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INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
8356/029 |
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Registered Charity Number |
1024774 |
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Address |
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Telephone Number |
01305
262306 |
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Fax Number |
01305
261254 |
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Email Address |
secretary@sunninghill.dorset.sch.uk |
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Headmaster |
Mr
Alan Dickey |
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Chair of Governors |
Mrs
Rosemary Johnson |
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3 to 13 years |
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Gender |
Mixed |
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Inspection Dates |
12th
– 15th February, 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
Entry into the Nursery is
non-selective but pupils joining later are tested and interviewed. The average ability of pupils on entry is in
line with the national average in most years, following an increase in the
proportion of pupils coming to the school with learning difficulties. One pupil has a statement of special
educational needs, and thirty-five pupils receive support for specific learning
difficulties. There are no pupils at
present for whom English is an additional language, but arrangements are in
place should the need arise. Pupils
generally come from
1.3 Since the last inspection in October, 2000, the school has undergone considerable change. There have been a number of changes in staff, both domestic and academic and a new headmaster took up his post 22 months ago. Since then, many of the school’s policies have been compiled, updated or rewritten.
1.4 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 Pupils enjoy a curriculum that is broadly consistent with the school’s aims and philosophy. All activities are open to all pupils of an appropriate age. The curriculum successfully promotes pupils’ linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development, and helps them to acquire skills of speaking, listening, literacy and numeracy.
2.2 The timetable is well balanced, although the day is shorter than in many schools and is presently under review with the possibility of its being extended in the future. Dance and drama, for example, are not presently provided for discretely, but are subsumed into English and physical education (PE) and do not occur with sufficient frequency. Design technology (DT) has been added to the curriculum for Years 3 to 8 since the last inspection but not to Years 1 and 2. Information and communications technology (ICT) is taught throughout the school. The time allocation for the subject has recently been increased for Years 3 to 8 so that pupils can prepare for the European Computer Driving Licence. Personal, social and health education (PSHE) and French are taught from the Foundation Stage.
2.3 In Years 1 and 2, class teachers teach most subjects and maintain a good balance of activities across the curriculum. Speaking, listening, literacy and numeracy are well represented. In Years 3 to 8, teaching is mostly, and increasingly, by subject specialists. The broad strength in the curriculum reported at the last inspection has been maintained, and since that time the school has made considerable improvement in provision for ICT.
2.4 The planning of the curriculum has been a major focus for development in recent times and the work that teachers have put in is now paying dividends. Documentation is thorough and new policies are being implemented with increasing success. Long-term planning is generally good for all levels of ability, including the least able. The provision for pupils with learning difficulties is good, both through support in class and through dedicated lessons for pupils withdrawn from lessons.
2.5 Provision for higher-attaining pupils is variable and some teachers demonstrate more accomplished skills than others in planning to extend them. Pupils with specific talents, on the other hand are identified and appropriate provision made to challenge and extend them in their chosen field. For example, it was a delight to listen to a string quartet playing in the entrance hall, supported by two highly accomplished musicians who visit the school to teach their instruments. At present there are no pupils for whom English is an additional language, but provision is organised to help such pupils when the need arises. Lesson planning is generally good and almost all teachers are careful to plan the content, the methods to be used and the provision for most of the different groups in the class.
2.6 A wide range of good quality extra-curricular activities extends pupils’ learning further and is supported enthusiastically by almost all pupils. The activities include sports and physical activities such as gymnastics and hockey, academic activities such as Spanish and science, arts activities such as orchestras, choir, jazz and ballet and other activities such as gardening. There is good provision for school visits, such as a trip for pupils in Years 7 and 8 to the National Portrait Gallery. The excellent outdoor pursuits programme includes residential excursions, such as the forthcoming ski trip and a trekking expedition to Snowdonia. Much of the work taking place in extra-curricular activities, such as sports, art work and musical groups is taken into the community and helps to strengthen links with, for example, the local church, senior schools and senior citizens.
2.7 Pupils are well prepared for the next stage of their education and for adult life. The strong provision for PSHE includes citizenship in Years 7 and 8 and deals sensitively with issues which they may encounter in their senior schools. The school takes an active part in placing pupils in the most appropriate senior schools and achieves some success in helping those pupils who wish to gain scholarships to independent senior schools.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 The school is meeting its aims successfully and pupils achieve well in the subjects that they study. The strengths seen in the last inspection have been maintained. Over the last three years, the results in national tests at age 11 have been far above the average for all maintained primary schools, particularly in the proportion of those gaining the expected level 4. These results are high in relation to what might be expected for the range of ability in the school.
2.10 Pupils do not take national tests at age seven. As part of a local pilot project, pupils aged 13 take the national tests for 14-year-olds and these are externally moderated. The results suggest that pupils’ attainments are also far above the national average in all three subjects of English, mathematics and science. In the last two years seven pupils have gained scholarships or awards to senior independent schools for achievement in music, drama and design technology or for academic achievement.
2.11 On entry to the Foundation Stage children’s attainment is broadly average. This is lower than reported at the last inspection, because the proportion of pupils with learning difficulties has increased considerably. In response to effective teaching, the pupils make good progress and by the time they leave the Reception class almost all pupils have attained the Early Learning Goals nationally recommended for children of that age, and many have achieved those levels earlier. They make rapid progress as they move through the school and by the time they leave for their senior schools, most pupils’ achievements are high in most of their subjects. Consequently, they are well prepared for the next stage of education.
2.12 In most lessons pupils gain knowledge about the subjects they are studying and further their skills and understanding of the subject. Pupils generally have good talking and listening skills and these support their learning and help them to think and act critically and creatively. By the time they reach the last two years of the school, pupils can debate and argue with confidence and success. When given the opportunity, pupils write with imagination and use language effectively, often displaying a sense of drama in their writing. Skills in ICT are also well developed and used effectively in other subjects, such as for word processing in English or using the white board to solve number puzzles in a Year 6 mathematics lesson. Pupils develop good mathematical skills in mathematics lessons, which they use to support learning in other subjects, for example, when using graphs to change the scale of their art work. Standards in art are particularly high. Pupils from across the ability range produce work of a high standard in a wide range of media and styles. The displays of pupils’ art work in all parts of the school, in both two and three dimensions, celebrate this achievement and bring enrichment to the school environment. Gifted and talented pupils achieve well as they move through the school, because additional provision in their chosen area is made for them when it is appropriate.
2.13 All pupils in the school are helped to take examinations in public speaking of verse and prose to gain awards from the London Academy of Music and Dramatic Art. A good number of pupils have gained certificates at stage one from the Royal Yachting Association in dinghy and powerboat sailing. About 40 pupils each year take public music examinations at appropriate grades for their stage of learning. A high proportion gain merit or distinction.
2.14 Pupils with learning difficulties make good progress in most lessons, particularly when they are well supported by the class teacher or by specialist staff or both. Many pupils who receive help manage to overcome their particular difficulties and move onto a stage where they can learn without further need for support.
2.15 Pupils are well behaved and motivated, they achieve good study skills and are conscientious learners. They complete their homework regularly and conscientiously, though the presentation is sometimes unsatisfactory. Pupils say that they enjoy learning and show that they can co-operate effectively in group and partnered activities.
Spiritual, Moral, Social and Cultural Development of Pupils
2.16 Through the school pupils develop good spiritual, moral, social and cultural awareness. Pupils’ behaviour, quiet self-discipline and maturity are clear features of the school. They behave with kindness and consideration for each other in lessons and around the school. The school is a relaxed, but businesslike place where pupils come to work and play with a sense of purpose. The school is fulfilling its aims in this area and has maintained and improved on the high standards indicated at the last inspection.
2.17
In subjects across the
curriculum including PSHE pupils show growing spiritual awareness and staff and
pupils carry out regular audits of the provision made, to ensure that the
planned provision is properly covered.
School visits and community events support pupils’ spiritual
development. In November, for example,
the school went to the local church for a Remembrance Service. As part of the event pupils mounted a poppy
art display for the church and wrote wishes on balloons and set them free. On another occasion older pupils visited
2.18 Through a raised awareness in their own beliefs and the beliefs of others pupils gain insight into spiritual matters. Teachers in subjects across the curriculum look for, and use well, opportunities to extend pupils’ spiritual awareness. For example, in a design and technology lesson, where the pupils were making hats, the teacher spoke of the need to keep reviewing things in life to make things better and made the telling point that not everything in life is perfect ‘at the click of a mouse’.
2.19 The pupils’ moral development is integral to the life of the school. The pupils behave well, are courteous and consider the views of others. Moral development is promoted in lessons as well as in the general life of the school. In a Year 6 religious education (RE) lesson, for example, the pupils discussed the relevance of the Ten Commandments in the 21st century.
2.20 Pupils have a very good sense of right and wrong and a respect for rules and the law. They quickly learn the school’s golden rules, see them as fair and understand the sanctions should they not follow them. In discussion, pupils demonstrate a clear sense of fairness and consideration for each other. They are particularly pleased with the kindness and friendliness shown to each other in the playground.
2.21 Pupils are deeply concerned about environmental matters and have set up a representative group to discuss them and initiate projects. The group looks at topics such as recycling, setting up a gardening club and overseeing the environmental area. Pupils from throughout the school produced an ‘eco-banner’ as an art project – a triptych made from recycled materials. Year 5 pupils also produced posters on the topics of alcohol, smoking and drug abuse.
2.22 Pupils develop very well socially, accept responsibility, show initiative and understand how they can contribute to community life and care for others. They have many opportunities to take on responsibilities and to help with the smooth running of the school or to take leadership roles in team activities. For example, as prefects, form captains, team captains, heads of music groups, librarians, heads of lunch tables, playground pals and group leaders on expeditions. The house system, whole school and form assemblies, the ‘buddies’ system and ‘playground pals’ all help to encourage teamwork and an awareness of the needs of others. Lunchtime arrangements, where pupils sit in ‘family groups’, further encourage social interaction and civilised manners. Strong social skills are also fostered through team sports and the outdoor-pursuits programme. The pupils are articulate, confident and very pleased to speak about their school and they understand how to contribute to community life.
2.23 The school council, made up of representatives elected by the form members, is not only an exercise in democracy and committee work, it also demonstrates to pupils that such debate and corporate decision-making can produce results. Pupils are aware that they are privileged and work very hard and successfully to help those in need through fund-raising for charitable causes, often initiating projects themselves.
2.24 The PSHE course provides regular input into the children’s education as citizens, from a basic understanding of public services in Year 1 through to visits to magistrates courts in Years 7 and 8.
2.25 Pupils learn about and develop respect for their own and other cultures through subjects such as art, music, history, geography and RE. They have good understanding and knowledge of art in their own and other cultures through a wide and intensive art course. The school celebrates pupils’ achievements through numerous, imaginative displays of work of high quality. In lessons the teachers consistently relate the work of pupils to that of artists. Similarly in music, pupils play instruments or sing to a good standard, usually playing and discussing the work of composers as well as their own compositions. All these activities contribute to pupils’ cultural growth.
2.26 Numerous activities are arranged so that pupils develop a good understanding of other cultures. Year 3 pupils recently led an assembly on Divali and Year 6 pupils know that Hindus believe in reincarnation. Special meals are arranged to mark different cultures, such as the Burns Celebration (haggis), Chinese New Year, a French day and an Italian day. All pupils recently attended workshops run by a visiting African drummer. Foundation Stage pupils prepared for Chinese New Year by making masks, learning to say ‘hello’ and ‘thank you’ and count up to 5 in Mandarin, and eating Chinese food with chopsticks.
2.27 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.28 The overall quality of teaching is good and in a significant proportion of the lessons seen it was outstanding. The number of excellent lessons shows an improvement since the last inspection. The teaching supports the school’s aim of high academic standards and contributes effectively to pupils’ attainment and progress throughout the school. Most teachers use assessment effectively to plan for the needs of their pupils. New and effective assessment strategies have been recently introduced and this is helping teachers increasingly to target the strengths and weaknesses of their pupils in their lesson planning.
2.29 Teachers work hard and successfully to encourage the enthusiasm of their pupils. On the whole, lessons are interesting and engage pupils’ concentration; pupils are focused and challenged throughout the lessons. High expectations and challenging questions stimulate intellectual and, when appropriate, physical effort from pupils. In one of the outstanding lessons, for example, pupils were finding out which materials conduct electricity. The lesson was presented with such enthusiasm and rigorous challenge that pupils became fascinated and learning was very focused and stimulating. In another outstanding lesson, where pupils were painting self-portraits, the quiet reflection, as pupils thought about their own personalities, brought out some outstanding results because the teacher extended pupils’ learning with focused and highly challenging questions and comments. In some lessons, however, while teachers are aware of the higher-attaining pupils in the group, they do not always challenge them and extend their learning sufficiently.
2.30 Relationships between teachers and pupils throughout the school are good, so that behaviour is of a high standard. This begins in the Foundation Stage, where teachers are very successful in developing children’s confidence, self-esteem and independence. Pupils continue to mature as they move through the school, encouraged and fostered by their teachers in all lessons.
2.31
Teachers
have good subject knowledge, they plan their lessons carefully, vary the
activities and make good use of the time available; lessons are conducted at a brisk pace. When appropriate, a learning support teacher
gives effective help in lessons to pupils with learning difficulties. At other times, the same pupils are extracted
to benefit from well-taught individual or small group-lessons. In some lessons, higher-attaining pupils are
challenged by extension tasks, but this is not consistent in all lessons. Resources within the school are plentiful and
well organised; teachers use these resources to good effect in their lessons.
2.32 Over the last year, teachers have worked hard together to improve the quality of assessment and to introduce the new assessment policy. The policy is still new and not all teachers are using assessment to full effect, but overall, it provides important information about pupils’ achievements and their strengths and weaknesses. A notable and successful feature of the school is the very effective use of target setting for pupils. Targets are realistic and straightforward so that pupils understand what is required of them. At present, however, little reference is made to the targets in teachers’ marking. Teachers are increasingly using the information from assessment to plan their lessons to meet the particular needs of pupils in the class. More formal tests are held at the ends of units of work, in addition to the ongoing assessment from lesson to lesson. Pupils’ work is evaluated against the aims set by the teacher or, when appropriate, against national norms. Marking is thorough and positive, with clear written indications for improvement.
2.33 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 school is successful in meeting its aims in ensuring the welfare, health and safety of pupils. The standards reported at the last inspection have been maintained. The school has compiled a comprehensive list of policies covering the various aspects of children's care and these provide an effective framework to guide and support adults working in the school.
3.2 Pupils are mostly class based until Year 4, with some specialist teaching and then specialist teaching from Year 5. Class teachers in all years meet their class every day and know their pupils well. They provide effective support, guidance and care at all levels of the school. The pupils know who to turn to if a problem arises. In addition to the class structure, the house system plays an important part in pupils’ lives by providing a structure for competition in games and other activities, as well as in amassing credits for academic performance and achievement.
3.3 Relationships between staff and pupils are good. Teachers and other staff work hard to let the pupils know that they are valued. The staff reward pupils warmly with praise when they make an effort or reach an achievement. Good relationships are further fostered by the many outdoor activities and field trips.
3.4 Pupils are well behaved and move about the school in a quiet, mature manner. The school provides good support for discipline and behaviour in the ‘Twinkling Stars’ and ‘Golden Hour’ systems, house-points and commendations. Any issues of bullying are dealt with constructively by constant communication between parents and staff. They are also discussed sensitively in PSHE lessons. These lessons provide an effective place for discussing social and personal issues.
3.5 Appropriate, clear and effective child protection measures are in place. The headmaster is the nominated officer and has undergone appropriate training; all staff receive regular updating. Measures to ensure the health and safety and well-being of pupils are comprehensive. All measures to reduce the risk from fire and other hazards are in position; practices are held regularly and recorded. A full range of policies provide clear guidance to all staff and risk assessments are carried out by all departments. Most staff are first-aid trained.
3.6 Very good quality meals are served to pupils and staff who sit together in mixed age, ‘family’ groups for lunch. The dining room provides a bright, cheerful environment. Older pupils take responsibility for looking after and serving younger pupils.
3.7 Levels of attendance are good and pupils come to school on time; registration is carried out efficiently. The admissions register is carefully kept up to date by the office staff and fulfils statutory obligations. Until recently the form teachers kept pupils’ personal records, but a new and more secure system has now been instituted and records are kept centrally.
3.8 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
3.9 Relationships between home and school and links with parents and the community are satisfactory. Responses to the pre-inspection parents’ questionnaire were few in number; only a fifth of parents responded, and the majority of those replying were satisfied with the school’s provision, although a small number expressed dissatisfaction with the way the school handles complaints. The school has comprehensive procedures in place for handling formal complaints, although the procedures have not been invoked because no formal complaints have been received. Most concerns are dealt with informally. The examination of correspondence to the school management, where parents have expressed some concerns, shows that the concerns have been of a minor nature, and they have been handled promptly and appropriately.
3.10 During the inspection some parents expressed concern about the number of staff changes and the effect that this is having on their children’s learning. The inspectors share these concerns. Communication between the school and those parents has not yet allayed their anxieties.
3.11 Communication between staff and parents is maintained through daily contact at the beginning and end of the day. Form tutors telephone parents at the start of the academic year and any concerns are handled promptly. Parents receive regular detailed information about the school through the newsletter Hermes, letters and posters. Appropriate reports on work and effort are sent home twice a year.
3.12 Parents are fully involved in the life of the school, participating in the gardening club, the ‘eco committee’, the jazz dance club and school trips. The thriving Parents, Teachers and Friends Association raises funds through social events for parents and staff.
3.13
The school has formed good
links with the local and wider communities.
Sporting fixtures and competitions contribute to the good links with
other schools in the area. Contact with
the senior maintained school in
3.14 Visitors such as local authors come to the school to work with pupils and the school takes part in a number of drama festivals. The music department provides music for the Harvest and Remembrance services that are held at the local church and visits are made to a nearby care home. The music department also joins with a nearby senior school for rehearsals and concerts. A local drama group meets in Sunninghill each weekend to rehearse, and pupils from Sunninghill attend.
3.15 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 standard of governance is satisfactory. In the recent past governors have guided the school through considerable change, with a new headmaster and an interim acting headteacher. Five sub-committees meet as often as necessary and report to the main board of governors, and the minutes from governors’ meetings show this to be an effective method of operating. Governors are aware of their responsibilities and involve themselves effectively in educational development and financial planning with the support and guidance of the effective bursar. In the past year, a number of governors have attended training to ensure that their contribution to the governing body is as effective as possible.
4.2 Governors have a sound insight into the strengths and weaknesses of the school, but recently communication between parents and staff and governors has been less than effective. Governors have worked with and supported the new headmaster to bring about many appropriate changes. During this period, governors have left the day-to-day running of the school to the headmaster. However, as a result, communication with parents and staff has been limited, which has led to some misunderstanding and to concerns about staff changes and the morale of the teaching staff. Governors are now aware that they need to be more pro-active in ensuring improved communication between management and staff and securing the support of parents about the need for change.
The Quality of Leadership and Management
4.3 Overall, the leadership and management of the school are good. Much has been achieved in a short time, pupils’ achievements are high and the quality of teaching is good. The senior management provides strong leadership and a clear educational direction, which are reflected in the achievement of the school’s aims. Since the arrival of the headmaster 22 months ago, all of the school’s policies have been revised or written. The headmaster has put in place many useful policies to shape the school and its provision, but the pace of change has been difficult for some to work with and has resulted in a number of staff changes. Communication from the headmaster to the staff has been good, but in an anxiety to move forward the pace of change the process has not been sufficiently consultative.
4.4 The school is in the process of drawing up a development plan. The development needs of each subject have been identified but have not yet been evaluated, set out in order of priority or drawn together into a whole school plan. The financial implications of the proposals, the time scale and success criteria have all to be established. Teachers now work to a set of policies that form a firm structure for the running of the school, for subject matter and for the methods that they should use to ensure pupils’ learning. Not all of the policies are fully embedded in practice, but their implementation is sufficient for them to be effective in raising the quality of provision. Now that the necessary initial changes have taken place, the school looks forward to a period of evolution, where it can move forward at a more manageable pace and the school development plan will be a useful tool in support of this process.
4.5 The senior managers monitor teaching rigorously and regularly. They also monitor planning and marking. In general, teachers’ planning and their use of assessment are good, but the teaching and learning and the assessment policies are still in the process of implementation.
4.6 The school has been successful in appointing highly qualified and effective staff. Care is taken in the induction of staff new to the school, to help them become familiar with its ethos and styles of working. Suitable arrangements are in place for the induction of newly qualified teachers. All adults working in the school are subject to the necessary checks at the time of appointment, including those with the Criminal Records Bureau.
4.7 At present, most of the needs for professional development are met on an individual basis, though some are identified through the rigorous appraisal system. Recently, the school has started to develop a whole-school approach to in-service training. For example, there has been very effective training on target setting, levelling of pupils’ work, methods of matching work to levels of achievement and styles of learning, all of which have been successful in raising the quality of teaching across the school.
4.8 Financial matters are well managed. Overall the school is well resourced for learning and the resources are well organised. The administration of the school runs smoothly and effectively, and communication on day-to-day matters is good.
4.9 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.10 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1
In most respects,
5.2 Since the last inspection, standards have been maintained in all areas of activity. Provision for DT and ICT has increased and pupils have more opportunities to take part in outdoor activities. The quality and use of assessment have improved and are having a positive effect on the quality of teaching. Management structures have been tightened and the monitoring of teaching quality is more rigorous. There is still room, however, for greater consistency in the performance of higher-attaining pupils.
5.3 The school meets all the regulatory requirements.
5.4 In order to improve further on the good provision already established the school should take the following action.
1. Implement fully the teaching and learning policy and refine the assessment policy so that the needs of all pupils are fully met in all subjects of the curriculum at all stages, with particular reference to the most able.
2. Improve provision for dance and drama so that pupils have sufficiently frequent and regular access to allow them to develop skills in these areas.
3. Further refine the school development plan and, with full consultation, set priorities, timings and costs, so that the pace of change can be most effectively managed.
4. Ensure that the arrangements for communication between parents, staff and governors are clear and that parents are fully informed about changes and developments in the school.
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 February, 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. The responses of parents to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
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Mr. John Ayerst |
Reporting inspector |
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Miss Rosalind Cunnah |
Former headteacher of an IAPS school |
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Mrs. Judith Argent |
Former headteacher of an ISA school |
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Mr. Simon Carder |
Former headteacher of an IAPS school |