|
INSPECTION REPORT ON |
|
|
Talbot Heath School |
|
|
|
|
|
Full Name of the School |
|
|
DfES Number |
837/6001 |
|
Registered Charity Number |
283708 |
|
Address |
Rothesay
Road, Bournemouth, Dorset, BH4 9NJ. |
|
Telephone Number |
01202
761881 |
|
Fax Number |
01202
768155 |
|
Email Address |
office@talbotheath.org |
|
Headmistress |
Mrs
Christine Dipple |
|
Chairman of Governors |
Mr
David Parkhouse |
|
|
3
– 18 Years |
|
Gender |
Girls
(3 - 18) Boys (3 - 7) |
|
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 was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general. The full CSCI report can be found at www.csci.org.uk.
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
Talbot Heath is a day and boarding
school for girls aged 3 to 18, which also offers day education to boys aged 3
to 7. Founded in 1886 as
1.2 The school aims to provide a stimulating academic education for its pupils, offering them the opportunity to fulfil their potential and acquire the knowledge and skills to equip them for life. The school is founded on Christian principles, but a multi-faith chaplaincy team exists to foster understanding between pupils of all faiths and to ensure the spiritual support of all members of the school community. The intention is that pupils should consider contemporary social, religious and moral issues and develop their own personal values, appreciating individual worth as well as the need for mutual respect and understanding in both the school community and the world beyond. The school seeks to ensure that pupils leave Talbot Heath confident, competent and thoughtful young people, ready to make the most of their opportunities and contribute positively to the society in which they live.
1.3 No major building projects have been undertaken since the last inspection in 2001, but the school has made considerable improvements to the entrance to its campus to provide safe access for pupils. Also, extensive traffic calming measures have been introduced to roadways in the school’s grounds. Another area of major expenditure has been the extensive revision and updating of information and communications technology (ICT). There are three ICT suites in the senior school and two in the junior school and resources, such as 22 interactive whiteboards, have been purchased with the aim of enabling the integration of ICT across the full curriculum.
1.4 At the time of the inspection 588 full-time pupils (585 girls and 3 boys) and 18 part-time girls were on the roll: 212 in the junior school (including the 18 part-time pupils), 310 in Years 7 to 11 and 84 in the sixth form. These figures are slightly lower than when the school was last inspected six years ago, but not significantly so. The pupils are predominantly of white British background, but a small number come from other ethnic origins. Thirty-one are boarders. There is no test for children entering the school at Foundation Stage. Children entering the junior school are assessed and admitted if it is judged that they will cope with the demands of the curriculum on offer. Entry to the senior school is via the school’s entrance examination, or into the sixth form by obtaining a minimum of 5 grades A* to C at GCSE, with a minimum of grade B in the subjects to be studied at AS level. Thirty-six pupils do not have English as their principal language and eight of these girls receive extra support to improve their fluency. Thirty-five pupils have been identified as having learning difficulties or disabilities (LDD). One junior school pupil has a statement of special educational need (SEN), funded by parents.
1.5 In the junior school nationally standardised tests indicate that pupils’ average ability is just above the national average. However, the range of ability is wide with about one tenth of the pupils of below average ability and about one tenth of far above average ability. About one fifth of the pupils are of average ability.
1.6 In the senior school, nationally standardised tests are administered to pupils at the beginning of Year 7 and to new pupils at the beginning of Year 8. Scores for the last eight years indicate that pupils’ average ability is well above the national average. Just less than half of the pupils are of average or above average ability and just over half are of well above or far above average ability. If pupils are performing in line with their abilities their results will be well above the average for all maintained secondary schools, but below the average for maintained selective schools.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following tables.
|
|
|
|
School |
NC name |
|
Nursery |
Nursery |
|
Kindergarten |
Reception |
|
Y1 |
Year 1 |
|
Y2 |
Year 2 |
|
Y3 |
Year 3 |
|
Y4 |
Year 4 |
|
Y5 |
Year 5 |
|
Y6 |
Year 6 |
|
|
|
|
School |
NC name |
|
Upper 3 |
Year 7 |
|
Lower 4 |
Year 8 |
|
Upper 4 |
Year 9 |
|
Lower 5 |
Year 10 |
|
Upper 5 |
Year 11 |
|
Lower 6 |
Year 12 |
|
Upper 6 |
Year 13 |
The Educational Experience Provided
2.1 The educational experience provided by the school is good and effective with some excellent aspects. It is fully consistent with the school’s aims and philosophy. The strong emphasis on spiritual, moral, social and cultural values within a supportive and caring environment ensures that all pupils are able to develop skills and self-confidence.
2.2 A well-planned broad curriculum enables pupils to develop and make good progress. The junior school successfully promotes linguistic, mathematical, scientific, human and social, physical, aesthetic and creative development. Pupils exhibit strengths in all these areas. The provision for the acquisition of skills of literacy and numeracy is good, and provision for speaking and listening is outstanding. Breadth has been added to the curriculum to allow pupils many opportunities to develop creative skills in drama and music. Physical skills are well developed through the sporting activities provided. The personal and social education (PSE) programme includes an appropriate range of age-related issues. ICT is used well in all subjects when an opportunity arises. All pupils are able to experience the full curriculum and its supporting activities.
2.3 The provision of good and informative trips and outings, school productions, drama workshops and living history days enhance the taught curriculum. Clubs operating during lunchtime and after school are appropriate to the needs of pupils. These include various sports, music, ICT, creative, religious and craft activities.
2.4 Links with the community further enrich the curriculum with children taking part in a variety of fund-raising activities, embarking on visits out of school and welcoming visitors to classes. This was clearly evident in photographic displays of the Living History days and the Chinese Lion Dance.
2.5 Many improvements have been made since the last inspection, and preparation for moving on to the next stage of education is highly effective with links encouraged at all stages. Procedures are well established to ensure smooth transition from reception to the main section of the junior school and then on to the senior school.
2.6 Schemes of work are very detailed and comprehensive. Identification of the needs of different pupils ensures that there is equality of access and opportunities for all. Planning is very thorough and is effectively monitored.
2.7 Provision for pupils with LDD and with a statement of SEN and for the gifted and talented is comprehensive. There is a very well-structured system, based on the needs of individual pupils. Pupils with LDD and a statement of SEN are carefully assessed by the special educational needs coordinator (SENCO), in close liaison with the teaching staff. Effective cooperative planning and regular monitoring ensure pupils access to the full curriculum. Provision for pupils with English as an additional language (EAL), which currently works well, is to be extended further during the next academic year.
Senior School
2.8 The quality of the educational experience provided by the senior school is good. The curriculum enables the school to meet its aim of providing a stimulating academic education that gives pupils the opportunity to fulfil their potential, acquire knowledge and develop skills. The multi-faith chaplaincy and the personal, social and religious education (PSRE) programme play a significant part in assisting the school to meet its aim of giving spiritual support to all members of the school community and to encourage consideration of contemporary social, religious and moral issues.
2.9 The education provided contributes to the linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development of pupils, and to the acquisition of skills of speaking, listening, literacy and numeracy. The girls are extremely articulate and the curriculum affords many opportunities for them to practise their oral skills, two sixth-form girls reading in assembly being a good example. Participation in public speaking competitions gives the chance of further valuable experience.
2.10
Pupils participate in an
extra-curricular programme, strongly represented by sporting activities,
together with music and a small selection of other pursuits. Organised trips and expeditions enrich
pupils’ experience.
2.11
Links with the community are
well established and extensive. Pupils partake in voluntary activities, both
inside school and within the wider community.
For example they give considerable help to the successful running of the
school library, and many older girls give their time to help the younger pupils
settle in. Year 11 pupils take part in
work experience, run by an external organisation, which prepares them for later
life.
2.12
Whatever their ultimate destination, pupils are carefully prepared and
advised. The school has again retained
the award for excellence in careers provision, ‘Investors in Careers’, after a
detailed review of existing services, and is working towards the goals set by
that review.
2.13 The curriculum is carefully planned to provide enjoyment and challenge. Great care is taken to ensure that pupils’ option choices are met as far as possible by structuring the time-table after the choices are made. The A-level subjects offered are mainly the more traditional academic ones to match the pupils’ abilities. The school is aware that time-table restrictions prevent pupils in Year 8 from taking both music and art, but the curriculum is regularly reviewed each year to respond to pupils’ needs and to ensure that the school’s aims are met.
2.14
The few girls for whom English
is an additional language are supported by a qualified practitioner if parents
request this. Pupils with LDD are particularly
well catered for. Each such pupil is in
receipt of an individual education plan (IEP), which clearly identifies needs
and gives advice to teachers and parents on how to assist that pupil achieve
her potential. The plans are regularly
reviewed and updated and made available to all staff. The school also gives appropriate individual
help to those who have been identified as being gifted and talented. For example, the school caters for a group of
exceptional tennis players by running a
2.15 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.16 The school is successful in meeting its aim to achieve high academic standards. As in the previous inspection, pupils’ standards of learning and achievement are good. Pupils are committed to their work, respond very well to the high expectations of their teachers and work extremely cooperatively in all areas of the curriculum.
2.17 Pupils throughout the junior school are very well grounded in knowledge and skills and the understanding of subjects and activities provided. In reception, pupils use their understanding of phonics to complete pieces of free writing successfully. The drama workshop for Year 6 pupils during inspection week enabled them to apply their considerable skills in speaking and listening and to use these creatively and with outstanding confidence to produce, in three days, an exceptional performance. Pupils think critically. In a Year 6 PSE lesson, they were able to explore the rights and wrongs of capital punishment, with two children vocalising the two opposite ends of the spectrum. Pupils are committed to their work, sustain concentration and show that they are independent learners.
2.18 The highly effective use of pupil tracking programmes, very well planned lessons and the care provided by all teachers for each individual ensure no appreciable differences in relative attainment between different groups of pupils, subjects or curricular areas. All work is exceptionally well organised, with very high levels of presentation being consistent throughout the junior school, enhanced by encouraging marking.
2.19 Pupils in reception are on course to achieve all the early learning goals, the nationally recommended levels for that year. Nationally standardised tests used throughout the junior school show that progress is at least in line with national norms. The work scrutiny across all subjects revealed consistently high achievement. Reception pupils apply their skills very well, being able to recognise numbers to 10 and beyond, order numbers in a sequence and in many cases, form numbers correctly. By the time they reach Year 2, most pupils have developed a good writing style, which they adapt well to the needs of the whole curriculum, using appropriate punctuation regardless of the subject. Year 5 pupils confidently add and subtract mixed numbers and convert percentages into fractions.
2.20
The school has a fine record of
individual and team achievements. Pupils
succeed well in The Associated Board of the Royal Schools of Music
examinations, the London Academy of Music and Dramatic Art awards and the Royal
Academy of Dance awards. Pupils reached
the finals of the Primary Mathematics Challenge and enjoyed success in a
similar competition at a local school.
The school enjoys great sporting success, with pupils achieving gold
medals in swimming in the
2.21 Pupils are exceptionally articulate, yet listen very effectively to the opinions of others, reflecting the strong care of each other encouraged by the highly supportive pastoral system. This was clearly reflected in a Year 1 lesson, where pupils were able to read confidently aloud to others and equally to listen supportively and think critically but positively about ways in which the reader could improve. Pupils’ mathematical and numerical skills are strong; pupils make good progress and have confidence in their ability. ICT skills are effectively used in many subject areas. Pupils reason and argue cogently, and think for themselves, as seen in a Year 1 lesson where a pupil reasoned that dinosaurs could not have been pink with purple spots, as they would not have been able to hide. Pupils work cooperatively in groups and clearly enjoy learning, both in formal work and in activities. They are well organised, settle well to work, often independently, and tackle tasks with enthusiasm. Pupils are highly supportive of each other in all aspects of their work, reflecting the exceptionally caring environment of the school.
2.22 Pupils in the senior school achieve good, and sometimes excellent, levels of knowledge, skills and critical and creative understanding in subjects and activities, and they apply them effectively. Their standards in literacy and numeracy are high. Pupils with LDD or EAL achieve good standards; many are producing work in quality and presentation that bears comparison with that of other pupils in their year group. Almost all pupils are articulate, read fluently and expressively, write coherently, cogently and neatly, and spell correctly. The presentation of work is generally excellent and pupils make appropriate use of other forms of display, such as graphs and diagrams.
2.23 Pupils in all year groups are given work that gives them an opportunity to display their knowledge, skills and understanding of the subject. The work they do in their exercise books and files is well thought out and imaginative. The pupils demonstrate competence in the handling of apparatus in science and are able to complete tasks quickly. They understand and can apply mathematical concepts effectively, not only in mathematics but also in other subjects. Their standard in ICT lessons is good. Some use ICT in class work, and homework shows signs of the appropriate use of the internet. Pupils are confident in using ICT for the presentation of projects to their peers, such as in history to demonstrate Victorian social and economic developments.
2.24 Pupils’ attainment in public examinations is good in relation to their abilities. GCSE results in the last three years for which national comparative data was available at the time of the inspection were so far above the average for all maintained schools as to be above the average for maintained selective schools. During the same period, A-level results were well above the average for maintained selective schools. Nationally standardised measurements of progress from Year 7 to GCSE show that, in the last three years, progress has been consistently good and it has been well above national norms in almost all subjects. Particularly good progress has been recorded in mathematics, science and all three modern foreign languages.
2.25 A significant number of pupils take the London Academy of Music and Dramatic Art examinations, the vast majority being awarded either merit or distinction certificates. Pupils have also been very successful in the UK Mathematics Challenge, winning bronze, silver and gold certificates. They take part in the Bournemouth Music Competitions Festival with significant success. Many pupils achieved bronze in The Duke of Edinburgh’s Award scheme and five obtained the gold award. Individuals and school teams have been particularly successful in local, regional, county and national sporting events. National success has been achieved in swimming, tennis and netball. Individual successes have been achieved in the biathlon, swimming, sailing and rounders.
2.26 Throughout the senior school, pupils respond well to their teachers. They are strongly motivated, cooperate well with their teachers and with one another, ask and answer questions readily, and seek help whenever they are in difficulty. They work effectively on their own, in pairs and in groups.
Spiritual, Moral, Social and Cultural Development of Pupils
2.27 The spiritual, moral, social and cultural development of the pupils is outstanding and is a major strength of the school.
2.28 The school’s Christian principles, supported by the multi-faith chaplaincy team, are at the heart of the school and contribute very strongly to its ethos. An understanding of all faiths is promoted, and a caring community is fostered where all involved look out for each other as a large family. At the time of the inspection, the school was coping with the sadness resulting from the death of a full-time member of staff during the previous week. The way in which pupils and staff supported each other at this time is a testament to the school’s success in achieving its aim of giving spiritual support to all members of the community.
2.29 Parents are highly satisfied with the way that the school promotes worthwhile attitudes and values, and pupils respond well to the many opportunities to develop spiritually throughout the age range. The Christian Focus and GLOW club meet frequently and pupils enjoy the variety of activities provided. A wide and varied programme of assemblies takes place several times a week and enriches the curriculum. It is effectively coordinated in both the junior and senior schools, and makes full use of both visiting speakers and presentations devised and performed by the pupils themselves, for example in the pre-prep assembly on the fragility of our world. Pupils and staff spoke very warmly of the support received from the recent moving Year 10 musical and visual assembly entitled ‘Testing Times’.
2.30 The school has a strong moral ethos, high expectations of behaviour, and excellent adult role models. In the junior school pupils from the pre-prep onwards develop the ability to distinguish right from wrong, each form agreeing its own set of rules and using circle time and the PSE programme to encourage good behaviour and reinforce positive relationships. In the senior school, lessons and special events forming part of the extensive PSRE programme and the sixth-form extension programme expose pupils to a variety of viewpoints on major issues through speakers, visiting drama groups, presentations and carefully planned schemes of work. Pupils comment very positively on the way they are encouraged to form their own opinions within the strong moral framework provided by the school. Evidence was seen in the sixth form discussion on medical issues, the regular visits of the police to discuss substance and alcohol abuse, and the initiative with local magistrates exploring concepts of justice. Year 9 pupils have discussed the moral issues of The Holocaust and Year 10 looked at the sanctity of life through PSRE lessons, which included a visit from the Samaritans. In the junior school, the chaplain contributes extensively to discussions on tolerance, care, and mutual respect. The school succeeds very well in its aim of encouraging consideration of contemporary social, religious and moral issues.
2.31 Pupils respond very well to the range of opportunities to develop socially and to accept responsibility. In both the junior and senior schools, a well-established system of form leaders and prefects exists, the meetings of whom consider issues, make suggestions for improvements and enable pupils to develop a strong sense of their role in the community.
2.32 Pupils take responsibility in the junior school through the buddy system (where older pupils support younger ones) and the playground monitoring system, and in the senior school, where each form organises an assembly each year and also leads support for charity fund raising. Pupils are very willing members of their community and, with staff assistance, arrange for elderly people in the local area to come to an annual tea and variety show as part of the ‘Contact the Elderly’ scheme.
2.33
Pupils’ knowledge of public
institutions and the law is developed effectively. Study of these topics is effected through the
extensive PSRE programme including units on law and order and human rights,
meticulously documented in the PSRE schemes of work, and through assemblies
such as the junior school pre-prep assembly discussing the Prime Minister’s
role in helping to save the planet. A
Year 7 history lesson was observed discussing the development and role of the
2.34
Pupils in both senior and
junior schools are given opportunities to develop an extensive knowledge and
understanding of other cultures, appropriate to their age. This is acquired through assemblies,
presentations and charity work such as the link with a school in
2.35 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.36 The quality of teaching throughout the school is good with many excellent features. Teaching contributes strongly to the school’s aim of providing an academic education and developing the acquisition of knowledge and skills for life.
2.37 The teaching is of good quality and some is outstanding. Schemes of work and lesson plans take into account pupils’ different needs. Extremely well organised teaching enables pupils of all abilities to acquire necessary skills, progress well, and think independently. Good teacher questioning draws out pupil knowledge effectively. An encouraging approach enables EAL pupils to contribute successfully in many lessons. The teaching of pupils with LDD and a statement of SEN is well thought out and relevant objectives are clearly stated in lesson plans.
2.38 A wide variety of tasks fosters in pupils the application of intellectual, physical and creative effort and a real interest to learn. For example, in gymnastics Year 2 pupils quickly combined their creative thinking to produce imaginative shapes whilst developing their stretching skills.
2.39 The well-planned teaching is a result of the outstanding monitoring and assessment procedures which have been extensively re-structured since the last inspection.
2.40 Teachers know their pupils very well, understand their needs and have very secure knowledge of their prior attainment. The tracking system and setting of specific pupil targets aid further progress. The transfer between classes and sections of the school is carefully planned.
2.41 Secure knowledge and understanding of their subjects enables teachers to impart clear information resulting in erudite and knowledgeable pupils. Teachers answer questions with clear explanation and in detail. This boosts confidence and encourages pupils to think at a higher level. Very good cross-curricular links are developed, for example, as seen in a Year 4 food technology lesson. The use of specialist teaching in some subjects contributes significantly to pupils’ progress. Teaching assistants make a valuable contribution in the lessons they support.
2.42 Teaching is supported by adequate resources. ICT provision is very good. Recently installed interactive white boards enliven teaching and bring a broader range of experiences into the classroom. Extensive displays of beautifully presented pupils’ work and informative posters provide a stimulating teaching and learning environment.
2.43 Assessment of pupils’ work is outstanding. This information gained is then used to plan accordingly and this assures individual and rapid progress. The exceptionally detailed reports produced for parents contribute strongly to the overall assessment procedures. Marking of pupils’ work is very thorough and provides prompt and worthwhile feedback to pupils at all stages and in all subjects.
2.44 Teachers have high expectations of their pupils and encourage them to behave responsibly. Pupil-teacher and pupil-pupil relationships are excellent and are based on mutual respect. Pupils value the lengths teachers go to on their behalf and therefore respond appreciatively.
2.45 Pupils’ performance is evaluated by reference to results of school tests, national norms and standardized measures of attainment. This helps inform individual target setting, enabling effective teaching that results in good learning and progress.
2.46 The overall quality of teaching is good and some is outstanding. It enables pupils of all abilities, including those with LDD and those with EAL, to acquire new knowledge, make progress according to their ability, increase their understanding and develop their skills. Lessons are meticulously planned, time is well managed and lessons are conducted at an appropriate pace.
2.47 The outstanding and good lessons had many characteristics in common; the objectives were clear, the planning was well structured, the pace was brisk, and expectations were high but realistic. Classes are well disciplined, and relations with pupils are excellent. Praise and humour are particularly well used. Teachers have a detailed knowledge of the strengths and weaknesses of individual pupils and of their previous work and performance. In lessons, they carry out continuous informal assessment to confirm that pupils fully understand what is being taught. Questioning involves the whole class and is designed to deepen the pupils’ understanding of the subject. Resources are well prepared and used effectively, with the teachers taking account of the abilities of individual pupils. Above all, it is clear that the pupils and the teachers enjoy lessons. Data projectors and interactive whiteboards are used in a number of subjects to help pupil learning. Teachers’ good subject knowledge underpins the increasing progress of the pupils as they move up the school.
2.48 The school has a clear marking policy and this has been adapted to suit specific subjects. Pupils are made aware of the grade criteria in each area. Work is marked to a very high standard. Exercise books and files are immaculate in their presentation and this is due to careful monitoring by teachers, often with clear checklists as to what is expected. Comments are often very helpful and positive, with targets that encourage further effort and indicate necessary strategies for further improvement. These clearly help learning and progress.
2.49 Standardised tests are taken in Year 7 to establish pupils’ abilities and to enable tracking of progress towards GCSE. A detailed tracking system, in which students are placed in bands for subjects and their progress carefully monitored, is very effective. Teachers use the results from all work and assessments to band pupils, both in relation to standardised tests and to other students in the year group. This is monitored regularly and all banding information is sent to parents and included on reports. Such a system allows positive marking, whilst enabling all concerned to be aware of attainment.
2.50 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of pastoral care and the arrangements to ensure the welfare, health and safety of pupils throughout the junior and senior schools are outstanding. A strength in the last report, the school has built on this by introducing a forum where head girls, prefects and form leaders meet to represent pupils’ views, by monitoring the effectiveness of the pastoral system and by updating the safeguarding and child protection procedures. The pastoral system contributes directly to the school’s aim of developing self worth and respecting others and to the school’s motto ‘Honour before Honours’.
3.2 A seamless web of support and guidance permeates the whole school and enables pupils of all ages to develop personally and academically. The school is a happy, harmonious community, where each individual is valued. The excellent continuity of care throughout the school enables the members of staff to know pupils exceptionally well. The girls feel that they are known by all the staff and they know to whom to turn in times of need. They appreciate the time and care that staff give them. The form or class tutor, the coordinators of PSE and PSRE, the chaplain, the school nurse, the housemistresses and the senior management team are central to the pastoral system. The comprehensive PSE and PSRE programmes reflect the school’s aims and underpin the support and guidance given to the pupils.
3.3 Staff are assisted by strong pastoral arrangements. A file of concern forms quickly identifies girls with difficulties and appropriate action is effective and prompt. Registers show that attendance is high and the registration times themselves, throughout the school, give good opportunities for discussion of individual and whole class issues. Regular weekly staff meetings provide a forum to discuss current pupil issues whether personal, medical or academic. Communication throughout the school is excellent and staff are proactive in resolving problems at an early stage.
3.4 Relations between staff and pupils and between the pupils themselves are excellent. Mutual respect is evident in all areas of school life. Older pupils throughout the school support the younger ones with the head girls, prefects, and form leaders playing an active role in the senior school and, in the junior school, the buddy system enables Year 4 girls to help younger pupils to settle and enjoy transfer between year groups.
3.5 Measures to provide good discipline and behaviour are effective and deal constructively with any unacceptable behaviour which is very rare. During the inspection, behaviour of all pupils in lessons, assemblies and around the school was exemplary. Girls show sensitivity, courtesy and loyalty to their school. A home-school agreement in the senior school explains the school’s high expectations and pupils commented that this agreement was appropriate and fair. The code of conduct and anti-bullying statements are prominently displayed in each classroom. Sanctions are appropriate and pupils feel that the staff apply these consistently. Good work and behaviour are rewarded through merits and certificates. Success is also recognised in assembly and in various school publications.
3.6 Safeguarding and child protection measures are now firmly embedded in the practices of the school, meeting all obligations. The headmistress and the head of the junior school are the designated teachers for child protection. Recruitment procedures and Criminal Records Bureau checks are fully in line with current guidelines. All staff have attended the relevant training.
3.7