|
INSPECTION REPORT ON |
|
|
St Swithun’s Junior School |
|
|
The senior school was inspected at the same time and a separate
report published. |
|
|
Full Name of the School |
St Swithun’s Junior School |
|
DfES Number |
850/6038 |
|
Registered Charity Number |
307335 |
|
Address |
Alresford Road, Winchester,
Hampshire SO21 1HA. |
|
Telephone Number |
01962 835750 |
|
Fax Number |
01962 835781 |
|
Email Address |
|
|
Headmistress |
Mrs
P Grimes |
|
Chair of Governors |
Mr
J C Platt |
|
|
3-11
years |
|
Gender |
Mixed
3-7, Girls 7-11 |
|
Inspection Dates |
12th
– 15th March 2007 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1
St Swithun’s
1.2 The school is a Christian foundation. Its aims, located in its prospectus, state that it is committed to the nurture and encouragement of each individual, and to fostering an eagerness to learn, strive and achieve. It aims to provide opportunities both for those who are academically able, and for those whose abilities are of a creative, practical or sporting nature.
1.3
The headmistress of St
Swithun’s
1.4 Pupils come largely from families in the professions. Boys are admitted up to the age of 7 (Year 2) after which the school is for girls only. At the time of the inspection the school had a total of 184 pupils on roll (164 girls and 20 boys). Forty-two pupils were in Nursery and Reception (the Foundation Stage) of whom 21 were part-time (15 girls and 6 boys) and 142 (128 girls, 14 boys) were in Years 1-6 (age 5-11).
1.5 Standardised tests show that pupils’ average ability is above national norms. If pupils are performing in line with their abilities, their results will be above those in maintained primary schools.
1.6 No pupils with a statement of educational need are on roll. The school has identified 25 pupils with learning difficulties or disabilities (LDD) and support is provided. Few pupils have English as an additional language (EAL) and these are sufficiently fluent in English to access the whole curriculum. At the age of 11, pupils compete to transfer to St Swithun’s School, and to other independent schools. A few enter the maintained sector at that stage.
1.7 National Curriculum nomenclature is used throughout this report, and in the school, to refer to year groups.
The Educational Experience Provided
2.1 This happy, bubbling school provides a good educational experience well suited to the aptitudes and needs of its pupils, successfully meeting its aims to nurture and encourage each individual, fostering an eagerness to learn, strive and achieve. Since the last inspection, attention to its recommendations and significant development and expansion, including a new Foundation Stage unit, a new gymnasium, a new kitchen and upgrades to classrooms and staff facilities have enhanced the provision so that the quality of the educational experience has improved.
2.2 In keeping with the aims, opportunities are provided for those who are academically able and for those whose abilities are of a creative, practical or sporting nature. The academic programme is broad and well balanced and includes some extra-curricular activities, conducive to enabling all pupils to flourish. Drama, swimming and French enhance the National Curriculum subjects taught. The provision for information and communication technology (ICT) has increased since the last inspection. These enhancements help pupils to begin to develop their potential over a range of intellectual, artistic, musical and physical experience.
2.3 The education provided contributes to all areas of learning. For instance, pupils gain linguistic experience in drama, in role play activities and in French lessons, while in mathematics they have experience of number and problem solving. They carry out scientific investigations. Good cross-curricular links are provided. A Year 3 lesson in religious education (RE) combined subjects particularly well in creating Easter Gardens that were then put on display for all to enjoy. The course in humanities broadens pupils’ knowledge of human and social development, and they come into contact with technological development through design technology and the use of ICT. Aesthetic and creative provision is particularly strong and music and drama pulsate in the school. Good opportunities to apply physical effort occur, for instance, in physical education lessons, as observed in Year 1, in a lesson showing excellent use of resources.
2.4 Good efforts are made by the school to ensure that pupils have the opportunity to acquire appropriate skills in speaking and listening through oral work in lessons and involvement in drama and discussion activities. Pupils share project work or report on other events in assemblies. A full personal, social and health education (PSHE) programme is in place and this strengthens the acquisition of life skills. Specialist teaching enhances the provision throughout the school, ensures good understanding and knowledge of subject areas and offers continuity of teaching, for instance in science, music and French. The use of specialist facilities also enhances the provision.
2.5 Support for those with learning difficulties is strong. Though many pupils are of well above average ability, some are less able than the national average. All are systematically tested from Year 1 to highlight any need for specific support or monitoring. Classroom assistants provide a good support for the teachers and pupils further strengthening the educational experience for those pupils they assist.
2.6 The formal curriculum is complemented by a range of supplementary activities that also feature within it, including additional gym, science, music and swimming. A few recreational experiences are provided in the clubs, such as chess and calligraphy. Enrichment of the curriculum is extensive within the school environment, in the local area and through visits and speakers, thus extending pupils’ experiences and opportunities. For example, residential visits by pupils in Years 5 and 6 strengthen independence and team work and provide physical and mental challenge. The sporting achievements are strong individually, in swimming and cross country, and steps are being taken to strengthen the currently limited provision for competitive team sports.
2.7 Good attention is given to preparing pupils for the next stage of education. A smooth transition for pupils moving between schools is achieved through preparation for the next stage that begins in earnest in Year 4 with additional planned communication with parents. Year 5 pupils are shown around the senior school and a more intense programme of familiarisation is undertaken in Year 6. Pupils are prepared well for their future by being provided with a broad and balanced curriculum so that they can continue to enjoy their education and achieve their potential. Further, they are given opportunities to develop self reliance and take responsibility so that they begin to prepare for making a positive contribution to the society in which they live. By ensuring they are taught good basic skills, they are prepared well for the next stage of learning to achieve economic well-being.
2.8 The curriculum is thoughtfully planned and developed logically to extend skills and knowledge. The quality of the schemes of work and policy documents is variable. The best contain clear plans. Some, however, are too general and idiosyncratic. Plans are in place for subject co-ordinators to revise these documents regularly. Lesson plans, in the main, do not include intentions for differing ability groups such as those needing support and those whom the school considers to be gifted and talented.
2.9 Equal access to the curriculum and to the extra-curricular activities is provided. The pupils who have EAL, for instance, are all sufficiently fluent in English for that purpose. Arrangements for pupils identified by the school as having LDD work exceptionally well and the pupils benefit greatly, but arrangements for supporting the gifted and talented effectively are embryonic. Overall, the needs of all groups of pupils are met, often well.
2.10 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.11 Pupils achieve high standards in relation to their ability and are thoroughly grounded in knowledge, skills and understanding of their academic, sporting, aesthetic and creative subjects. This improves on the position at the last inspection. They achieve well, too, in the extra-curricular activities provided. Behaviour is exemplary in lessons and throughout the school and at all ages and pupils exhibit outstanding attitudes to learning. As identified at the time of the last inspection, most are highly motivated, self-confident learners who accept responsibility willingly, often offering help to others, reflecting the school’s aim to nurture and encourage each individual, and to foster an eagerness to learn.
2.12 Pupils leave the junior school with strong foundations across the whole curriculum and in particular, high standards of numeracy and literacy. Lessons are characterised by pupils’ enthusiasm and interest leading to effective learning. Many pupils display good creative ability, as demonstrated by the lovely displays around the school and in their English writing, in art and in history. On a number of occasions during the inspection they demonstrated their ability to respond critically, observed, for example, in a Year 6 group who were involved in a lively debate about school uniform.
2.13 All pupils achieve well compared with their ability levels across the entire curriculum. No significant differences were observed in attainment between different groups of pupils, subjects or curriculum areas.
2.14 Pupils achieve high standards in relation to their ability by the time they leave the school. National test results at age 7 are not moderated and those for the most recent year for 11 year-olds were marked internally, so that the results cannot be compared with national norms. However, the previous three years’ results in national tests at age 11 are far above the average of all maintained primary schools and high in relation to ability. This improves on the standards recorded at the time of the last inspection. Results in Common Entrance at age 11 record that most pupils succeed in achieving places at their first choice school.
2.15 The sports teams are successful in individual events. For instance in swimming, the team has won the small schools section in their national association gala and a current St Swithun’s pupil is the association five-metre national diving champion. Team sports are not fully developed in terms of competition against other schools. Each year a significant number of pupils achieve considerable success in activities. For example, many achieve certificates in local music festival competitions.
2.16 Pupils develop skills and attitudes that enable them to learn very well. They are highly and consistently articulate, as they demonstrated in interviews with the inspectors. They listen with intellectual interest to their teachers and to each other. They are developing the ability to read intelligently and at an early age they are able to write increasingly fluently in their notebooks and in their creative writing books. Literacy skills develop very well indeed across the curriculum. Numeracy skills are also high. Pupils apply their skills well both in mathematics lessons and elsewhere. In science, for example, mathematical data is regularly used.
2.17 Sound ICT skills develop during lessons in this subject these skills are used well in some other subjects. For example, Year 5 pupils used the internet for history research in their Tudor project. In geography and RE, among other subjects, pupils use word processing to produce final drafts of written work. The ICT planning provides well for instruction in the use of spreadsheets but their practical application in other subjects, and the use of a broader range of applications through other subjects, is more limited. The use of ICT across the curriculum has shown improvement since the last inspection but this aspect is still developing as a support for independent learning and the development of thinking skills.
2.18 When pupils are given opportunity to reason and argue a case in their lessons, they do so effectively. They answer questions willingly and with conviction, and think and speak for themselves. In interview with the inspectors, they were eager to respond to questions and were readily able to think about why they enjoyed school. In Years 5 and 6 pupils frequently make notes independently, as for instance in the recently completed Year 5 project in geography, in which pupils chose a river to study. Pupils organise their work well from an early age. Reception children can already change their clothes without help in preparation for physical activity and put them neatly on their chairs, without being reminded, ready for their return to the classroom. Books and wall displays show some independent learning by pupils, who have clearly taken pride and enjoyment in the challenge of finding information for themselves.
2.19 Pupils are skilled at working with each other. In a Year 2 humanities lesson they worked particularly well in small groups looking at ways of using environmental space. Whether getting ready for a particular activity or working in small groups to prepare for a performance, they collaborate well with each other, completing tasks with a minimum of fuss.
2.20 Concentration levels are very high, for instance in a Year 4 art lesson in which pupils were busily engaged and absorbed in mask-making. Lessons start promptly and pupils arrive and prepare for a lesson clearly expecting to settle and to learn.
Spiritual, Moral, Social and Cultural Development of Pupils
2.21 The spiritual, moral, social and cultural awareness of pupils is strong overall. The school’s promotion of Christian values is well-developed and the supportive quality of relationships at all levels within the community supports this ethos, maintaining the standard reported in the last inspection. This meets the school’s aims as a Christian foundation very well.
2.22 The development of pupils’ spiritual awareness is very strong. Pupils from different cultural and religious backgrounds show self-confidence and self-esteem as well as increasing self-knowledge. RE and PSHE lessons, circle time with the younger children, and school assemblies all reinforce this development strongly. The school is highly successful in enabling its pupils to reflect on the meaning and purpose of life in a context that clearly values and respects the beliefs and opinions of others.
2.23 Pupils’ moral awareness is good. Pupils clearly know the difference between right and wrong and the importance of making choices, and their very good understanding of moral issues and respect for the law are carefully nurtured throughout the school. Pupils are well aware of the few school rules. They respect them and understand that they exist for the benefit of the school community. For instance, class rules in Year 2 are signed by the whole class. By being involved in raising money for charities, pupils clearly demonstrate well-developed understanding of their obligations to those who are less fortunate than themselves both locally, nationally and throughout the world.
2.24
Pupils are very socially
aware. The school provides a number of
worthwhile opportunities for pupils to learn to play their part in the
community, assisting them to understand the nature of responsibility. Another outcome is their exemplary good
manners and consideration for others.
The PSHE programme offers good opportunities for pupils to discuss
matters concerning school life with their teachers and each other. They respond well to the many opportunities
to take responsibility, such as being house captains, form captains or
librarians. Each pupil belongs to one of
four houses from the age of 7 and this involvement gives a focus to the
in–school sports competitions and makes a contribution to the sense of belonging,
supporting the ethos and aims. Elements
of citizenship, including knowledge of public institutions and services in
2.25
Pupils show understanding of
the main festivals of a multi-faith, multi-cultural society and this
contributes to their good cultural development.
The school is careful to include experiences of the music, art and
literature of many cultures in its life, for example an Indian day that was
held recently that included Hindu stories, costumes and food.
2.26 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.27 The high standard of teaching throughout the school fosters an eagerness to learn, strive and achieve, in line with the school aims and maintaining the position at the last inspection. Assessment procedures are good, and exemplary in the Foundation Stage, where assessment is used effectively in planning teaching. It is not yet used to full effect in the rest of the school.
2.28 The teaching enables pupils of all abilities, including those with LDD and who require EAL support to acquire new knowledge. All teachers are aware of those in need of additional help and this is well provided by specialist support in lessons and for individuals for whom this is appropriate. The best teaching assists pupils of all abilities to make good progress and to achieve high standards because it is enthusiastic, stimulating and well-planned, enabling pupils to learn with great enjoyment. Individual needs are not catered for so well in a significant minority of lessons. In these, overuse of didactic teaching compromises independent learning so that thinking skills are not developed as well as they might be.
2.29 Pupils are encouraged through the teaching to apply themselves purposefully to their work and some independent learning is promoted, for instance in a Year 6 English lesson where pupils planned a debate. In physical activities pupils in Year 1 were encouraged to devise and refine shapes and sequences. Creative effort was encouraged in a music lesson in Year 5 where pupils performed on steel drums, with great enthusiasm and considerable skill.
2.30 Teaching is well planned, generally employing effective teaching methods, suitable activities and wise management of class time. Although lesson objectives are often clearly stated, reference to specific work for those with differing needs is not usually included. In the best lessons a wide variety of teaching methods is used and the pace is brisk and varies according to the needs of the teaching groups, as observed in a Year 3 French lesson, when vocabulary about animals led to a variety of stimulating tasks that inspired enthusiasm and understanding.
2.31 Teaching shows a good understanding of the aptitudes, needs and prior attainments of the pupils and teachers know the pupils very well. Some lessons demonstrate suitable adaptation to meet the particular needs of individual pupils. Teaching demonstrates good and sometimes very good subject knowledge. In the latter cases, the teaching shows love for the subject and an infectious enthusiasm.
2.32
The way the plentiful resources
are used supports teaching well. The
recently commissioned Foundation Stage facilities are used to excellent effect
and the resources in the specialist rooms, such as those for science and music,
are managed very well to enhance learning.
ICT resources support the teaching well in those subjects in which they
are used. This is an improvement since
the last inspection, but the range of applications and their use in the support
of learning are limited. This means that
the use of ICT as an aid to independent learning and the development of
thinking skills is not yet fully developed.
Where it is used, such as the interactive whiteboard to support a Year 4
English lesson, it enhanced pupils’ learning, in this instance because it
assisted in ensuring a brisk pace to the lesson.
2.33
Teaching
includes regular and thorough assessment of pupils’ work and uses information
from assessment to plan teaching so that pupils can make progress. Since the last inspection, assessment has
been developed and improved. The
excellent methods used in the Foundation Stage provide key information for
day-to-day planning. Further up the
school assessment is used inconsistently in planning. It is particularly clearly focussed in Years
5 and 6. Assessment for identifying
those who may need support for their learning is very thorough.
2.34 Work is regularly and consistently marked according to the school’s marking policy. Marking is often detailed, positive and supportive, providing good pointers for the improvement of pupils’ performance. As is appropriate for younger pupils, marking is often appropriately immediate and verbal. Examples of highly constructive oral marking were observed in the Nursery to assist children to use scissors and order shapes, and in Reception to assist children make progress with phonetics.
2.35 Teachers expect pupils to behave responsibly and to work hard and give them every encouragement to do so. Such expectations are fulfilled, creating a very positive and enthusiastic learning environment in which pupils thrive intellectually.
2.36 The arrangements for pupils’ performance to be evaluated are good and have significantly improved since the last inspection. In the Foundation Stage, performance is evaluated through comparison with standards in the local area. From Year 1 comparison is with national standards. This provides teachers with a reference point for monitoring under-achievement and predicting future attainment throughout the school. Attainment tests are taken each year. A series of standardised tests enables the school to compare performance with the national averages for all primary schools. The results of entrance tests to the senior school and Common Entrance in Year 6 are further measures that show the standard each pupil has reached.
2.37 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 Staff have created a happy school in which their care for the pupils is outstanding. This is an improvement since the last inspection. The good attention given to welfare, health and safety has been maintained. Positive relationships prevail that promote effective learning in a healthy, safe environment, so that the school fulfils its aim well to nurture and encourage each individual.
3.2 Pupils feel very well supported in and out of the classroom and say that they are treated fairly. They trust their teachers, who take their pastoral duties seriously. Form teachers offer high-quality support and guidance. Regular ‘children’s meetings’ are held, in which staff discuss any aspect of school life and how it is affecting the pupils, facilitating the priority given to offering the most appropriate care.
3.3 The structures, policies and procedures established to support the well-being of pupils are well thought out and efficiently applied. Pupils are in one of four houses from the age of 7. These are mainly used to provide competition in sports, but grouping of pupils vertically enhances the family ethos, in keeping with its aims as a Christian foundation. This structure works alongside the form groupings to support pupils’ learning well and deal promptly with their concerns. The main reason for the success of the procedures is that all pupils know and trust the systems. Pupils confirm that they know to whom they can turn and they know something will be done
3.4 The staff handbook gives clear guidance on the various pastoral roles and teachers are well supported by the management structure in fulfilling this part of their function. The form teacher takes responsibility as the first port of call and this works well along with sharing concerns with the head. Arrangements are in place to involve outside agencies should the need arise.
3.5 The excellent relationships between staff and pupils, and between pupils and pupils, are a strength of the school. Staff and pupils were often heard laughing together. Relationships are based on mutual trust and respect which are palpable throughout the school. One pupil, on being asked ‘What is special about your school?’ said ‘It’s so friendly and though we work hard in lessons, they are full of fun and we can share a joke with our teachers’. This was frequently confirmed by the inspectors.
3.6 Measures to promote responsible behaviour are effective and focus on encouragement and positive reinforcement. Pupils say they particularly enjoy seeing their name in the merit book, wearing their merit badges and celebrating their successes in assemblies. Pupils are familiar with school procedures and clear about what they should do if they have concerns. The anti-bullying policy operates effectively because the school makes sure that all know the procedure and that their concerns will not be brushed aside. The policy is reinforced through events such as a recent theatre visit into school with a suitably-focused theme. In the pupils’ questionnaire a typical response was ‘School would sort out any bullying but there isn’t any!’
3.7 The general provision for the welfare, health and safety of pupils is good. Good procedures for child protection are in place and training has been thorough. A suitably qualified governor is responsible for liaising with the school child protection officer. All necessary measures have been taken to minimise the risk of fire and other hazards. Regular fire drills are recorded. Arrangements to ensure health and safety are effective on site and off. Risk assessment is carried out well and overseen by the governing body, alongside health and safety.
3.8 Staff and pupils’ awareness of health and safety issues, for instance the importance of healthy eating, is high. The standard of school lunch provided for the pupils is excellent. Meals are varied and nutritious, with plenty of choice. High-quality care by the staff is a significant feature in the dining rooms as everywhere else. The manner in which lunch is served by older pupils to younger ones reinforces the family atmosphere well.
3.9 First aid boxes are located around the school and a suitable number of staff are trained in first aid. Meticulous arrangements are in place for girls who are ill during the course of the day and include, if necessary, use of the senior school medical facilities.
3.10 Admissions and attendance registers are completed accurately and arrangements are in place to follow up unexplained absence promptly. The school has due regard for the health and safety of its pupils and is vigilant. Pupils are well nurtured, their welfare is carefully fostered and they are happy and proud of their school.
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 school has established good, warm and supportive links with the parents, the overwhelming majority of whom are highly satisfied with the education and support provided for their children. Links with the community are developing in order to contribute usefully to the fostering and promoting of good relationships and a sense of belonging to the school community. Those links that do exist contribute soundly to the educational experience identified in the school aims.
3.13 In the responses received to the parents’ pre-inspection questionnaire, support was strongest for the quality of the curriculum, the progress their children made, homework, attitudes and values promoted by the school, and the quality of behaviour. Some parents felt that whilst some aspects of the extra-curricular provision are strong, such as music and drama, opportunities for fixtures for sports teams are limited. Inspectors agreed but note that the cross country and the swimming teams have brought considerable individual success.
3.14 The Parent Teachers Association, one organisation for the junior and senior schools, provides worthwhile opportunities for parents to be involved with the life of the school, organising many regular events such as a Summer Ball. Parents are positively encouraged to be involved in the work and progress of their children, for instance by welcoming them to support school events, concerts and matches.
3.15 The school provides parents with good quality regular information. New parents are given a useful introductory pack. The school's website is very informative and regularly updated. Parents receive plenty of information about their children's work and progress, for instance written reports, providing full and useful information twice a year, and regular discussion evenings, offering ample opportunity for information exchange.
3.16 Concerns raised by parents are dealt with swiftly and informally. A formal complaints procedure is in place which is comprehensive and readily available for parents. It has not had occasion to be used.
3.17
The school is continuing to
develop varied links with the local community.
Links with a local primary school have been initiated. Visits into school enhance the links and
include authors, representatives of world faiths, and groups such as the Young
Shakespeare Company. Visits out of
school, for instance to the theatre,
3.18 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 Governance is strong, improving on the position at the time of the last inspection and reflecting improvements that have been made within its structure since the last inspection. The Junior School Advisory Committee now includes governors with experience of primary education. This enables clear oversight of the school. It is an effective forum that contributes well to the successful achievement of the school’s aims.
4.2 The Junior School Advisory Committee reports to the whole-school Standing Committee, which in turn reports to the full governing body, known as the School Council. Focus is clear and responsibilities are manageable. A valuable spread of expertise is available and a good induction process for new governors is in place. Governors are fully aware of their responsibilities. Training is undertaken to maintain their knowledge and understanding of their roles.
4.3 Financial oversight is detailed and thorough, overseen by the skilled direction of the bursar. Resources in terms of buildings and facilities for teaching and learning are very good. Governors are well informed about the school and have positive and constructive relationships with those staff whom they meet, and with whom good working relationships are evident. Formal arrangements are in place for regular meetings with staff so that governors can provide them with support and advice and the appropriate level of challenge.
The Quality of Leadership and Management
4.4 Clear educational direction and leadership are provided by those with management responsibilities. Good leadership and management already reflect the positive impact of the arrival of the new headmistress a few weeks prior to the inspection. She leads the school under the aegis of the overall headmistress of St Swithun’s School, who delegates almost complete autonomy. Progress since the last inspection has been good, and despite an unsettled period of change of headship, it has ensured that the school’s aims have continued to be met and that standards overall have improved.
4.5 The clear direction and leadership provided are also reflected in the good quality education, exceptional care, the very high standards achieved and the happy, lively, nurturing ethos that pervades the school. The internal management structures are clear and operate well. A member of staff is responsible for each subject throughout the junior school to assure continuity of planning. Sound management of links between the junior and senior schools has a positive impact on the quality of education and the care of pupils, in keeping with the aims.
4.6 The new leadership has been quick to notice the absence of real strategic planning for the junior school and that has been identified as a priority left over from the time of the last inspection. All junior school staff have been involved in the creation of the current junior school development plan, but it does not look far enough forward for this section of the school, nor is it clearly costed. It incorporates only minor reviews of current practice rather than include any strategic planning or consideration of the future.
4.7 Management at all levels is effective in drawing up and implementing appropriate procedures and policies and in checking and reviewing their effectiveness. Many appropriate policies are in place that have been developed collectively. Recent initiatives have included a new manageable and effective system of monitoring the work of the school.
4.8 Recruitment procedures for staff are good and vigilantly applied. All statutory checks are made prior to confirmation of appointment. The induction procedure for new staff is supportive and the whole-school policy for the induction of newly-qualified teachers allows them to achieve full-qualified status. The programme for the professional development of staff is underpinned by an effective appraisal system that covers all staff. Classroom assistants enhance the educational experience for the pupils because they are used very well to support learning. Catering and maintenance staff are hardworking and provide good support for the school.
4.9 The arrangements for ensuring appropriate resources are managed and monitored very well by the bursar. Procedures are efficient for ensuring that pupils’ needs are met. Day-to-day organisation of the school is thorough. Administrative support is of high calibre so that the headmistress has time to lead the junior school effectively.
4.10 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.11 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 Immediately on entering the school, the strong supportive ethos is noticeable, characterised by warm and supportive staff-pupil relationships that are full of humour and mutual respect. This, along with outstanding pastoral care and good spiritual, moral and social development, and good teaching, ensures that the school is successful in meeting its aims and aspirations. The strong start provided in the Foundation Stage leads to high achievement and standards. Excellent behaviour, exemplary manners and very positive attitudes to learning throughout the school enable pupils to respond very well to the educational experience provided so that they are well-educated, happy and proud of their school.
5.2 Since the last inspection, the school has been through unsettling times with changes and uncertainties in leadership over a good number of years. Despite this, it has kept the focus firmly on its purpose and aims and has continued to provide very well for its pupils. It has made good progress in many areas since the last inspection and has very recently begun to develop good initiatives to monitor and improve the teaching and learning. However, the junior school development plan does not look far enough ahead, it is too limited in its scope and costs are not always clearly identified. Specific provision for the gifted and talented is at a very early stage and insufficient opportunities exist for all pupils to develop thinking skills and independent learning. Though individual sport achieves some notable successes, opportunities for competitive team sports are few.
5.3 The school meets all the regulatory requirements.
5.4 The school embarked on a successful set of measures following the last inspection to address the weaknesses then identified. The new leadership is poised to consider the next steps for improvement and is aware of the action required. These are to:
1. develop a comprehensive junior school strategic plan that looks further ahead to meet the coming years;
2. improve planning by:
· including more use of a greater range of ICT applications to support learning over more subjects;
· including regular lesson tasks that help pupils to think critically and develop independent learning skills;
· providing interesting and stimulating tasks for those the school has identified as gifted and talented;
3. develop competitive team sports provision.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 12th – 15th March 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. 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.
|
Mrs Ruth McFarlane |
Reporting Inspector, Retired Headmistress GSA school |
|
Mrs Penelope Austin |
Head, IAPS Junior School |
|
Mr Robin Badham-Thornhill |
Headmaster, IAPS Preparatory School |
|
Mrs Ann Lloyd |