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INSPECTION REPORT ON |
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Woodford Green Preparatory School |
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Full Name of the School |
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DfES Number |
317/6006 |
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Registered
Charity Number |
310930 |
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Address |
Glengall Road, Woodford Green, Essex IG8 0BZ. |
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Telephone
Number |
020 8504 5045 |
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Fax Number |
020 8505 0639 |
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Email Address |
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Headmaster |
Mr A J Blackhurst |
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Chair of
Governors |
Mr D S Paterson |
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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 Woodford Green Preparatory School, an independent day school for pupils aged from 3 to 11, is situated in a quiet residential area of Woodford Green close to the London Underground station. It was founded in 1932 to provide a non-denominational Christian education for boys and girls, which is still its main purpose, although a substantial minority of pupils now come from different faiths and ethnic groups. At present, 384 pupils are on roll, all of them full time except for 25 in the nursery classes where attendance in the afternoon is optional. The roll has not changed significantly since the last inspection. Pupils’ parents are mainly from business and professional backgrounds. Parents strongly support their children’s education and want them to be successful. The school’s aims are given in the prospectus: “Every child is considered important. Their personal development and happiness are as vital to us as their academic success”.
1.2 The school is heavily oversubscribed. Although a few places are usually available at seven plus by competitive examination, most pupils enter the school in the September following their third birthday through one of two nursery classes. Entry to the Lower School (nursery to Year 2) does not depend on ability or on the results of any tests or examination. Pupils are, however, given standardised baseline tests for mathematics, reading and phonics on entry. The results for 2005-2006 show that the pupils’ ability is well above the national average. If pupils’ performance is in line with their abilities, their results in national tests will be well above the average for maintained primary schools.
1.3 At present, 37 pupils have learning difficulties and disabilities (LLD), mainly dyslexia and difficulty with literacy. No child has a statement of special educational needs because the school does not accept pupils with complex educational needs. Several pupils have been identified as being gifted or talented and are given work in class suitable for their abilities. No pupil needs to be taught English as an additional language.
1.4 Since the last inspection, the school has built a design and technology (DT) room and provided more space for information and communication technology (ICT).
1.5 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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Nursery |
Nursery |
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Lower Kindergarten |
Reception |
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Upper Kindergarten |
Year 1 |
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Transition |
Year 2 |
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Lower Prep |
Year 3 |
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Prep 3 |
Year 4 |
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Prep 2 |
Year 5 |
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Prep 1 |
Year 6 |
The Educational Experience Provided
2.1 The educational experience the school provides is good, and better than it was in the previous inspection. It is consistent with its aims and philosophy. It contributes effectively to the pupils’ linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development and to their acquisition of the skills of speaking, listening, literacy and numeracy. It enables them to achieve good standards and prepares them well for their next stage of education. With very few exceptions, pupils are successful in the entrance examinations set by the independent senior schools of their choice.
2.2 The school curriculum makes a valuable contribution to the pupils’ development. It enables them to make steady progress towards the Early Learning Goals for those in the nursery and reception classes and in other subjects, especially in literacy, numeracy and science. It is based on the National Curriculum with the addition of French from Year 2 and Spanish and German in Year 6. Personal, social and health education (PSHE) is also taught. The curriculum is reasonably well balanced, although there is an emphasis on English and mathematics because the entrance examinations to senior independent schools are largely based on these two subjects. In the light of the previous report’s findings, the school now provides more time for DT and music.
2.3 Schemes of work vary in quality. Some are very sketchy. Lesson planning is generally more detailed. These plans, together with adequate and suitable resources, ensure that skills, knowledge and understanding are consistently and progressively developed throughout the school. No pupil is excluded from any part of the curriculum. The learning support staff give pupils with LDD constructive support according to their needs. A few pupils are temporarily withdrawn from some lessons for one-to-one tuition in the work done in that lesson but most are given support in class.
2.4 The school has an extensive number of extra-curricular activities at lunchtime and after school but the range is limited. They are almost entirely to do with sports, music, speech or drama. As some pupils pointed out when interviewed, they do not have alternatives such as chess, board games, computing or science and language clubs. Pupils are, however, supported by a rich variety of historical and cultural activities out of school (thirty so far this year), a residential outward-bound activity and a visit to France. The pupils have supported sixteen different charities, from one providing Christmas gifts for orphans to Childline. The choir and musicians from the school entertain at a home for the elderly and a club for the blind.
2.5 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.6 Pupils achieve good levels of knowledge, skills and critical and creative understanding in subjects and activities, and they apply them effectively in accordance with the school’s aims. Standards of literacy and numeracy are particularly good. As their work in class and in their exercise books shows, they are able to handle basic mathematical processes well. Pupils in the reception classes have a good grasp of basic mathematical principles and they understand the meaning of words such as “predictive” and “estimate”. They also have a good knowledge and understanding of phonics and are able to apply them in their reading and writing. They can write in sentences and their spelling is generally accurate. The less able rely more on visual cues but their standards in reading and writing are also high. In Year 2, pupils’ attainment in literacy and numeracy is high. In Year 6, they have consolidated and extended their work in these areas. Their handwriting has become more mature, their vocabulary more extensive, their work in poetry and prose more sophisticated, and they are able to analyse and comment sensibly on different literary styles. They have high standards in mental mathematics, they can use confidently the basic rules of addition, subtraction, multiplication and division, they can record data in graphical form, and they are adept at using fractions and decimals and at working with different geometrical shapes.
2.7 In science in Year 2, pupils have a detailed knowledge of common materials and their properties, the characteristics of living things, and the nature of forces, motion, light and sound. In Year 6, they have a greater knowledge and understanding of physical and life processes, the properties of a wider range of materials, and a greater ability to draw conclusions from experiments and to use their scientific skills and understanding to apply their reasoning to unfamiliar situations. They are very competent in using ICT in ICT lessons but it is not commonly used in other subjects or in homework.
2.8 Pupils take the national standard assessments at age seven and age eleven. The results show that the pupils’ achievement is far above the average for maintained primary schools and good in relation to their abilities.
2.9 Achievement in individual and group activities is good. Pupils are strongly motivated, enjoy the lessons and activities, cooperate well with their teachers, ask and answer questions readily, and ask for help when they are in difficulties. As they progress through the school, they become more self-reliant and able to take responsibility. They are able to make judgements based on evidence, especially in history, geography and science. In most lessons, there is a good balance between note-taking and note-making. Occasionally, however, their standards of neatness and tidiness slip and this is not corrected. This was especially true in geography.
Spiritual, Moral, Social and Cultural Development of Pupils
2.10 The spiritual, moral and social and cultural development of pupils is good, achieving one of the school’s aims, that personal development is as vital to pupils as academic success. It is of a higher standard than it was in the previous inspection now that a whole-school PSHE programme has been introduced.
2.11 Pupils develop spiritually, acquiring a sense of identity, self-worth, personal insight, meaning and purpose to their lives. The religious education (RE) syllabus gives them the opportunity to explore one another’s values and beliefs, often sharing with their fellow pupils the impact of different faith traditions and observances in their lives. This was true, for example, in Year 4 when pupils wrote a prayer that would be acceptable to those of both the Christian and Hindu faiths in the class. Pupils are able to develop further their ability to reflect on their own personal beliefs and values through assemblies and PSHE lessons, all of which regularly deal with such topics as needs, feelings and self-esteem. Assemblies are taken not only by staff but, very successfully, by pupils from the upper part of the school. Occasionally, members of a local church take assemblies to help pupils explore the meaning behind biblical stories. The curriculum, through such subjects as English, history and art, encourages pupils to see that spirituality can be found not only in religion but through other ways of looking at the world.
2.12 The pupils have a well-developed moral awareness. They respect the law and can distinguish right from wrong. This awareness is reinforced in assemblies, in RE, and in PSHE lessons where they are encouraged to reflect and debate moral issues such as, in Year 5, what they should do if they found a purse full of money or they caught a fellow pupil cheating in an examination. The younger pupils in particular learn to respect the law through the enforcement of the school rules and the realization that these rules exist for the benefit of the school community. Pupils feel that the school rules are necessary and fair, particularly when they relate to bullying and a lack of respect for property. As one pupil said: “I think that we should treat others as we would like to be treated ourselves”.
2.13 Pupils develop socially, accept responsibility for their behaviour, show initiative and understand how they can contribute to community life, including knowledge of public institutions and services in England. They have a good general knowledge, reinforced through PSHE lessons and, for older pupils, through the local authority’s Junior Citizen scheme. Senior pupils contribute to the school community by each being given responsibility, for example as a monitor. Duties include the care of younger children at lunch and helping in the library. Each class from Year 2 upwards is represented on the school council, which enables pupils to develop confidence in expressing their opinions about issues such as which charities to support and the quality of school lunches. The school supports a wide range of national and local charities. Inter-house competitions provide valuable opportunities for the development of team spirit and loyalty, the house captains taking much of the responsibility for their organization.
2.14 The pupils develop culturally by acquiring an appreciation of, and a respect for, their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions. Because of the pupils’ ethnic mix, pupils are encouraged to recognize and value cultural diversity. The RE lessons make a considerable contribution by providing opportunities to explore the beliefs of all the major world faiths, identifying not only the differences between them but those features they have in common. Work in history on topics such as the Victorians and visits to Colchester Castle and Duxford Museum give pupils an opportunity to develop an appreciation of British history and culture. The annual Year 5 visit to France enables them to develop an appreciation of a different society and culture.
2.15 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.16 The quality of teaching is good and is better than it was during the previous inspection. It fosters in pupils the application of intellectual, physical and creative effort and an interest in their work. Most of the lessons observed were of good quality. A few were outstanding and unsatisfactory lessons were rare. Teaching enables pupils of all abilities, including those with LDD, to acquire new knowledge, make progress according to their ability, increase their understanding and develop their skills. It encourages pupils to think for themselves, be self- reliant and behave responsibly.
2.17 The outstanding lessons had many characteristics in common: objectives that were clear to the pupils; a style of teaching designed to realize these objectives; high but realistic expectations; a secure grasp of the subject. Classes were well disciplined and relations with pupils were warm and friendly. Teachers had a detailed knowledge of the strengths and weaknesses of individual pupils and planned activities appropriately, providing work suitable for the needs of the able and the less able. Questioning involved the whole class and was designed to deepen the pupils’ knowledge and understanding of the subject and develop their skills. Time and resources were used effectively. Both teacher and pupils clearly enjoyed the lesson.
2.18 The good lessons demonstrated most of these characteristics but some teachers had less understanding of pupils’ strengths and weaknesses and set work appropriate for the middle range of ability so that it proved difficult for the less able and unchallenging for those of higher ability. The satisfactory lessons had a range of characteristics that made them less than good but a common feature was a lack of variety in the tasks set. The few unsatisfactory lessons left the pupils bored but compliant. The teaching was pedestrian and the work set uninspiring. In one such lesson, pupils had to plough through eight worksheets, the last of which had to be copied (not pasted) into their exercise books. The one-to-one lessons with pupils with LDD were well focused and appropriate to their needs.
2.19 Although the school has a clear marking policy set out in the staff handbook, some teachers were not following it. Some of the work submitted for scrutiny had not been marked for some time. In several cases, the marking was slapdash, spelling and factual errors were uncorrected, and pupils were given no written advice on how to improve their work. This left some pupils dispirited. In some classes work was very conscientiously marked. In a parallel class within a year group marking was perfunctory. The consistently poor marking in certain classes makes long-term assessment difficult.
2.20 Conversely most of the work was regularly and conscientiously marked with detailed comments on how to improve. Praise and effort stickers were often used and it was clear that pupils were used to a combination of note-making and note-taking.
2.21 The school evaluates pupils’ performance by reference to national norms such as the national standard assessments taken at ages seven and eleven.
2.22 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of pastoral care and the welfare, health and safety of pupils is outstanding. It fully satisfies the school’s aims.
3.2 Teaching and non-teaching staff are fully committed to the pupils’ pastoral care and welfare. Pupils without exception said in discussion that they felt the staff were very supportive. They felt that they were able to approach staff in the certain knowledge that they would be listened to sympathetically. The younger pupils felt that they could also turn to older pupils, particularly their Year 6 class monitors.
3.3 The staff are assisted by effective pastoral arrangements. The class teacher plays an important role in the pastoral care and welfare of every pupil. The staff handbook gives clear guidance on the school’s procedures and policies, and the prospectus sets out the school’s expectations of pupils in their role as part of the school community.
3.4 The school takes pride in the quality of relationships between staff and pupils. The teachers know the pupils very well, and pupils are very complimentary about their teachers and their ability to solve the pupils’ personal or academic problems. During lessons, pupils listened attentively to one another, were very supportive of each other and respected any views expressed even if they did not agree with them.
3.5 The rules of conduct are displayed in each classroom, and many classes have also devised their own class rules. Pupils value their house points, awarded for good behaviour and work. Behaviour in and around the school is, contrary to the views of a few parents in their responses to the ISI questionnaire, exemplary. The sanctions listed in the staff handbook are rarely needed. The younger pupils said that occasionally “the teacher may need to speak to a child” but this is usually the only sanction required. Any suspicion of bullying, which rarely happens, is dealt with quickly and the details are logged.
3.6 The school provides lunches. The menu offers a vegetarian option. Although a few parents criticized the quality of the meals, none of the pupils seemed to agree. All those interviewed said that they enjoyed the meals; one of the younger boys, when asked what made his school special, said: “the fish and chips”.
3.7 The school’s child protection policies are thorough. All members of staff have undertaken training for child protection. The child protection officer is well known to staff.
3.8 Arrangements to ensure pupils’ health and safety are effective and the school has due regard for health and safety statutory obligations. All necessary measures have been taken to minimize the risk of fire. Tests, fire practices and risk assessments are carried out regularly. Emergency first-aid training is regularly provided for all staff, and the school has three named first-aiders. Admission and attendance registers are properly maintained.
3.9 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
3.10 The quality of links with parents is good and is in line with the school’s aims. The standards broadly correspond to those outlined in the previous inspection report.
3.11 The responses to the pre-inspection questionnaire showed that all parents who replied are satisfied with the information the school provides about their children’s work and progress. Although the information they are given in the school prospectus is limited, it is supplemented by a welcome pack when pupils join the school and by a very informative website that gives calendars and timely reminders of events and school news. The parents were unanimous in saying that pupils made progress and that the range of subjects offered was appropriate. The great majority are satisfied with the opportunities they have to discuss their children’s progress with teachers and with the help and guidance pupils are given about their work. They also feel that pupils with LDD are given suitable help. Almost all say that any concerns they may have are well handled by the school and that the headmaster and the staff are approachable and deal with concerns promptly and thoroughly. The school’s complaints policy is well set out and thorough, although so far it has never been used. The great majority of parents say that standards of behaviour are high and that the school promotes worthwhile attitudes and views.
3.12 A few parents complained that the amount of homework set was excessive, especially at weekends. This view was not supported by the inspection team or by pupils, who said that the amount set was fair.
3.13 Reports to parents give grades in English, mathematics and science. Other subjects are given no grades, which makes it all the more necessary for teachers to provide parents with an accurate and reasonably detailed paragraph on how well their children are performing in that subject. In most cases, this was done effectively. In others, it was less effective.
3.14 Parents say that they are happy with the wide range of extra-curricular activities on offer. They also feel that they have ample opportunities to be involved in the life and work of the school. Some give talks to pupils; some are involved in lunchtime supervision; some teach swimming to the older pupils; some accompany pupils on school trips and attend sports fixtures; and about 20 parents listen to children read. The parent-teacher association is very active in organizing events and fund-raising. It arranges social activities such as discos, Christmas and summer fairs and quiz nights. So far it has helped to fund improvements to the playground and the development of ICT. The school promotes strong links with the wider community. The many musical opportunities pupils have to sing in choirs, learn a musical instrument, and take part in musical activities in school or out, including taking part in the Uppingham Music Festival, contribute significantly to their appreciation of the creative and the performing arts. So far this year, 18 workshops on drama, art, science and history have visited the school.
3.15 The parents interviewed said that they were very satisfied with the timing and the length of the two open evenings that they have to discuss their children’s progress. They were also satisfied with the two interim reports and the full report they receive, although the view of the inspection team is that the reports were overly descriptive and failed to set targets for improvement.
3.16 The school meets the regulatory requirements for the provision of information to parents and the manner in which complaints are to be handled [Standards 6 and 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The quality of the school’s governance is good and meets the aims of the school. The structure of the governing body is well defined and its oversight of the school is effective. The 10 governors are drawn from a wide range of professions from, among others, the legal, educational and financial sectors. The full governing body meets twice a term and has an agreed agenda that includes the review of school policies, such as those on child protection, health and safety and complaints, and planning for the future. Governors ensure that statutory and legal obligations are met. Meetings are minuted. A meeting on risk management takes place once a term. Frequently, staff are invited to speak to the governors about their subject and any concerns they may have, and the governors hold a staff evening once a year. They also hold open evenings with parents to discuss any issues the parents may have. They appoint the headmaster and the deputy head, agree the budget, approve major expenditure, ensure that resources are sufficient and oversee the school development plan. The governors are aware of their responsibilities and are appropriately involved in educational development and financial planning. They have a good insight into the working of the school and they provide appropriate advice, support and stimulus for growth and improvement.
4.2 The previous report stated that governors were not yet setting specific and timed criteria to measure the effectiveness of their decisions. This is no longer entirely true but their oversight of the school development plan is not sufficiently rigorous. The present plan covers the five-year period from the autumn of 2005 to the summer of 2009. Thus a major part of the plan, the period from the autumn of 2005 to the summer of 2007, is now over but the plan has not yet been extended to 2011. The years that are still current are limited in their scope and intentions and do not provide an estimate of expenditure. This is an area that requires further development.
The Quality of Leadership and Management
4.3 The quality of leadership and management is satisfactory and meets the aims of the school. The senior management team (SMT) has a secure knowledge of its strengths and weaknesses.
4.4 Strong leadership provides the school with clear educational direction and enables it to fulfil its stated aims. The education provided and the good-quality teaching enable pupils to be very successful in their entrance examinations to senior schools. The high standards of care make pupils feel valued and secure. Although those with management responsibilities are effective in analyzing the school’s needs and putting day-to-day decisions into practice, longer-term decision making is less effective. The members of the SMT have significant teaching commitments that do not allow for the evaluation and planning of new educational initiatives or for the monitoring of achievement, marking and assessment.
4.5 Management is not yet sufficiently effective in drawing up and implementing some procedures and policies and reviewing their effectiveness. This is particularly true of the assessment and marking and of the teaching and learning policies and of development planning. Subject coordinators play an important role in updating the curriculum and in managing budgets and resources, but they have little opportunity to share best practice in teaching and learning through classroom observation. The present teaching and learning policy is too limited in its scope to be fully effective. Teaching assistants and support staff are used effectively. All members of staff feel that they are fully supported by the SMT as a whole.
4.6 Management at all levels is effective in securing, supporting, developing and motivating sufficient high-quality staff, but the staff appraisal system is not sufficiently rigorous. Appraisal is intended to be carried out by the headmaster on a three-year cycle. Due to the amount of work involved, the policy has not been implemented consistently and, instead, the headmaster himself carries out informal discussions when they are considered necessary, with staff.
4.7 Criminal Records Bureau checks on staff have been rigorously and systematically carried out. Attendance registers are completed appropriately. Attendance is high and unauthorized absences are very rare.
4.8 Finance is sufficiently well managed to provide resources in support of the school’s educational aims and to meet the needs of the pupils. Staff are able to purchase any equipment and materials they require. The buildings meet the needs of the pupils and are well maintained. Most classrooms are of a good size. Some specialist rooms, such as the science laboratory, are underused. The complex layout of the buildings lacks signposting for visitors at key points. Similarly the lack of a sign to the library detracts from raising awareness of its potential as an importance resource.
4.9 The general administration of the school is efficient and the reception team are very welcoming.
4.10 Since the last inspection, the monitoring of teaching and learning is still not systematic enough and development planning is not securely based on a rigorous audit of the school’s activities. Consequently, it is still true that points of concern and issues for professional development are not readily identified.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
5.1 The school fully satisfies its aims as they are set out in the prospectus. Teaching is generally good and is occasionally outstanding. Its main strengths are the quality of lesson planning, the careful use of time and resources, a thorough knowledge of the work being taught, and good relationships with the pupils. The pupils are eager to learn and respond well to teaching. Their work is generally well presented. The school is very successful in placing pupils in the senior schools of their choice. The pupils have a good spiritual, moral, social and cultural awareness. They readily distinguish between right and wrong. The quality of their pastoral care and of their welfare, health and safety is outstanding. They are able to look forward to their next stage of education with confidence. The leadership and management of the school are satisfactory and governance is good, but governors and senior management do not plan beyond the short term.
5.2 Standards in science have improved since the last inspection and the curriculum is now better balanced. However, the monitoring of teaching and learning and the processes for development planning are still not sufficiently systematic and rigorous. Marking and assessment are not consistent. Staff with senior and middle management responsibilities do not have specific job descriptions. Issues for professional development are not sufficiently identified.
5.3 The school meets all the regulatory requirements.
5.4 To improve even further the good educational experience and high standards of care the pupils are offered, the school is recommended to:
1. monitor teaching and learning more rigorously and systematically to inform the management of the school of its strengths and weaknesses;
2. base the processes for development planning on a rigorous audit of the school’s activities so that any concerns and issues for professional development are readily identified;
3. ensure that the marking policy is fully implemented and assessment is more consistent;
4. devise job descriptions for staff with specific senior and middle management responsibilities.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 8th to 11th May 2007. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to pre-inspection questionnaires were analyzed, and the inspectors examined a range of documentation made available by the school.
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Mr Iain Paterson |
Reporting Inspector |
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Mrs Glynis Holmes |
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Mrs Jan Preece |
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Mrs Jane Scott |
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Mr Brian Wigglesworth |
Former head, ISA school |