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INSPECTION REPORT ON |
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Tormead School |
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Full Name of the School |
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DfES Number |
936/6050 |
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Registered Charity Number |
312057 |
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Address |
27
Cranley Road, Guildford, Surrey, GU1 2JD. |
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Telephone Number |
01483
575101 |
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Fax Number |
01483
450592 |
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Email Address |
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Headmistress |
Mrs
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Chair of Governors |
Mr
Colston Herbert |
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4-18
years |
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Gender |
Girls |
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Inspection Dates |
26th
February |
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’s mission is ‘to create a caring and supportive environment, in which each individual student is encouraged to develop her talents to the full.’ More specifically it aims:
· ‘to offer the best possible all-round, independent day school education to girls of above average academic ability and with wide-ranging extra-curricular interests;
· to provide broad and balanced, stimulating and forward-looking education;
· to instill in every girl a lifelong love of learning, and the confidence to develop and express independent views, whilst showing understanding and sensitivity to the beliefs and needs of others;
· that every girl should move on from the school at ease with herself, and ready to face with confidence the challenges of higher education, the world of work and adulthood generally;
· to value individuality, celebrate diversity and encourage girls to be themselves, whilst emphasising equally the value of tolerance, teamwork and collective responsibility.’
1.3 At the time of the inspection, the school had a total of 757 pupils, all of whom were girls. Of these, 189 were in the junior department and 568 in the senior school; 129 of the latter were in the sixth form. Almost all pupils transfer from the junior department to the senior school. Around three-quarters of those in Year 11 stay into the sixth form and almost all school leavers progress to university. The school roll has increased by about one-tenth since the last inspection.
1.4 Most pupils come from homes in Guildford, but a number travel by coach from areas within 20 miles of the school, including Weybridge and Esher in the north, Haslemere and Liphook in the south, Farnham and Fleet in the west and Dorking in the east. The majority of pupils come from families with professional backgrounds. A relatively small, though growing, number come from ethnic minority backgrounds, reflecting changes within the catchment area.
1.5 Pupils enter through informal assessment at age 4, and through assessment in English, mathematics and verbal reasoning at ages 7 and 11. Priority is given to existing members of the junior department in the allocation of places at age 11. A smaller number of pupils join the school in other years, mainly into the sixth form. The analysis of standardised scores shows that in the senior school, pupils’ average ability is well above the national average for all maintained schools; if pupils perform in line with their abilities, their results will be well above the national average. Although the school sets stringent tests for pupils seeking entry and selects mostly pupils with ability comparable to those in maintained selective schools, the overall ability range is wider than in those schools. Consequently, the overall results gained by pupils in public examinations cannot be compared directly with those of selective schools.
1.6 No pupils have statements of special educational need, but 88 have been identified as having learning difficulties and disabilities (LDD); of these, 43 receive individual support from the school. Although some pupils come from homes where English is their second language, all are fluent in English.
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.
Junior Department
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School |
NC name |
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Pre-prep |
Reception |
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Year 1 |
Year 1 |
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Year 2 |
Year 2 |
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Year 3 |
Year 3 |
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Year 4 |
Year 4 |
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Year 5 |
Year 5 |
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Year 6 |
Year 6 |
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School |
NC name |
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Year 7 |
Year 7 |
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Year 8 |
Year 8 |
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Year 9 |
Year 9 |
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Year 10 |
Year 10 |
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Year 11 |
Year 11 |
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Year 12 |
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Upper Sixth |
Year 13 |
The Educational Experience Provided
2.1 A high quality curriculum in both sections of the school supports the school’s aim to provide a broad and balanced, stimulating and forward-looking education. The programme of extra-curricular activities is outstanding in the senior school, providing some highly stimulating and enriching experiences for pupils, and good provision is currently being extended in the junior department. Since the last inspection, the senior school has extended the curriculum in a number of areas.
Junior Department
2.2 Work in the junior department is firmly but flexibly based on the National Curriculum. In the Foundation Stage it follows the six areas of learning, supported by an extensive range of activities such as a themed day based on the story of Goldilocks. The curriculum for older pupils is broad and extended to include Latin and drama. It is well balanced, with good links between different subjects; it provides well for different aspects of development, in addition to offering excellent opportunities to acquire skills in literacy and numeracy. Specialist teaching in French, Latin, music and sport enhance the quality of provision and add depth and specific expertise, especially in music and sport. The well-appointed and attractive library supports reading for pleasure well, though pupils are not yet acquiring the full range of information-seeking skills needed for independent research.
2.3 The range of extra-curricular activities is already strong in sport and music and is rapidly being extended to include activities such as rag rug making and both computer and art clubs. These clubs are well attended, and pupils are enthusiastic. Learning at school is enhanced by a wide range of day and residential trips, for example to outdoor centres or theatres.
2.4 Pupils are well prepared for the next stage of their education. Induction procedures for new pupils are exemplary. As pupils progress from class to class their transition is well managed, as is their move to the senior school. Pupils are already familiar with many senior school teachers, through lessons that are taught by them, from going to lunch in the joint dining hall, and from using the sports hall. In addition, they spend two days with other girls in the senior school during Year 6.
2.5 Almost all schemes of work are detailed and meticulous, and in the few subjects in which they are not, they are under review; the rigorous and regular programme of revision involves all staff, and in some subjects topics are related clearly to environmental issues. Planning provides for a wide variety of opportunities in class, enhanced by extra-curricular activities.
2.6
The school provides well for
pupils with LDD. Comprehensive
procedures are used to identify, assess and monitor these pupils, and detailed
individual educational plans (IEPs) identify their strengths and
weaknesses.
Senior School
2.7 The school has built successfully on the broad and balanced curriculum that was in place at the time of the last inspection, to provide a greater range of opportunity to pupils. In particular, it has provided better continuity in the study of drama in Years 7 to 9 and extended the study of Latin to all pupils in Year 9. Courses in design technology (resistant materials) and in graphics have been introduced at both GCSE and A level, and in physical education and sport science at A level only. At GCSE, pupils can now select from French, German or Spanish for their compulsory ‘core’ modern foreign language and, at the beginning of Year 9, all pupils start to study for three separate sciences at GCSE, giving them the opportunity to study science in breadth and depth. In addition, information and communications technology (ICT) resources have been significantly enhanced, enabling pupils to make more use of their skills, both in class and in their free time, though some Year 11 pupils said that they had not found the certificated course in Year 10 valuable.
2.8 Pupils greatly value the free choice of A-level subjects and optional subjects at GCSE; timetables are constructed after consideration of their requests rather than according to a pre-ordained set of choices, enabling pupils to choose combinations that reflect their strengths or particular needs. Year 12 pupils said they were particularly impressed that the school runs A-level courses for small numbers, for instance in art history and sports science.
2.9 Curricular planning is thorough and the curriculum contributes positively to all aspects of pupils’ learning. For example, pupils are given numerous opportunities for discussion and interaction with others, enabling them to develop their confidence in speaking and listening. They benefit from the school’s use of off-site facilities for games and physical education (PE), as well as from its own well-equipped sports hall. The school provides well for aesthetic and creative endeavour, especially in art, design technology and music. For example, GCSE art students explore the aesthetic quality of ‘natural forms’ when creating individual artwork in a variety of media including charcoal, acrylics and fabric printing.
2.10 The range and organisation of extra-curricular activities are outstanding across the age range. Physical activities include gym club and squad training, teams and development squads in a wide variety of sports, and opportunities for pupils to join The Duke of Edinburgh’s Award scheme or take part in expeditions overseas. Musical activities include small groups such as a sax quartet, as well as groups aimed at larger numbers such as choirs and orchestras. Other activities range from card making to computing, and from puzzle club to Young Enterprise. Some clubs, such as the Christian Union, are run by pupils. The school’s programme of drama and music will benefit from the new performing arts centre being constructed at the time of the inspection. Many activities are well subscribed, with over 40 pupils working towards The Duke of Edinburgh’s Award scheme Gold Award, though numbers attending choir and orchestra during the inspection were relatively small.
2.11
Learning within the classroom
is enriched by visits and talks from outside speakers; for example the Year 12
and 13 design technology groups have visited a company manufacturing racing
cars in Woking, A-level geographers make a biennial field trip to Iceland, and
visitors to the school include the police to talk about drugs in personal,
social and health education (PSHE) lessons.
Sixth-form residential art courses have recently taken place in
2.12 Pupils are well prepared for the next stage of education, in part through the excellent PSHE programme. Pupils in Year 10 say they value the guidance given by the careers department. In the sixth form, pupils appreciate the pre-university ambience within the school and the non-examined programme of general studies, shared with local girls’ and boys’ schools; this provides further preparation for life with courses ranging from Holiday Italian, cookery, first aid and website design to a life drawing class, which can be accessed by AS- and A-level art students and others.
2.13
The school provides well for
pupils with mild or moderate LDD, by encouraging them to develop their talents
to the full in a caring and supportive environment. Pupils causing concern may be referred to the
LDD staff by any teacher and, in addition, the school is considering whether
more systematic screening processes would assist referral. Effective liaison ensures that the records of
pupils who move from the junior department are transferred efficiently. Registers of pupils with LDD are
comprehensive, well maintained and regularly updated; they are easily
accessible to all teaching staff. The
deputy
2.14 High quality IEPs have been drawn up for pupils who receive additional support, and training is provided to help subject teachers identify strategies to meet pupils’ individual needs in lessons. As a result of the support they receive, the majority of pupils with LDD progress well in mainstream lessons and activities. The school is sensitive to the fact that a significant number of these pupils are also talented in specific curricular or extra-curricular areas. It is committed, therefore, to ensuring that they can access the full curriculum, and many have gained admission to highly selective universities.
2.15 The curriculum provides well for pupils who are gifted and talented, in part through the high level of work overall, in part through setting in modern languages and mathematics, and in part through special opportunities and arrangements. For example, although no pupils for whom English is an additional language need support, a number have been encouraged to sit GCSE or A-level examinations in their native language. Talented musicians play concertos with the orchestra or solos in the jazz band, and some sixth form chemists do a week’s research at university.
2.16 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.17 Pupils achieve high standards in relation to their abilities in the junior department and outstanding knowledge, skills, understanding and ability to learn by the time they leave the senior school. In developing these skills, the school fulfils its aim to strive for excellence and has built on the high standards reported at the time of the last inspection; pupils are well prepared for later learning.
Junior Department
2.18 By the end of the Foundation Stage, Reception pupils are on course to achieve the early learning goals and in some cases to move beyond them before they enter Year 1. By Year 6, pupils have achieved high standards and acquired skills across all aspects of their learning. Their creativity is reflected in the quality of their writing, in art and in music. They are confident mathematicians, and plan and carry out experiments in science well. Pupils are thus well grounded in knowledge, skills and understanding, and they apply these skills effectively.
2.19 No significant differences are evident in the relative attainment of pupils at any stage or in any aspect of their learning. Pupils with LDD make equally good progress because of the effective support they receive.
2.20 Pupils achieve a high level of success in a wide range of individual and team activities. For example, they participate in national biathlon and gymnastics events and recently achieved a silver medal in the national independent school gymnastics championships; they are supported by the staff team, who are national champions. In swimming, athletics, gymnastics and tumbling they are successful at county level. Many take ballet and music examinations, and the chamber choir recently won a distinction in the local music festival.
2.21 Pupils’ literacy and oracy skills develop well. They are happy and confident in discussion, express their ideas confidently and offer coherent explanations. They listen well to teachers and to one another. Their writing is fluent, imaginative and accurate, and the presentation of their work exemplary. They use subject-specific vocabulary confidently, and employ simile, metaphor and alliteration well, for example when describing dragons as ‘flames flickering, fluttering and frisking’. Pupils are enthusiastic readers; they often read for pleasure and, in discussion, they show good understanding and an appreciation of the books they choose.
2.22 Pupils apply their mathematical skills effectively, for example when recording and measuring in science and creating rainfall graphs in geography. They use ICT confidently, using colour and fonts to highlight their visitors guide to Struay, making presentations on endangered species in tropical rainforests and using bar charts in science.
2.23 Pupils argue and reason in debate, and plan and predict outcomes in scientific investigations. They tackle tasks confidently and work both independently and in groups. For example, in a Year 4 drama lesson, pupils produced effective mime sequences together and showed a sensitive awareness of others’ feelings when reviewing them afterwards.
2.24 Pupils generally take a pride in their work, and organise it independently. In class, they settle down quickly and apply themselves well. They are enthusiastic learners and concentrate well in an atmosphere that is always friendly, relaxed and purposeful. The house reward system encourages pupils to try their hardest in all areas of school life.
2.25 By Year 9, pupils have developed the ability to grasp complex ideas and to express them clearly. They grasp abstract ideas in science, use their knowledge of history to examine issues in history and produce excellent observational drawings in art. They have a good grasp of formal expression, and articulate sensitive comments in English.
2.26 As they move towards GCSE, the most able pupils discuss work with considerable maturity, showing outstanding ability to reflect, analyse and synthesise points. They use sophisticated and well-manipulated language in modern foreign languages, backed up by an impressive vocabulary and grasp of grammar. Pupils of all abilities apply mathematics to real life situations and achieve high standards of accuracy. They understand complex theoretical ideas such as thermodynamics in science, and carry out ambitious coursework in subjects such as geography. They use creative skills well in subjects such as art and design technology.
2.27 By the time they leave, pupils produce high quality and rigorous coursework, showing they have both breadth and depth of understanding, and demonstrating outstanding achievement, knowledge and skill. They show an increasingly sophisticated understanding of foreign languages, reading fluently and producing varied, idiomatic and abstract writing alongside high quality translation. They are very confident mathematicians and understand abstract ideas such as electron shells and speciation in science. They produce mature, extended writing in the humanities, showing they can assimilate a range of resources and pursue an enquiry rigorously. They make imaginative use of different media, with originality and flair, in art.
2.28 Throughout the school, pupils of all abilities achieve equally well, with those with LDD or who find work more difficult benefiting from the high levels of support and, in some subjects, small classes, which enable them to obtain individual help.
2.29 Results are high for pupils’ abilities at GCSE. They have been above the average for maintained selective schools for the most recent three years, 2003 to 2005, for which comparative data is available; their results are far above the national average for all maintained schools. The analysis of progress calculated from internal standardised tests and subsequent GCSE results also shows that pupils progressed well across the curriculum during the same period.
2.30 Pupils continue to achieve well at A level, obtaining grades comparable to those obtained by pupils in maintained selective schools, where the ability range does not normally stretch, as it does at Tormead, to below the above average. The analysis of data from standardised tests of ability, taken when pupils were in Year 12, shows that pupils made good progress in all subjects in the three years 2004 to 2006; in about half the subjects, they made better progress than three-quarters of all the pupils involved in this analysis nationally
2.31 Pupils also develop their potential fully outside the formal classroom. The school has a well-deserved national reputation in gymnastics, with under-16 teams the current national champions; it achieves sustained success in other sports at both regional and national level. Considerable success in individual examinations supports high standards in musical activities such as the sax quartet and jazz band, who play with stylistic awareness and flair. Pupils achieve much in The Duke of Edinburgh’s Award scheme activities, British School Explorations Society expeditions and elsewhere. At a more local level, they show they can apply their skills in a science quiz, understand debating procedures and organise and participate in high quality drama productions.
2.32 Standards of literacy and oracy are outstanding. In their responses to the pre-inspection questionnaires, pupils wrote thoughtfully and in a balanced and mature way. In their academic work, they express themselves fluently, producing carefully structured, well-organised and well-presented essays, combining mature extended writing with the accurate use of technical language. They respond well orally in class, growing in confidence through teachers’ encouragement and through positive relationships; they are always keen to answer and ready to ask questions of their own.
2.33 Pupils say they find mathematics useful and they use it well in a wide range of subjects, for example in the graphical analysis of an economic cycle, or in the application of graphs and statistics to topics such as life expectancy or central place theory in geography. Similarly, ICT is widely used to enhance their work across the curriculum, whether in research, for compiling presentations or for making summary notes and writing essays. It is also used well in simulations, enabling pupils to explore variables quickly and effectively. Outside class, many pupils use it informally, saying they always feel welcome in the ICT room.
2.34 Pupils reason and argue cogently, and think for themselves, both orally and on paper. They are prepared to explore problems, enjoying the challenge of thinking things out for themselves. They ask very searching questions, give their own views and defend them, and rise to the challenge of working on their own. They take full advantage of opportunities to make predictions and test them in independent work; they carry out research using a variety of resources and show plenty of imagination in work in art and design technology.
2.35 Pupils’ excellent study skills enable them to produce their own high quality notes and to organise their work well; they are good at selecting relevant material and highlighting key points, which prepares them well for university. They produce a large volume of work, which is well focused and relevant. Pupils study and work effectively, both on their own and with others. They bring exceptional application to their work, showing perseverance alongside a willingness to have a go and make mistakes. They enjoy their work and much appreciate the efforts that teachers make on their behalf.
Spiritual, Moral, Social and Cultural Development of Pupils
2.36 Pupils’ personal development is outstanding in both sections of the school, further developing the strength in the last inspection. The school achieves its aim of encouraging pupils to be themselves, whilst emphasising equally the value of tolerance, teamwork and collective responsibility. The self-esteem and self-confidence that pupils possess enables them to pursue a wide variety of intellectual and personal challenges, whilst helping to build a real sense of community in the school.
2.37 Pupils throughout both sections of the school show a well-developed sense of spirituality, and are highly sensitive to the needs and beliefs of others. Younger pupils delight in the magic of poetry and their high quality artwork displays a keen sense of self-confidence and creativity. Pupils understand a wide range of faiths; Year 4 pupils discussed key points about a number of religions, Year 7 pupils considered the five Pillars of Islam and Year 8 pupils designed abstract representations of the crucifixion, displayed in Guildford Cathedral during Lent. Pupils are aware of the spiritual needs of others. For example, the design of a quiet garden by junior department pupils shows spiritual awareness in its appreciation of the need for space for reflection; Year 9 pupils talked with sensitivity about a bereaved individual in the poem ‘Mid-Term Break’; the Christian Union is run by senior pupils, and pupils explored the impact of the horrors of war on the Christian faith in a Year 13 essay on the novel ‘Regeneration’.
2.38 Pupils have a highly developed sense of right and wrong, and of the importance of resolving disagreements. For example, Year 3 pupils explored ways of resolving conflict, as part of their broad and effective PSHE programme, whilst pupils in Year 6 history showed they understood the need for laws when creating their own set of classroom rules following a study of rules from Victorian classrooms. Pupils are keen to see fair play in their dealings with each other and with staff, as well as in the community beyond school. Senior pupils commented constructively on the draft anti-bullying policy, through their school council members. They have responded positively to economic inequalities in less developed countries through involvement in charity events; for example, in Year 9 geography, pupils who were concerned for the commercial exploitation of farmers decided only to buy Fair Trade chocolate. Pupils have the confidence to explore complex and emotional issues, for example when developing clear and balanced arguments on the moral and social implications of genetic engineering and cloning technologies in Years 10 and 11. They discuss the rights and wrongs of many other issues, such as changes in the NHS and human rights in the well-planned PSHE course. Pupils of all ages support a wide variety of charities for those less fortunate than themselves. Pupils are thus equipped with skills for life, but use them carefully and with compassion.
2.39
Pupils show a high level of
responsibility for their own behaviour and participate keenly in the life of
their community, both inside and outside the school. Throughout both sections of the school,
pupils respond well to a wide variety of positions of responsibility, whether
helping in the library in Year 5, acting as
2.40 Pupils are very aware of their own culture and speak positively and sensitively about many other cultures and practices. Pupils in reception appreciate the significance of the celebration of the Chinese New Year, whilst older pupils in the junior department celebrated the diversity of cultures in their Junior Dance Exhibition Evening, which included dances from around the world. Year 8 pupils learned about the value of prayer from a visiting Hindu speaker, were introduced to Hindu dancing and wore saris; indeed, pupils in Year 12 clearly remembered the impact of this experience from several years before. Through a variety of trips and exchange visits, pupils develop a keen understanding of cultures, languages and societies; for example, whilst participating in a Holocaust Memorial Day assembly, pupils reflected sensitively upon the dangerous results of intolerance of others, as shown by events in Nazi Europe, Bosnia and Rwanda.
2.41 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.42 The overall quality of teaching is good. During the inspection, an exceptional proportion of teaching was good or better, and one lesson in six was outstanding; in the sixth form no teaching was less than good. This is better than at the time of the last inspection. The improvement enables the school to meet its aim to provide the stimulus and encouragement for pupils to fulfil their potential; pupils say they receive teaching that equips them for life.
Junior Department
2.43 Teaching enables pupils of all abilities and at all stages of the junior department to acquire knowledge, make progress, increase their understanding and develop their skills; it is equally good in all areas of the department, and for pupils of all abilities. For example, sympathetic and lively teaching in Reception ensures that pupils make a good beginning. Teaching supports effectively pupils with LDD, enabling them through carefully planned tasks to meet challenging but attainable targets and thus make good progress.
2.44 In the large majority of lessons, teachers have high expectations, relate well to their pupils and understand their needs and aptitudes. Lessons are conducted in a friendly atmosphere that motivates pupils and encourages them to participate, confident that their contributions will be valued.
2.45 Planning is thorough and activities are varied and well organised. Instructions are clear and lessons conducted at a brisk pace, so that much ground is covered. Teachers use effective questioning techniques to stimulate discussion, to develop pupils’ understanding and to make them think. For example, challenging questioning in a Year 4 poetry lesson enabled pupils to extend their knowledge of literacy devices. Only very occasionally is teaching less successful, when the pace is too slow, too much of the lesson is led by the teacher or pupils are not sufficiently involved.
2.46 Almost all teachers have secure and often extensive subject knowledge. As a result, they teach confidently, frequently with great energy and enthusiasm. Resources are used well; interactive whiteboards and other ICT resources extend pupils’ experience and the innovative use of artefacts brings the real world into the classroom. Homework is set sympathetically, teaching showing an awareness of the busy lives pupils lead, and offers appropriate learning and reinforcement tasks.
2.47 Assessment is thorough. Marking is regular, detailed and constructive, informs both teacher and pupil of progress and includes targets for future work, which offer advice and positive comment. Assessment using the Foundation Stage Profile is very thorough and meticulously recorded. The monitoring of reading is regular throughout the department. Additionally, a wide range of standardised tests is used. The results of these tests are well documented and used effectively to track pupils’ progress and to inform planning. Teachers also make good use of the award of house points and reward stickers to encourage academic work.
2.48 Overall, teachers support pupils very well as individuals, whether providing work for the needs of the specially gifted in class, or giving extra support outside. They are very aware of pupils’ needs; older pupils, in particular, say: ‘teachers are approachable’, and ‘it is easy to learn, as teachers are honest with you and understand you as people’. In many lessons, teachers are constantly circulating and meeting pupils’ needs.
2.49 In the best lessons, teachers make very adept provision for pupils’ differing abilities, for example by pairing more able pupils with those who find work difficult. Appropriate questions are used to address both those with special abilities and those with learning difficulties, to provide both groups with challenge and support. Surgeries for those with particular problems are popular and well supported by pupils. The needs of most pupils with learning difficulties are met within the normal curriculum, through teachers’ awareness of their needs and focus on them. At the same time, the general level of work is challenging for all. However, some pupils, in classes below GCSE, say that work is more repetitive at times and does not always offer sufficient challenge.
2.50 Lessons are well planned. The careful selection of varied activities helps pupils to enjoy lessons and enables pupils to develop oral and team-working skills, as well as their subject knowledge. For example, excellent use of role-play in a PSHE lesson enabled pupils to discuss a wide range of issues. Good pace and challenge in almost all lessons, coupled with a good mix between teacher-led activities and independent tasks, means that lessons are well managed and almost always maintain pupils’ focus well. Only in a small minority of lessons is the pace slower, meaning that key tasks are not given sufficient time or that more might have been achieved. Teachers manage classes well, resulting in excellent behaviour and focus almost all the time.
2.51 Resources are well chosen and organised, with excellent use of ICT to enhance both teaching and learning. Interactive whiteboards are especially effective in extending the variety of approaches and resources available in the classroom, as teachers add humour and relevance to their teaching. Technology is used unexpectedly but imaginatively in subjects such as Latin, where pupils engage in exercises on their portable media players.
2.52 Teachers’ enthusiasm is communicated to pupils, who are inspired by the knowledge and love of their subjects they see in their teachers. This knowledge enables teachers to explain complex ideas in subjects as diverse as science and modern languages, or to pass on their skills in subjects such as art and PE.
2.53 Classrooms are characterised by lively debate, stimulating questioning and, in almost all cases, a considerable sense of challenge. Skilful questioning draws out good discussion, and teachers stimulate pupils to reason problems out for themselves and to work together. Above all, they encourage thinking, with very well managed discussion in the best lessons encouraging pupils to ask searching questions, and to extend and develop their understanding as a result. For their part, pupils enjoy working things out for themselves, and these opportunities for independent and project work prepare pupils well for further study. Only occasionally does too great a consideration of examination requirements encourage teachers to play safe.
2.54 Pupils say that they much welcome the regular written feedback they receive almost all the time. The great majority of work is assessed usefully with helpful annotations. Even when written comments are few, pupils find that oral feedback fills many of the gaps. However, the school is aware that marking could be more consistent, both within and between departments. A recent staff workshop has spread good practice in assessment with the result, for instance, that several subjects are using a more sensitive approach to the promotion of accurate spelling, punctuation and grammar. Pupils also say that individual help and feedback is readily available when they request it.
2.55 Teachers use information from assessment to inform their lesson planning, so that pupils progress well. Good arrangements for recording progress are being further developed through a new tracking system and greater use of baseline data and target setting. This information is already used well, both in informal discussion with pupils and to inform reports and to set aims. Standardised measures of progress in the sixth form help create realistic expectations and set targets.
2.56 The school meets the regulatory requirements for teaching [Standard 1].