INSPECTION REPORT ON |
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Homefield Preparatory School |
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Full Name of the School |
Homefield Preparatory School |
DfES Number |
319/6001 |
Registered Charity Number |
312753 |
Address |
Western Road, Sutton, Surrey, SM1 2TE |
Telephone Number |
020 8642 0965 |
Fax Number |
020 8642 0965 |
Email Address |
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Headteacher |
Mr P R Mowbray |
Chair of Governors |
Mr K R Dodwell |
Age Range |
2 1/2 to 13 |
Gender |
Boys |
Inspection Dates |
January 30th - February 2nd 2006 |
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 schoolís 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. INTRODUCTION
1. 1.1 The school, with 390 boys from two and a half to thirteen years of age, was founded in 1870 and became a charitable trust when it moved to its present location in 1968. Most boys come from Sutton, Wimbledon and its immediate area and the cultural mix of the boys is rich reflecting that of the schoolís location and the society in which the school is set. The school provides a Christian ethos and welcomes and caters for boys from a variety of faiths. The school maintains its original family ethos and intimacy. It places emphasis on its preparation for boys to enter senior schools of their choice and seeks to strike a good balance between this essential purpose and the provision of a broad, rich and caring education.
2. 1.2 Governors and teachers seek to ensure that the boys are happy, valued, and challenged but not pressured. In its information to parents, the school details its aims which are to provide:
1. … the highest standards of learning and teaching for all;
2. … the fulfilment of each boyís individual potential;
3. … the best preparation for each boyís next school;
4. … a caring atmosphere;
5. … a secure foundation for each boyís future life;
6. … best practice in all its work.
3. 1.3 On entry to the Early Years Unit, boys are assessed on their social, emotional, academic and physical development. Boys entering the junior (Years 1, 2 and 3) and senior (Years 4 to 8) departments are assessed using nationally standardised tests, together with an interview and informal discussion. The schoolís expectation is that the ability of boys entering these departments will be at or above that of the national average. Boysí average ability is above that of the national average. If boys are performing in line with their abilities their results in national tests will be well above the average for all maintained primary schools. Of the pupils, 28 are receiving support for their special educational needs. None of these has a statement of special educational needs. Ninety boys have English as an additional language and, of these, nine receive support for their English.
4. 1.4 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.Ý 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 |
Kindergarten |
Pre-Nursery |
Nursery |
Nursery |
Transition |
Reception |
Year1 |
Year 1 |
Year2 |
Year2 |
Year 3 |
Year3 |
Lower 4th |
Year4 |
Upper 4th |
Year 5 |
Five |
Year 6 |
Lower 6th |
Year 7 |
Upper 6th |
Year 8 |
2. 2. THE QUALITY OF EDUCATION
The Educational Experience Provided
1. 2.1 The boys enjoy a broad and interesting educational experience which strongly meets the schoolís aims of enabling them to reach the intellectual, personal, physical and aesthetic standards required of them to enter the senior schools of their choice as well as having a rich experience.The balance between the necessary rigorous attention to ensuring boys acquire a firm foundation in the ëbasicsí and the provision of a wide curriculum is just right.
1. 2.2 The curriculum has improved significantly since its inspection in 2000. The curriculum in Years 3, 4 and 5 has been brought into line with Key Stage 2 of the National curriculum and this has led to boys across the school being able to increase their knowledge markedly year by year. The timetable has been expanded to cover ten days in order to improve the balance of time between subjects and to provide appropriate time for science and information and communication technology (ICT). The curriculum is very effectively managed by an assistant headteacher, working in close collaboration with heads of subjects, the early years co-ordinator and the junior school head of department.
2. 2.3 Preparation for the move to senior schools is meticulous, in line with the schoolís aims. Teachers know their pupils very well. This information is used very effectively to help boys and their parents in choosing their senior schools and then meeting the necessary entry requirements. Ample opportunity is provided for the boys to develop personally, socially, and aesthetically, as well as academically.
3. 2.4 Careful attention is given by teachers in all subjects not only to the skills particular to individual subjects, but also to the essential skills of speaking and listening, literacy, numeracy and the use of ICT. In lessons, boys are regularly given useful opportunities to explain their ideas and to discuss. Considerable emphasis is placed on the encouragement of boys to think for themselves. Literacy skills are well promoted in humanities, and numeracy skills are effectively used in science and geography. Teachers use the new and improving ICT resources effectively to enable boys to acquire effective skills in ICT lessons. At times, effective use is made of ICT in other subjects, for example in mathematics, French and in personal, social, and health education (PSHE), but overall limited use is made of ICT across the curriculum as a whole. This limitation is due mainly to lack of sufficient facilities in the past and non-specialist teachersí limited training and experience in the use of new equipment such as interactive white boards.
4. 2.5 The curriculum is well-planned as teachers make use of the high quality schemes of work written for all subjects. In the nursery and reception classes, all six areas of the Foundation Stage curriculum are planned for well. In the pre-nursery, effective use is made of the national scheme ëBirth to Threeí. This very thorough planning enables boys to make good progress as they move through the school.
5. 2.6 The timetabled curriculum is very effectively complemented by an extensive and varied programme of extra-curricular activities. Boys speak very well of these activities which are very well attended. The wide range includes many sports, including squash and fencing, as well as drama, art and music. Older boys particularly appreciate the debating club. The school council has suggested additions to the range and where possible the school has taken these on board, for example a club dedicated to playing a commercial game where pupils construct their individual pieces. Visits to places of educational interest, for example to Nonsuch Park and the Sutton Ecology Centre enrich the curriculum.
6. 2.7 Comprehensive provision is made for boys the school has identified as having learning difficulties. Where necessary, boys have individual education plans written for them, which are carefully used by teachers to guide their planning. In addition, specialist help is available, often on an individual basis to help them to overcome their difficulties. The management of the provision is satisfactory but needs further clarification. In the Foundation Stage, the provision is overseen by the head of Early Years. However, partly as a result of staffing changes, the management in Years 1 to 8 is shared between two members of staff with a degree of overlap. The management would be improved by the appointment of one person with responsibility for Years 1 to 8.
7. 2.8 Focussed provision is being developed for gifted and talented boys. Setting arrangements and a scholarship class in Years 7 and 8 provide appropriate challenge for the boys. For example in Year 3, the more able boys tackle work usually covered by boys a year older. Provision for the boys who are learning to speak English fluently is adequate. Boys who need help are identified and receive support but this is not always sufficiently targeted to their specific needs.
8. 2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupilsí Learning and Achievements
9. 2.10 The educational strengths in learning and achievement noted at the last inspection have been retained and built on and are seen in the consistent quality of these aspects across the school as a whole.
10. 2.11 By the end of the Foundation Stage, boys have attained the nationally recommended levels for children of that age and, as a result of the well-planned teaching they receive, many have made significant progress and begun work on the National Curriculum programme of study for Year 1. Consistently good teaching enables boys to make good progress in Years 1 to 6 so that attainment in national tests at 7 and 11 is high. The results of the tests in Year 2 over the past three years show that standards in reading, writing, and mathematics have been far above the national average for all maintained primary schools. In Year 6, standards in English, mathematics, and science have also been far above the national average for maintained primary schools.
11. 2.12 The school meets its aims in that by the time they leave for the senior schools of their choice, boys of all abilities, and those for whom English is an additional language, show themselves to have been well educated, academically, aesthetically and physically. They are well placed to continue their studies in their next school. The school continues to do well with the relatively less able and middle ability boys as reported at the last inspection.
12. 2.13 Boys enjoy their work as teachers make lessons interesting and relevant. Boys settle very quickly in lessons and activities, and work hard and concentrate well. In conversation with inspectors, many commented on how teachers made learning fun whilst ensuring that work was hard enough. As one boy put it ëI like to challenge myself to improve my work.í They collaborate well when given the opportunity, for example when working in pairs in music and mathematics.
13. 2.14 In lessons, boys concentrate hard, listen very attentively, and discuss and argue their ideas confidently and competently, for example when boys in Year 6 discussed the voyage of the Mayflower in a history lesson. They are confident thinkers who are willing to share ideas and risk othersí response to them as they know that teachers will respect their thoughts. Although boys show considerable independence in their learning, and research for information competently, little evidence of note-taking was seen.
14. 2.15 Across the school, boys read fluently for their ages as emphasis is placed on reading in the Early Years. They write at length, fluently and accurately for a very wide range of purposes, and use a wide and appropriate range of styles, from poetry to written accounts of experiments. For example in Year 6, boys successfully identified why pieces of writing had been written in the style they had.
15. 2.16 In mathematics, boys attain good standards in knowledge and understanding and they use their mathematical skills in other subjects. For example, boys in Year 4 showed excellent skills in number tables as they tested the divisibility of numbers. Boys across the school use their mathematical skills in science and geography as they record their findings using graphs and charts. Boys demonstrate competent skills in ICT in specialist ICT lessons as effective use is made of the ICT suites. However, these skills are not yet used consistently across the curriculum.
16. 2.17 Boys achieve high, and at times excellent standards in their activities. In line with the schoolsí aims, staff give generously of their time to the activities. Excellent standards are achieved in chess where the school is a national champion. The school has a proud sporting record with teams in a number of sports reaching high placements in national and local competitions. Individual pupils attain high, and on occasion, excellent standards, in instrumental music making and singing.
Spiritual, Moral, Social and Cultural Development of Pupils
17. 2.18 Throughout the school, the boys demonstrate outstandingly well-developed spiritual, moral, social and cultural awareness. The ethos of the school, together with excellent schemes of work in PSHE and Religious Education and the high quality of relationships pervades all its work. This ethos makes a significant contribution to boysí personal development. The strengths reported at the last inspection have been built on, especially by the development of the PSHE programme. Pupilsí awareness is successfully promoted in the curriculum and in the sense of community, with inclusive values that reflect the schoolís aims.
18. 2.19 Boys flourish and grow in their self-esteem, self-confidence and in their self-knowledge, due in no small part to the excellent work in PSHE. Boysí spiritual development is effectively fostered through thoughtful assemblies and well-planned Religious Education lessons. Boys learn about world faiths and the importance of beliefs to believers. For example in an assembly giving guidance about reaching targets in life, very useful and appropriate reference was made to aspects of Christianity and Islam. In Reception and Year 1, a prayer for understanding about other faiths and cultures finished an assembly. In Year 4, boys showed a secure understanding of why Jews celebrate Passover and in Year 8, they showed detailed knowledge of the importance of the Hajj for Muslims. Throughout the school, boys show respect for themselves and the beliefs of others. The schoolís very positive and caring ethos enables boys to acquire personal beliefs and values.
19. 2.20 Boys have a very well-developed sense of what is right and wrong, not just in terms of keeping rules, but as doing what is morally right reflecting the schoolís values. Many opportunities are provided in the curriculum for moral development. Moral and ethical issues are considered in a variety of subjects. Teaching values boyís questions and gives them space to share their own ideas, thoughts and concerns. In Year 8, boys used the internet effectively to research the issue of fair trade. In discussions with their teacher and amongst themselves, they thoroughly explored the moral aspects of world trade and how this impacted on the prosperity of much poorer nations. Older boys show their understanding of the dangers of racism and readily cite Martin Luther King, Gandhi, and Nelson Mandela as world figures who have opposed racism and inequality.
20. 2.21 Boysí social development is excellent and owes much to the effective implementation of the schoolís aim to foster a family environment where all care for each other. Boys are given responsibilities and carry out their duties conscientiously. The staff provide good role models for the boys in the relations they foster and by the way they work well together. The school strongly encourages boys to work and play together, for example through the house structure, team sports and support for charities. The school council is seen as being important by the senior management team. Boysí comments, ideas and suggestions are taken seriously and acted upon where appropriate; for example new areas have been added to the extra-curricular activities.
21. 2.22 Emphasis is placed on the importance of boys respecting each other and behaving well. Posters about behaviour are displayed around the school. ëBeing well behaved helps the school to be a happy placeí is one such example. Boys from a wide range of religious beliefs and cultural backgrounds work and play very well together. Support for charities is extensive and imaginative. A national appeal to adopt a dog has successfully been linked to the New Chinese Year of the Dog.
22. 2.23 The schoolís provision for cultural development is outstanding. Boys are very well aware of, and understand, the cultural backgrounds of others. The promotion of harmony and tolerance between different cultural traditions is seamlessly woven into the life of the school. Many very useful opportunities to develop boysí cultural understanding are found in the curriculum and in the displays around the school. Children in the Foundation Stage celebrated Chinese New Year. Following the Tsunami, a school in Sri Lanka has been adopted and active support is given to a national appeal. Parents from different cultural backgrounds visit lessons and share their experiences. In many ways boys show a sound understanding of the diversity of the country they live in and of what it means to be a citizen.
23. 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)
24. 2.25 The teaching has many good features and is good across the school. Several instances of outstanding teaching were seen. The teaching has improved since the last inspection. No unsatisfactory teaching was observed. The overall quality of the teaching reflects the effectiveness of the senior management team introduced after the last report.
25. 2.26 The quality of the teaching contributes significantly to the standards pupils attain.Ý At the core of the good teaching are teachersí enthusiasm and high expectations for their pupils. Teachers are hard working, conscientious and have a secure command of the subjects they teach. Resources are used well. Effective use of the new interactive white boards is developing. Teachers use questions effectively to consolidate previous learning and to probe pupilsí understanding. The school creates an atmosphere where very good behaviour in class is regarded by pupils as being the norm. Rare instances of challenging behaviour are dealt with sensitively and firmly.
26. 2.27 The pace in most lessons is brisk, and effective use is made of time and resources so that as a consequence boys make good progress. In the outstanding lessons, the pace is very brisk and teachers regularly ring the changes during the lessons to maintain their pupilsí interest. For example in a games lesson in Year 3 where boys were learning rugby skills, the very well planned activities and regular change of activity, together with outstanding encouragement by the teacher enabled all boys in the group to make excellent progress.
27. 2.28 Where teaching is less effective, the pace varies during lessons, often slowing down. In these lessons too much reliance is placed on the use of textbooks and the completion of worksheets, resulting at times in missed opportunities to further challenge the boys.
28. 2.29 Lessons are carefully planned and teachers make clear at the start of lessons what pupils are to learn. At the end of most lessons, teachers provide useful opportunities for pupils to reflect on how well they have learnt. The younger boys draw one of three faces and older boys talk about their evaluation or write it down briefly. Throughout the school, teaching is particularly well matched to pupilsí learning needs. In most lessons, the work is planned so that all pupils will be suitably challenged. Comprehensive support is provided for pupils with learning difficulties and an extension task is provided for the more able pupils, who are usually suitably challenged. At times, opportunities are taken to provide them with tasks that enable them to think in different and more challenging ways. Teachers successfully take care to ensure that pupils with English as an additional language are fully involved in lessons.
29. 2.30 The effective arrangements to assess the standards boys reach in the subjects taught are carefully overseen by an assistant headteacher. A wide range of assessments are used effectively, and where possible are used to compare boysí performance with national norms and the schoolís aims. The information from these assessments is used very effectively to track pupilsí progress and where necessary to make changes in setting arrangements, placement in classes in Years 7 and 8, or in levels of extra support needed.
30. 2.31 In line with the schoolís declared aim of adopting best practice, a major change has recently been introduced to the way in which boysí work is marked. Emphasis is being placed on marking in such a way that boys are clear as to how well they are doing. The information from marking is now to be used to plan pupilsí work so that they are clear about what they need to do to improve. The effectiveness of the implementation of the new arrangements varies. At its best, for example in English, marking is detailed and thorough, and boys are given written ënext stepsí to help them improve. In subjects where not as much progress has been made, marking is over-reliant on the use of ticks and brief written encouragement.
31. 2.32 Effective use is made of assessment to identify boys who need extra support as well as those who are gifted or talented academically or in other areas. The information from assessment is used effectively to provide extra and relevant support for those with learning difficulties. For example where spelling is a problem, teachers identify the sounds that letters make that the boy concerned is having difficulty with. Careful track is kept on those boys who have been identified as gifted or talented to ensure they are progressing as well as they can. The assessment of the language needs of boys who are still learning to speak English is not as systematic as that for other boys and is not fully satisfactory.
32. 2.33 The school meets the regulatory requirements for teaching [Standard 1].
1. 3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
1. 3.1 The care that the staff give to the well-being of the boys is outstanding and has successfully built on the very good provision reported at the last inspection. Conscientious attention is paid to welfare, health and safety. Staff know their pupils very well. Excellent relationships and a caring atmosphere prevail throughout the school.
2. 3.2 The school has the atmosphere of being a large family, in line with its aims, where all have responsibility for each other. Parents are very appreciative of this. In discussions with inspectors, boys commented very favourably on the ëfamily feelí of the school. The boys commented that they were well supported in their learning and in their personal development. Many boys stated that they were very ready to confide in their teachers. Others explained that the teaching was good because they were taught the things they needed to know and that teachers were always ready to explain further where necessary. The boys showed that they were familiar with the school procedures and were clear about what to do if they had concerns.
3. 3.3 The very positive atmosphere is not an accident. It is very effectively underpinned by high quality policies and procedures that are implemented systematically by all staff and overseen effectively by the senior management team. The staff are very familiar with the schoolís arrangements and keep detailed and thorough records for all boys. These records are regularly reviewed and the information is used sensitively to provide extra care and support where necessary.
4. 3.4 The schoolís arrangements for promoting good behaviour are very clear. They are known and respected by the boys who consider the rules to be fair. Boys respond very well to the system of house points and enjoy the competitiveness. The anti-bullying policy is clear and is implemented very effectively. Most boys spoken to said that they felt that bullying was not an issue in the school and should it occur they had confidence that it would be taken very seriously and dealt with properly.
5. 3.5 Successful measures are in place to safeguard and promote boysí health and well-being. Conscientious attention is given to child protection. An up-to-date policy is in place and implemented effectively. Criminal Records Bureau Criminal Record checks have been made on all recent teaching and non-teaching staff prior to their appointment. Staff have had references followed up and have had medical checks. Child Protection officers have been designated and appropriate training has been undertaken.
6. 3.6 Fire protection is thorough and all appliances and evacuation procedures are tested regularly. Routine suggestions from the Fire Department have been implemented. Risk assessments are up to date.
7. 3.7 Effective arrangements are in place to ensure health and safety. The health and safety committee meets regularly and the staff undertake a termly risk assessment. Thorough risk assessments are made for educational visits.
8. 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
9. 3.9 Parents are very supportive of the schoolís aims and value the useful links they have with the school. In turn the school has developed productive links with the community to the benefit of the pupils. The strengths highlighted in the previous report have been maintained.
10. 3.10 In their replies to the questionnaire sent out prior to the inspection, parents showed their particular appreciation of the boysí worthwhile attitudes and values, the extra-curricular activities, teaching, the help and guidance provided for the pupils, and the encouragement for parents to be involved in their sonsí education. A small but significant minority of parents who responded to the questionnaire expressed dissatisfaction about the information they receive. Inspection evidence confirms parentsí positive views but find that parents are provided with useful information about the school and their sonsí progress. The previous report commented that some parents felt that the time allocated for parent-teacher interviews was too short. A few parents repeated this comment in their responses to this questionnaire.
11. 3.11 The school provides many opportunities for the involvement of its parents in its work. Parents spend time in school sharing their skills, experience and cultural backgrounds. Recently a parent has been working with younger boys to help them celebrate Chinese New Year. Other parents have contributed to religious education lessons where boys were learning about world faiths. Parents are encouraged to assist with visits to places of educational interest and with sporting fixtures. School matches are well supported by parents, who also attend the regular concerts and plays. The active Parents Association supports the school very well, both by running numerous social activities, and by raising funds for very beneficial projects such as a riding centre for the disabled and a local hospice.
12. 3.12 Parents are provided with very useful and comprehensive information about the school. For example, the prospectus provides an attractive introduction to the school. The schoolís web site has useful information, including the weekly menu. Curriculum documentation gives parents a clear indication of the education provided throughout the school. Parents have useful opportunities to receive appropriate information about their childrenís progress through parentsí evenings. Regular letters from the headteacher keep parents up to date with events and successes. The schoolís policy of openness with parents is very successful; the headteacher and the senior management team are available to see parents, whenever necessary.
13. 3.13 Reports to parents are regular, clear and helpful. These are supported by an appropriate number of parentsí evenings. Parents are encouraged to discuss their childrenís progress informally at any time during the year according to need.
14. 3.14 The school handles the very small number of parental concerns and informal complaints with due care. The great majority of parents who responded to the questionnaire felt that the school handled their concerns well. Records of informal as well as formal parental complaints are kept together with a record of any action taken. Recently the school has revised its complaints procedure to ensure it is in line with regulatory requirements. Fine-tuning of the arrangements to form a panel to hear complaints will be necessary in order for the complaints procedure to fully comply with these requirements.
15. 3.15 The schoolís work and curriculum is enhanced by a number of productive links with the community. The school regularly participates in local events, for example singing in the local shopping centre. Effective use is made of the local area and of visits to places of educational interest such as the Sutton Ecology Centre and Nonsuch Park. Field studies are undertaken on Boxhill. The school actively supports local and national charities.
16. 3.16 The school meets almost all of the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7]. In order to meet all the requirements, the school must:
1. (a) Ensure that, where there is a panel hearing of a complaint, one person will be independent of the management and running of the school [Regulation 7.(g)].
2. 4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
1. 4.1 The boys at Homefield School benefit from a good quality education sustained by effective governance.
2. 4.2 The recently implemented revision of the committee structure of the governing body appropriately reflects the changes within the senior management structure in the school. These committees should enable the governors to build on the effective support and overview of the school that they already possess. The governors take their responsibilities seriously and the detailed school development plan, recommended at the last inspection, is the result of considerable discussion between the governors and the senior management team.Ý The governors are fully involved in both the formulation and implementation of the plan as was clear from a recent presentation made to the Parents Association.
3. 4.3 Financial prudence by the governors has put the school on a sound footing to invest considerable funding since the last inspection into the construction of new buildings and the development of ICT facilities. Governors have a secure working knowledge of the school through their attendance at school events and frequent informal visits. They use this knowledge well to advise, support and encourage the school in its development as well as acting as a ëcritical friendí. The ad hoc arrangements to cover the induction and training of governors could become more effective if procedures were clearer.
The Quality of Leadership and Management
4. 4.4 Leadership and management by the senior management team are very strong. They provide a clear and decisive direction to all aspects of the schoolís work backed up by efficient management that ensures that developments reflecting the schoolís aims are securely rooted in carefully considered policies and procedures. Much has been accomplished since the last inspection.
5. 4.5 The headmaster provides very positive leadership that embodies the aims and values of the school. The educational direction set by the headmaster is admirably supported by the senior management team in their particular areas of responsibility in the school. The heads of Early Years and the junior school lead their departments well and liaise closely with the senior management team. The leadership and management of the heads of subjects have improved with a much greater focus on teaching and learning. The effect of this much improved leadership and management is seen in the consistency in pupilsí attainment and the quality of teaching across the whole school.
6. 4.6 Recent staffing changes have blurred the responsibilities for those managing the support for boys with learning difficulties in Years 1 to 8. The responsibility for managing the support for boys learning to speak English is not clearly defined.
7. 4.7 All with management responsibilities have a comprehensive understanding of the strengths and areas for development within the area of their responsibility. All contribute to the formulation of the school development plan which is carefully prioritised in line with the schoolís aims. Clear action plans are drawn up and implemented. Regular and thorough reviews check the progress and implementation of the plan.
8. 4.8 The successful management is reflected in the hard work and commitment of the staff to do the best for their pupils. Important developments, such as the new approach to marking, are supported by training both inside the school and by attendance at courses further afield. Teacher appraisal is used well to support individual teachers but also to support school developments. Appropriate arrangements are in place for the induction of newly qualified teachers.
9. 4.9 The recent appointment of a business manager has enabled a major review of the management of finances to take place. In line with the schoolís aim of ensuring best practice, ICT is now at the heart of the process. The prudent management of finances in the past has enabled the necessary investment in resources for ICT, including additional ICT suites and interactive white boards. Day-to-day administration is efficient and the school runs smoothly. The school is well resourced. Since the last inspection, the successful completion of a building programme has improved the facilities significantly. Throughout the school, corridors and classrooms are attractively decorated with boysí completed work, particularly with high quality examples of work in art and design. The premises are well cared for and contribute to the calm atmosphere that pervades the school. Pupils with a disability have appropriate access.
10. 4.10 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
11. 4.11 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
3. 5. CONCLUSIONS AND NEXT STEPS
1. 5.1 The school meets its aims and aspirations to a high degree. It provides its pupils with a broad and interesting curriculum which also enables them to reach the standards necessary to gain entrance to the senior school of their choice. Levels of achievement are good across the school in academic subjects as well as in creative areas. Pupils achieve good standards in sport and, at times, outstanding standards in chess and music.
2. 5.2 This achievement is mainly due to good quality teaching, effective governance and successful leadership and management by the headmaster and senior managers who strive to ensure best practice in all aspects of the schoolís work. A promising start has been made to the introduction of improved arrangements for the use of assessment information to plan boyís work. More needs to be done to ensure that the new arrangements are firmly embedded into the schoolís practice. Pupils are well supported in their learning by effective structures and systems. Clarity is needed in the management of support for boys with learning difficulties and those who are learning to speak English. Pastoral care and provision for personal development are outstanding. Boys speak well of their school and parents are very supportive of the schoolís aims.
3. 5.3 Since the last inspection good progress has been made. The strengths reported have been maintained. Leadership and management have been strengthened and strategic development is much improved. The timetable is better organised. The new buildings and ICT development have improved the quality of provision for the boys.
4. 5.4 The school complies with almost all of the regulatory requirements, but does not at present meet Standard 7 in full.
5. 5.5 In order to build on its improvement since the last inspection and to achieve its aim of introducing best practice where possible, the school should:
1. 1. ensure that information from assessment is consistently used to plan pupilís work and that all teachers consistently follow the schoolís marking policy;
2. 2. continue to provide suitable ICT equipment and training in its use, so that pupils can make better use of their skills in ICT in other subjects;
3. 3. improve the already extensive support for boys with learning difficulties and those learning to speak English by:
1. … establishing a single special educational needs co-ordinator for Years 1 to 8;
2. … allocating responsibility for supporting pupils learning to speak English to a named person, and improving the arrangements for the assessment of the English language needs of these pupils.
6. 5.6 In order to meet all the regulatory requirements, the school must:
1. (1) ensure that, where there is a panel hearing of a complaint, one person will be independent of the management and running of the school [Regulation 7.(g)].
4. 6. summary of inspection evidence
1. 6.1 The inspection was carried out from 30th January to 2nd February, 2006. The inspectors examined samples of pupilsí work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
Rod Sharman |
Reporting Inspector |
Louise Compton |
Head of Pre-Prep, IAPS Preparatory School |
Andrew Gough |
Head of IAPS Preparatory School |
Clive OíDonnell |
Head of IAPS Preparatory School |
Ian Sterling |
Director of Studies, IAPS Preparatory School |
Susan Wicks |
Head of Pre-Prep, IAPS Preparatory School |