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INSPECTION REPORT ON |
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Truro School Preparatory School |
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Full Name of the School |
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DfES Number |
908/6086 |
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Registered Charity Number |
306576 |
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Address |
Highertown,
Truro, Cornwall TR1 3QN. |
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Telephone Number |
01872 272616 |
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Fax Number |
01872 222377 |
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Email Address |
enquiries@truroprep.com |
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Headmaster |
Mr
Matthew Lovett |
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Chair of Governors |
Rev.
Ron Crewes |
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3-11
years |
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Gender |
Mixed |
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Inspection Dates |
8th
– 11th May 2007 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1
1.2
The school aims to provide a happy, caring atmosphere in which children
learn the value of contributing positively to the school community through the
firm and structured framework of academic study and extra-curricular
interest. This aim is further
exemplified in the prospectus by a range of supporting intentions reflecting
the Christian nature of the establishment, the importance of serving the
community and the regard it attributes to the development of personal qualities
alongside the achievement of high academic standards.
1.3
Under the auspices of the Methodist Board which controls nine schools
nationally, the school is managed by a local governing body. Whilst directed by the headmaster of
1.4 Pupils may enter the school on a mostly part time arrangement when they are aged three. The Pre-prep, for 3-7 year-olds, is housed in a separate, modern building. Entry to the school is not selective, but, on the whole, ability is above average. If pupils are performing according to their ability they will achieve results above national norms.
1.5 A total of 238 pupils are currently on roll (145 boys and 93 girls), housed in the two buildings. In the Pre-prep (Willday House) which accommodates pupils of Nursery age to Year 2, 43 children are under five (25 boys and 18 girls) and 38 (23 boys and 15 girls) are aged 5-7 (Years 1 and 2). In the Prep, which accommodates Years 3-6 (age 7-11), 157 pupils are enrolled (97 boys and 60 girls). One pupil has a statement of educational need. A further 62 are considered by the school to have learning difficulties or disabilities (LDD). Very few pupils have English as an additional language (EAL). The school has a single-form entry arrangement up to Year 2, and two-form entry from Year 2 to Year 5 inclusive. Three Year 6 classes have been operating for the current academic year.
1.6 In recent years the accommodation has been considerably upgraded and expanded to meet the needs of the modern curriculum. A number of prefabricated buildings remain. Though the senior school is located at the other end of the town, its facilities are shared by Prep pupils as appropriate, for instance the theatre and the swimming pool.
1.7 National Curriculum nomenclature is used throughout this report and by the school to identify year groups.
The Educational Experience Provided
2.1 Improving substantially on the position at the time of the last inspection, the good educational experience provided meets the school’s aims very well, particularly in its academic and extra-curricular provision. High academic standards are indeed achieved alongside the development of strong personal qualities. Since the last inspection, the school has developed considerably. The new facilities enhance the quality of provision, and recent innovations such as the parents’ forum and pupil council support the school’s community aims very well indeed. The Christian ethos and its emphasis on serving the community underpin the educational provision. Some minor aspects of the curricular planning impede best progress for some pupils, but the overall provision produces happy caring individuals who are well prepared for the next stage of their education, and life beyond.
2.2 The Foundation Stage curriculum for the under-fives, covers the Early Learning Goals thoroughly and then pupils embark on the National Curriculum, broadened by the teaching of four foreign languages, drama and additional sport, enabling even the youngest children to develop their intellectual, artistic, musical and physical potential.
2.3 Provision for key skills in numeracy and literacy weaves through the entire curriculum, so that good basic skills are acquired early and reinforced well.
2.4 Pupils gain good linguistic experience in drama, in role-play activities and in excellent taster provision in Spanish, German, French and Latin, while in mathematics they have good experience, through many subjects, in the use of number and problem solving. They carry out a variety of scientific investigations. The course in humanities broadens their knowledge of human and social development, and they come into contact with technological development through the manufacture of high quality artefacts in design technology, including computer-assisted design in the Prep, and the use of information and communication technology (ICT) throughout the school. Creative and aesthetic opportunities are many, particularly in music and art.
2.5 Cross-curricular work is provided that includes many areas of the curriculum. During the inspection, work in the Pre-prep on minibeasts pervaded the whole curriculum, including the headmaster’s assembly. In the Prep, just one example of note was the geography and history link looking at early settlements and factors influencing their location.
2.6
The broad variety of
extra-curricular activities covers many interests and adds vibrancy and visible
equality to the provision. Examples
include fencing, boys’ choir, girls’ cricket, gardening and wildlife; these
nurture talent and enable all pupils to flourish. Enrichment of the curriculum is extensive
within the school environment, in the local area and through visits and
speakers, extending pupils’ experiences and opportunities. Younger pupils enjoy local wildlife walks as
well as trips further afield. In the
Prep, recent examples include the Year 3 visit to the
2.7 The sporting achievements are testament to the quality and variety of the many sports clubs available.
2.8
A smooth transition for pupils
moving between schools is achieved through excellent monitoring of pupil
progress at age 7 in preparation for moving from Pre-prep to Prep. For pupils having gained places at
2.9 The curriculum is carefully planned throughout and developed logically to extend skills and knowledge well in most subjects. The Foundation Stage curriculum fulfils the requirements to enable the pupils to achieve the Early Learning Goals and arrangements are made for learning to continue smoothly into the levels of the National Curriculum at the appropriate point. Schemes of work and policy documents are of variable quality. The best are detailed and comprehensive and provide for the range of abilities and equality of opportunity for all pupils. In a very few subjects the order that topics are covered does not always permit the pupils to acquire skills in the most logical and cumulative manner. This means progress is sometimes impeded.
2.10 The needs of those requiring additional support work well and the pupils are enabled to make equivalent progress to their peers. Almost all groups, including the few pupils with EAL, who are all fully fluent, are provided with equal access to the curriculum and to the extra-curricular activities. Some extra-curricular arrangements, such as withdrawals for tennis, affect equality of access to the curriculum for a few pupils. The school has identified those it considers to be the most able, but best use is not yet made of this information, except in the ability groups provided for Year 6 English and mathematics.
2.11 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.12
Pupils
achieve high standards by the time they leave the school. Their good and sometimes rapid progress
ensures they are well grounded in knowledge, skills and understanding of their
academic subjects. They achieve well,
too, in a range of extra-curricular activities.
This improves on the position at the last inspection and meets the
school aims well.
2.13
Most, as
was identified at the time of the last inspection, are highly motivated,
self-confident learners who accept responsibility willingly, reflecting the
school’s aim to emphasise the development of personal qualities alongside the
achievement of high academic standards.
Behaviour is mostly good and pupils respond to the expectation of their
teachers. Generally, they learn together
with mutual encouragement and respect.
The school is aware of its need to develop pupils’ thinking skills
further and for pupils to take responsibility for their own learning.
2.14
Pupils
are often enthusiastic and show inquisitiveness and willingness to learn and
the level of knowledge, skills and understanding seen in books and in lessons
is good. When given the opportunity,
they are able to think out their response in discussions, helping to develop
their ability to think critically. Many
pupils display outstanding creative ability, as demonstrated in their design
technology and art activities. In all
subjects, it is clear they use their knowledge as a base for exploring further
new ground through questions that they ask.
Undoubtedly high standards of numeracy and literacy are reached, but
rates of progress remain inconsistent from year to year, as they were at the
time of the last inspection. However,
pupils leave the school with strong foundations across the whole curriculum,
and whilst no significant differences were observed in attainment between
different groups of pupils, subjects or curriculum areas, over the last three
years the achievement of boys has outperformed that of girls, contrary to the
national trend. All pupils achieve well
compared with their ability levels.
2.15
Most
pupils in the Foundation Stage achieve the early learning goals, the nationally
expected level for age 5, before the end of the Reception class, in line with
their above average ability. Results in
national tests at age 7 over the past three years have been well above the
averages achieved nationally in all maintained primary schools and good in
relation to pupils’ abilities. Results
in national tests at age 11 over the same period have been far above those
norms, and high in relation to pupils’ abilities. This improves on the standards achieved at
the time of the last inspection and demonstrates an increasing rate of progress
through the school, though from work and lessons observed, progress is
inconsistent, being rapid in some year groups and more steady in others.
2.16
Significant
success is the norm for the sports teams.
For instance, the under 11 boys’ hockey team, and that for the under 9s,
are current county champions. Individual
sport success is also strong. The school
boasts the current national under-11 champion in fencing, and three of its
pupils are in the top ten, nationally, in the under 12 age group. Each year a significant number of pupils
achieves considerable success in activities.
Many, for example, are successful in music performance examinations and
in the local music festivals.
2.17
Pupils
develop good skills and attitudes. They
are highly and consistently articulate, as they demonstrated in interviews with
the inspectors. Listening skills are
less well honed so that in some lessons attention wavers and instructions are
not followed. Occasionally pupils’
impatience to contribute shows a lack of self-control.
2.18
Pupils
develop the ability to read intelligently and as they progress through the
school they are able to write increasingly fluently in their notebooks. In their creative writing books they are able
to write for a range of different purposes with increasing skill. Literacy skills are good and sometimes
excellent. Numeracy skills are also
high. Pupils apply their skills well
both in mathematics lessons and elsewhere.
In science, for instance, they use graphs frequently.
2.19
Pupils
develop good ICT skills. For example,
Reception chi
2.20
When
pupils have opportunity to reason and argue a case, they do so
effectively. They answer questions
willingly and with conviction, and think and speak for themselves, as
demonstrated in interviews with the inspectors.
Increasingly, appropriate to their age, pupils are able to make their
own notes in lessons. A good example is
the Year 6 religious education work on John Wesley.
2.21
Pupils
organise their work neatly. Their
ability to study independently is less developed because they are not given
enough opportunities to extend this skill.
They are good at working with each other. Whether getting ready for a particular
activity or working in small groups to prepare for a performance, or conducting
a science experiment, they collaborate well with each other, completing tasks
with a minimum of fuss.
2.22
Lessons
start promptly and pupils arrive and prepare for a lesson clearly expecting to
settle and to learn. This is also the
case for most activities. Even the
younger pupils demonstrate high levels of concentration. In a Year 1 art and craft lesson, for
instance, pupils were fully absorbed in their work, in groups, using model
materials to construct flowers and bees.
Most pupils clearly derive considerable enjoyment from their work and
activities.
Spiritual, Moral, Social and Cultural Development of Pupils
2.23 The spiritual, moral, social and cultural development of pupils is of very high quality overall. The school’s promotion of Christian values securely underpins an ethos characterised by the excellent quality of relationships at all levels. This is an improvement on the good provision reported at the last inspection, meeting the aims of the school very well.
2.24 The spiritual development of pupils is good. Pupils of all faiths present in the school show self-confidence and self-esteem, as well as increasing self-knowledge. Pupils demonstrate a sense of identity and self worth which enable them to value others. They show concern and compassion for each other. Religious education lessons and school assemblies reinforce this awareness well. Pupils are enabled to reflect on the meaning and purpose of life in a context that clearly values and respects the beliefs and opinions of others. The school fosters an environment within which all pupils can grow and flourish; respect others and be respected. They are encouraged to express their feelings and exercise their imaginations.
2.25 Pupils’ moral awareness is outstanding. Pupils clearly know the difference between right and wrong and the importance of making choices, and their very good understanding of moral issues and respect for the law are carefully nurtured throughout the school. Good behaviour is rewarded and positively reinforced in a variety of ways. Pupils are well aware of the school rules and in interviews expressed the view that these were fair. They understand that rules exist for the benefit of the school community. For instance, each class is responsible for drawing up its own code of conduct to which every pupil agrees and signs.
2.26 By being involved in raising money for a large number of charities, pupils clearly demonstrate well-developed understanding of their obligations to one another as well as to those who are less fortunate than themselves.
2.27 Pupils respond well to the many opportunities the school provides for them to learn to play their part in the community, so that their social development and awareness is exceptional. For example the school council includes representatives from each of the classes in Years 3-6 and pupils report that they enjoy the discussion of matters they consider important to their school life. Planning is in place for pupils to raise and to solve issues through the developing Personal, Social and Health Education (PSHE) programme, too. This includes Circle Time, through which pupils discuss matters of importance to their social development with their teacher and each other. They respond well to opportunities to take responsibility, right from the Nursery where ‘Line Leaders’ are appointed daily. In Year 6 pupils have regular opportunities to supervise the younger ones and undertake duties around the school.
2.28
Elements of citizenship,
including knowledge of public institutions and services in
2.29
Cultural development is strong
and encourages pupils to be aware of the wider world, as well as to develop an
awareness of the cultural diversity in
2.30 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.31 Teaching is good overall. It is usually well planned and engaging, stimulating the interest of the pupils. This contributes well to the progress pupils make and the high standards they achieve by the time they leave the school, fulfilling the school’s aims well. Excellent progress has been made on the recommendation of the last inspection to improve the effectiveness of the assessment procedures, particularly in the core subjects. The school is aware that the range and types of teaching methods and styles is sometimes narrow, the needs of each individual in the mixed ability classroom are not always met, and that some inconsistency in the quality of teaching results in contrasting rates of progress.
2.32
Teaching overall is effective
in enabling pupils to acquire new knowledge and make progress. In just over half the lessons observed,
teaching was good or better. None was
unsatisfactory. All teachers are aware
of those in need of additional help because the systems for identifying these
are robust. Good support for those with
special educational needs (SEN) and LDD is provided by varying means including
individual lessons, and pupils benefit from this, but in the class lessons
observed, pupils with individual needs were se
2.33
Teaching
encourages pupils to apply themselves purposefully to their work and some
independent learning, but not enough, is promoted. A good example was the ‘Rivers’ project by
Year 5 pupils and Year 6 Internet research on Niagara Falls. But for the majority of lessons, too much had
already been prepared by the teacher and questions were too focussed, with
insufficient opportunity to explore learning by discussion. Effort is encouraged in most lessons. In physical activities observed, pupils in
Nursery were encouraged to enjoy exerting their very best physical effort in
exercising to music. This continues
through the school – in the Years 5 and 6 games lessons observed, pupils were
encouraged to respond to skilled teaching of fie
2.34
Lesson
objectives are generally well planned overall and clearly stated, and the plans
refer to prior learning and next steps.
In the best lessons the pace is brisk and varies according to the needs
of the teaching groups, featuring a variety of tasks that stimulate and
challenge. A good example was in Year 6
English, where pupils worked well on chosen texts in a carefully managed lesson
where all pupils’ learning was significantly extended through excellent
planning, preparation and choice of tasks.
2.35
Teaching
is beginning to be adapted to meet the particular needs of individual pupils
by, for example, setting different tasks for pupils of differing ability. Teaching in ability groups in Year 6 is an
excellent example of this and serves the needs of individuals well. However, in other classes the most able are
not always given sufficient challenge.
2.36 Teachers’ own knowledge of their subject is generally good, and often very good. Classroom control successfully relies on expectation. Where teachers have high expectations of pupils to behave responsibly and to work hard, they give them every encouragement to do so; such expectations are successful in creating a positive learning environment.
2.37
In
the Foundation Stage, the plentiful resources are used very well to support
teaching. However, in some subjects, a
lack of more stimulating resources means that teaching sometimes relies on the
over-use of didactic methods and what pupils referred to as ‘boring
worksheets’, in which they are not required to think enough for
themselves. The central ICT resources
are excellent and used extensively for cross-curricular work, as well as for
teaching ICT skills, enhancing and supporting the curriculum. ICT in the classrooms is less well provided
for, limiting teachers’ use of it to support learning.
2.38
Assessment
procedures are thorough and regular and enable teaching to respond to the needs
of the pupils effectively. The Nursery
assessment procedures are exemplary. In
most subjects, pupils’ work is regularly marked according to the school’s
marking policy. However, marking is
inconsistent. In some classes the whole
school policy is followed carefully and marking is positive and supportive and
points the way forward. As is
appropriate for younger pupils, marking is often immediate and verbal and
examples of constructive oral assessment were frequently observed.
2.39
A
significant improvement in performance evaluation has taken place since the
last inspection. Attainment tests taken
each year enable comparison with national levels of achievement. Standardised tests taken by all pupils from
Year 1 provide teachers with an important reference point for monitoring
under-achievement and predicting future attainment. National Curriculum tests provide a further
useful means of evaluating performance at age 7 and 11. As a result, pupils’ attainment is measured
in relation to national norms and accurately reflects the quality of teaching
that has taken place in the preceding year.
2.40 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 care that staff devote to
the well-being of their pupils is outstanding, improving on the good provision
noted in the last inspection. The
attention given to welfare, health and safety has further developed and
improved. The school is fully aware of
the regulations and guidance and is conscientious about their fulfilment. Staff know their pupils very well and relate
well to them. Positive relationships,
which promote effective learning and a caring atmosphere, prevail, so that the
school fulfils its aim to provide a happy, caring atmosphere in which chi
3.2
Pupils feel well supported in
and out of the classroom, including those with SEN and LDD and those with
EAL. All pupils interviewed assert that
they are treated fairly. From the age of
7 they are assigned to one of four Houses, named after former pupils of
3.3
The structures, policies and
procedures established to support and secure the well being of pupils are well
thought out and efficiently applied.
Teachers care about their pupils.
For example, in morning registration, the teachers give a high level of
support for pupils in preparation for the day a
3.4 Excellent relationships exist between staff and pupils, and between pupils and pupils. They are based on mutual trust and respect. One pupil, on being asked ‘what is special about your school?’ immediately said ‘the teachers are kind to you’. Pupils are familiar with school procedures and clear about what they should do if they have concerns. Measures to promote responsible behaviour are clear, and focus on encouragement and positive reinforcement. Younger pupils respond well to the ‘smiley face’ system which is effective in promoting high standards of behaviour.
3.5 The anti-bullying policy operates well because the school makes sure that all know the procedures and that their concerns will not be brushed aside. In pupil interviews, a typical response was that bullying ‘hardly ever happens’ but that when it does, it is dealt with ‘straight away’. Pupils said ‘there’s no bullying in this school because people sort things out’.
3.6 Pupils’ safety is paramount to the school. Good, effective procedures for child protection are in place and training has been thorough. The headmaster is the Child Protection Officer. The school ensures all appropriate checks are made on all staff.
3.7 All necessary measures have been taken to minimise the risk of fire and other hazards. The advice of outside agencies is obtained and acted upon. Regular fire drills are carefully recorded. Arrangements to ensure health and safety are in the process of being reviewed and are effective on site and off. Risk assessment is carried out well and all these aspects are carefully overseen by the governing body.
3.8 Staff and pupils’ awareness of health and safety issues, for instance the importance of healthy eating, is high. The inviting aroma of the breakfast club each morning provides a warm welcome to school whilst making a ‘healthy food’ statement. Lunch is taken in the school dining room. Food is plentiful and nutritious, with a range of dishes available including a vegetarian option. Much of the food is sourced from a local organic farm that is visited by the pupils. Parent and pupil requests are taken into account. Pupils’ consumption is monitored. All these points indicate high regard for pupils’ health.
3.9 Medical records are easily accessible and kept, alongside parents’ telephone contact numbers, in the first aid room, staffed by a full time nurse. First aid boxes are located around the school. All staff have received basic first aid training and suitable numbers are fully trained. If pupils are ill during the school day, the nurse is available to care for them. Admissions and attendance registers are completed accurately and arrangements are in place to follow up unexplained absence promptly. Due regard is given to ensure legal requirements are met regarding disability, race and gender discrimination and special educational needs.
3.10 The general provision for the welfare, health and safety of pupils is good. The school has a clear understanding of the guidelines and is putting in place stringent measures to ensure the health and safety of pupils. As a result, pupils are well nurtured, their welfare is carefully fostered and they are happy and proud of their school.
3.11 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.12 The school has improved even further on the good, warm and supportive links with the parents, identified at the time of the last inspection, so that they are now a significant strength. The vast majority of parents that responded to the pre-inspection questionnaire are highly satisfied with the education and support provided for their children. Links with the community are also strong, being plentiful and well developed. These links contribute exceptionally to the fostering and promoting of good relationships and the encouragement for pupils to contribute to the community, which are among the school’s aims.
3.13 Parents are strongly supportive of the school. The most positive aspects they identify as strengths are the curriculum and the extra-curricular provision, the quality of teaching and the help and guidance given to their children. A very small minority of parents felt that they would like more encouragement to be involved in the life and work of the school. The inspectors found that opportunities for parents to be involved in school life are plentiful.
3.14
The Parents’ Forum and the
Parents’ Association provide worthwhile opportunities for parents to be
involved with the life of the school, organising many regular events such as
the annual Fête. The school positively encourages
parents to be involved in the work and progress of their children, for instance
by welcoming support at school events, concerts and matches as well as parents’
evenings and assemblies.
3.15 The school provides parents with a plethora of high quality regular information. The weekly newsletters and daily bulletin ensure that up-to-date news is readily available and the handbook and calendar give longer-term information. The school's web site is also informative.
3.16 Parents receive plenty of information about their children's work and progress, particularly through the detailed written reports issued twice each year that give evaluative judgements as to how pupils are progressing. The Prep school reports are particularly helpful in also suggesting how pupils might improve. Discussion evenings occur twice a year and offer ample opportunity for information exchange. For those with learning difficulties or disabilities more frequent communication is provided so that their needs are met well.
3.17 Parents say that any concerns they raise are dealt with swiftly and informally. A formal complaints procedure is in place; it is comprehensive and readily available for parents. It has not yet had occasion to be used.
3.18 The school has well-developed, strong, varied and comprehensive links with the local community and shares its facilities, including the use of its sports hall and swimming pool. These are used by a local primary school, a college for the disabled, mother and toddler groups and others. Pupils enjoy competing in sports matches in the local area and further afield, and in music festivals and competitions.
3.19 Numerous speakers visit the school, linking well with the wider community. Recent visitors include the mayor, ministers of religion, representatives from charitable institutions and the staff from the local hospital. These visits, together with visits out of school, for instance for pupils to take part in various events such as the International Male Voice Choir Festival, all provide links which support and enrich pupils’ education strongly. Recent visits have supported a wide range of subjects. For instance the Year 5 ‘Tudor Day’ supports history, and the Year 4 visit to the local recycling facility supports geography and science.
3.20 Raising money for charities forms a further significant link with the community, adding up to strong fulfilment of the school’s aim for its pupils to learn the value of contributing positively to the school and wider community.
3.21 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 governing body performs its function well. Governing the senior school and the Prep, under the auspices of the Methodist Board that governs nine schools nationally, it has improved its structure since the last inspection, to facilitate the good contribution it now makes to the fulfilment of the school aims.
4.2 The comprehensive committee structure works well and permits good oversight of the school. Meetings are regular and dovetailed, and the detailed minutes give a clear record of work; this covers all appropriate matters. Responsibility for governance of the Prep lies with a Prep School committee that includes members with particular knowledge of the Prep school and of education, along with the two headmasters. This is valuable and ensures that the needs and development of the Prep school are given due consideration, as exemplified in the far-sighted development plans.
4.3 A clearly articulated strategic plan has been devised, stretching forward seven years, with good attention paid to costing. Exciting development is planned that maintains the quality of this spacious setting which has such a positive impact on pupils’ educational experience. The planning for an expanding school parallels the expected growth of the town’s population. It envisages a considerable increase in classroom space and in the number of specialist teachers in preparation for the expected rise in pupil numbers.
4.4 Governors are fully aware of their responsibilities, for instance for health and safety. They receive regular reports and operate regular checks. Financial oversight is strong under the direction of the business director for the whole school; since his recent appointment the school has thoroughly reorganised its financial procedures, its health and safety systems and its support staff management, all of which are now more rigorously controlled.
4.5 Governors closely involved in the Prep school are well informed about the school and have forged constructive and positive relationships with the headmaster and senior staff. They provide the headmaster with a good level of support and advice and the appropriate level of challenge through formal contact. Through him, they provide these advantages to all staff in the Prep.
The Quality of Leadership and Management
4.6 Leadership and management are good. The high-quality, energetic leadership of the headmaster since his appointment at the beginning of 2004 has facilitated significant and necessary development in systems that support raising standards, and faithfully fulfil the school aims. Progress on the recommendations of the last inspection has been good overall, particularly in the development of a supportive senior management team and committee structures and in the organisation of assessment. The school is aware of the areas for its next attention.
4.7
Working under the aegis of the
headmaster of
4.8
All staff assist in devising
policies and analysing the school’s needs.
Departmental plans and staff professional development fully underpin the
whole school priorities. Good, whole school policies have
been devised as a result of a developing co-operative consultation. These are regularly reviewed. As a result of the review and consultation
arrangements, a new system of staff appraisal has recently been agreed. Formal monitoring of teaching and learning
has begun to facilitate sharing and ensuring best practice.
4.9
Recruitment
procedures for staff are thoroughly applied and all statutory checks are made
prior to confirmation of appointment.
The induction procedure for new staff is supportive. The whole-school policy for the induction of
newly-qualified teachers allows them to achieve fully-qualified status. Classroom assistants are used well and
enhance the educational experience for the pupils.
4.10
Overall, the arrangements for
providing appropriate resources are well managed by the
4.11
Day-to-day organisation of the
school is thorough and effective.
Administrative support is of a high calibre so that the headmaster has
time to lead the school effectively. The dedicated and hardworking
catering and maintenance staff serve the school very well.
4.12 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.13 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 Truro Prep offers superb pastoral care for its pupils, in a safe environment. Nursery children are given an exceptional start. The strong leadership of the headmaster has ensured that staff are fully committed to the aims of the school so that pupils’ personal development is outstanding, so that they make confident progress, unlocking their potential. Parents are enthusiastic about the education provided for their children. They form a significant partnership with the school to help achieve the high academic standards r