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INSPECTION REPORT ON |
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Full Name of the School |
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DfES
Number |
317/6057 |
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Address |
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Telephone
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020 8989 2394 |
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Fax Number |
020 8989 4379 |
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Email Address |
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Headteacher |
Mrs L J Chiverrell |
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Proprietors |
Mr S J Mathison and Mrs E A Simmons |
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3-11 years |
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Gender |
Mixed |
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Inspection
Dates |
4th to 7th June 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
1.2
The school was founded in the
early 1930s. It is housed in a Victorian
building on a busy road in Snaresbrook, just south of Woodford,
1.3 A total of 47 pupils are taught in the Foundation Stage, with 23 boys and 24 girls, all of them full time. In all, 121 pupils are taught in Years 1 to 6, including 63 boys and 58 girls. Pupils are mostly drawn from families with professional and business occupations. In total, 36 pupils benefit from the government-funded nursery scheme.
1.4 The school does not select by ability. Pupils join the school after an assessment to ensure that the school has the facilities and the expertise to meet the needs of each one. Standardised test results for year groups across the school indicate a wide range of ability between very able pupils and those with below average levels of ability, but overall the average ability of the pupils is above the national average. If pupils are performing in line with their abilities, their results in national tests will be above the average for all maintained primary schools.
1.5 There are no pupils with full statements of special educational need. Twenty-nine pupils identified by the school as having some degree of learning difficulties or disabilities (LDD) participate in the school action support programme. Eight pupils are from families where English is not their principal language. One of these pupils receives support from the school.
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 school provides a good range of educational opportunities suited to the interests, aptitudes and needs of each pupil. In so doing, the school successfully achieves its declared aims to develop the child intellectually and with confidence; to develop an enquiring mind; to develop sensitivity towards the values and the needs of others; to bring out the best in each child; to develop the whole person; to promote high discipline, both socially and academically.
2.2 In the last inspection the curriculum provided was judged to be broad and balanced, and appropriate to the needs of the pupils. This continues to be the case. Schemes of work and subject policies were in need of revision and rewriting. These requirements have been met.
2.3 All pupils have access to a broad range of educational experiences. The fundamental aspects of their education are very well supported through the teaching of the core subjects of English, mathematics, science and also information and communication technology (ICT). The timetable in Years 3 to 6 is designed to take account of the need to provide a broad and balanced curriculum and at the same time to prepare pupils effectively for the demands of 11+ examinations and entrance requirements to senior schools. Overall the provision is well balanced and gives pupils a good educational experience. The teaching of music is augmented by the activities offered before and after school. ICT skills that are well developed in ICT lessons are used in after-school activities such as in the animation club and in the introduction to emailing for Years 5 and 6. Pupils are given many opportunities to speak, to listen, to voice opinions and to consider the opinions of others. Pupils in the nursery and in reception are taught the importance of listening carefully and taking their turn in group discussions.
2.4 The development of the individual is a key element in the educational experience created by the school. The quality of relationships and the experience of working in a community with a strong family atmosphere provide the context for pupils to grow in maturity and self-confidence. Respect for others and an appreciation of the differences between people are developed in much of the teaching, in subjects such as personal, social, health and citizenship education (PSHCE), religious education and in the many discussions between staff and pupils.
2.5 Extra-curricular activities are well used by staff to enrich the experience of pupils. The school clubs cater for a wide range of interests in music, drama, ICT, sport and science, and provide useful experiences that develop the pupils in many ways. Registers of attendance are taken. Participation in these clubs is included in reports to parents. A variety of games and sports allow pupils to represent the school, improve health and fitness and develop physical skills. The curriculum is enriched by the generous number of trips and by residential experiences offered to pupils in Years 4, 5 and 6. These include trips abroad, as well as to places in this country and opportunities to participate in outward-bound experiences.
2.6 The school prepares pupils well for the next steps in their education. Preparation for 11+ examinations and for application to secondary schools is thorough without detracting from the wider aims of the school to provide an educational experience of benefit to each pupil. Good support is available to older pupils in their selection of senior schools, matching the needs of the individual with the type of school that would suit each one best.
2.7 The curriculum prepares pupils well for adult life. The PSHCE programme builds pupils’ understanding of key social and personal issues, covering such topics as sex education, drugs, citizenship and the appropriate safeguards to take when using the internet. Pupils are constantly encouraged to accept responsibility, to behave in a mature manner and to be confident in their abilities in whatever situation they find themselves.
2.8 Pupils of all abilities, as well as those for whom English is not their principal language, benefit from access to the broad range of subjects and activities. The involvement of peripatetic teachers and parents broadens the range of planned activities on offer.
2.9 The school successfully meets the curricular requirements of pupils in need of special provision for their LDD, and offers appropriate levels of staff support. Learning support assistants are effectively deployed as one method of responding effectively to those pupils. Clear profile statements of their needs identify the learning difficulty or disability and outline the steps to be taken to respond appropriately. Learning support staff keep useful records tracking the progress of each pupil, with summary reports submitted on a regular basis to class teachers, the headteacher and parents.
2.10 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.11 Pupils of all abilities are well educated and achieve good educational standards. Standards in numeracy and literacy are high. They develop to a good level the essential skills and attitudes for work and study. Their ability in critical and creative thinking stands them in good stead in many situations and accounts for the successes they enjoy in learning and in moving to the next stage of their education. Pupils perform well in national tests at ages seven and eleven. In this, the school fulfils its aims of developing pupils as intelligent and self-confident young people.
2.12
Across the school and across
all subjects, pupils are well grounded in knowledge, skills and
understanding. They are particularly
good at critical and creative thinking.
In many subjects and activities very good examples were seen of pupils
being required to apply their knowledge and understanding and to use the skills
they learn. For instance, pupils in the
animation club used good planning skills, drew on their artistic skills and
showed a good command of English in designing their storyboards. Pupils delight in those lessons where they
are given opportunities to be critical in their thinking and to be creative in
finding solutions to problems. In
geography lessons pupils used their imagination and applied past learning to
identify the conditions that affected the selection of settlement sites in
early
2.13 Boys and girls of all ages and all abilities reach good levels of attainment and make good progress in lessons and in activities. The work of the learning support assistants in the Foundation Stage classes and the work of the support assistants in other year groups in the school make a beneficial contribution to the attainment and progress of pupils with LDD. There are no significant differences in relative attainment between boys and girls, or between different groups of pupils, subjects or curriculum areas.
2.14 Results in national tests at age seven are well above the national average for maintained primary schools and good in relation to pupils’ abilities. At age eleven, national test results in science are above the maintained primary school average and in line with ability, but results in English and mathematics are very good in relation to ability, being far above the maintained school average. Pupils are successful in gaining entry to senior independent and grammar schools; many pupils gain entry to the school of their choice. A good percentage of these pupils win scholarships. Boys perform slightly better than the girls in national tests at age eleven and at about the same level at age seven.
2.15
Pupils achieve success in other
areas. Some younger pupils are involved
in
2.16 Pupils develop as articulate and effective communicators. They speak eloquently, listen to each other intelligently and write fluently and imaginatively for a variety of purposes. Pupils showed striking powers of persuasion and argument in lessons and in conversations with inspectors. Pupils’ reading skills are of a high standard. For example, the reading and performance of pupils in Year 4, chosen at random for participation in an assembly, were outstanding. In interviews, pupils showed themselves to be good listeners, taking the point of questions and addressing precisely the issues raised. In group interviews they listened attentively to each other, and were able to pick up and develop points made by other pupils in the group. Their curiosity and inquisitiveness are displayed in the many questions with which they ply visitors.
2.17 Pupils make good use of their mathematical understanding to apply concepts, and to use their knowledge in a practical manner across a range of subjects. Pupils’ work and displays in classrooms showed effective use of mathematical understanding in subjects such as geography, history and science. Mathematical skills and understanding are effectively applied in many aspects of the teaching of ICT, such as problem solving in the use of spreadsheets.
2.18 Pupils’ attainment in and use of ICT are of a high standard. Very young pupils are comfortable with using computers. The development of ICT skills and the application of pupils’ understanding of a broad range of software make them highly competent in using the range of equipment available. They use data logging software and from an early age learn to programme control devices. The breadth of the ICT teaching and learning programme enables pupils to use ICT as a practical technique in their learning.
2.19 Pupils are good at organising their work. Their written work is well presented. They are encouraged to take notes and to organise their thinking, for instance, in response to activities on residential trips, after experiments in science and in many subjects where they are required to investigate and collect information.
2.20 Pupils enjoy themselves in lessons and activities. This is a notable feature of many lessons. They delight in their achievements and take pride in their work. They settle quickly to class work and are eager to co-operate with their teachers. They are comfortable working alone, or in small groups or pairs in pursuit of the learning objectives in lessons. Pupils are equally adept at working together as a class, demonstrating good behaviour that allows learning to take place.
Spiritual, Moral, Social and Cultural Development of Pupils
2.21 The development of pupils’ spiritual, moral, social and cultural awareness is outstanding. The school meets effectively its aim of developing sensitivity towards the values and the needs of others. It also meets its aims of bringing out the best in each child and developing the whole person. The school has improved this aspect of its activities since the last inspection when pupils’ development was judged to be very good.
2.22 Pupils’ spiritual development is outstanding. They demonstrate a high level of confidence and a sense of self-worth that is nurtured from their earliest years. Through assemblies, in lessons and in their interactions with staff and each other, pupils learn to be reflective, to listen, to show respect and to be aware of the needs of those around them. They take pleasure in the achievement of others no less than in their own. They relate confidently to the adults they meet each day. They are eager to ask questions and to explore the wider aspects of who they are. Pupils gain insights into values and beliefs through the teaching of religious education and through the comprehensive PSHCE programme. Parents contribute to this provision by visiting and talking about their religious beliefs. The recognition given to the major festivals of world religions in assemblies adds to pupils’ developing understanding about the way in which religious belief affects people’s lives.
2.23 Pupils respond well to the opportunities for participation and for quiet reflection in assemblies. They sing enthusiastically, participate energetically and conduct themselves in a way that shows a high level of self-confidence. In lessons and in activities pupils express themselves clearly and confidently, and are comfortable expressing opinions and asking questions.
2.24 Pupils’ moral awareness is strong and deeply rooted. They make a very early start on the journey that leads them down the path of learning the difference between right and wrong. When a nursery pupil was asked why he should not run inside the building, he replied: “because I might hurt others”. The behaviour of older pupils is exemplary. They are clear that they need to take responsibility for their actions and recognise that the way they behave affects the well-being of others. In interview, pupils said they understood the school’s code of conduct and felt it was fair. Their orderly movement around the school, the careful way they played in the limited space in the playground and the self-restraint they exhibited in their behaviour in all parts of the school showed how well they understood the need to respect rules and behave in a responsible manner. Good behaviour is explained and praised in assemblies, is expected in lessons and is evident throughout the school. The high level of pupils’ friendliness and support for each other is one expression of their moral development.
2.25
The generosity of pupils in
supporting a broad range of charities reflects the level of moral awareness
they have developed. The school has
active links with local charities and has given considerable assistance to a
school in
2.26 Pupils’ social development is outstanding. At all ages, they respond very well to the many opportunities they have to undertake responsibilities. Being elected to the school council is valued by pupils and is a role they take most seriously. Equally important to them are the many responsibilities they can exercise in lessons as monitors and as helpers of fellow pupils. Pupils prize the opportunity to act as pupil helper in a subject where they excel and are keen to assist their peers. For instance, pupils respond quickly to falls and tumbles on the playground, willing to call for help and offer comfort. The organisation of pupils into houses fosters the growth of a family ethos and gives pupils a sense of belonging, which is a key element in the school’s objectives.
2.27 Pupils care for the areas in which they work, tidying and clearing away properly so that those following them into an area find it ready for use. For instance, their conduct in the dining room shows the utmost respect for other pupils and for the catering staff who serve them so well. Pupils show an awareness of the wider world in which they live. Their organised contacts with the emergency services, with those who care for the needs of others and with some aspects of local government, give them a developing awareness of the wider society in which they live.
2.28
Pupils acquire a keen
appreciation of their own culture and develop respect for differing cultural
traditions. Pupils are well aware of the
multi-cultural world in which they live.
They find many opportunities to develop and to express their
understanding of that world and how best to participate in it. The ways in which pupils from a variety of
backgrounds and cultures mingle in the school promote tolerance and foster
harmony. These benefits are reinforced
by the school rules on respect for others and by teaching pupils to accept the
differences between individuals. The
comprehensive programme of educational visits, including trips to the theatre,
art galleries and historical sites, build pupils’ appreciation of and respect
for tradition and cultures. Visits
overseas and to areas of local interest, and history and geography studies on
residential trips to
2.29 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.30
The staff
teach their pupils well, sustaining and building on the strengths
identified in the report of 2001. They
are particularly effective in helping pupils to think for themselves and to be
critical and creative in their work, so realising the school’s aims of bringing
out the best in each child, developing the whole person and promoting good
discipline both socially and academically.
2.31
Almost
without exception, teachers plan and organise their lessons thoroughly and
appropriately, taking full account of the individual needs and aptitudes of
their pupils, and making efficient use of resources and time. A key element in the success of teaching is
the teachers’ good understanding of their pupils and the high level of care
they have for each of them. The learning
and ability profile established in nursery and reception is the foundation on
which pupils’ development is built.
Regular testing and assessment procedures add to this information. The tracking of performance of pupils with
LDD is detailed and precise in identifying the progress made.
2.32
Pupils
with LDD are well supported by classroom and learning support assistants and
make good progress. Pupils for whom
English is not their principal language are given individual help, which
enables them to achieve good standards and make good progress.
2.33
Constant
encouragement of pupils to be creative and critical in their thinking, seen in
many lessons, resulted in excellent learning.
The humour and the calm approach of some teachers created an atmosphere
of enjoyment and eagerness that fully engaged pupils in their learning. The particularly high standards achieved in
the Foundation Stage classes are due in no small part to the excellent working
relationships between teachers and assistants and to the quiet and purposeful
manner of the assistants, and their dedication to the well-being of their
pupils.
2.34
In the best lessons, pupils
were challenged to apply prior knowledge and understanding effectively. In a Year 2 ICT lesson, skilful questioning
by the teacher prompted pupils to use their knowledge of building a ‘decision
tree’ to work out by themselves a variety of uses for this application before
going on to construct a decision tree of their own. The very good standard of Year 3 pupils’ ICT
work on display in the ICT room showed the benefit of teachers planning
together and helping pupils combine their knowledge of art and artists with
their skills in ICT. Pupils responded
enthusiastically to the practical work in science lessons when they were given
choices as to how to carry out the experiments, showing an eagerness to think
for themselves as they worked through their tasks. The variety of objects and the amusing manner
in which the teacher used them allowed Year 5 pupils to show creativity in
exploring the way in which objects vibrate and the consequent impact on
sounds. All pupils respond
enthusiastically when teaching prompts them to work out answers for themselves
and when it gives them opportunities to solve problems. The good-natured interaction with individual
pupils, the variety of activities and the smart pace of the best lessons
promoted outstanding learning.
2.35
The
few lessons that were no more than satisfactory, concentrated too much on
explaining and reinforcing the content, at the expense of pupils’ involvement
and interest. While teachers’ explanations
and their instructions to pupils were generally clear, there were a few
occasions when a lack of clarity left some pupils confused as to what they were
to do. These lessons lacked the pace,
enthusiasm and involvement that were so evident in the better ones.
2.36 Evaluation of pupils’ performance is carried out regularly using data from a variety of sources. Pupils’ abilities and progress are evaluated by standardised tests each year in addition to the diagnostic tests administered when a pupil appears to have difficulties. Evaluation of performance against national norms is carried out each year on the publication of test results at age seven and eleven.
2.37 The quality of marking across the school is satisfactory. While there is not a widespread use of detailed written comments and targets, pupils are given good oral feedback on performance in lessons, and when their homework and personal work is returned to them. Information gathered about pupils’ performance is used to modify plans and strategies for future teaching.
2.38 The orderly behaviour of pupils in lessons is a consequence of good teaching and of the good relationships between teachers and pupils and amongst pupils themselves. Teachers can concentrate on using a variety of teaching and learning styles in lessons rather than having to deal with poor behaviour.
2.39 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 care for pupils is outstanding in every respect. The school fully achieves its aims to develop the whole person, to promote high discipline both socially and academically, and to develop sensitivity towards the values and the needs of others. This area was judged to be a strength of the school in the last inspection and continues to be so.
3.2 Staff provide effective support and guidance for all pupils. Daily contact with teachers and support staff gives pupils many chances to discuss personal issues and seek help. In interviews, pupils said they had no hesitation in turning to staff for assistance if there was a problem, whether of a personal or work-related nature. As part of the preparation for transfer to senior schools, a considerable amount of help and guidance is offered to pupils and parents on all aspects of this significant move.
3.3 Effective pastoral arrangements support staff in the exercise of their responsibilities. The pastoral system is directed by the headteacher, who works closely with class teachers to create an atmosphere in which pupils feel they can find help and guidance quickly. All required policies for the pastoral care of pupils are in place. New staff are helped to understand and to interpret properly the policies and practices on pupil guidance and welfare. The accessibility of key leaders to staff and the regular discussion of pupils’ performance provide all staff with the support they need to be effective in their work with pupils. Guidance to staff on how to deal with inappropriate behaviour is positive, with an emphasis on pupils’ development rather than punishment.
3.4 The quality of relationships between staff and pupils is a key element in creating and sustaining the ethos of the school. The respect staff show to pupils, and the expectation that pupils will act in a respectful manner in turn, are noticeable features of the school. Pupils say they are proud of their school, and hold in high regard the staff who care for them. The high quality of pupils’ friendship and care for each other are evident in the way they treat each other around school. Indeed, the quality of relationships permeates and enhances every aspect of the life of the school.
3.5 Pupils are aware of their responsibility for good behaviour. This theme is well covered in assemblies, in the PSHCE programme and in the many opportunities pupils have for discussion. Circle time with younger pupils allows them the chance to examine good and inappropriate behaviour. Older pupils discuss these issues in their tutor groups. Pupils develop a strong awareness of their role in preventing bullying. This message is conveyed insistently to them through many channels. At interviews pupils said they knew what to do if bullying should occur, but expressed the opinion that it happened only rarely if at all. The staff handbook documents the procedures to be used in the event of misbehaviour. Strategies to foster good behaviour and to prevent bullying are based on encouragement and positive reinforcement.
3.6 The school takes meticulous care to safeguard and promote pupils’ health and well-being. Child protection arrangements are well documented in the staff handbook, expressed in the school policies, known by staff and carefully observed. The named person for child protection is the headteacher. Her training and that of all staff is appropriate.
3.7 Procedures for ensuring pupils’ health and safety are equally secure. Risk assessments for all activities are carried out with great attention to detail. Pupils taken ill are treated with due care and consideration. Suitably qualified first aiders are readily available throughout the school. Registration procedures are effective and lateness and absences are dealt with appropriately. High levels of attendance allow pupils to benefit from the many experiences the school provides as part of their education. All necessary measures have been taken to minimise the risk from fire and other hazards and full records with detailed evaluations of fire drills are kept securely. The quality of the food served at lunch is very good, with a wide choice available to suit all requirements. Catering staff and teachers supervise the pupils to ensure they eat a balanced diet. One item concerning the health and safety of windows was brought to the attention of the school during the inspection.
3.8 The school meets almost all the regulatory requirements for the welfare, health and safety of pupils [Standard 3]. In order to meet all the requirements the school must:
(a) restrict the opening of all upstairs windows [Regulation 3.(4)].
The Quality of Links with Parents and the Community
3.9 The school has an effective partnership with parents and worthwhile links with the wider community. These are beneficial to the pupils, giving them a wide range of experiences and support. This is an area in which the school has made significant progress since the last inspection, by improving greatly the range of methods used to communicate with parents and to keep them well informed about their children’s progress and the school’s activities.
3.10 The responses to the parents’ questionnaire completed before the inspection showed that parents are highly satisfied with the education and the support given to their children, and are highly supportive of the school and all it does; as one parent said at the end of the inspection: “we are so proud of this school and we think it is a fantastic place for our children”. Parents made clear that they felt their children were well cared for and that the school performed a sterling service of supporting both parents and pupils. They are strongly appreciative of the ready access to the headteacher and staff, and for the fact that issues are dealt with speedily and to the benefit of the pupils. Parents did not have any concerns of note.
3.11 Parents are encouraged to be involved in all activities, and are welcomed to support the work and progress of their children. They are invited in to speak on issues of importance, such as religious beliefs, and to share their expertise on topics as diverse as making Christmas cakes, working at a prominent children’s hospital or building a wormery. The school goes out of its way to encourage parents’ support for activities, such as sports and games, assemblies, concerts and other performances. Good support for plays and participation in art and craft days and visits to art galleries on Saturday mornings, enable parents to make a worthwhile contribution to the education of the pupils and affords them informal opportunities to meet staff and discuss issues or concerns.
3.12 The homework diary is seen as one of the regular points of contact between parents, classroom teachers and the school. Newsletters and the regular updating of the website, as well as systems for immediate contact with parents give parents the confidence that the school is keeping them fully involved in the education of their children. Reports, regularly sent, are a good source of information and provide the foundation on which discussion with staff is usefully built.
3.13 The strongly supportive parents’ association is a key arena where parents contribute generously to the school. Social events are organised and funds are generated for the benefit of pupils.
3.14 The school handles the concerns of parents with due care. It now publishes its formal complaints procedure as an annual reminder and to inform parents of any complaints raised in the preceding academic year. The school has not had any cause to implement the complaints procedure, with no formal complaints in the last academic year.
3.15 The school promotes positive links with the local community. Pupils enjoyed taking part in the ‘Walk to School Week’ and learned valuable lessons not only about the benefits of walking, but also about the workings of the local authority and the role of the local newspaper in the life of the community. The participation of Year 6 pupils in the Metropolitan Police Junior Citizenship programme gave them confidence that they could manage their personal safety as a result of guided participation in a number of role play situations. Pupils enjoy competing in local and regional competitions across a range of sports and disciplines. Visits to the local fire brigade station explore the role of those who look after the community. Donating the proceeds of the harvest festival to the local night shelter for the homeless brings pupils into contact with the workforce and some of the beneficiaries of that scheme. The visit of the local council recycling robot brought home to pupils their responsibility for their environment.
3.16
Fund raising is well supported
by the pupils with sizeable amounts of money collected each year for a wide
range of local and international charities.
Representatives from the charities visit the school, reinforcing the
pupils’ understanding of the causes benefiting from their kindness. The adoption of a school in
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].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The quality of governance is good. The board of directors and proprietors helps to set and secure appropriate aims and values for the school, and provides effective oversight and guidance. In the last inspection the quality of governance was identified as providing effective strategic planning. This continues to be the case.
4.2 The structure and management arrangements relating to the proprietors and directors are well defined and allow them to have effective oversight of the school. There is a clear understanding of their role in the management of the school, which allows the headteacher to exercise her role and responsibilities appropriately and effectively. Regular meetings between the headteacher and the board of directors and proprietors, and the frequent contacts between meetings, provide them with the information they need to be effective in their work.
4.3 The board of directors and proprietors takes all necessary steps to fulfil its responsibilities in maintaining the quality and the development of the school. Individual members of the board draw on their contacts within the wider educational world and use the legal expertise of a commercial organisation to keep up to date with their legal responsibilities and ensure compliance with statutory requirements. The board is involved in the preparation and review of policies. Working closely with the headteacher, it has put in place structures and procedures that provide a framework for the daily work of the school. Named directors and proprietors oversee policies such as child protection and health and safety, and carry out their responsibilities effectively.
4.4 The board is appropriately involved in educational development and financial planning. The good state of repair of the school, and the building extensions and refurbishments are examples of their financial commitment to the continuous improvement of educational opportunities for pupils.
4.5 Directors and proprietors make regular and frequent visits to the school as well as holding regular formal board meetings in which the headteacher sits as a member. In addition, contact is maintained with the deputy headteacher and the bursar, enabling the board members to garner insights into the working of the school. As a result, they are able to support and uphold the aims and ethos of the school effectively and they are in a good position to consider the best ways for developing the school further.
The Quality of Leadership and Management
4.6 The quality of leadership and management is good. Senior managers and others with delegated duties are effective in carrying out their responsibilities.
4.7 Clear educational direction and leadership are provided by those with management responsibilities, as reflected in the quality of education, the care of pupils and the fulfilment of the school’s aims and ethos. The direction and development of the school are rooted in a well-focused evaluation of its key strengths and the areas for development that have been identified. Communication with all staff through regular meetings, a wide range of consultation exercises and the many informal meetings that enrich the school day enable staff to say they feel involved in the development of the school.
4.8 Those with management responsibilities are effective in analysing the school’s needs, setting priorities, planning to meet those priorities, and putting decisions into practice. The school development plan has been set up as the framework within which the school identifies its strengths and weaknesses. The headteacher and the deputy headteacher monitor and evaluate all aspects of the school. The monitoring is mainly informal, but careful analysis of pupil performance, scrutiny of tests and formal assessments give their monitoring the substance it needs to be effective.
4.9 Management at all levels is effective in drawing up and implementing appropriate procedures and policies. An appropriate range of policies is in place, which guides the educational experience and activities of the school and provides for the welfare, health and safety of pupils. The headteacher, assisted by the deputy headteacher, checks and reviews the effectiveness of policies and procedures.
4.10 Management at all levels is effective in securing, suitably qualified and experienced staff and in supporting and developing them. The school makes scrupulous checks before confirming new appointments. There is an appropriate programme for the induction of newly qualified teachers. An appraisal system is in place, which emphasizes the professional development of staff. Staff training is well structured and generous. Staff in the Foundation Stage classes and learning support staff are engaged in longer term training to enhance their skills and achieve qualifications in their areas of expertise. Lesson observation and the assessment of the performance of teachers as post holders are part of a wider review of effectiveness carried out by the headteacher.
4.11 Finances are very well managed by the board, which works closely with the headteacher and the bursar so that appropriate resources are provided to meet the needs of the school and its pupils. The high level of maintenance of the school buildings provides pupils with an attractive and stimulating environment. Classrooms are bright and cheerful, with good displays that support teaching and learning.
4.1 The administration of the school is effective and efficient. The administrative, catering and maintenance staff contribute to achieving the aims of the school by the range and quality of support they offer, and by the positive relationships they have with teachers, pupils and parents. All support staff are aware of, and keen to contribute to, the pastoral care and the welfare, health and safety of pupils. The high quality of relationships between these staff and pupils makes a real contribution to the family atmosphere of the school.
4.2 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.3 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school is highly successful in creating a family ethos in which care for the development of the whole person is fundamental. That care is comprehensive and its quality is outstanding. The wide range of pupils’ aptitudes and needs is successfully accommodated and they make rapid progress in all aspects of their development. The success of the school is largely due to two factors. The first factor is the good quality of leadership and management that give clear educational direction as reflected in the good quality of education, the outstanding care of pupils and the fulfilment of the school’s aims and ethos. The other key factor is the strong commitment of teachers and staff to the pastoral care, health and safety, and well-being of each pupil. As a result of good teaching, pupils grow to be intelligent and self-confident young people, showing high levels of discipline both socially and academically, with marked sensitivity towards the values and the needs of others. Their solid foundation in learning is reflected in the good levels of attainment and in the high degree of critical and creative ability they show in their work. Effective partnership with parents and worthwhile links with the wider community enrich the provision for pupils’ education. The board of directors and proprietors effectively support the leadership of the school in creating an education of worth to all its pupils. The school is successful in meeting its aims.
5.2 The issues raised at the last inspection have been successfully addressed. The admissions register and the daily attendance registers are completed appropriately. Assessment and recording of performance have been set up with good procedures for tracking individual pupils’ progress. All required curriculum policies are in place and used as guidelines throughout the school. The role of the subject co-ordinators is clearly defined and they exercise responsibility for planning and delivering lessons. Planning for learning is now done well.
5.3 The school complies with almost all of the regulatory requirements, but does not at present meet Standard 3 (welfare, health and safety of pupils).
5.4