource for learning such as the geography common entrance project
based on the Docklands and numerous school visits to local museums and
galleries. The many and varied
opportunities for performance by pupils, such as the Bread Street Choir,
provide another outstanding link with the community. There are
3.17 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
3.18 The choristers, who make up the boarding community, are provided with a safe, secure and comfortable environment. Boarding contributes greatly to the overall functioning and success of their life in the school. It also affirms the tradition and overwhelming caring and nurturing aspect of the school.
3.19 The boarding house has a special, homely feel, complete with two of the nurse’s rabbits. The welfare of boarders is paramount, as is their personal development. The boys fully appreciate the sensitive and supportive care given to each of them.
3.20
Relationships within this small
community are positive and supportive.
The heavy demand on the boys’ time is strongly recompensed by the wealth
of extra-curricular activities, evenings and weekends organised by the boarding
house master, and his staff, each boarder being encouraged to work hard at
getting on with others and living harmoniously in a demanding and stimulating
environment enhances personal and social development. The choristers are integrated fully into the
life of the day school, and consider themselves
3.21 The accommodation is good, clean and comfortable. The quality of the boarding accommodation affirms the school’s aims to enable pupils to live and work in harmony.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The Dean and Chapter of St Paul’s Cathedral own the school but have delegated responsibility to a governing body of twelve consisting of five members of Chapter and seven lay members. The school is in its second year of the new governance.
4.2 The governing body helps to set and secure high aims and values for the school and provides excellent oversight and guidance. The chair of governors works very well with the headmaster and fully supports his position. She is regularly in school, and is well known to all staff, parents and pupils.
4.3 The committee structure and the management of meetings are well defined and support effective oversight of the school by governors. The committee structure enables each member of the board to have oversight of all elements of procedure, including child protection.
4.4 The governing body has an excellent insight into the working of the school and provides advice, support and stimulus for growth and improvement.
The Quality of Leadership and Management
4.5 The headmaster, who is greatly appreciated by parents, staff and pupils alike, provides outstanding educational direction and leadership. The vision for the school is clearly defined and is achieved through the great drive and energy that is exerted from the very top. Staff and pupils spoke of the head’s concern and care for each one of them and his knowledge of them as individuals.
4.6 He has tremendous presence and energy, his door is always open. He teaches classes regularly, reads a story to the pre-prep department on a weekly basis, greets parents at the start and end of the day and fully supports the choristers at all cathedral services. This role extends to regularly reading a lesson during services so his position as headmaster of the school is brought into the wider community and firmly cements the bond between Cathedral and school.
4.7 The senior management team work effectively well together. This excellent practice of senior management influences the whole climate of the school. A very positive ethos is widely evident; a clear focus on all round high achievement is apparent.
4.8 Management at all levels is effective in drawing up and implementing good procedures and policies and in checking and reviewing their effectiveness. This is evident in all areas of the school. The school is fully aware of its strengths and areas to be developed.
4.9 The school is outstandingly good at securing, supporting, developing and motivating high quality staff. Staff report they feel fully valued and appreciated. Staff development is taken very seriously, a regular programme of appraisal takes place; this formally assesses teachers’ effectiveness and identifies any training needs. All staff regularly attend courses to keep them fully abreast of developments in their subject areas. The school checks the backgrounds of all staff with the appropriate authorities. Enhanced Criminal Record Bureau checks (CRB) have been carried out on all staff.
4.10
All staff, teaching and
non-teaching, play a full role in the life and community of the school. Roles are shared and this leads to excellent
personal esteem. The Bursar leads a
tutor group, accompanies the choir on tours abroad, is part of the duty rota
for playground duties, and was observed cleaning up after a child was sick. The
school secretary accompanies one of the
4.11 Financial resources are well managed to secure appropriate resources, in support of educational aims, and to meet the needs of the school’s pupils. The school has seen continuous improvement in its facilities. However, the current library is also used as a teaching room. This reduces both access and effectiveness as a resource for learning.
4.12 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.13 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1
5.2 In line with its aims, the school gives especially effective attention to spiritual, moral social and cultural matters and provides a friendly community on which to place its values. The pupils are known as individuals and are well cared for and accordingly show very good behaviour and discipline. Their politeness and good manners are exemplary. They have considerable confidence, but not a trace of arrogance. They have an enormous pride in their school. They care for others. The parents are very pleased with the school and give excellent support. The school also has excellent links with the community. All this is achieved by outstanding governance, leadership and management.
5.3 All recommendations from the last inspection have been met.
5.4 The school meets all the regulatory requirements.
5.5 The school has no significant weaknesses but attention to the following will help further development.
1. Most classes have excellent stocks of fiction and non-fiction books, however it would be beneficial for all pupils if the library was not part of a teaching room
5.6 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 8th-11th May 2007. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited the boarding house and the sanatorium. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
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Mrs Karin Kelly |
Reporting Inspector |
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Mrs Lynnette Morshead |
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Mr Henry Riches |
Director of |
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Mr Rory O’Doherty |
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