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INSPECTION REPORT ON |
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St Paul’s Girls’ School |
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Full Name of the School |
St Paul’s Girls’ School |
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DfES Number |
205/6011 |
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Registered Charity Number |
312749 |
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Address |
Brook
Green, |
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Telephone Number |
020
7603 2288 |
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Fax Number |
020
7602 9932 |
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Email Address |
patricia.mulcahy@spgs.org |
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High Mistress |
Ms
Clarissa Farr |
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Chair of Governors |
The
Hon Henry William Palmer |
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11-18
years |
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Gender |
Girls |
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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 The school states that it seeks to create for its pupils an environment in which learning, individuality and diversity are valued and where all girls are encouraged to reach for excellence. The school’s aims also stress the importance of equipping pupils with the means to develop personal and social values in preparation for adult life, and with the confidence and resolve to face challenge, to explore uncertainty and to be responsible both for themselves and for others.
1.3
Six
hundred and ninety-one girls, of whom one hundred and ninety-seven are in Years
12 and 13, currently attend the school.
Most come from business and professional families living in central,
west and south London, although some travel considerable distances to reach the
school. The school is cosmopolitan and
includes pupils from a number of ethnic backgrounds and from a variety of
countries. Approximately 13 per cent of
pupils are offered bursarial help from the school.
1.4
The
school is selective. Nationally
validated measures of baseline ability indicate that the average ability of
pupils is far above that of all maintained schools and significantly above that
of maintained selective schools.
Therefore, if pupils are performing in line with their ability their
results in public examinations are expected to be far above the average for
pupils in all maintained schools.
Seventy-five pupils have English as an additional language (EAL) but
none requires support for their English.
Twenty-six pupils have been identified as having some degree of learning
difficulties or disabilities (LDD) and one pupil has a statement of special
educational needs (SEN) funded by the Local Education Authority.
1.5
A
new High Mistress (headteacher) was appointed in September 2006 upon the
retirement of her predecessor. Since the
last inspection in 2001, the school has changed some management structures and
appointed a special educational needs co-ordinator (SENCO). Several new classrooms have been constructed
and many others refurbished. Disabled
access has been extended.
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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MIV |
Year 7 |
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UIV |
Year 8 |
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Year 9 |
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V |
Year 10 |
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VI |
Year 11 |
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VII |
Year 12 |
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VIII |
Year 13 |
The Educational Experience Provided
2.1 The quality of the educational experience provided is good and includes many outstanding features. The academic curriculum and the huge variety of the extra-curricular provision successfully enable the school to meet its aims to “provide individuals with wide ranging opportunities to develop personal excellence” and to be “committed to scholarship and creative endeavour”. The range of subjects and courses offered provide a challenging, academic education which is not examination driven but seeks to extend pupils beyond the confines of examination specifications. The school has extended several aspects of its provision since the last inspection including the introduction of Mandarin in Year 7 and Religious Education (RE) at GCSE and A level. Specialist learning support is now offered to those who need it. Although the time allowance for subjects is appropriate in most cases, there is a lack of balance in some areas of the Year 7 to 9 curriculum.
2.2 Both curricular and extra-curricular provision contribute well to the linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development of the pupils and to their acquisition of the skills of speaking, listening, literacy and numeracy.
2.3 Pupils in Years 7 to 9 follow a broad curriculum which includes two modern foreign languages (French, German or Mandarin), Latin and three separate sciences. However, curriculum time is unevenly distributed between some non-core subjects. Art and design and technology (DT) are allocated double the teaching time of music and RE in Years 7 and 8. Continuity of progress in music and RE is also hindered as they share a half-termly carousel of lessons. The personal, social and health education (PSHE) and tutorial programme are effective in supporting pupils’ personal development.
2.4 Although in Years 10 and 11 the curriculum is narrower, it suits the school’s very able girls. A core of English, mathematics, dual award ‘21st Century’ science, at least one modern foreign language and 4 further options are followed. Although several girls stated that they would prefer to study separate sciences at GCSE, the methods used to teach the science course provide an excellent foundation for the study of the three sciences at A level and beyond. Although creative and technological subjects are not offered at GCSE, pupils can follow the school’s own externally moderated courses in art and music which take them beyond the standard required for GCSE. The school is mindful of the fact that this reduces the overall number of publicly recognized qualifications the girls can achieve, and is considering seeking validation of these courses. The school is anxious not to overload the pupils with curricular subjects and to allow them time to pursue a wide range of cultural, sporting and aesthetic activities outside the curriculum.
2.5 On offer at A level is a broad range of academic subjects considered by the school to be intellectually challenging and most valued by universities with exacting entry requirements. Although a few girls felt slightly restricted by the range of subjects offered, they understood the rationale for the curriculum provided. Group sizes vary considerably between subjects depending on their popularity. All pupils in Years 12 and 13 benefit from a broad and varied general studies course and from the Friday lecture programme which attracts a range of eminent speakers.
2.6 A huge variety of well-attended and exciting extra-curricular activities (many of them initiated by the girls) is available at lunchtime and after school. This programme makes an outstanding contribution to the girls’ education and enables them to extend their understanding of curricular subjects, take up new subjects (for example philosophy, psychology or Chinese) or develop existing or new sporting or musical interests. Sports teams and clubs and music groups are available for all who are interested, not only the most talented. Extensive involvement in the multi-faceted outreach programme and in voluntary service helps to develop the girls’ leadership skills and gives them an appreciation of the wider community. Participation in clubs and societies is monitored by the form tutor to ensure that girls develop a range of interests, yet are not overloaded.
2.7 A well designed careers guidance programme from Year 9 upwards includes the ‘Take your Daughter to Work’ scheme, twice yearly careers presentations and preparation for GCSE and A level options. All Year 11 pupils are expected to undertake one or two work experience placements after their GCSE examinations and to provide verbal and written feedback to other students and staff. Higher education preparation is thorough and girls in Years 12 and 13 value highly the expert guidance available for applying to universities at home and abroad and in arranging gap year placements.
2.8 Curriculum planning is carried out by the senior management team (SMT) in consultation with the departments concerned and, when appropriate, the governors. Although a number of excellent innovations have been made as a result of the last curriculum review, the absence of a separate curriculum committee or regular curriculum review, inhibits a whole school approach to curriculum development. The curriculum provides equality of access and opportunity for all pupils but some pupils commented that they would have liked to choose freely from the three languages available in Year 7 instead of having that choice partly determined for them.
2.9 Provision for pupils requiring support is excellent. The school has a detailed LDD policy, appropriate for the needs of the school. Individual educational plans (IEPs) for identified pupils are drawn up by the SENCO and are reviewed twice yearly with the girls and their parents. All staff are kept updated through the school’s intranet with guidance on how best to support the identified pupils. Provision for those with a statement of special educational needs is excellent with adjustments having been made to the building and timetable to allow access to the full curriculum. Appropriate provision for EAL pupils is in place although none currently needs support.
2.10 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.11
The
level of knowledge, skills, understanding and application displayed by pupils
in the subjects and activities provided is almost universally outstanding,
building on the high standards noted in the last inspection, and fully meeting
the aims of the school to encourage girls to reach for excellence and to give
them the means to develop their intellectual abilities. Girls apply their knowledge and skills with
ease and it comes naturally to them to think and act critically and creatively. They are in their element developing and testing
arguments and applying both logic and flair to solve problems. Girls with LDD and SEN achieve equally well.
2.12
Pupils
work to an extremely high standard in lessons, in their private study and in
extra-curricular activities. They pose
perceptive questions with confidence, and are quick to grasp concepts and
understand the implications of theory.
Most pupils are working at levels that would be expected of girls well
above their age groups. Their vocabulary
is mature. They demonstrate their
creativity in the high standard of the art, music, and original writing they
produce, and in their questioning approach to their studies.
2.13
Girls
take public examinations at GCSE and A level.
Results at GCSE, for the last three years for which comparative data are
available, are on average far above the average for pupils at all maintained
schools and are well above those of pupils in maintained selective
schools. In relation to the high ability
of the pupils these results are good. In
the most recent GCSE examinations almost all girls gained A* or A grades in all
subjects.
2.14
At
A level again, for the last three years for which comparative results are
available, results are on average far above those of pupils who choose to stay
into the sixth forms of all maintained schools and are well above those of
pupils in maintained selective schools.
In relation to ability results are good.
2.15
Girls are very successful in
gaining places at the universities of their choice both in
2.16
Progress
from Year 7 to GCSE and from GCSE to A level, according to nationally validated
measures, is above national norms.
2.17
The
girls’ high achievement is not confined to academic examinations. In the wide and imaginative variety of
extra-curricular activities available to them, their interests are extended and
their abilities stretched to outstandingly high levels. Standards of debating and mathematical
problem solving are notable; for example younger girls in the mathematics society
eagerly offered solutions that often beat older contestants. Girls do well in the national mathematics
challenges gaining numerous gold awards and regularly qualifying for the higher
level mathematics Olympiads. Of the many
girls who take instrumental music examinations on average two thirds gain
merits and distinctions. School
publications contain journalistic writing of an exceptionally high standard.
2.18
The
Duke of Edinburgh’s Award scheme is popular.
Girls’ successes include 14 gold, 31 silver and 58 bronze awards last
year, while the Young Enterprise company gained four distinctions and nine
credits. Girls work successfully for the
Junior Sports Leadership Award and for the National Lifeguard awards. Two girls are nationally ranked athletes and in
a busy programme of matches school teams do well in netball, lacrosse,
swimming, rowing, tennis and cross country running.
2.19
The
pupils’ skills and attitudes for work and study continue to be excellent as
they were found to be in the previous inspection. The aims of the school to encourage girls to
be independent minded, and to develop intellectual abilities in preparation for
adult life are fully met.
2.20
Throughout
the school pupils are highly articulate, listen attentively to others in
discussions and are confident in their responses in class. Their vocabulary is sophisticated and they
use technical terms accurately and appropriately. Encouraged by teaching style, the girls’ approach
to argument is considered and reflective, revealing a clear willingness to
think independently and develop new ideas.
The level of critical thinking is exceptional and links are readily made
between subject areas and between school work and personal experience. Pupils read widely for pleasure and for
academic research taking advantage of the extensive school library. They respond intelligently and
enthusiastically when asked to read aloud in class. The standard of written work is frequently
outstanding in its fluency, expression and organization. Pupils make notes independently and take
responsibility for their own research.
However, as class notes are regarded by many teachers as the
responsibility of the pupil the amount of detail and quality of presentation
vary considerably.
2.21
Mathematical
skills at all stages are excellent and are evident in a range of academic
subjects such as economics and biology, in clubs such as the mathematics
society, and in activities such as a mathematics competition held in
India.
2.22
Pupils’
ability to use information and communications technology (ICT) effectively is
evident in many activities such as the production of the exceptional school
newspaper, ‘The Marble’, in project work in many academic subjects, in art and
design assignments, and in musical compositions. The use of the extranet and email for
communication between staff and pupils, however, varies considerably between
departments but is working most effectively in some areas. A team of girls manages the display of school
notices on a series of plasma screens placed throughout the school.
2.23
Girls
of all ages are prepared to work independently, to take risks with their work
and are not afraid to make mistakes.
Teaching styles do much to encourage this as do the behaviour and
responses of the peer group. This allows
pupils to attempt difficult questions either in class answers or in their
written work. They thrive on the challenge
and can be frustrated without it.
2.24
Throughout
the school girls settle quickly to lessons and with few exceptions apply
themselves to their work with energy and concentration. They take great pleasure in debate and
discussion and are able to learn a significant amount from each other. Co-operation and collaboration are key aspects
of the girls’ work, and they learn effectively in pairs, groups or teams. They are highly self-motivated, persevering
tenaciously when they need to overcome difficulties and are prepared to seek
the help of staff. They enjoy their work
especially when stimulated by lively teaching methods. Enjoyment of extra-curricular activities is
evident from the high rates of participation throughout the school and the
girls’ long term commitment to them.
Spiritual, Moral, Social and Cultural Development of Pupils
2.25
The
spiritual, moral, social and cultural development of pupils, is outstanding,
demonstrating the success of the school’s aims to enable the girls to value
individuality and diversity, to be responsible both for themselves and for
others, and to develop personal and social values. Since the last inspection, when provision for
personal development was praised, the school has expanded opportunities in this
area.
2.26 The excellent spiritual development of the pupils is successfully fostered in a variety of ways. The school chaplain, who oversees this aspect of school life, discusses with all departments ways in which they can contribute to the girls’ spiritual growth, although subjects like music, art and religious education naturally make the strongest contributions. A religious education lesson with Year 8 involved an enlightening discussion of the issues of suffering, reincarnation, and punishment with the girls themselves raising questions about forgiveness. Opportunities are created for all pupils, to explore, reflect and practise their beliefs. Confirmation classes and communion services cater for Christian pupils, while weekly Indian, Muslim and Jewish assemblies testify to the school’s breadth of vision in a multi-cultural society. Other, secular, assemblies stimulate pupils to consider ultimate questions; for example a challenging assembly resulted in pupils reflecting on what it means to be a human being in the context of truth and the universe.
2.27 Girls develop a strong moral sense. Complex issues, such as the nature of prejudice and discrimination, and moral dilemmas are discussed in tutor periods, within the PSHE programme, in the lively debating society and in curriculum subjects. Girls are open-minded and are willing to change their views if convincing evidence is put before them. They are enabled to develop respect for the law by attending talks given by visiting police officers on topics such as theft and drugs. The school newspaper, produced by the girls, tackles many moral issues with thoughtful and sophisticated journalism, debating, for example, the right of Muslim women to wear the veil and the case for chastity before marriage.
2.28 Pupils’ social development is outstanding. They readily accept responsibility for themselves and for others, and are eager to take initiatives in a myriad of directions, suggesting new ideas and then managing the project. For example, the environment action group was started by a pupil and has influenced practices within the school extensively. Girls run societies, organise assemblies, and produce various school publications to an extremely high standard. Girls have a strong awareness of the needs of others. They compete with each other to suggest the most worthwhile ideas for charitable work. Girls have many other opportunities to take responsibility and exercise leadership. Some older girls are trained in the techniques of peer support, and others act as ‘sisters’ to younger girls. The school council attended by representatives of each form gives pupils a real experience of democracy at work. The head girl and her team of deputies are elected by members of Year 12 and by staff. Girls acquire a thorough knowledge of political institutions and public issues in many lessons at all stages, for example history, economics, and general studies. A French lesson included a thoughtful discussion on the French political system and the policies of the current President. The standard of the girls’ journalism demonstrates a sophisticated understanding of political issues.
2.29 Pupils have a highly developed awareness of their own culture and the culture of others. Their positive response to the opportunities offered by the school creates a highly cultured ethos. Every lunch hour, and after school, the school hums with the activities of the various clubs. Music, art, drama, creative writing and scientific investigations, among others, are in full spate. The school is ornamented by examples of pupils’ original art work. Pupils go out of school to attend concerts, theatres, and lectures and to visit museums, galleries and exhibitions. Girls acquire an appreciation of other cultures by enthusiastically attending assemblies in faiths other than their own. The many exchanges and foreign visits further enhance knowledge and understanding of other cultures.
2.30 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.31 The quality of teaching, praised in the last inspection for its influence on the high quality of the girls’ attainment, continues to be good and is frequently outstanding. It most effectively meets the school’s aims to be committed to scholarship and creative endeavour and to encourage girls to be independent minded.
2.32 The high quality of teaching throughout the school enables pupils of all abilities to acquire new knowledge, develop and refine their skills and make good progress in relation to their abilities. It facilitates learning, encouraging pupils to work independently, draw links accurately within and between subjects and it deepens critical awareness in their understanding. The teaching takes full account of pupils identified as having LDD and SEN. Comprehensive IEPs provide an effective framework upon which teachers make plans to meet these needs.
2.33 With few exceptions teaching challenges girls to exert considerable intellectual, physical and creative effort. The highest attainment occurs when teaching encourages girls to show initiative, take risks, direct research on lines of their own choosing and sustain well-reasoned arguments. Teaching successfully helps girls develop the learning skills required to accept high academic challenge. In a small minority of lessons where teaching is more prescriptive, too sharply focused on clipped responses to worksheets or on note taking, the pace of learning falls and pupils become restless. Physical effort is promoted by a team of specialist coaches and other staff who give generously of their time and energy to provide excellent opportunities for girls to develop talent in sport.
2.34 Teaching is well planned in all subjects and all activities. Most lessons begin crisply by reviewing previous progress, and consolidating understanding. The genuine curiosity and love for learning, evident in so many of the pupils, enables them to keep up with a fast pace, but teachers are willing to give considerable time to help pupils outside lesson times, should it be necessary. The attitude of teachers to pupils needing additional support is strongly encouraging. A programme of regular progress reviews is co-ordinated for all girls by form tutors. If a girl begins to show signs of under-performance steps are taken to bring her attainment in line with her level of ability.
2.35 Teachers are highly qualified and most have a wealth of relevant experience. Girls say they find much of the teaching to be inspirational. Many referred to the scholarly approach adopted by teachers, for example those in the English department where girls value the broad experience gained from the study of demanding texts. However, strategies for the sharing of good practice in teaching are not yet fully developed and are not applied consistently either within or between departments.
2.36 Teaching is supported by excellent resources and facilities in all departments. The school is committed to extensive investment in the provision of ICT and this is co-ordinated well. ICT is used to improve lines of communication inside the school and the developing extranet provides opportunities for teachers to influence pupils far beyond the school gates. ICT is used appropriately to enrich lessons and to enhance the effectiveness of teaching.
2.37 In order to protect girls from the strain of academic competition, it is school policy that work should only be graded when girls are approaching public examinations. Girls appreciate this, and pay more attention to the content of written comments on their work. However, the standard of marking is uneven, not only between but within departments. At its best, for example in the English department, marking is frequent and comments are detailed giving pupils clear advice on what they have done well and how they could improve their work. In a few other departments marking is inconsistent. When it is infrequent or superficial the quality of the girls’ work declines.
2.38 Girls in Years 7 to 10 are assessed in internal examinations taken towards the end of the summer term. To avoid inciting inappropriate competitiveness, rank order lists of results are not issued to girls, but they are told how their marks relate to the median marks for the group and this enables them to track their own progress. Less formal tests set at intervals throughout the year focus on each girl’s personal performance and progress rather than on comparative marks. Girls take mock examinations as they approach public examinations. Girls in Year 9 and above also discuss the assessments on their reports with their teachers and set targets. The school uses nationally validated tests of baseline ability and measures of progress but does not exploit this data in full.
2.39 The mutual respect and strong supporting relationships between pupils and their teachers is central to the success of the curriculum and the pupils’ positive experience of lessons. Girls appreciate being treated as young adults by their teachers. They respond well to firm discipline, they know what their teachers expect and co-operate well to meet the expectations of the school.
2.40 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 Excellent pastoral care provides highly effective support and guidance for all pupils in line with the school’s aims to “equip each student with the means to develop both her intellectual abilities and her personal and social values in preparation for adult life”. The last inspection report praised pastoral care and its judgment that “the quality of pastoral care is very good and pupils have the freedom to develop as individuals” remains true.
3.2 Pastoral care is regarded as a responsibility shared by all members of the community and is characterized by the way in which staff both enable older pupils to care for younger ones and encourage girls of all ages to support one another. One pupil commented “as a school we look after each other.” The ‘sister’ scheme allows three girls from different year groups to come together to discuss their welfare, and, although a few girls say that it works better for some groups than others, it is highly valued by pupils. ‘Vertical groups’ also provide interaction between age groups. Some Year 12 pupils are trained to act as peer supporters while others, who are attached to forms of younger girls, occasionally assist tutors with the delivery of the PSHE programme. The overall effect is to make the pupils active in their own pastoral care and to create a particularly warm and caring atmosphere throughout the school.
3.3 Staff show strong commitment to their pastoral role and are well supported by effective pastoral arrangements which are the overall responsibility of the pastoral deputy head. In Years 7 and 8 form tutors are overseen by the head of lower school. In Years 9 to 11 tutor teams are led by year co-ordinators who are also form tutors while in Years 12 and 13 tutor groups are managed by the head of senior school assisted by a deputy. Clear, open and swift communication underpins the efficacy of these arrangements. The deputy head holds regular meetings with key pastoral staff who appreciate the guidance she gives them.
3.4 Form tutors are normally the first port of call for parents and pupils if a problem arises, but girls may approach other members of staff such as the chaplain, health co-ordinator (school nurse) or the school counsellor.
3.5 Tutors also teach the PSHE programme. Under the leadership of the PSHE co-ordinator this course has developed considerably since the last inspection. Clear schemes of work ensure a coherent approach throughout the school. External specialists are used to cover topics such as drugs and alcohol awareness, and sex education; the school’s medical team provides further specialist teaching. Some aspects of PSHE feature in the work of other departments, for example the science department. In Years 12 and 13 PSHE is usually presented to the year group as a whole and pupils are invited to contribute to future development of the course by completing evaluations of specialist external provision.
3.6 Relationships between staff and pupils are particularly positive. One senior pupil expressed the view that “there is always a teacher you can turn to”. Similarly teachers show a high level of regard for the pupils recognizing that they have the maturity to sort out many problems for themselves and trusting them to share in the care of younger girls.
3.7 The school has a satisfactory anti-bullying policy that stresses the need for prevention. In addition each Year 7 form compiles its own anti-bullying statement which is then displayed in the form room. Bullying is rare. The behaviour policy contains guidelines for pupils dealing with minor infringements of school expectations; more serious breaches of regulations are detailed in a policy on discipline and behaviour which is available to parents on request.
3.8 A satisfactory child protection policy is in place and is well understood by staff. Staff have received required training in recognising and reporting cases or suspected cases of abuse and pupils are given advice on staying safe. A member of the governing body has designated responsibilities for child protection. The school’s child protection officer has forged good links with the local area child protection committee whom she may consult over any potential child protection issues.
3.9 The school takes seriously its responsibilities in ensuring the health and safety of its pupils and employees and has appointed a health and safety consultant. Effective measures have been taken to reduce risk from fire and other hazards, and staff have been trained as fire marshals. An active health and safety committee with representation from all areas of the school including the governing body meets termly to review risk assessments, accidents and any areas of concern. Risk assessment are also carried out for all school visits although not for work experience in Year 11 which the school requires parents to arrange for their daughters, should they wish to participate. Sufficient staff are trained in first-aid and a written first-aid policy is in place. Attendance is good and is carefully monitored.
3.10 The school complies with the requirements of the Special Educational Needs and Disabilities Act and has made considerable progress with its disabled access plan particularly in the provision of lifts and an automatic door. The needs of individual pupils have been a priority.
3.11 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
3.12 The quality of links with parents and with the wider community, highly praised in the previous report, is outstanding, enriching the girls’ educational experience and heightening their awareness of the world beyond school. The school’s aims to help girls to interact caringly and responsibly with others, to work co-operatively in partnership with other schools and groups and to make the school known and open to girls of ability from all backgrounds are fulfilled.
3.13 Parents expressed an extremely high level of satisfaction with the school in their responses to the questionnaire sent out before the inspection. All who responded agreed, most agreeing strongly, that teaching helped their daughter to make progress. Almost all also agreed that the school offered an appropriate range of subjects, that there was a good range of extra-curricular activities and that they were content with the amount of homework expected. Many comments praised the school highly, and parents expressed their pleasure at how happy their daughters were and at the way they grew into confident young women. Parents also appreciated the sensitive pastoral support the school offered families at times of need and the open communication between home and school. Negative responses to the questionnaire were few and were mainly concerned with a perceived lack of opportunity for parents to be involved in the life of the school and restriction of access to sports teams and matches for the less talented. Neither of these criticisms was found to be justified.
3.14 Parents are offered many ways in which to be involved in the school. They are warmly welcomed to all school events such as concerts, plays and matches. Parents contribute as speakers in the Friday lecture series and provide work experience placements for older girls. The parents’ guild is active in providing social occasions and help for the school. The guild runs the school bookshop, lost property, fills a rota for helping in the library and provides beautiful flower arrangements in key areas of the school. It organises a tea party for new girls, a summer barbecue, a sports club which enables families to use the school’s sports facilities, and an arts society running theatre trips. Although some parents commented that the guild was not inclusive, all parents are automatically members. The committee is elected at the annual general meeting, though this is often poorly attended. The guild is publicised in the Parents’ Handbook and parents are encouraged to become involved. Links with former members of the school are also active and old girls return to give careers advice and information about the universities and courses they are taking.
3.15 Parents are provided with clear and useful information about their daughters’ progress in reports issued twice a year for Years 7 to 10 and once a year for Years 11 to 13. Parents are also able to discuss progress with staff at regular parents’ meetings, although some parents felt that there was insufficient time for full consultations. However, staff are always ready to arrange supplementary meetings or contact parents to discuss any issues by telephone. Parents are issued with an informative Parents’ Handbook which includes a list of policies that can be obtained from the school office. Regular mailings and the school magazine, ‘The Paulina’, keep parents abreast of developments in the school. The school newsletter is posted on the internet, and the school plans to extend the extranet to give parents immediate access to school information.
3.16 The complaints policy fully complies with regulations. No formal complaints have been made recently. However, when concerns are raised these are dealt with promptly. One of the deputy head responds immediately with a letter outlining the nature of any necessary investigation and when parents should expect to hear again from the school.
3.17
The school has established an
enormous number of worthwhile links with the wider community, involving many
girls and staff. Younger girls are involved
with the Year 10 tea for local elderly people while the junior choir sings for
the carol service at a local Catholic church.
Most girls in Year 12 take part in an extensive and imaginative range of
community service projects: these include visits to local schools and hospitals
and the ‘60 Plus’ scheme which supports older people by providing readers for
the partially sighted, help in learning computer skills and tuition in English
as a foreign language. Girls also assist
with riding for the disabled and help to run a local church-based homework club
for children of all ages. Pupils are
involved in an innovative local charity, ‘The Greenhouse Project’ through which
3.18 Partnerships have been formed with other secondary schools, both independent and maintained. Joint activities include the provision of practice interviews, language orals and higher education conventions.
3.19
Links with schools and
institutions abroad add to the richness of educational opportunities offered to
the girls. Regular exchanges take place
with schools in the
3.20 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].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1
The
quality of governance, praised in the previous report, is now excellent. The governing body is clearly structured,
enabling it to have effective oversight of the school and to ensure that the
school’s aims are met and its distinctive ethos maintained.
4.2
The
trustee of the foundation of the school is the Mercers Company, and the
governing body of St Paul’s Girls’ School includes a number of ex-officio
members of the company, the chair and deputy chair of the governing body of St
Paul’s School for boys, and five academics nominated by the universities of
Oxford, Cambridge and London, among other nominated and co-opted
governors. A working party is currently
finalising proposals to restructure the
4.3
The
governing body is well organised with two main committees: finance and estates,
and education and development. Other
committees include the nominations committee for appointing new governors, and
a committee which works on ensuring the school is compliant with legal
requirements. One governor has a special
responsibility for health and safety and sits on the school’s health and safety
committee.
4.4
The
governing body has a thorough awareness of its responsibilities. For example, there is a named child
protection governor who has undergone appropriate training. The governors work supportively with the High
Mistress and her senior management team (SMT), but do not take on an
inappropriately executive role. They are
involved in the refinement of the school development plan and review whole
school policies regularly. The work of
the finance and estates committee successfully ensures effective educational
provision and investment in resources.
Governors attend courses run by the Association of Governing Bodies in
Independent Schools (AGBIS) and by the Mercers’ Company.
4.5
Governors
visit the school frequently and are well known to the staff, who value the
interest they show. The chair of
governors attends a staff meeting once a year, and staff regularly make
presentations at governing body meetings.
For example, the head of science recently discussed the reasoning behind
the proposal to introduce the ‘21st Century’ science course for
GCSE.
4.6
Governors
deepen their insight into the school by occasionally observing lessons or
shadowing pupils, while groups of girls are invited to join governors for tea
before governing body meetings.