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INSPECTION
REPORT ON | |
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Wilmslow
Preparatory School | |
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| |
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Full Name of the
School |
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DfES
Number |
875/6011 |
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Registered Charity
Number |
525924 |
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Address |
7 Grove Avenue,
Wilmslow, Cheshire SK9 5EG. |
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Telephone
Number |
01625
524246 |
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Fax
Number |
01625
536660 |
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Email
Address |
headmistress@wilmslowprep.co.uk |
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Mrs Hilary
Shaw |
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Chairman of
Governors |
Mr Jonathan
Pilkington |
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2½ -11
years |
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Gender |
Girls |
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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 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 The school was founded in 1909 and moved to its present site in 1925. Originally for girls aged five to eleven years, the school now serves girls from two and a half to eleven years of age. The school places a strong emphasis upon the quality of relationships and the effective care of pupils as being the foundation for all learning. This is reflected in the primary aim of the school to provide the best possible education for its pupils in a happy, caring and stimulating environment. The school also aims, within a broad, balanced and varied curriculum, to ensure pupils develop lively, enquiring and creative minds. Considerable emphasis is placed upon the school’s desire to value and maximise each pupil’s potential and confidence.
1.2 The school is situated in its own grounds in the centre of Wilmslow, on the outskirts of Greater Manchester. Originally privately owned, the school has been administered by a non-profit making charitable trust and managed by a governing body since 1974. A new headmistress has been appointed since the last inspection. A number of alterations and additions to the premises have been made since the last inspection, including specialist classrooms, extended play facilities and a new entrance hall and administrative accommodation. The refurbishment of the catering facilities and creation of a healthy eating programme resulted in the school receiving a local authority Gold Standard Certificate for food quality. Completion of a new sports hall is expected for the 2007 autumn term.
1.3
Of the 166 pupils on roll, 48 are in the
Early Years department and 26 of these attend part time. Of the 118 pupils in the main school,
there are 38 in the infant section and 80 in the junior section. The four pupils who have English as
their second language receive additional support and guidance throughout the
school day. The school has
identified thirteen pupils as requiring support with some aspect of their
learning. No pupil has a statement
of special educational needs.
1.4
Most pupils join the school at
the age of three. A small number
join at five and seven years of age, if space is available. At this stage, pupils are offered places
following time spent in the class and discussions between parents and
headmistress. No formal entrance
tests are administered. Almost all
pupils remain at the school until the age of 11. Most pupils live locally and a small
number travel from Greater Manchester and other parts of
1.5
The results of standardised
tests indicate pupils’ ability is broadly above the national average. Within some year groups a number of
pupils are far above and a few are below the national average. If pupils are performing in line with
their abilities, their results in national tests at the age of 11 will be
broadly above the national average for all maintained primary
schools.
1.6 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 Kindergarten |
Early Years |
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Kindergarten |
Early Years |
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Reception |
Reception |
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Form 1-Infants |
Year 1 |
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Form 2-Infants |
Year 2 |
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Form 3-Juniors |
Year 3 |
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Form 4-Juniors |
Year 4 |
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Form 5-Juniors |
Year 5 |
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Form 6-Juniors |
Year 6 |
The Educational Experience Provided
2.1 The extremely high quality and varied educational experiences provided by the school match the needs, interests and aptitudes of pupils. They enable the school as a whole to accomplish its aim to offer a broad, balanced and varied curriculum that will enable children to learn and develop their skills to the best of their ability. Pupils are thoroughly prepared for the next stage of their education.
2.2 The many effective features in the school noted at the last inspection have been maintained and often improved. With the exception of the need to improve reports to parents, the recommendations made at that time have been met. The improvements in information and communications technology (ICT) and design technology (D&T) have extended pupils’ experiences and raised their achievement. Development of the premises has enhanced outdoor provision for children in the Early Years and the new sports hall will offer high-class sports facilities.
2.3 The school achieves its aim to teach children the skills of literacy, numeracy and ICT and enable them to be creative whilst also developing their personal, social and physical skills. An interesting range of individually researched topic work demonstrates the pertinent application of literacy, numeracy and ICT skills. All topics are enlivened and enhanced by outstanding art work and sculptures. The personal, social and health education (PSHE) programme is well planned and the sizeable input of pupils into school life assists their social and personal development effectively.
2.4 The wide-ranging extra-curricular activity programme enables the school to achieve its aim of ensuring that activities outside the academic curriculum encourage pupils to gain greater independence and add to their self-confidence. The range of activities for junior pupils has increased and a suitable range of activities introduced for infants. Many activities strongly support the school’s healthy eating and living campaign. The youngest pupils have great fun improving their fitness in the ‘stretch and grow’ club. The new dining menu has benefited from the inclusion of pupils’ ideas and suggestions about healthy dishes they particularly enjoy. Pupils’ enthusiasm for clubs is evident in their attendance and the enjoyment they experience. Pupils apply their physical skills in sporting activities, and their creative skills in art competitions, speech festivals and choral competitions, with increasing success. Membership of the various choirs, instrumental groups and the orchestra, introduces many pupils to the skills of performance as well as improving the techniques required to master their instruments. Visits to a wide range of workshops, outdoor centres, working museums, theatres and concerts enrich pupils’ knowledge of their classroom work. Year 5 and 6 pupils are vociferous in their approval of the residential visits.
2.5 A thorough programme of academic and social preparation for senior school enables Year 6 pupils to gain entrance to the schools of their choice, and move confidently to the next stage of their education. The responsibilities and independence given to these pupils promotes successful personal development. In conversation, pupils were confident and self-assured as they spoke of their prospective senior schools. The school meets its aim to ensure that Year 6 girls leave the school as happy, independent, interested and responsible individuals, with a high level of confidence and enthusiasm.
2.6 Confident and enthusiastic reception children are keen to join Year 1 because they have been so well prepared academically and personally. The daily contact, regular discussions and sharing of planning between the infant and the junior staff enable infant pupils to move smoothly and securely to the juniors and settle quickly and happily in their new class.
2.7 Extensive progress has been made in curriculum planning. New subject policies, comprehensive schemes of work and detailed frameworks for weekly planning show what is taught, making reference to the wide range of activities presented and the manner in which work is adapted to meet pupils’ needs. The curriculum has been enriched by an extremely well-planned range of cross-curricular topics. The recommendations of the last inspection to improve the curriculum in ICT and D&T and to review the balance of the curriculum for infant pupils have been met. If pupils miss a lesson, staff make time to explain the work to them. The school achieves its aim to provide equal opportunities for pupils through careful curriculum planning that is adapted to pupils’ requirements.
2.8 The school has made substantial progress in adapting the curriculum to meet the needs of pupils requiring special assistance. Detailed procedures to identify and assess pupils’ needs, refer them for specialist support and monitor their progress, are now well established and supported by informative regular reviews that are shared with parents. Pupils who require support are suitably provided for in lessons. As a result they achieve and make progress. Teachers are assisted by the advice and guidance contained within the informative work plans provided for individual pupils. The school has identified and is working effectively with a number of more able pupils. The range of interesting work in their books shows that the challenges presented develop their investigative and research skills, and increase their knowledge of work studied. Appropriate provision is made for the few European pupils for whom English is an additional language. The involvement of teachers, parents and pupils in creating a language support programme enables these pupils to understand the content of lessons better and increase their proficiency in the use of English.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 The pupils are outstandingly well educated. The thorough grounding they receive in knowledge, skills and understanding in the subjects and activities provided assists them to become competent and proficient learners. This reflects the school’s aim to pursue the achievement of the highest individual standards in academic, creative and sporting activities and to ensure that pupils develop lively, enquiring and creative minds.
2.11 The standards and progress identified at the last inspection have been developed further. In the reception class achievement is high in all aspects of learning. Examples of outstanding achievement are evident in all subject areas throughout the school and consistently impressive achievement is seen in art. Significant progress has been made in ICT and D&T across all ages, where pupils’ knowledge, skills and understanding have increased dramatically. The specific differences in attainment noted at the time of the last inspection between ICT, D&T and other areas of the curriculum have been eradicated.
2.12 Pupils’ attainment in national tests at the age of eleven is high. Results in national tests at this age over the last three years have been far above the national average for all maintained primary schools. Pupils in Year 6 gain entrance to the senior schools of their choice.
2.13 Since the last inspection considerable progress has been made in enabling pupils to use and apply their knowledge effectively. Following work on a waste cycling project, older pupils instigated a range of re-cycling measures in the school which they monitor regularly. In D&T, science and art pupils’ critical and competent evaluation of their work enables them to identify areas for improvement. This was well illustrated by Year 3 when, after following their designs to make attractive photo frames, pupils analysed their work in detail. They listed many things they would change, if repeating the task, in order to improve the quality of their work.
2.14 Pupils’ individual and team achievements are highly commendable. Significant achievements have been gained by pupils in the field of art, with paintings chosen for national exhibition by the Independent Schools Association (ISA); a first prize being warded to pottery figures in a national competition. Creditable regional success was achieved by the Under 9 athletics squad in ISA regional events and by individual pupils in the swimming squad who were selected for the ISA national finals. The number and range of pupils’ successes in local and regional speech, drama and music festivals have increased since the last inspection.
2.15 The school successfully develops in pupils the essential skills and attitudes required for fruitful work and study. Effective learning and the eager responses of pupils to their teachers have been sustained. Pupils of all ages enjoy learning. Throughout the school it is evident that pupils’ extremely positive attitudes, together with their ability to apply themselves quickly to their tasks and concentrate on their work, contribute to their achievement and the well-disciplined ambience of their classrooms.
2.16 Substantial progress has been made in encouraging pupils to use their initiative and manage aspects of their learning. This has helped the school achieve its aim to enable children to become confident, resourceful, enquiring and independent learners, who participate in reviewing the way they learn and reflect on how they learn. The emphasis given to increasing pupils’ competence in using the library is reflected in their improved ability to access information efficiently. Pupils’ books contain examples of useful note-taking when preparing written work and researching information. During a Year 1 lesson, pupils began to organise their ideas on paper and, in a Year 4 English lesson, pupils used notes efficiently.
2.17 Pupils of all ages are highly articulate and they listen effectively. When answering questions, nursery children explained clearly what plants needed in order to grow. During fascinating preparations for a debate in Year 6, pupils spoke confidently and developed reasoned and convincing arguments both for and against the motion, ‘this class believes that examinations should be abolished’. They expressed their views clearly and coherently. The pupils’ written work progresses well so that by Year 6 it is well structured, creative and original and reflects a variety of perspectives in a range of subjects. The school encourages pupils to apply their literacy skills in a range of situations. This was evident in a Year 4 lesson when pupils created stimulating descriptive passages and in the monthly visits of a group of Year 5 pupils to the local bookshop, when they read and publish their reviews of new books on the bookshop website.
2.18 Throughout the school pupils of all ages apply their mathematical knowledge effectively in a range of subjects. Reception children made good use of their extensive knowledge of shapes when discussing the equipment they needed to construct cars that would roll down a slope. Competence with basic calculation skills enabled Year 5 pupils to discover the relative size of a planet compared to the sun. During their work, they entered data into their spreadsheet and decided which graph would best suit their need to demonstrate variations in the size of planets, working competently on their own and making rapid progress with their task.
2.19 Pupils enjoy using ICT and apply their knowledge and skills effectively in many subjects. Year 5 used graphics imaginatively to illustrate their Tudor newspaper and older pupils use data programmes confidently to record the results of science experiments. Excellent use is made of interactive whiteboards during lessons. Reception children confidently pointed and dragged pictures in an animal game and Year 5 pupils improved and punctuated prose on the whiteboard during their discussion, which led to rapid progress. The concentration and motivation demonstrated by these pupils during their group activities was indicative of much of the successful group work evident throughout the school.
Spiritual, Moral, Social and Cultural Development of Pupils
2.20 The excellent quality of social development, identified by the last inspection, has been maintained. Pupils’ spiritual, moral, and cultural development has been substantially improved. It is now excellent in all areas and is strongly underpinned and nurtured by the trust and confidence the school places in its pupils. The success of the school is evident in the high quality of pupils’ relationships, their confident demeanour and their sensitive consideration of each other’s needs. The aim of the school to value each girl as an individual so as to maximise her potential and confidence within a safe, caring and kind environment, provides a successful setting in which individual pupils develop a sense of responsibility for their actions, and become part of a school community that works together happily and purposefully.
2.21 Pupils’ spiritual development is aided by the school achieving its aim to encourage and nurture each individual’s values and positive self-esteem. A strong feeling of sensitivity, honesty and integrity permeates relationships at all levels throughout the school. During a thought provoking assembly pupils of all ages were stimulated to reflect quietly and carefully upon their responses to the issue of conservation. Within art and music lessons pupils are challenged to respond to sound and beauty in deeply personal ways. The tuneful strains of the choir practising drifted through the school and uplifted the spirits of all who listened. Pupils’ self-esteem and self-knowledge is successfully raised through the quiet, sensitive encouragement they receive and the vibrant displays of their work. These help them feel valued both individually and as members of the school community. The school successfully develops pupils’ understanding and appreciation of many faiths by actively involving parents in explaining and sharing their beliefs. The effective contribution of religious education lessons to spiritual development was evident in a Year 3 lesson. Pupils handled artefacts from the Jewish faith with respect, care and sensitivity.
2.22 Pupils’ excellent moral development is as a result of the school achieving its aim to provide children with a set of guidelines that help them to develop a sense of responsibility for their actions. This is most evident in the trusting and respectful relationships that exist between pupils and between pupils and staff. Pupils’ pride in their school is illustrated in their neat and tidy rooms. Pupils who hold positions of responsibility are proud of the contribution they make to school life. In conversation, pupils demonstrate a clear understanding of the difference between right and wrong, aided by the school’s introduction of ‘Golden Rules’; they contribute to classroom rules and explain succinctly what constitutes good behaviour. Pupils make mature and reasoned decisions about the effect of recycling, saving resources and the effect of substance abuse on the body, on themselves, their locality and society. The informed discussions that take place during geography, science and PSHE lessons raise pupils’ awareness of what is involved in each issue effectively. The productive relationships that exist with community personnel lead to a clear understanding by pupils of the contribution local services make to the community.
2.23 Pupils’ excellent social development reflects the school’s success in achieving its aim to produce a school community where everyone works together happily and purposefully and develops a mutual respect for people and property. Pupils talk with animation about the courtesy badges they are awarded for their social kindness throughout the school. They compete eagerly for the shield, donated by parents, that is awarded to those who make the most effective social contribution to the community. Relationships between different age groups are relaxed and happy. During play times the buddy and friendship systems work well, encourage pupils of all ages to be aware of others and help to develop a sense of responsibility, honesty and justice. Pupils communicate confidently when in conversation with adults, when they greet visitors to the school and when raising highly commendable sums of money for the charities they support. They talk enthusiastically about what their assistance provides, demonstrating their growing sense of social and moral responsibility for others.
2.24
Pupils develop culturally by
acquiring an excellent appreciation of and respect for their own and other
cultures in a manner that promotes tolerance and harmony between different
traditions. Meeting members of
different faith communities extends pupils’ understanding of, and develops a
healthy respect for, the culture of each community. An awareness of world cultures is
successfully fostered through a wide range of geographical studies and growing
links with a school in
2.25 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.26 Teaching supports pupils of all ages and abilities effectively and enables them to acquire new knowledge and make progress. In a high proportion of lessons outstanding teaching inspires in pupils a love of learning and a desire to continue to aim higher. Teachers are eager for their pupils to succeed and fulfil the aims of the school by providing activities that allow pupils to respond at their own level and progress at different speeds. The school has improved upon the quality of teaching observed at the last inspection. In all lessons teaching is a significant factor in pupils’ achievement. It motivates pupils to learn, sustains and increases their interest in their work and extends their knowledge. The examples of insufficiently detailed planning by teachers, identified at the last inspection, no longer exist.
2.27 The wide range of activities and approaches used by teachers maintains the interest of pupils and successfully challenges them to think and apply themselves well, both academically and creatively. Teachers’ high expectations and requirement that pupils answer questions clearly and express their views cogently, were exemplified well during a French discussion in Year 4. Pupils contributed ideas using the interactive whiteboard, which captured their imagination. The teacher’s subsequent challenging questions supported the development of pupils’ conversational skills as they answered questions using increasingly detailed sentences. The project work set by teachers expects pupils of all ages to apply their knowledge and skill to find information and present it in an interesting manner.
2.28 Detailed and informative lesson plans show what is taught, in relation to school policies, and illustrate use of an effective range of teaching approaches relevant to pupils’ needs. Within lessons, teachers balance the promotion of skills with activities that sustain pupils’ interest, encourage them to manage their learning, research information and analyse their work. Following lessons, teachers note pupils’ responses to their work and set targets for future lessons. Nursery children made rapid progress during a movement lesson because the teacher constantly changed the tasks, each time expecting more and more of the children who responded willingly and eagerly. Lessons are well managed and suitably timed thus enabling pupils to complete the tasks required of them. Resources support learning effectively and are sufficient in quality and quantity. Teachers use the well-furnished and equipped ICT suite effectively to support work in many subjects. They ensure the bright, welcoming libraries, which are managed by highly competent Year 6 librarians, are used efficiently for quiet reading and research.
2.29 Teachers have a thorough understanding of what they teach. Pupils’ skills and expertise in the fields of music and sport develop rapidly due to the high expectations and specialist skills of staff. Pupils love their French lessons because the teacher’s own love and extensive knowledge of the language inspires them to want to know more. Year 2 pupils’ scientific knowledge expanded considerably when the teacher used a series of ‘yes’ or ‘no’ questions relating to’ mini-beasts’. Each question motivated pupils to learn more and use their previous learning to help. The final graphs they created were extremely informative and the result of knowledgeable, fast paced and highly effective teaching that expected, and received, keen responses from the pupils. The substantial weaknesses in subject knowledge in ICT and D&T, noted at the last inspection, have been eradicated.
2.30 Teachers know their pupils extremely well. In the reception class, the imaginative use of a story that combined the sequencing of events with the use of ordinal numbers demonstrated an excellent understanding of children’s needs. The extensive improvements made to the identification and provision for pupils requiring support with their learning have enabled teachers to ensure pupils receive the assistance they need both in the classroom and in additional support lessons. Throughout the school, teachers motivate individual pupils effectively with praise and encouragement and, by judicious use of the rewards system, acknowledge good work and effort and inspire pupils to aim higher. The excellent relationships between pupils and staff are a significant factor in the successful management of lessons and the exemplary discipline and behaviour observed.
2.31 Assessment and marking have improved significantly. The variations in practice identified at the last inspection, have been eliminated. Assessment results are recorded efficiently, discussed regularly and in subjects such as mathematics and English, used to set year group and pupil targets. Pupils’ progress is monitored and adjustments made to their work when required. Senior managers analyse national test results and, in collaboration with staff, adapt teaching programmes if required. Teachers make effective use of the guidance for pupils who require additional assistance.
2.32 Substantial improvement is evident in the quality of marking. The examples of excellent marking, seen in pupils’ books across the school, fulfil the school aim to motivate pupils, provide clear targets and focus upon improvement. Teachers take care to ensure pupils are congratulated for their effort and offered detailed guidance as to how to improve the quality of their work. Pupils feel supported and encouraged by the marking of their work and state that they receive consistent and helpful guidance from the comments written by staff.
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 As at the last inspection, excellent pastoral care is a strength of the school and the happy family atmosphere noted at that time remains evident throughout the school. The efficacy of pastoral systems enables the school to achieve its aim to offer a safe, caring and kind environment. Improvements in the marking of pupils’ work have resulted in pupils stating how much they are helped and guided by the comments in their books. Appropriate arrangements ensure health and safety provision is effective.
3.2 This is a small school in which the staff interact with, and know all pupils. This knowledge is extremely helpful when assisting a pupil with a particular problem for it raises pupils’ self-esteem and helps them feel secure and valued. Of considerable benefit to pupils has been the expansion of the form teacher’s role to include pastoral care. Form teachers, who are the first point of contact for pupils, have a thorough knowledge of their pupils’ personalities and abilities. Pupils feel well supported and cared for at all times. The constant praise and encouragement pupils receive in the classroom, on the playground and in activities are highly motivating factors that increase their confidence and promote progress.
3.3 Efficient systems, supported by suitable policies and guidance, assist staff in the provision of excellent pastoral care. Pastoral concerns are regularly highlighted during staff meetings. The records of pastoral care provision show that matters are dealt with swiftly, actions recorded comprehensively and the effectiveness of provision evaluated thoroughly. Pupil monitoring files contain very useful information on their personal needs and their non- academic success as well as their curriculum achievements. Teachers use these files efficiently to gain a wide knowledge of the pupils in their care and to tailor guidance to pupils’ individual requirements. Year 6 pupils are extremely well prepared academically, personally and socially for their move to senior school and all feel confident to make this educational transition.
3.4 The happy, family atmosphere of the school is an effective environment in which the strong relationships that exist between members of all ages are supported by the mutual respect held by all for all. Following the rearrangement of the play areas and the introduction of Year 6 playground buddies, pupils of all ages mix together happily.
3.5 The procedures used to promote good discipline are extremely effective and behaviour is exemplary. Pupils understand school sanctions and describe these procedures as ‘fair’. In conversations, pupils are adamant that very little unkind behaviour or bullying occurs, but they are confident that such would be dealt with effectively. This helps pupils feel happy and safe in the knowledge that the school offers a secure and loving environment. Involving pupils in creating school rules has helped them to understand the need for safety, good order and happiness throughout the community, and enables the school to fulfil its aim to ensure that rules are simple, realistic and understood by all ages. Pupils talk eagerly about the rewards they receive for work, behaviour and attitude and explain clearly how the systems work.
3.6 Thorough procedures for child protection are understood by staff. The useful working relationships established with local area agencies ensure that the relevant staff are kept updated of new initiatives in the area. The child protection officer and governors attend regular training and subsequently ensure staff are suitably trained. All staff have received training in the ‘Every Child Matters’ initiative. Appropriate measures are taken regarding the appointment of staff.
3.7 The school has due regard for health and safety statutory obligations. A health and safety committee monitors provision regularly and deals with matters arising promptly. Day to day matters are dealt with efficiently by the bursar. Well-documented and regular risk assessments cover all areas of school life appropriately. Measures to reduce the risk from fire and other hazards are in place, implemented appropriately and their effectiveness regularly monitored. The school is vigilant about safety and takes suitable measures to ensure the site is secure. The recent Ofsted Early Years report commented on the effectiveness of the school in protecting the youngest children from harm and praised the effort made by the school in ensuring the children were healthy.
3.8 The school places considerable emphasis on maintaining pupils’ health. School medicals are available for pupils, advice on healthy living is included in many areas of the curriculum and a governor oversees issues of nutrition and health. Recent initiatives such as the introduction of fruit at break and lunch time, designation of a healthy eating week, the introduction of exercise sessions, the refurbishment of the school kitchens and introduction of a new food policy have raised awareness of all aspects of health. The latter initiatives resulted in the school achieving the County Gold Certificate in hygiene and nutrition.
3.9 School documentation such as medication guidelines, medication books, accident books and the medical needs of pupils, are up to date and accessible. Pupils who are ill are looked after well in designated medical accommodation. A good number of staff have emergency and full first-aid qualifications. Accessibility and disability strategies demonstrate the care the school takes in regularly identifying what can be provided for pupils with varying learning and disability requirements. Attendance and admission registers are in good order and up to date. Daily procedures for registering pupils are thorough and absences are followed up promptly.
3.10 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
3.11 The well-established and effective links with parents, identified at the last inspection, remain and continue to have a positive impact on the work and progress of pupils. Further links with the community have been established and the relationships between school and community are beneficial to both partners. The positive responses of almost all parents to the questionnaire completed prior to the inspection, confirm that the school achieves its aim to maintain good relationships between home and school. A few parents commented that pupils’ reports, as at the last inspection, did not enable them to understand how well their daughters were progressing. A complete review of the content and format of reports to parents is planned by the school.
3.12 The responses of parents to their questionnaire and the strength of approval expressed for many aspects of school life, indicates their satisfaction with the education and support the school offers their children. In particular, parents stated their appreciation of the curriculum, teaching, the attitudes promoted by the school and the behaviour of pupils. Comments offered by a number of parents pointed out the fact that their children were very happy at the school because of the high quality of personal care they received from their teachers. Many parents expressed their strong support of the senior management. A number of parents new to the school referred to the significant progress their children had made since joining.
3.13 The opportunities for parents to be involved in school activities have increased since the last inspection. Parents’ close cooperation with the school in assisting with homework diaries for juniors and with reading record books for infants, maximises the effectiveness of these systems. A wide range of social events, which contribute significantly to the family life of the school, are organised by an active and strongly supportive parents’ association. The association also provides a wide and generous range of additional resources to enhance pupils’ learning, including regular sizeable contributions of ICT software and library stock.
3.14 Parents are active in their support of sports, drama and musical activities and school outings, assisting with transport, creating props and costumes and helping with events. Festivals and multi-cultural celebrations are considerably enhanced by the willing contributions of parents of different backgrounds and faiths. During the recent Chinese New Year celebrations parental contributions enabled all pupils to experience Chinese food and to welcome a Chinese dragon into school, thus enriching their understanding and appreciation of this festival.
3.15 A number of recent initiatives ensure parents receive appropriate and enlightening information about school life. An informative weekly newsletter reminds parents of diary dates and recent events, an interesting magazine summarises achievements and success over the term and a well-presented annual magazine reports on school life over the year. The instructive curriculum information parents receive each term helps them support their children effectively. The preparation and induction meetings for pupils entering Year 1 and Year 3, and the preparation programmes for pupils moving to senior education ensure parents are fully conversant with each stage of education. Parents appreciate the opportunity to discuss a concern with staff whenever it should arise and designated parents’ evenings provide a more formal forum for discussions.
3.16
The school has not yet responded
to the recommendation of the last inspection concerning the content of reports
to parents. These reports still
lack sufficient information about what a pupil knows and what is needed to
improve. Parental concerns are handled with due care
and the complaints procedure is available to parents on request. Responses to the parental
questionnaire indicated that minor concerns are dealt with speedily by courteous
staff.
3.17 Links with the community have extended considerably since the last inspection. Through extensive links with the local business and voluntary organisations pupils’ understanding of the needs of their community has grown. A 50 year association with Dr. Barnardo’s charity and a long association with the local school for the deaf has led to pupils regarding these organisations as friends and developed within pupils a genuine desire to help. As a result of their extensive contributions to community events and charities, pupils have gained awards from local organisations for the quality of their community service.
3.18 Use of the school by groups such as the opera society and a well-attended holiday club, is appreciated by members and local parents. The holiday club offers opportunities for pupils to meet and befriend children from the locality. The school has developed its relationships with local residents, who enjoy attending school events. Pupils’ participation in local shows and festivals introduces them to pupils from a diverse range of schools. The beneficial relationships with local high schools help pupils to gain from use of their science facilities for special events and studies, and students are warmly welcomed by the school to complete their work experience studies. Regular links with local public services enable pupils to develop an informed understanding of the contribution each makes to the health and welfare of the community. Nursery and reception teachers have fruitful relationships with other Early Years staff in the area and they make effective use of local training opportunities.
3.19
Links with schools in Africa and
3.20 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The school is governed effectively. Governors continue, as at the last inspection, to have a clear oversight of school life and to have a positive effect on the promotion of successful teaching and learning. Their informed view of the school enables the governors to fulfil their aim to acknowledge the values and ethos of the founders of the school, to maintain high expectations and standards and keep the school moving forward. The governors contribute actively to the life of the school. For example, their skills in the areas of child protection, health and safety, finance, drugs education, the curriculum and staffing matters are appreciated by staff. Their involvement results in them having an up-to-date working knowledge and understanding of the school.
4.2 Governors are fully aware of their roles and responsibilities. These are stated clearly in the governors’ manual of guidance that covers the contribution of governors to all aspects of school life. Their attendance at training days for gifted and talented children, for the ‘Every Child Matters’ initiative, for marketing and for bursarial concerns is invaluable in raising their awareness of school matters. The governors’ regular analysis of the school’s financial performance, in cooperation with the bursar, provides helpful information that guides short and long term planning decisions. This has led to success in the venture to construct a new sports hall, funded by the trustees and supported by an appeal.
4.3 The frequent consultation and communication between governors and senior managers when constructing the school plan and evaluating school progress, has enhanced educational provision and contributed to effective investment in resources. Careful planning and monitoring has played an important part in improvements in the quality and availability of resources in ICT, D&T, religious education and music, areas that were identified as being sparsely resourced at the time of the last inspection. Governors now meet their aim to support the use of appropriate teaching strategies by allocating resources effectively.
4.4 Governors meet regularly with senior managers, visit school often, chat informally with parents, pupils and staff, and contribute to discussion on school policies. At all times, governors make clear their desire that everyone aims for the highest standards. Governors are fully aware of areas of strength within the school, of areas that require additional focus and of where improvement would further enhance practice. The governors ensure staff are appraised and any needs identified are met. They strongly support whole-school and individual staff training that will benefit pupils. The effective relationships that exist between the headmistress, bursar, staff and governors contribute significantly to the success of the school in moving forward since the last inspection.
The Quality of Leadership and Management
4.5 Dedicated and highly successful leadership provides clear direction to the school, sustains effective teaching and learning and enables the school to achieve its aim to provide the best possible education for its pupils in a happy, caring and stimulating environment. Substantial progress has been made in improving leadership structures at all levels of management, as recommended at the last inspection. The senior management team is now well established and provides a strong sense of purpose that motivates staff to provide a high quality of education and care. Senior managers care deeply about the school. They balance the needs of pupils, parents and staff well and have high expectations of all. New procedures, introduced since the last inspection, have enabled senior managers to evaluate, develop and improve school life and maintain a high quality of education.
4.6 Senior managers are fully aware of what is successful in the school. The results of regular monitoring and rigorous self-evaluation feed into a well-constructed school plan that sets priorities efficiently and introduces a range of initiatives to improve upon existing practice. Senior managers set priorities efficiently and execute decisions for action sensitively and successfully. Subject coordinators and governors participate actively in the construction, application and evaluation of the school plan.
4.7 The revision, clarification and expansion of subject coordinators’ roles have significantly enhanced their contribution to school life. They document their material well, plan competently, contribute to the school plan, develop their subjects appropriately and manage resources proficiently. Their roles are still evolving and the school now plans to involve them in monitoring the teaching of their subjects. During regular curriculum meetings, subject coordinators identify areas for development and lead staff through new initiatives in their subjects.
4.8 In achieving their aim to recruit and retain high-calibre staff the governors and senior managers ensure pupils’ standards are significantly enhanced by well-qualified, experienced, highly motivated and committed staff. The staff appraisal programme, which staff feel is beneficial, identifies training needs and sets personal targets. Induction procedures for staff new to the school are helpful and clear and appropriate procedures are followed in the appointment of staff. The governors and senior managers strongly encourage professional development and staff regularly attend a suitable number of courses.
4.9 Efficient financial planning and management support school aims and have resulted in a number of improvements which benefit pupils. These include upgrading the ICT room, refurbishing classrooms, enhancing outdoor provision and the construction of a sports hall. Well-decorated, clean and suitably furnished premises are enlivened by excellent displays of work. The efficient management of senior managers and subject coordinators ensures teaching and learning needs, as well as pupils’ recreational and pastoral needs are appropriately met. The efficiency of well-informed administration staff is evident in the smooth running school systems. Pupils’ records and information are safely stored. School documentation is well presented and methods to monitor admissions systems work well.
4.10 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 outstanding quality of
education and excellent pastoral care within the flourishing community that is
5.2 With one exception, recommendations of the last inspection have been met. Achievement has risen in ICT and D&T. New, efficient assessment systems are used effectively to adapt learning to pupils’ needs. The teaching of library skills has enabled pupils to research information competently. Improved facilities for nursery and reception children have enhanced provision. Suitable provision is now in place to support pupils who require help with their learning and their progress is monitored and recorded regularly. However, insufficient progress has been made in improving the quality of academic reports to parents.
5.3 The school meets all the regulatory requirements.
5.4 In order to build upon its highly effective practice the school should:
1. carry out the planned review of reports to parents and ensure they contain specific information on what a pupil knows, the progress made since the last report and what is required to improve further.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 30th April to 3rd 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 to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
|
Mrs Sandra Gordon |
Reporting Inspector |
|
Mr Shaun Greet |
Deputy Head, IAPS school |
|
Mrs Jill Lance |
Former Head of Pre- Prep, IAPS school |
|
Mr Graham Reeder |
Deputy Head, IAPS/ISA school |