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INSPECTION REPORT ON |
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St Margaret’s School |
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Full Name of the School |
St Margaret’s School |
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DfES Number |
202/6014 |
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Registered Charity Number |
312720 |
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Address |
18
Kidderpore Gardens, London, NW3 7SR. |
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Telephone Number |
020
7435 2439 |
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Fax Number |
020
7431 1308 |
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Email Address |
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Headmistress |
Mrs
Suzanne Meaden |
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Chair of Governors |
Mrs
Caroline Bradford |
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4
– 16 Years |
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Gender |
Girls |
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Inspection Dates |
12th
– 15th March 2007 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection 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 St Margaret’s School is a day school for girls aged 4 to 16, founded in 1884 in Hampstead. As the school grew, it moved twice, being evacuated to Burgess Hill, Sussex, at the beginning of the Second World War. In 1940 it moved back to Hampstead, and finally into its current premises in 1943. It was reconstituted under a board of governors in 1953.
1.2 Present premises consist of a four-storey house in a quiet residential area, with an outdoor tarmac area for play, and two other small buildings, each housing a classroom. Various alterations and additions have been made to the main building over the years, including an extension and internal construction work which have provided two larger classrooms since the last inspection. All subjects in the senior school have their own specialist teaching rooms, and some of the junior classes also make use of these. In addition, the school hall is used for various activities. Several local facilities are used for games provision.
1.3 The number of girls on roll is very similar to that at the time of the last inspection, although since then the school has expanded the age range downwards to include a Reception class. It now has a total of 140 girls, of whom 6 are in the Foundation Stage, 22 are in Years 1 and 2, 36 are in Years 3 to 6, 56 are in Years 7 to 9 and 20 are in Years 10 and 11. The results of standardised tests across the school indicate that girls’ average ability is above the national average, although the ability range varies considerably between different year groups. If girls perform according to their abilities, their results will be above those for all maintained schools.
1.4 Many girls come from business, professional and diplomatic families, and the majority live within five miles of the school, with a few travelling a significant distance. Nearly four girls out of every ten come from ethnic minorities, and eighteen come from families where English is not the principal language, four of whom are at an early stage of learning English. Six girls are identified as needing support with their learning, mainly for dyslexia and the development of literacy or numeracy skills. One pupil has a statement of special educational needs.
1.5 Most girls stay on at St Margaret’s until they have completed their GCSE studies at the end of Year 11, after which about half of them move into other local independent day schools for their sixth form education and half move into the maintained sector. A few complete their education in independent boarding schools. Although a few leave at the end of Year 6 to move into other local independent day schools, more girls join the school at this stage for their secondary education.
1.6
The
school’s over-arching aim is to provide a secure, caring and challenging
learning environment in which girls are encouraged to strive for excellence in
all that they do, so that they are ready to embark upon the next stage of their
education and are thus able to pursue worthwhile careers. In addition, the school aims: to encourage
and enable each girl to develop a love of learning and meet intellectual,
creative and physical challenges with confidence; to support her spiritual and
moral development; to foster an active concern for the community and the
environment; to ensure that education is seen as a partnership between pupils,
parents and staff; to recruit and retain staff who will deliver and develop the
highest standards of teaching and learning.
1.7
National
Curriculum nomenclature is used throughout this report to refer to year groups
in the school.
The Educational Experience Provided
2.1 The education provided by St Margaret’s successfully reflects the aims and philosophy of the school in providing a secure, caring and challenging learning environment in which the girls are encouraged to strive for excellence in all they do. The school also meets its aims of developing a love of learning, meeting intellectual, creative and physical challenges with confidence and preparing each girl for the next stage of education. These aims underpin the school’s success in enabling the girls to achieve well. The curriculum is broader and more balanced than at the time of the school’s last inspection, because since then the curriculum policy has been reviewed and improved. However, whilst the curriculum is implemented well in practice, the quality of the written planning for its implementation is variable across the school.
2.2 The curriculum contributes effectively to all areas of educational development; it is broad and well balanced. In the Reception class, girls enjoy a wide range of experiences with appropriate emphasis on each of the six areas of learning. These exciting activities are suitable for the girls’ ages and abilities and are based on the nationally expected early learning goals of the Foundation Stage and Year 1 of the National Curriculum. The junior school’s curriculum is broadly based on the National Curriculum, with the addition of French from Reception onwards; also included are religious education (RE), drama and personal, social and health education (PSHE). These subjects continue in the senior school, supplemented by the option of Spanish or classical civilization.
2.3 All subjects in the junior school are fully represented in a well-balanced curriculum, and most teaching is carried out by the form teacher, with specialists throughout in music, French, information and communication technology (ICT) and physical education (PE). In the upper junior classes, specialist teaching also occurs in geography, art, science and drama. The senior school does not offer discrete design and technology (DT) lessons; however, the art curriculum is broader than usual and includes certain elements of DT. Although RE for Years 7 to 11 does not feature on the timetable, aspects of world faiths are covered through presentations by a visiting speaker on an occasional basis. At this level, all teaching is undertaken by subject specialists. In Years 10 and 11, girls are set by ability for mathematics which means that girls learn at a pace which is most suited for them. The educational experiences provided across the school contribute effectively to pupils’ progress in all areas of learning. Numeracy and literacy skills are effectively developed and give good support to many areas of the curriculum.
2.4
Extra-curricular clubs, of
which there are more than at the time of the last inspection, are satisfactory
and are offered throughout the school, making a sound contribution to pupils’
broader education. However, more clubs
are available to junior girls than to senior, and most are based on sport or
music, with very few other subjects or interests represented. Approximately half the staff are involved in
organizing these activities, which broaden the learning experiences for the
small number of girls who attend. A
significant number of girls are taught to play musical instruments, and many
juniors take part in netball teams. The
school offers a high quality enrichment programme of visits to museums, art
galleries, theatres and other places of educational interest in and around
2.5 Induction arrangements for girls entering the Reception class are effective, and well-established procedures, including detailed discussions between staff about girls’ progress, ensure a smooth transition as girls move up through the school. The size of the school enables all staff to know each girl very well. As they are preparing to leave the school, whether at the end of Year 6, or at the end of their time at St Margaret’s, the headmistress and form staff advise girls and parents about future schooling. The curriculum, together with good preparation for public examinations, provides girls with a secure platform for their future studies and ensures that they are ready for the next stage of their education.
2.6 Written curriculum planning and schemes of work are inconsistent, even though senior managers have been trying to make them less so. In the senior school, they are generally more detailed than in most year groups of the junior school, where they are extremely variable in content and detail from year to year, but overall not enough information is given about the assessment opportunities which will be taken or how individual girls’ needs will be met. In some year groups, planning is inadequate and simply gives an overview of the year. Planning in Years 10 and 11 is appropriate to the GCSE syllabi. Nevertheless, the curriculum is effectively presented within the classroom, with regular assessments being undertaken and staff ensuring that girls’ individual needs are met. Girls have equal access and opportunity to participate in activities within all areas of learning.
2.7 Support for girls with learning difficulties or disabilities, including those with a statement of special educational needs and those for whom English is an additional language, is strong. Staff offer extra help at lunchtime as necessary. Carefully guided questioning in lessons ensures that these girls are able to understand and achieve as well as their peers. The small size of classes makes it possible for staff to interact personally and provide support when needed. In addition, those girls with particular needs are given effective extra support by a specialist teacher in timetabled lunchtime lessons. Those girls with statements of educational needs are given individual education plans which meet the requirements of their statements. The school has identified those girls who are gifted and talented, and, in some lessons, they are offered extension work which takes account of their required level of learning. In this way, the school ensures that all girls are given an education which is appropriate to their needs.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Girls’ learning is effective and results in good academic achievement, in line with the school’s aim of encouraging and enabling all girls to develop a love of learning and meet intellectual, creative and physical challenges with confidence. The high quality of learning and standards of achievement have been maintained since the last inspection.
2.10 Girls’ knowledge, skills and understanding are developed well across the curriculum and in extra-curricular activities because of good teaching and the excellent relationships which exist between the girls and their teachers. Girls make at least good progress during their time at the school. They are critical in their thinking, as in a Year 11 English lesson studying The Man He Killed by Thomas Hardy, and creative when they are given the opportunity. In a music lesson for Years 3 and 4, girls used their imaginative ideas of fairies in the forest to create a successful composition using simple percussion instruments, having previously listened to Mendelssohn’s A Midsummer Night’s Dream.
2.11 No significant differences are apparent in the relative attainment of girls of different ability, ethnic background or in different subjects overall. All girls across the school are exceptionally willing to apply themselves conscientiously to the tasks set.
2.12 Results in national tests at the age of 11 in English, mathematics and science over the three years 2004–06 were overall well above the average for all maintained primary schools. Results in science were less strong than those in English and mathematics, but 2006 science results were a marked improvement on 2005. Results overall at the age of 14 in English, mathematics and science over the three-year period up to 2005 were also well above the average for all maintained secondary schools, as were the overall results at GCSE. However, it is important to realise that the number of girls in each cohort was extremely small, so these results are to be interpreted with caution. The results of standardised measures of progress indicated that girls made at least good progress in all subjects during their time in the senior school. Thus results at all levels in the school represented good achievement, and the same standards of achievement were seen during the inspection.
2.13
The school has a good record of
individual and team achievements, which are the result of the school’s
encouragement, support and nurturing of talent.
In 2005 and 2006, for example, girls gained a scholarship to an
independent school’s sixth form; scored amongst the top five marks in three
modern foreign languages for their GCSE examinations board; achieved the bronze
medal in The Duke of Edinburgh’s Award scheme; passed the European Computer
Driving Licence; achieved their first aid qualification. This year, girls were successful in the
2.14 Girls are extremely articulate and listen effectively during lessons. They are consistently lucid, courteous and confident. They apply their well-developed speaking and listening skills across the curriculum. They are given regular opportunities to read in lessons, and they do so intelligently and fluently. Their writing skills are well developed and some good examples of extended and creative writing were seen in English, history and RE. In other subjects, girls are given fewer opportunities to express themselves independently, as much of their work consists of filling in worksheets and workbooks which relate to commercial schemes of work.
2.15 Numeracy skills are strong and girls are able to apply their skills to new situations. In science books, good examples were seen of graphs and tables enabling girls to record and interpret mathematical information. Through discrete ICT lessons, they develop good computer skills; however, in discussion with staff it was clear that girls have few opportunities to use those skills in other subjects, and little evidence was seen of skills being used across the curriculum. The school is aware that the use of ICT in different curriculum areas is not as good as it could be, and has planned within the school development plan for further staff training to be given and for the facilities to be more available for the girls to use.
2.16 Girls are able to reason and think for themselves. In a Year 8 science lesson, girls used deductive reasoning in attempting to classify vertebrate and invertebrate animals based upon observations of form evident from pictures. However, in a few lessons, girls were not given the opportunity to explain their own thinking processes, or engage with others’, because of the style of teaching used. Evidence of independent investigative work was seen in the senior school, particularly in science and mathematics, but little was found when examining girls’ work in the junior school. Across the school, opportunities for independent research are limited because of a lack of library facilities. This means that the girls’ curiosity is not stimulated as well as it could be if they were surrounded by books.
2.17 Girls organise their work well and they made their own notes successfully in a Year 4 English lesson, where, based on the topic of moths, girls gathered information in note form to produce a piece of informative writing. They are often given the opportunity to collaborate, and are consequently involved in lively and enthusiastic learning.
2.18 Girls’ very positive attitudes to their work are a strength of the school. They are very attentive throughout lessons, settling quickly and persevering with their tasks. Their concentration, behaviour and attitudes are all excellent, and their teachers are strong role models in these respects. Pupils are very happy at the school and enjoy the learning opportunities offered.
Spiritual, Moral, Social and Cultural Development of Pupils
2.19 The spiritual, moral, social and cultural development of the girls is outstanding and this represents significant improvement since the last inspection. The school fulfils its aim of supporting each girl’s spiritual and moral development. Ample opportunity is provided for girls to develop personally and socially, particularly through the school’s ethos and quality of relationships.
2.20 Girls develop their spiritual awareness well, and this is shown in their positive feelings of self-worth, self-esteem and self-confidence, reinforced by daily contact in a small, caring environment that is unafraid of expressing its feelings and offering mutual support. Girls respect each other’s beliefs whether religious, personal, cultural or a combination of all three. The school provides girls of all ages with opportunities to develop spiritually through different subjects, such as art, drama, public speaking, assemblies and the vibrant house system, enabling them to reflect on their own place in the rich tapestry of the community. Self-development is explored and supported through PSHE. However, spiritual development is not supported by timetabled RE lessons in Years 7 to 11.
2.21 Girls show an outstanding sense of right and wrong and respect for the laws of the land. In all classes, even in Reception, girls have written and agreed their classroom rules and these are posted on the wall; girls are clear about what is considered acceptable behaviour towards one another. PSHE plays a vital role in exploring topical issues such as euthanasia, and the important ramifications that lying about a course of action can have on the individuals concerned. The girls’ teachers respond effectively and provide a theatre for discussion as issues arise within the school community and beyond. The older girls are acutely aware of the importance of not giving in to peer-group pressure and openly discuss in lessons why the use of drugs is necessarily illegal.
2.22
Girls show an excellent
awareness of the need for social responsibility within their school and the
local community; they understand the national institutions and services that
represent the infra-structure of life in
2.23
Cultural development of the
girls is very strong; their awareness results in mutual respect and tolerance
of other people’s traditions and values.
The school is an impressive multi-cultural community, and this allows
the girls to explore a range of cultures through sharing experiences with each
other as well as through many subjects, including RE and art, for example in
making African masks. The yearly ‘Feast’
in PSHE celebrates foods from different countries and the significance they may
have to the religions and beliefs of the different cultures within school. Its link with a school in
2.24 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.25 Teaching across the school is of high quality and is a significant factor in promoting successful learning and achievement. It supports the aims of the school to provide a challenging learning environment in which girls are encouraged to strive for excellence in all that they do. The effective teaching acknowledged in the last inspection report has been maintained.
2.26 In the majority of lessons, teaching is good or better, and is generally well adapted to meet the needs of the girls, with activities promoting effective learning and progress for all. Girls with learning difficulties or disabilities are identified and receive well-judged support, enabling them to make good progress. In many lessons, they receive appropriate support from the teacher to assist their understanding and application. Those girls with English as an additional language, who are at an early stage of learning English, are also given effective support in improving their language skills across all subjects, both in class lessons and in extra lunchtime sessions with a specialist teacher. In some lessons, more able girls were given suitable extension work which enabled them to achieve at a higher level.
2.27 Teaching encourages girls to apply themselves conscientiously to each task. Expectations in the best lessons are high and, through thoughtful questioning, girls are encouraged to think for themselves. In a Year 9 English lesson, girls made independent judgements about the characters in Much Ado About Nothing and shared their views with the class in a lively discussion. In a few lessons where the teaching was more prescriptive, girls worked diligently, but received fewer opportunities to learn and think for themselves, and progress was less rapid.
2.28 Planning of lessons is thorough and well structured in all areas of the curriculum and across the whole age range. The most effective teaching has clear learning objectives with a variety of fast moving activities and learning opportunities that fulfil these objectives in a sharply focused and well-organised manner. This was illustrated in a Reception literacy lesson, where girls began by identifying the letter Q and its sound, then were encouraged to recognise other letters and their sounds, thought of words which began with those letters, and used the words correctly in sentences. Finally, they read a story together which focused on the letter Q, and carried out a ‘treasure’ hunt, looking for the letter Q in the sand tray and words beginning with Q in books. This variety of activities in a short space of time kept girls fully interested and involved in their learning.
2.29 A particularly strong feature of teaching is the quality of relationships between girls and their teachers. Teachers know the girls extremely well and are very supportive, and the guidance given to individuals is valued. Lessons are all-inclusive, with questions being well matched to girls’ abilities.
2.30 Teachers have a thorough knowledge of the subjects they teach, and explain subject matter clearly, frequently conveying an enthusiasm for their subject. Teachers manage their classes well and high standards of behaviour are maintained. Praise and encouragement are widely used which adds to girls’ enjoyment of their learning and develops their self-confidence. Time is used very effectively, and resources are generally well used, being adequate in quality and quantity. The provision of a wide range of enrichment activities adds substantially to the girls’ learning experiences.
2.31 Marking is variable between different subjects and year groups, and the school marking policy is not consistently used. Some marking, particularly in the senior school, is helpful and gives pointers to the girls on ways in which they can improve; girls say they understand what they need to do and find this style of marking very helpful. Some marking is cursory with just a tick at the end of the work. In the junior school, comments offer encouragement, but little advice for improvement. A very small amount of work was unmarked. However, girls commented on the helpful oral feedback given by most staff which supplemented the written marking. All staff keep detailed and accurate records of pupils’ attainment in lessons and in their written work.
2.32 Pupils’ attainment is assessed regularly and well, through end of topic tests, school examinations and through a range of standardised tests. This data is recorded centrally and analysed by the headmistress to check on individual girls’ progress, to look for any unusual patterns of attainment and to identify pupils who require extra support or challenge. This information is then passed back to staff for monitoring in their classes or subjects over future months, enabling them to give effective and helpful support.
2.33 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, welfare, health and safety is outstanding. The school’s aim, to provide a secure, caring and challenging learning environment, is met. In the last inspection report, pastoral care received praise. Since then, the school has built on this, and has further developed its support system to provide excellent care and guidance for the girls.
3.2 Staff provide exceptional support and advice. Girls know they can turn to any member of staff when they have a problem. The recent provision of a school counsellor has added to the support network and girls are appreciative of this. A strong feature of the school is the way older girls support and take an interest in the younger ones; an older pupil was overheard congratulating a younger one on her performance in an assembly earlier in the day. In turn, the younger girls look to the older ones for role models. Effective careers guidance is given by an external advisor at appropriate times during Years 9 to 11. Girls say that most staff give helpful verbal feedback on their work, and they know what they have to do to improve, especially in the more senior classes.
3.3 The systems for pastoral care are fully effective. Class teachers are the first points of contact in the pastoral care system. They are well supported by the headmistress and the deputy head. Communication is often informal but extremely successful. Teachers are in close touch with each other and staff meetings provide opportunities for staff to consider formally any girls giving cause for concern, and to put support strategies in place.
3.4 The quality of relationships between staff and girls, and amongst girls, is excellent. Girls are very comfortable about asking questions of staff within lessons. They are relaxed and happy and they work very well together. A Year 4 girl, when asked what was special about St Margaret’s, replied: ‘friendship.’ It is clear that mutual respect, courtesy and good manners are highly valued.
3.5 Teachers have high expectations of responsible behaviour, and the girls respond in an exemplary way to these. The house system and clear policies on behaviour and anti-bullying allow girls to realise the standards that are expected, while helping them to feel secure. They understand the system of rewards and sanctions and believe them to be fair. The strong ethos of care and consideration means that any difficulties are resolved rapidly. Girls say that bullying is extremely rare, and they are confident that, should any problems occur, they will be dealt with carefully and effectively.
3.6 The procedures for child protection are thorough. A governor has been appointed with responsibility for child protection and all staff have been appropriately trained. They have a good knowledge of the procedures to be followed. Appropriate checks for suitability are undertaken when staff are recruited. All necessary measures have been taken to reduce risk from fire and other hazards. Fire practices are carried out regularly and proper records are kept. Fire regulations are followed and the school has carried out a fire risk assessment.
3.7 The school’s health and safety arrangements are clear and comprehensive. The headmistress and bursar ensure that the health and safety policy is implemented. Risk assessments are prepared for activities within and outside the school. A number of staff are qualified in first aid, and any accidents are recorded correctly, with appropriate medical provision for those who are ill. Although the school does not provide meals, girls are encouraged to eat healthily and with concern for the environment, through their studies in science, geography and PSHE. The arrangements for registration each day are effective and entries in the admissions and attendance registers are suitably recorded; attendance is good. Measures are in place to ensure compliance with the Special Educational Needs and Disability Act.
3.8 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
3.9 The school has strong links with parents and the community which are in line with St Margaret’s aims of fostering an active concern for the community and the environment, and ensuring that education is seen as a partnership between girls, parents and staff. The school has maintained the quality of these links as identified at the time of the last inspection.
3.10 In their replies to the pre-inspection questionnaire, the majority of parents were very satisfied with the education and support provided for their daughters. They were particularly appreciative of the quality of teaching, the setting of homework, the help and guidance given to their daughters, the achievement of high standards of behaviour and the promotion of worthwhile attitudes and values. Inspectors agree with parents about these strengths. However, a small minority of parents expressed dissatisfaction over the way the school handled their concerns, the quality of help given to those pupils with learning difficulties or disabilities, and their feeling that they were not encouraged by the school to be involved in its life and work. The inspectors do not agree with these views. Parents also felt that the school did not offer a good range of extra-curricular clubs, and they were not satisfied with the information given to them about their daughters’ progress. Inspectors do agree with parents on these points.
3.11 Parents have good opportunities to be involved in activities in the school and in the work and progress of their daughters. Every five years, the school sends out a parental survey to ask for views on the school. After the last one in 2005, the school responded to parents’ comments by using the parents’ notice-board more actively, and by increasing the number of external visitors coming into school to give girls talks and demonstrations. The Friends of St Margaret’s, to which all parents are invited to belong, raise money for the school and charities through organizing various social functions, and last year raised approximately £5000. Parents help by accompanying girls on school trips, making costumes for school plays, attending sporting events and matches, and supporting Year 10’s work experience by providing placements on occasion. Some visit the school to share their knowledge and enthusiasm by giving talks and sharing their expertise, such as a member of the legal profession talking about crime and punishment. Others bring in their national food or dress, so girls can taste and see. A popular knitting club is also organized by a parent.
3.12 Parents receive helpful documentation about the school; the prospectus and parents’ introductory pack are informative. Parents are also given regular newsletters, and homework diaries provide a quick and efficient means of communication. Parents’ meetings about their daughters’ progress occur twice each year for junior girls and those in Year 11, and once each year for other senior girls. Written reports, issued twice each year for senior girls and once for juniors, are variable in quality. They are in the process of being upgraded, but currently most do not include enough detailed information on girls’ progress or focused targets to indicate what girls should do next to improve. However, examples of particularly good practice were seen in the senior English reports.
3.13 Due care is given to handling parental concerns; all parents are made aware of the complaints procedure. The school operates an ‘open-door’ policy, whereby parents can contact the headmistress and her staff at any time if there are concerns. Issues are dealt with promptly and recorded appropriately.
3.14
The school has strong links
with the local and wider community. Year
11 girls are involved with the distribution of harvest gifts to the elderly and
needy within the community. Senior and
junior choirs have sung at various prestigious
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].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Strong governance has enabled the school to provide a secure, caring and challenging learning environment in line with the school’s aims. Since the last inspection, major changes have included further building work on an extension and internal construction work, which have provided two larger classrooms. The age range of the school has been extended downwards to include a Reception class. The governing body has also made good progress on a recommendation at that time concerning further support for the headmistress both from the governing body and from a stronger management structure within the school.
4.2 The governors have a wide range of experience and expertise and support the school in many ways, being very aware of their responsibilities. They have taken care in providing well for, and improving, the school’s accommodation, so that it is used to best advantage, and in extending the age range to include education for four-year-old girls. They ensure that adequate resources are available to supply educational needs, in terms of both human and practical resources. Their small number means that, as a group, they are all effective in keeping oversight of the school, and a few individual governors lend their expertise, support and advice when the need arises, for example when a curriculum area, such as sport, is under evaluation, discussion and review. One governor takes responsibility for overseeing child protection policy and arrangements. The governors establish the overall policy for the strategic direction and ethos of the school and delegate the oversight of its educational direction to the headmistress. The chair of governors has been particularly pro-active in the construction of the current school development plan.
4.3 The governors are kept well informed by the reports of the headmistress and bursar presented at half-termly governors’ meetings, and their minutes indicate that they discuss in great detail all aspects of the school. They also try to take a positive interest in the school community, although they recognise that their formal communications with, and support of, staff could be more frequent and developed further. They attend school events whenever they can. Governors’ contact with the headmistress is strongly supportive and advisory but also challenging, and frequent communication, particularly with the chair of governors, is maintained. As guardians of the effectiveness of the school, the governors are well informed of the school’s overall development and its successes in academic standards, and cultural and other activities.
The Quality of Leadership and Management
4.4 Leadership and management are successful and fulfil the school’s aims, particularly that of providing high standards of teaching and learning. In response to the last inspection, good progress has been made in two issues: the management structure of the school has been strengthened with more staff taking on responsibility for systems and processes within the school, and systems have been devised which ensure that the needs of less able girls are effectively assessed, monitored and supported. However, the issue of library provision has not been resolved satisfactorily.
4.5 The headmistress provides effective leadership and is aware of the needs of the school, and this is reflected in the good quality of education and the outstanding care of the girls. She has built a strong staff team over recent years, and, together with her supportive deputy head and bursar, leads the school well. These senior managers communicate daily, and ensure the school’s aims are met. Clear educational direction is given and, as well as weekly staff meetings, much discussion takes place informally. All staff, together with governors, have been involved in the drawing up of the new school development plan, which is appropriately focused on the current needs of the school. However, its aims have not yet been sufficiently prioritised with time frames, and the financial implications have not been fully explored.
4.6 All staff are fully involved in the girls’ pastoral care; they know the girls extremely well and are aware of their capabilities. Appropriate policies have been drawn up covering all aspects of school life, and the school regularly checks and reviews the operation and impact of these procedures, putting in place improvements where appropriate. Academic support is given by subject leaders; they have prepared suitable academic policies, but written curriculum planning is variable and is not sufficiently checked, either on paper or in practice, across the whole school. In addition, the quality of teaching and learning is not formally monitored through examining girls’ books or through lesson observation. Senior managers are aware that the checking of planning, girls’ work and lesson observation needs to be undertaken more formally if they are to raise girls’ achievement still further.
4.7 The school’s finances are well managed for the benefit of the girls. Classroom resources for learning, including good provision for ICT, are adequate, competently managed and meet the needs of the girls in lessons. Since the last inspection, when the school was recommended to audit its library resources with a view to rationalising and increasing provision, most of these have been moved from the previous library area and distributed around the school into subject classrooms. Junior classes have their own fiction libraries in their classrooms. Currently, no area is set aside for girls to use as a place for reading for pleasure and undertaking research or study.
4.8 The recruitment of well–qualified staff is successfully managed. Teaching staff are deployed well and contribute significantly to girls’ learning and welfare. Staffing levels are good and enable strong support to be given to the girls, particularly those who have learning difficulties or disabilities or for whom English is an additional language. The required staffing checks are carried out, including those with the Criminal Records Bureau, and appropriate records are kept. Induction procedures for newly qualified staff, and those new to the school, are suitable and support them well. Satisfactory in-service training opportunities are available. A good appraisal process is undertaken on a yearly cycle and is linked to staff professional needs or to curriculum development.
4.9 Arrangements for the day-to-day administration of the school work well. The administrative and other support staff provide high quality assistance, upon which the efficient running of the school depends. Communication within the school is effective, and the staff handbook is a detailed and helpful document. Communications with the parents and the community are strong.
4.10 The school is a pleasant and welcoming place, and all available accommodation is used to best advantage. Outdoor space consists of a tarmac area and this is well used for educational and recreational purposes. The use of a variety of external sporting facilities contributes well to the learning opportunities available for the girls. The bright displays of their work, particularly in art, are outstanding and create a very effective learning environment.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.12 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 St Margaret’s successfully fulfils its aims, and this is represented in the outstanding personal qualities of the girls. Their education is enriched through being part of this impressive multi-cultural community. Relationships, behaviour and attitudes to learning are all excellent. Girls are exceptionally well cared for. The quality of teaching is good and sometimes outstanding, and this enables girls to learn and achieve well. The opportunities for extending the curriculum through visits and trips are wide-ranging. The headmistress and deputy head provide effective leadership. However, the monitoring of teaching and learning is not undertaken with sufficient rigour, and senior managers are aware of this weakness in their management processes. Marking and report writing are not consistent across the school, and the provision for the library and the range of extra-curricular clubs are not as good as they could be.
5.2 The school has made good progress, or maintained the quality, in all aspects of its provision, and in most of the major areas identified for improvement at the time of the last inspection. The school recognises that the issue of library provision has yet to be resolved satisfactorily and senior managers are aware of weaknesses in monitoring, marking and the range of extra-curricular clubs.
5.3 The school meets all the regulatory requirements.
5.4 To improve the quality of education provided, the school should take the following action.
1. The monitoring of teaching and learning should be undertaken more formally and rigorously by:
· checking planning, to ensure consistency and progression across the school;
· examining girls’ work, to improve the quality and consistency of marking, thus enabling girls to be given focused, individual learning targets which are easily accessible to all staff;