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INSPECTION REPORT ON |
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Whitgift School |
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Full Name of the School |
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DfES Number |
306/6014 |
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Registered Charity Number |
312612 |
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Address |
Haling
Park, South Croydon, Surrey CR2 6YT. |
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Telephone Number |
020
8688 9222 |
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Fax Number |
020
8760 0682 |
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Email Address |
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Headmaster |
Christopher
Barnett |
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Chairman of Governors |
Geoffrey
Wright |
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10
– 18 years |
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Gender |
Boys |
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Inspection Dates |
30th
April - 3rd 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 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 boarding experience and its contribution to pupils’ education and development.
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 moved to its present site,
1.3
The
school draws about half of its pupils from the Croydon area, but its catchment
is now much wider and extends throughout the greater
1.4
There
is a very small group of overseas sixth form scholars who board with a staff
family in accommodation within the school grounds.
1.5
Standardised
tests indicate that the overall ability of pupils is well above the national
average, with over four-fifths in the top quarter of the ability range. Thus, where pupils are performing in line
with their abilities, results in public examinations are expected to be well
above those in all maintained schools and similar to those achieved in
maintained selective schools.
1.6
Slightly
less than a fifth of pupils receive means-tested bursaries funded by the
Whitgift Foundation; in addition, the school awards academic, all-rounder,
sports and musical scholarships. In total,
up to half of the pupils benefit from some fee assistance. At the time of the inspection there were 1186
boys in the school. Of these there were
560 in the
1.7
One
pupil has a statement of special educational need. The school has also identified 65 pupils as
requiring learning support and they are given specialist assistance; the most
usual needs are mild dyslexia and dyspraxia.
There are 133 pupils for whom English is not their principal language
1.8
Entry
to the school is at various ages, mainly at 11+ but also at 10+, 13+ and into
the sixth form. It is based on a
selection process that includes examinations, interview
1.9
The
school’s aims are to:
· strive for excellence in all aspects of school life; offer a broad, balanced challenging and innovative curriculum; offer a rich and broad co-curriculum programme which enables both the highest levels of achievement and wide accessibility;
· inculcate positive values of mutual respect, tolerance and self esteem, fostering an informed and critical awareness of the mores prevalent in society; provide a stimulating and life-enhancing environment in which to live, learn and appreciate the school’s heritage;
· apply a supportive pastoral framework, which both establishes a strong corporate identity and also allows the individual to flourish;
· prepare boys for the challenges and opportunities of an increasingly technological future; infuse a variety of areas of school life with an international dimension;
· attract talented, forward thinking staff capable of inspiring pupils in their respective fields;
· maintain excellent relations with the wider community, nurturing mutually beneficial links in a variety of spheres.
1.10 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 table.
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School |
NC name |
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Lower 1 |
Year 6 |
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Upper 1 |
Year 7 |
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Lower 3 |
Year 8 |
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Upper 3 |
Year 9 |
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Lower 5 |
Year 10 |
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Upper 5 |
Year 11 |
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Lower 6 |
Year 12 |
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Upper 6 |
Year13 |
The Educational Experience Provided
2.1 Consistent with its aims and philosophy, the school offers outstanding educational opportunities which empower pupils to strive for excellence in all they do. Provision has improved, from an already high standard, since the last inspection. Pupils are encouraged to set their aspirations high by dedicated and well-qualified staff. A typical pupil comment was: “the school is very good at making us strive for the best.” An innovative and well-balanced curriculum complemented by strong pastoral and co-curricular provision, engenders an atmosphere of mutual respect and concern for individual need which enables talent to flourish. Relationships throughout the school community are excellent.
2.2 Whitgift develops new educational ideas thoughtfully for the benefit of all pupils. Since the last inspection, the International Baccalaureate (IB) and Business and Technical Education Certificate (BTEC) in the sixth form, the continuing development of languages, the successful introduction of learning support and learning development have much enhanced what the school offers. All these initiatives have been meticulously and inclusively planned. International perspectives continue to grow with many overseas trips, boarding for six overseas pupils, languages exchanges and a remarkable cross-curricular study programme abroad. The extensive extra-curricular provision (co-curriculum), much commended in the last inspection, has become an even more vibrant part of Whitgift life.
2.3 The curriculum is kept under careful review: balance, whole school and individual need inform curriculum planning. Pupils’ linguistic, mathematical, scientific, technological, human, social, physical, creative and aesthetic education is well served by the formal curriculum and the co-curriculum. Since the last inspection, the school has considered the inevitable pressure for curriculum time and is fostering ways to strengthen subjects by cross-curricular links and specific co-curricular activities. The recent emphasis on thinking skills is giving further support to this. The curriculum up to GCSE, with a particularly attractive range of language options and an optional bilingual course, is rightly demanding, is followed by most pupils, and prepares them appropriately for the sixth form. The variety of pathways through the sixth form - A levels, IB and BTEC - is a most distinctive feature of the school, and the range of options within these pathways is very good and frequently reviewed. Informative curriculum booklets set out the options to parents and the school is keen to provide for individual aptitude where resources and practicalities allow. In pre-inspection questionnaires parents expressed particularly high levels of satisfaction with the extensive range of courses on offer. The whole school personal, social and health education (PSHE) programme is seen to be very important, and is developing to meet pupils’ needs.
2.4 Through the breadth of the curriculum and the awareness of teachers, pupils are given many opportunities to acquire the skills of speaking and listening, literacy and numeracy in which they show great proficiency overall.
2.5 The quality and extent of the co-curriculum is outstanding and enthusiasm across the age range is palpable. It is characterized by genuinely shared endeavour and commitment to high standards. Some 70 activities are offered and there is a clear expectation, monitored by form tutors, that pupils will participate widely at lunchtime and after school. The quality of coaching in sport is excellent, and a superb new sports and conference centre is boosting already plentiful sports and games provision. School representative teams are very often of a national standard but there are plenty of opportunities for “sport for all” which are often house based. Music is very strong; all new boys in Years 6 and 7 have an opportunity to learn an instrument free of charge for a term under a special scheme, and a third continues with this tuition. There is some very good quality drama involving many pupils and there are plans to extend facilities further to support this. Lively rehearsals for Oliver! were in progress during the inspection, a production including pupils from local girls’ schools. There is extensive outdoor education, including very good participation in The Duke of Edinburgh’s Award scheme, a thriving Combined Cadet Force (CCF) and a highly reputed corps of drums.
2.6 The school works hard at its links with the community. The Whitgift Primary Project enables local primary schools to use the school’s facilities and to receive teaching from subject specialists. There are contacts with the local police and a number of departmental community links. Pupils are involved in voluntary work with disabled children, and some assist in a nearby home for the elderly. The work experience programme, which gives pupils an opportunity to organise placements, or arrange them through the school, was described by sixth form pupils as “truly wonderful”. It is effectively monitored and evaluated.
2.7 Pupils are well prepared for their next stages of education; formal and informal sources of advice on choices for options, universities and careers abound. The school rightly sets great store on the quality of guidance it gives to pupils as they shape their paths through and beyond school. The careers department is very well resourced and supported and tutors understand the importance of their advisory role, particularly with regard to options and higher education applications which are mainly to leading universities. The careers advisory panel meets termly to review activities and plan future events.
2.8 The school makes appropriate provision for additional educational needs where reasonably possible. Pupils requiring assistance, some with individual education programmes (IEPs) drawn up by the school, are much helped and fully integrated. Any with a statement are very well supported; their programme conforms to statutory obligations and is annually reviewed with the local authority. Since the last inspection, the learning support and learning development departments have been vigorously established and clear evidence of the effectiveness of their work was seen in the expanding gifted and talented programme and in the help given to those with learning difficulties. Subject teachers know who these pupils are and give sensitive support or extension in many subject areas.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10
Levels
of achievement are high and fulfil the school’s aims of striving for overall
educational excellence. Standards have
improved across the board since the last inspection. Pupils’ learning is highly effective, and in
co-curricular activities the quality of achievements is outstanding. Pupils have an extensive and detailed
knowledge of the subjects they study, and enjoy learning in an atmosphere which
is highly supportive. Individual
contributions are valued, and pupils possess a wide range of skills which they
are able to apply to their work.
Academic performance is very good and pupils show themselves to be
articulate; they welcome opportunities to think through ideas for themselves
and present them confidently. They work
effectively together, are not afraid to question, and are able to express
sophisticated ideas and views with ease and maturity. When called upon to do so, they respond
creatively, and are able to direct their efforts autonomously. The pupils’ command and recall of factual
detail is an imposing feature, for example in their study of Greek texts.
2.11
No
significant differences were noted in relative attainment either between groups
of pupils or across subjects. Work is
sensibly organised, although, in some subjects, the reliance on worksheets can
inhibit pupils’ learning and initiative.
2.12
Performance
in public examinations is very good in relation to pupils’ abilities. GCSE results from 2004 to 2006 are far above the national average for
all maintained schools, with an average of three-quarters of grades at A* or
A. At A level, the results for the same
period are well above the national average for all maintained schools and also
well above the average for selective maintained schools with an average of
four-fifths of grades within the A-B range.
In recent years, the trend in results has been upwards, exceeding the
national increase. In 2006 the school’s
first IB cohort achieved overall results which were above the average for
pupils taking the IB in the United Kingdom and well above the worldwide
average. A-level results were the
highest ever, with nearly nine-tenths of results at grades A or B, and over 70
Advanced Extension Award papers were taken with 11 distinctions and 34
merits. In the past three years, sixth
form students have secured 67 places at
2.13
Pupils
write extensively, thoughtfully and often from a personal perspective. This is equally true of work in foreign
languages, and is a notable feature in history and politics. Mathematical concepts are well understood and
application is good, with strong development across the school; understanding
of statistical analysis in biology fieldwork was secure, for example.
2.14
Given
the challenging curriculum on offer, pupils derive obvious satisfaction from
their discussion of abstract concepts and make use of technical vocabulary with
assurance. The Whitgift bilingual
programme is particularly successful; it is carefully and sensitively managed,
provides very well for the development of skills and offers pupils the chance
to work on extended, authentic tasks in their chosen target language. Oral proficiency is, accordingly, outstanding
and pupils are justifiably pleased with what they achieve, exploiting fully the
international links in place. Pupils
regularly achieve distinction in bilingual examinations.
2.15
Music
at Whitgift is excellent, and considerable numbers of pupils have gained the highest grades for
instruments, with distinction or merit.
Numerous ensembles make high quality music throughout the year and there
are close connections with the London Mozart Players. A recent ambitious performance of Mozart’s Requiem, involving the symphony orchestra and choir was reported
by parents and pupils to have been “a triumph.”
An inclusive approach to school music ensures that any boy may
contribute and plenty of opportunities exist to take part in, and appreciate, performances
in areas as diverse as jazz and chamber music.
There are many high quality drama productions, although drama facilities
are not ideal, and the school now hosts an autumn term arts’ festival which has
brought an effective new focus to the expressive arts within the school
community.
2.16
Pupils
take a great pride in participating in an extensive range of co-curricular
activities. They invest a great deal of
time in the wider life of the school and have the chance to influence the
direction of activities, for example within the popular and very successful
CCF.
2.17
Pupils’ individual and team achievements are outstanding and are
strongly supported by the guidance and facilities provided by the school. Many individuals have gained top awards in
the UK Mathematical Challenge at senior, intermediate and junior levels, and in
the mathematics Olympiad. Pupils
regularly achieve gold awards in The Duke of Edinburgh’s Award scheme. Excellence in design technology has been recognised
by a record number of Arkwright Scholarship awards in recent years. Significant other successes have been gained
in the
2.18
Nationally,
Whitgift is highly competitive at games.
It excels in most of the 30 plus sports offered with a broad programme
of sport for all, partly linked to house competition. School teams have won many national honours
and regional or county and borough titles in rugby, hockey, cricket, soccer,
fencing, modern pentathlon, swimming and many other sports over the past few
years. The school has close links with
Surrey County Cricket Club, who play annual first class and one-day fixtures at
Whitgift each June; this connection has helped to raise the profile of the
school and its cricket, and has benefited pupil playing standards. Resources for games activities are excellent
and the boys are outstandingly coached in all sports.
2.19
Pupils
are appreciative of what they are offered and grateful for the additional
dimension to their education that their participation brings. Where opportunities are provided, pupils are
willing and able to undertake independent study and there is increasing use of
ICT by pupils, where this is effectively mapped within the curriculum. Note-taking is adequate in most subjects,
though notes and files are not checked consistently for accuracy.
2.20
Having
arrived at lessons, pupils quickly settle and apply themselves very well; they
organise themselves effectively in most instances and show determination. They are open to a variety of teaching
styles, including, for example, mime and role-play in German, show considerable
good humour, and are able to adapt quickly to the demands of different
activities within a lesson. Pupils
greatly enjoy and seek to profit from the learning experiences offered, to
which they respond with perseverance and energy.
Spiritual, Moral, Social and Cultural Development of Pupils
2.21 The school’s provision for spiritual, moral, social and cultural development is good and shows real improvement since the last inspection. The nurturing of positive values, mutual respect and tolerance is central to the school’s ethos, and is identified in several of its aims which are fulfilled during pupils’ careers at the school. There is much opportunity for leadership, teamwork, responsibility and social contribution. Pupils’ relationships with staff and with each other are strong and the boys are able to express opinions confidently and respectfully. The school is a Christian foundation and also makes very good provision for the wide range of faiths within its community. Whitgift is a friendly, dynamic, and inspiring school.
2.22 Boys are mutually supportive and demonstrate much trust in, and affection for, the school and its values. Whitgift provides a very good environment for the development of the spiritual aspect of the boys’ lives, enabling them to develop an individual set of values, principles and beliefs as they grow and flourish. There are many opportunities for reflection and contemplation in all aspects of daily life. The inspirational grounds and gardens have several wildlife areas and enclosed spaces which foster calmness, peace and an opportunity to appreciate a sense of place and self-awareness. Self-confidence and understanding of the inner-self are promoted throughout the school in pastoral and learning development programmes, as well as within taught lessons. The boys are also able to value the religious beliefs of others and to feel valued themselves. The school is setting up a chaplaincy centre which will accommodate the range of religions at Whitgift, creating a focus for exploring and developing awareness of the faiths within the school community. The chaplain is available to support all boys, irrespective of religious belief and has strong partnership links with community spiritual centres.
2.23 School rules are widely accepted and there is a strong framework of moral values and social responsibility which is reflected in the behaviour of the pupils in lessons, assemblies, and activities. The school provides opportunities in the curriculum to explore and develop moral and ethical concepts in areas such as PSHE, English, geography, history, biology, and theology and philosophy, and encourages pupils to take responsibility for their own actions.
2.24 Opportunities for social development are excellent. There is a wide range of house competitions, activities and enrichment programmes available both inside and outside the curriculum. A good knowledge of public institutions and services is enabled within history and politics and the citizenship modules of PSHE. Leadership and community contribution are actively encouraged. There is a well-established and effective prefect system which functions at different levels in the school and helps to promote a sense of responsibility. School prefects, who are identified by the wearing of gowns on formal occasions, and are of various ages, show mature leadership skills and contribute significantly to the good order of the school. The pupils are involved in a comprehensive programme of social and community activities. These projects, together with a range of charitable activities, contribute to effective character enhancing preparation of pupils for their future lives.
2.25 Pastoral structures are strong and facilitate high quality collaboration between boys of different social and cultural backgrounds. The boys explore cultural study in a range of subjects and there is wide participation in co-curricular aesthetic activities. Some modern language lessons show very good cultural inclusion although, in a few other lessons observed, opportunities for inclusion were missed. Diversity is celebrated and the small boarding provision contributes very positively to harmony and mutual understanding. The pupils are encouraged to have an awareness of the cultural, moral and social foundations of their own background.
2.26 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.27
Teaching
is highly effective. The majority of
lessons seen were good and several were outstanding. The school fulfils its aim in employing
talented and forward thinking staff who enable pupils to make progress at
successive academic stages, preparing them to be highly successful in external
examinations. The staff are very well
qualified, knowledgeable and enthusiastic about their subjects, and pupils
respond very positively to the academic atmosphere that is generated by the
school.
2.28
The
standard of classroom management is good, although the late arrival of some
pupils to lessons occasionally affects the brisk start planned by
teachers. Minor misdemeanours are dealt
with firmly and with good humour and respect, allowing lessons to continue
smoothly. Expectations of good behaviour
and attentiveness are high in all lessons.
Pupils are self-disciplined and respectful towards staff and each other,
allowing a calm, productive atmosphere to prevail.
2.29
Lesson
preparation is thorough, featuring efficient time management and the effective
use of resources. Teachers are well aware
of those pupils who receive learning support, and make appropriate adjustments
to accommodate their needs, to ensure that achievement and enjoyment levels are
high.
2.30
Examples
of excellent practice were observed in mathematics, modern languages, physics
and IB theory of knowledge lessons. In
many other lessons well-directed questioning techniques were used effectively
to assess factual recall and to consolidate previous learning. However, the
most able pupils in the class were not invariably given more challenging tasks
and the questioning methods in a few lessons were insufficiently open to allow
extended, reasoned responses to emerge.
2.31
Some
outstanding examples of creativity were observed, for example in design
technology, drama, and English. Pupils have
the skills to carry out their own research using a variety of resources and to
share their findings with others. There
has been considerable additional investment in ICT since the last school
inspection. Management of these
facilities for learning, teaching and administration is continuing to evolve
and they are available for pupils to use inside and outside lesson time. Imaginative employment of ICT was seen in
geography, music and art, but some opportunities in other subjects were missed.
2.32
There
has been an improvement since the previous inspection in the variety of
teaching methods being used, and departmental heads are taking steps to
encourage the sharing of best practice.
Many examples of stimulating and innovative techniques were observed,
ranging from sports coaching to physical education, history, geography and
modern languages teaching. However, a
proportion of lessons were predominantly teacher led, reducing opportunities
for pupils fully to develop independent learning skills, or to explore for
themselves the wider implications of the issues they were studying. This was evident, for example, in the topics
of biotechnology and global warming.
2.33
Teaching
is well supported by a range of resources, and the availability of ICT has been
greatly improved since the last inspection.
The library provides a welcoming and relaxed atmosphere, and equipment,
for example in design technology and the new sports and conference complex, is
excellent. All teaching rooms are
equipped with data projectors, although not always with suitable projection
surfaces, and staff have laptops with which they can access school resources
and the internet. Some teaching areas
have been refurbished but there is disparity between the appearance of
classrooms in older parts of the school and the excellent accommodation
elsewhere.
2.34
Assessment
of pupils’ work is regular and usually thorough. Pupils receive detailed oral feedback on
their work, and some teachers also provide helpful written comments designed to
enable them to make progress. There are
overall school marking and assessment policies; and individual departments and
teachers modify them to suit individual subject requirements. This can lead to some inconsistency of
approach and understanding within and between departments for pupils, staff and
parents.
2.35
Some
departments carefully record and analyse internal test results and use these to
monitor trends in performance and to identify pupils who might require extra
assistance or encouragement. There are
plans in the near future to evaluate the effectiveness of additional software
to make the process more accessible to all departments.
2.36
Baseline
testing is used to assess pupils in Year 7, Year 9, and Year 12 and this
together with the schools’ own entrance examinations, external examination
results and the detailed knowledge of pupils, is used by the senior management
team (SMT) to assess the success of the school of ensuring the best academic
performance from every pupil. The
information is made available to staff, although its use in evaluating the
effectiveness of teaching methods and planning is still in its early stages.
2.37
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 is outstanding and fully meets the school’s aim to provide an environment where pupils can be successful and where they feel secure. This culture reflects the value placed by the school on the needs of the individual and on a strong sense of community in a disciplined environment. These features were also very apparent in the previous inspection. A calm and courteous approach pervades the school, indicated by highly civilised and positive relationships between staff and pupils. Staff are readily accessible to pupils. The school treats its welfare obligations very seriously and the quality of care is very highly regarded by both pupils and parents as indicated by the positive comments provided in the pre-inspection questionnaires.
3.2 The pastoral system is well established and firmly embedded in the life of the school. Pastoral arrangements are comprehensive and ensure that staff and pupils are very well supported and that the oversight offered by those with management responsibilities makes for a consistent approach to all pastoral matters. The recent reorganisation of the pastoral structure into four age groups is highly effective, with all staff within the pastoral system having clearly defined responsibilities.
3.3 The role of form tutors, supported by heads of year, is crucial in establishing daily contact with each pupil, and allows the boys to be known and looked after individually; a distinctive feature of the school is the serious way in which staff take their responsibility to provide support and guidance for all pupils. A typical pupil comment in the questionnaire indicated that the school always helps pupils when there is something wrong and takes steps to put it right. A care list arrangement exists to address concerns over particular pupils. Personal tutors are selected by senior pupils and together with the school nurse, provide an important extra dimension of care, although the medical room is poorly sited and small. Counselling is provided internally by the senior mistress and the chaplain, and there is also access to outside counsellors.
3.4 Relationships between pupils are friendly and display a high level of mutual support and respect. Throughout the school, caring is evident in the quality of relations between pupils and staff, who are involved in developing an open and sympathetic approach that sustains trust as well as support and guidance. Pupils respect the staff for their commitment to them, and all pupils could find staff to turn to, if necessary.
3.5 The school sets out its expectations for pupils’ behaviour clearly and a well-designed system of sanctions, appropriate to each age group, is applied fairly when these expectations are not met. A detailed and effective anti-bullying policy operates and pupils are familiar with how it functions. Discussions during the inspection with pupils showed that they greatly value the safe, civilised atmosphere of the school and are very keen to help to preserve it.
3.6 Child protection policies are in place and procedures fulfil statutory obligations. All staff receive appropriate training when joining the school and on subsequent in-service training days, along with annual updates and reviews.
3.7 Measures to promote and safeguard pupils’ health and well-being are successful. The quality of the catering provision is high. Pupils are offered a wide choice of healthy food at lunch time and all those asked about the food were whole-hearted in its praise. The cheerful, well-mannered and pleasant atmosphere in a rather cramped dining hall makes lunch an enjoyable and important occasion in the school day for all ages, and is a further indication of the quality of relationships and sense of community.
3.8 Health and safety measures are comprehensive. Fire procedures are sound and documentation is thorough. Risk assessments are complete, both for on- and off-site activities. Attendance is high, and both attendance and admissions registers comply with statutory obligations, as does the school’s Special Educational Needs and Disability policy.
3.9 The school meets the regulatory requirements for the welfare, health and safety of day pupils, but is yet to have a specific welfare inspection of boarding [Standard 3].
The Quality of Links with Parents and the Community
3.10
The
quality of links with parents and the community is outstanding and the school’s
aim of nurturing mutually beneficial contacts is fully met. Since the last inspection, relationships with
these two groups have been further strengthened. A high proportion of the parents returned the
pre-inspection questionnaire and replies were extremely supportive of all
aspects of the schools’ provision. This
strongly endorsed the quality and breadth of both the curriculum and the
co-curriculum, the standard of teaching and pastoral care and the high levels
of help and guidance provided. They also
expressed much satisfaction with the promotion of worthwhile attitudes and
behaviour, and the handling of any complaints.
3.11
Parents
have many opportunities to participate in the life of the school. Attendance at sports fixtures, concerts and
plays is high. The Whitgift School
Association (WSA) thrives and works closely with staff to support the school in
numerous ways. Special social and fund
raising events have been organised including a school ball and an international
food evening. WSA members also offer
extensive day-to-day practical support to the school, for example assisting in
the library, participating in co‑curricular activities and offering
careers advice. The WSA has grown
considerably over recent years and actively encourages the parents of new boys
to become involved.
3.12
The
school keeps parents very well informed.
There are two parent‑teacher consultations per year group
annually, along with occasional meetings to discuss such topics as course
options at Year 9 and Year 11. Grades
are sent out half-termly whilst full written reports are produced twice per
year. These provide a clear picture of
progress although comments can sometimes lack advice on what pupils need to do
in order to improve, and detailed information about co-curricular
contributions, the responsibility of house staff, is not systematically included on all
reports. The strong partnership between
home and school spreads to pastoral and disciplinary issues where parents are
always contacted to help resolve any matter causing concern. A detailed newsletter is sent to all parents
each term.
3.13
The
school has an effective and appropriate procedure for dealing with parental
complaints. Furthermore, parents are
encouraged to contact the school if they have any concerns which often results
in issues being resolved smoothly.
3.14
Links
with the community are extensive.
Children from more than 30 local primary schools each spend four days at
the school during the year and are very appreciative of the exciting activities
which are organised for them by specialist Whitgift teachers. Some of the school’s facilities are open to
the wider community such as the sports and conference centre, together with
other facilities on the extensive
3.15
The
school meets the regulatory requirements for the provision of information and
the manner in which complaints are to be handled [Standards 6 and 7].
The Quality of Boarding Education
3.16
The school has a small boarding
provision which is able to accommodate six sixth form boys, studying either
A-level or IB courses. At the start of
the year these included pupils from Eastern European countries and
3.17 Relationships within the boarding house are excellent, and the housemaster and his family are very committed to the creation of a family atmosphere for the boys. Relationships betwee