Inspection reports

INDEPENDENT SCHOOLS COUNCIL (ISC)

INSPECTION OF TERRINGTON HALL SCHOOL TERRINGTON, YORK
By the INDEPENDENT SCHOOLS INSPECTORATE(ISC)
On 21– 25 NOVEMBER 2005

SUMMARY REPORT
TERRINGTON HALL SCHOOL

Date of Inspection 21 - 25 November 2005
Last Inspected 18 - 22 October 1999

Type: Independent
Gender: Mixed
Age Range: 3 – 13
Number on Role: 185
Number of Boarders: 37

Name of Head: Mr M J Glen

Chairman of Governors: Mr Hugh Munro

Address of School: Terrington, York, YO60 6PR
Telephone number: 01653 648227

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 163(1)(b) of the Education Act 2002, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.

The inspection was carried out in conjunction with the Commission for Social Care Inspection (CSCI). Their report on the National Minimum Standards is summarised in this report.

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. MAIN FINDINGS

Overall Summary

1.1 Terrington Hall provides a very good all-round education for each of its pupils. Standards of pupils’ achievements in and out of the classroom are high. Pupils receive very good care and attention within a friendly family environment, where each is known and valued. Both day and boarding pupils thrive in the supportive environment. Relationships between pupils and between pupils and staff are excellent. However, a lack of consistency in the assessment of pupils’ work and in the monitoring of standards of teaching and learning means that best practice is not spread fully throughout the school.

What the School Does Well

1.2	The school has many strengths among the foremost of which are:
		Pupils’ behaviour, in and out of class, is very good, and they have a positive attitude to learning.
		The quality of teaching is very good as a result of which achievement is high and progress is rapid.
		The staff, at all levels, are hard working and dedicated, and committed to the welfare and development of the pupils.
		Pupils’ personal development is well nurtured in the caring school community.
		The broad and balanced curriculum prepares pupils well for entry to various independent senior schools.
		The wide range of quality extra-curricular activities and school visits, enrich the curriculum and extend pupils’ learning experience.

What the School Should Do Better

1.3	The school has no major weaknesses. The following areas of the school, however, could be improved:
		The library in the main school is not used to its full potential.
		The use of assessment to improve lesson planning and schemes of work is limited.
		Monitoring of standards of teaching and learning are not consistent.

Standards of Attainment and Progress in Subjects

1.4	Pupils of all ages and of all abilities achieve high standards and make rapid progress. Pupils leaving the school at 13 are very successful in gaining entry to senior schools of their choice, a good proportion on scholarships and exhibitions.
1.5	Most children make considerable progress during their first year at school and by the end of reception, pupils of all abilities achieve very high standards in the early learning goals. By the end of pre-prep at age 7, standards are high in all subjects. The pupils communicate clearly and confidently in spoken and written English and they have a very good grasp of mathematical skills and concepts. Their investigative work in both mathematics and science is very good in relation to their abilities.
1.6	By the end of middle school, at age 9, pupils of all ages have successfully built on the good foundations of the earlier years. They show increasing confidence in the use of information technology and can manipulate databases confidently. They use an extensive range of vocabulary, and their ability in mental arithmetic is very good indeed. By the end of middle school, the pupils are ready and able to progress to the more specialised subject teaching in the main school.
1.7	Pupils’ progress continues at a rapid pace in all subjects through the main school from Year 5 to Year 8. By the age of 11, the results of standardised tests show that pupils attainment in mathematics, English and science is well above average, and by the time they leave school at the end of Year 8, their level of achievement in all subjects is high, many winning scholarships to senior schools.
1.8	Pupils with learning needs and those for whom English is an additional language (EAL) make particularly good progress and achieve high standards as a result of accurate assessment of their needs on their entering the school, and carefully targeted programmes to meet these needs.
1.9	Thus, pupils make rapid progress in lessons in all subjects, within each year and across their entire schooling up to age 13, and achieve high standards at the end of each transitional stage within the school.

The Quality of Pupils’ Learning, Attitudes and their Behaviour

1.10	The quality of pupils’ attitudes to learning, and of their personal development and behaviour, is very good throughout the school and gives very effective, positive support to the learning process.
1.11	Pupils’ attitudes to work are very good. They are keen, interested learners, who respond positively and enthusiastically in lessons, revealing very good recall of previous learning. Pupils are well motivated and co-operative, and are eager to contribute sensible answers, predictions and ideas in class discussion.
1.12	Pupils form relaxed, constructive relationships with one another and it is striking that boys and girls are completely at ease together, as are day pupils and boarders. They have a trusting rapport with their teachers and with others in the school community.
1.13	The school has a cheerful, lively atmosphere in which pupils get on particularly well and show a proper respect for the feelings, values and beliefs of all those around them. They are very supportive of and courteous towards each other, and they behave very well in lessons, in all other areas of the school buildings, and when playing outside.
1.14	Pupils talk with adults in a friendly, confident and respectful manner, and treat them as if part of a large, extended family. Visitors are given a warm welcome, and pupils are eager to offer polite, helpful assistance. Their positive attitude makes a notable contribution to the school’s sense of community, and plays an important part in their personal development.

The Quality of Teaching

1.15	The quality of teaching throughout the school is very good. It was very good in over half the lessons observed and was rarely less than good. No unsatisfactory lessons were seen.
1.16	Lessons form part of a well-planned scheme, based on National Curriculum guidelines, and individual lessons are well planned to take account of the needs of the particular pupils, for example, those with specific learning needs or with English as an additional language (EAL). Teachers assess the standards achieved accurately and build on previous knowledge and achievement to provide continuity and coherence through a given topic.
1.17	The very best lessons shared all or a number of the following characteristics or features: clear objectives which were explained to the pupils and introduced in a lively and stimulating manner; interesting and varied activities to further the lesson’s objectives and sustain pupils’ interest throughout the entire lesson; setting appropriately challenging work at different levels to extend the more able and support those with specific learning needs..
1.18	The needs of pupils with learning difficulties and with EAL are carefully assessed and diagnosed, actions to address their needs are listed in an IEP, and guidelines are issued to class teachers on how to assist these pupils in class. Most teachers respond positively and effectively by targeting these pupils with suitable work and by providing additional support in class, often through the sensitive and effective deployment of learning assistants.
1.19	In all lessons, the teachers exercise easy control and good classroom discipline, largely through the quality of the work set. Relationships between the teachers and pupils are excellent and based on mutual respect.

Other Aspects of the School

Attendance

1.20	Pupils attend school regularly and their lessons punctually, thus enabling them to take full advantage of the many opportunities provided by the school. Attendance rates are high and well above the national average. Both admission and attendance registers comply with regulatory requirements.

Assessment and Recording

1.21

The methods used for assessing and recording pupils’ achievements, progress and needs throughout the school are good overall. The systems are accurate, consistent and effective, and they are appropriate for the age and stage of development of the pupils. Pupils’ work is marked regularly. The needs of pupils with learning difficulties and with EAL are particularly well assessed. However, the use of assessment information to inform lesson planning is not fully effective.

Curriculum

1.22

The school provides a very good, broad and balanced curriculum for all year groups, which is well planned to meet the needs of all the pupils, and enriched and extended by a wide range of visits and extra-curricular activities. It contributes significantly to pupils’ intellectual, physical and personal development and is entirely appropriate for their ages and abilities, including those with learning needs and EAL. It prepares pupils very well for entry to independent senior day and boarding schools across the country.

Teaching and Non-teaching Staff

1.23

Provision of teaching and non-teaching staff is very good indeed. The well-qualified, experienced and hard-working staff make a significant contribution to all aspects of the school, and to the standards achieved by the pupils in and out of class. The system of appraisal for teachers, however, is not yet fully embedded in the routine practices of the school.

Resources for Learning

1.24 Available funds have been used efficiently and effectively to provide very good learning resources across the whole school. The provision of information and communication technology (ICT) to support teaching and learning is very good.

Libraries

1.25 Library facilities are satisfactory overall. They are good in pre-prep but there is insufficient access to the library in the main school.

Premises and Accommodation

1.26 The overall quality of the premises and accommodation is good. The buildings, grounds and other facilities are good for the numbers, abilities, ages and genders of the pupils; they are well used and enable the curriculum to be taught effectively. The school does not currently provide satisfactory sleeping accommodation for its boarders.

Links with Parents and the Community

1.27 The school has developed a very good, effective partnership with parents and very worthwhile links with the community. The parents who returned the questionnaire before the inspection were overwhelmingly supportive of the school. Parents were particularly positive about the worthwhile attitudes and values promoted by the school, the range of activities, the high standards of behaviour, the help and guidance given to pupils, and the breadth of the curriculum. A small number of parents felt that pupils were not given worthwhile help with learning difficulties, but the inspection team did not find any evidence to support this view.

Pupils’ Personal Development

1.28 The school provides a very good range of suitable opportunities through which its pupils can develop a system of spiritual beliefs and a moral code, as well as developing appropriately personally, socially and culturally. Personal development is a high priority and is supported by a dedicated staff. The basic mission statement of the school is applied well by the staff and makes a strong impact on the pupils’ academic progress and social development. The positive ethos of the school is reflected in its everyday life. The school’s aims and beliefs are at the heart of its ethos.

Pastoral Care

1.29 Provision for pastoral care, health and safety support and guidance is very good, and enhances the pupils’ personal and academic development, as well as ensuring their well-being and safety. Teachers know their pupils very well and are able to respond effectively to individual needs. The discipline in the school is very good.

Boarding Standards

1.30 Boarders at Terrington Hall are happy and well looked-after by an effective boarding team who have a high regard for children’s welfare. Relationships between boarding staff and pupils are very good. The school is particularly effective at integrating those boarders for whom English is a second language and has strengths in providing a range of enjoyable and challenging activities for all pupils.

1.31 The school’s boarding accommodation is in need of improvement and a programme of works is due to begin during the Christmas break. The school needs to ensure that it operates a robust recruitment procedure in respect of all prospective employees and that all staff receive Child Protection training. The school should also ensure that it operates a safe policy with regard to storing, administering and disposing of medicines and should keep adequate records of the health and welfare needs of boarders. Security should be reviewed, particularly with regard to doors used in the evenings and the school should develop a plan for foreseeable incidents.

Governance and Management

1.32 The governance and management of the school are good, ensuring that the aims of the school are being met, a suitable quality of education is provided, and resources are used effectively. The headmaster and deputy together provide strong leadership. The leadership of special needs is particularly good. The monitoring of standards by heads of department, however, is not consistently good across the school.

Achievement and Quality in Activities

1.33 The provision of activities is very good and is a strength of the school. A wide and interesting range of activities is well subscribed by the pupils who achieve high standards and benefit in their personal development.

Progress Made by the School since its Last Inspection

1.34 The school was last inspected by ISI in 1999. Since then, the school has made good progress in addressing the recommendations made in that report, with the exception of those pertaining to the library. With regard to the library, only limited progress has been made.

Compliance with the Regulations for Registration

DfES Standard			Does the school meet the regulatory requirements?
1.	Quality of Education	1. (2) Curriculum	Yes
		1. (3)-(5) Teaching	Yes
2.	Spiritual, moral, social and cultural development of pupils		Yes
3.	Welfare, health and safety of pupils		It meets almost all of the requirements
4.	Suitability of proprietors and staff		It meets almost all of the requirements
5.	Premises and accommodation		Yes
6.	Provision of information		Yes
7.	Manner in which complaints are to be handled		Yes

Actions Required for Compliance with the Regulatory Requirements

1.35 In order to meet all the requirements, the school must:

(1) ensure that prior to confirmation of their appointment, written references are obtained and appropriate checks are carried out on staff to confirm their medical fitness; [Regulation 4(c)]

(2) ensure that school guidance on child protection is updated in line with the most recent DfES guidelines. [Regulation 3(2)(b)]

1.36 In addition to the actions set out above, the school is asked to address any issues highlighted in What the School Should Do Better. These are set out as recommendations for the school in Section 2 of the report.

2. MAIN RECOMMENDATIONS

2.1	The actions needed to comply fully with the regulatory requirements are specified in paragraph 1.35. The school should address the following to improve further the quality of provision.:
	R1	Improve the library provision in the main school so that the library:
		is used more widely for reference and the development of research skills;
		includes a greater range of reference books and other reference materials.
	R2	Improve the quality and scope of the assessment and recording of pupils’ achievements, so that:
		assessment can be used more effectively to plan the curriculum and schemes of work;
		assessment can better inform the setting of targets for all pupils;
		pupils’ progress can be tracked and monitored more effectively.
	R3	Ensure that all heads of department and section are given the necessary training and opportunity to monitor the quality of teaching and learning, so that:
		good practice can be identified and promulgated;
		staff development and training are better informed, and focus on the raising of present standards even higher.

3. INTRODUCTION

Characteristics of the School

3.1 Terrington Hall is a coeducational day and boarding school for pupils from 3 to 13 years of age. It was established as a school in 1920 on the site of a former country rectory. It has had several proprietors over time and was transferred from private ownership into an educational trust in 1974. The present headmaster was appointed in 1997.

3.2 The school currently has 185 pupils on roll, of whom 31 are under 5, and 26 are in Years 1 and 2. Together, these pupils make up the pre-prep section of the school. The middle school comprises Year 3 and Year 4 and has 34 pupils. The remaining 94 pupils in Years 5 to 8 make up the main school. Except in Year 8, boys outnumber girls from Year 3 upwards. Thirty-seven upper school pupils board, about half of whom are weekly or occasional boarders. Of the 20 full-time boarders, 15 are boys.

3.3 The pupils come from a wide range of backgrounds. Most of the day pupils come from the adjacent outskirts of York and Malton, and the villages in the Vales of Pickering and York and the Howardian Hills. Weekly boarders come from further afield in the North of England, and amongst the full-time boarders there are pupils whose parents are in HM Forces as well as international pupils from as far away as China. Seven pupils come from families where English is not the first language. The school has identified 11 pupils as needing learning support, and two of these pupils have a statement of special educational needs.

3.4 Most pupils join the school in Reception and remain throughout their schooling. Boarders join the school from Year 3 onwards. A few pupils leave at the end of Year 6. There is no formal admission test and pupils are admitted with a wide range of abilities, although the average ability of the pupils in any particular year is above the national average.

3.5 In the prospectus, the headmaster describes the school as, “… a small rural preparatory school wishing to retain a boarding ethos, providing a good all-round education, and striving to be the best we can in all areas of school life”. Pupils at age 13 proceed to a wide range of independent day and boarding schools across the country.

3.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.

Key Indicators

3.7 The school does not take externally audited National Curriculum Tests at ages 7 (Key stage 1) or 11 (Key stage 2).

3.8 Attendance for First Half of Autumn Term 2005:

Percentage absence
Authorised	2
Unauthorised	0

3.9 Exclusions Over the Previous 12 Months:

Temporary exclusions	0
Permanent exclusions	0

4. Educational Standards Achieved by Pupils at the School

Attainment and Progress

4.1 Pupils of all ages and of all abilities achieve high standards and make rapid progress. Pupils leaving the school at 13 are very successful in gaining entry to senior schools of their choice, a good proportion on scholarships and exhibitions.

4.2 Most children make considerable progress during their first year at school and by the end of Reception, pupils of all abilities achieve very high in the early learning goals. By the end of pre-prep at age 7, standards are high in all subjects. Pupils communicate clearly and confidently in spoken and written English and they have a very good grasp of mathematical skills and concepts. They also understand scientific concepts relevant to their age, and can explain them using appropriate subject vocabulary. Their investigative work in both mathematics and science is very good for their abilities.

4.3 By the end of middle school, at age 9, pupils of all ages have successfully built on the good foundations of the earlier years. They show increasing confidence in the use of information technology and can manipulate databases confidently. They can plan a conduction investigation and create electrical circuits and record their findings accurately. They handle apparatus confidently and safely. They have a very good understanding of maps, symbols and scale and interpret large-scale maps accurately. In English, they use an extensive range of vocabulary, and their ability in mental arithmetic is very good indeed. By the end of middle school, the pupils are ready and able to progress to the more specialised subject teaching in the main school.

4.4 Pupils’ progress continues at a rapid pace in all subjects through the main school from Year 5 to Year 8. By the age of 11, the results of standardised tests show that pupils attainment in mathematics, English and science is well above average, and by the time they leave school at the end of Year 8, their level of achievement in all subjects is high, many winning scholarships to senior schools. In science, they have developed very good prediction and planning skills, and the pupils in the lower set, including EAL pupils, apply their very good science vocabulary accurately. Their writing is mature with confident syntax, correct grammar and precise punctuation.

4.5 Pupils with learning needs and those for whom English is an additional language make particularly good progress and achieve high standards as a result of accurate assessment of their needs on their entering the school and carefully targeted programmes to meet these needs.

4.6 Thus, pupils make rapid progress in lessons in all subjects, within each year and across their entire schooling up to age 13, and achieve high standards at the end of each transitional stage within the school.

Quality of Pupils’ Learning, Attitudes and Behaviour

4.7 The quality of pupils’ attitudes to learning and of their personal development and behaviour is very good throughout the school and gives very effective, positive support to the learning process.

4.8 Pupils’ attitudes to work are very good. They are keen, interested learners, who respond positively and enthusiastically in lessons, revealing very good recall of previous learning. Pupils are well motivated and co-operative, and are eager to contribute sensible answers, predictions and ideas in class discussion. They listen carefully to instructions and explanations, and almost all pupils maintain concentration throughout the lessons. Pupils enjoy applying themselves to the challenges that they are set and, as they progress through the school, their capacity for successful personal study and research develops very well.

4.9 Pupils form relaxed, constructive relationships with one another and it is striking that boys and girls are completely at ease together, as are day pupils and boarders. They have a trusting rapport with their teachers and with others in the school community. They show cheerful initiative, especially when helping each other or assisting their teachers, and have a very responsible approach to working collaboratively. Many examples were observed of pupils tackling tasks together, and these included Year 1 researching the working of a castle, Year 7 carrying out food tests, and Year 5 analysing evidence from Victorian times before going on to another lesson to learn the steps of the polka.

4.10 The school has a cheerful, lively atmosphere in which pupils get on particularly well together and show a proper respect for the feelings, values and beliefs of all those around them. They are very supportive of and courteous towards each other, and they behave very well in lessons, in all other areas of the school buildings, and when playing outside.

4.11 Pupils talk with adults in a friendly, confident and respectful manner, and treat them as if part of a large, extended family. Visitors are given a warm welcome, and pupils are eager to offer polite, helpful assistance. Their positive attitude makes a notable contribution to the school’s sense of community, and plays an important part in their personal development.

Attendance

4.12 Pupils attend school regularly and their lessons punctually, thus enabling them to take full advantage of the many opportunities provided by the school: attendance rates are high and well above the national average.

4.13 The admissions register is maintained correctly and the daily attendance registers marked assiduously. Both comply with the regulatory requirements for admission and attendance registers.

5. Quality of Education Provided

Teaching

5.1 The quality of teaching throughout the school is very good. It was very good in over half the lessons observed and was rarely less than good. No unsatisfactory lessons were seen.

5.2 Lessons form part of well-planned schemes based on National Curriculum guidelines, and individual lessons are well planned to take account of the needs of the particular pupils, for example, those with specific learning needs or with English as an additional language. Teachers assess the standards achieved accurately and build on previous knowledge and achievement to provide continuity and coherence through any given topics. Teachers are very well qualified and impart their interest and enthusiasm for their subjects to the pupils.

5.3 The very best lessons shared all or a number of the following characteristics or features: clear objectives which were explained to the pupils and introduced in a lively and stimulating manner; interesting and varied activities to further the lesson’s objectives and sustain pupils’ interest throughout the entire lesson; appropriately challenging work at different levels to extend the more able and support those with specific learning needs and careful and sensitive deployment of classroom assistants to support individual pupils with individual education plans.

5.4 In a Year 5 English lesson, for example, three different activities were provided to target the needs of the pupils and promote learning. A higher attaining Year 7 mathematics group was helped to meet the challenge of quite demanding work on fractions by learning tasks being broken down into small manageable steps. In a Year 3 science lesson, the teacher’s secure subject knowledge, high expectations and a challenging question-and-answer session, combined with effective use of good visual aids, elicited a keen and enthusiastic response from the pupils who achieved high levels of attainment and understanding of a topic on healthy eating. A stimulating drama lesson excited the children’s interest and promoted the development of imaginative play for a combined nursery and reception class, by providing activities targeted to their different abilities. In all lessons, teachers use time and resources effectively to support pupils’ learning.

5.5 The needs of pupils with learning difficulties and with English as an additional language are carefully assessed and diagnosed, actions to address their needs are listed in an individual learning plan (IEP), and guidelines are issued to class teachers on how to assist these pupils in class. Most teachers respond positively and effectively by targeting these pupils with suitable work and by providing additional support in class, often through the sensitive and effective deployment of learning assistants.

5.6 In all lessons, the teachers exercised easy control and good classroom discipline largely through quality of the work set. Relationships between the teachers and pupils are excellent and based on mutual respect. Thus, pupils had the confidence to approach their teachers with any queries and difficulties in the sure knowledge that their needs would be addressed with understanding and skill. In this secure, stimulating and supportive environment, pupils attain high standards, make rapid progress and develop a love and enjoyment of learning.

Does the school meet the regulatory requirements for teaching?

5.7 Yes.

Assessment and Recording

5.8 The methods used for assessing and recording pupils’ achievements, progress and needs throughout the school are good overall. The systems are accurate, consistent and effective, and they are appropriate for the age and stage of development of the pupils. Teachers mark pupils’ work regularly and accurately, often providing guidance on how further improvements can be made.

5.9 In the Foundation Stage, assessment and recording are good, although assessment information makes only a limited contribution to curriculum development and planning. Assessment is by observation and sampling of work, and the recording of achievement in the Early Learning Goals for each area of learning is appropriate. After the Reception year, a programme of testing, as outlined in the assessment policy, yields value-added performance data and standardised scores. These test results, along with internal examination results and school report details, provide helpful information on the strengths and weaknesses of individuals and classes. However, the various scores and report records are kept in different places so that tracking of a pupil’s progress through the school is neither easy nor convenient. A worthwhile and effective initiative is the compilation of assessment files, containing samples of pupils’ work in English and mathematics, and this system has now been advanced up the school as far as Year 4.

5.10 The assessment policy is a new and evolving document and has not yet been extended beyond the special educational needs department. The policy focuses clearly on the identification of pupils with learning needs, and reflects the school’s very real concern for pupils who require additional support in order to realise their potential. The assessment of special needs pupils and those for whom English is an additional language is excellent and, as a result, their particular individual needs are clarified and are addressed effectively. Teachers have copies of the individual and language education plans, and they follow these conscientiously to the great benefit of the pupils’ educational development.

5.11 Marking of pupils work is generally good. The marking policy makes very clear to pupils, parents and teachers the high standards of presentation of work that are expected, and gives a full explanation of the scheme of attainment and effort grades. However, the policy contains only limited advice to teachers on assessment aspects such as guidance to pupils for improvement and target setting. Marking and grading follow the guidelines in the departmental handbooks and are usually prompt, frequent and accurate, often accompanied by encouraging comments and appropriate rewards. At present, there is very little monitoring of marking within subjects. The assessment procedures are good in all subjects, and are particularly effective in assisting pupils to make progress in Reception, science, English and Latin. An excellent example was observed in Year 5 English where target setting accompanied marking and was explained clearly to the pupils. The most effective continuous assessment includes results from class work, homework, end-of-topic tests and school examinations; all recorded in teachers’ mark books. Observation of pupils’ responses in class and interaction with their fellow pupils also play an important part. Pupils understand the assessment criteria, and those in Years 5-8 complete a self-appraisal form to accompany their reports. They then set their own targets following discussion with their form tutors.

5.12 The assessment and marking policy documents give no clear guidance on using assessment information as a planning guide for curriculum development. Assessment information is sometimes used to modify schemes of work and to adapt the teaching of particular topics, but this is neither consistent nor widespread across the curriculum. Setting of subjects is reviewed annually, and examination results were taken into account in the formation of the present mathematics and science sets in Years 7 and 8. Further development of the good practice already in place is hindered by the storage arrangements for assessment information because they do not allow easy access to data by those with academic management responsibilities.

Curriculum

5.13 The school provides a very good, broad and balanced curriculum for all year groups, which is well planned to meet the needs of all the pupils, and enriched and extended by a wide range of visits and extra-curricular activities. It contributes significantly to pupils’ intellectual, physical and personal development and is entirely appropriate for their ages and abilities. It prepares pupils very well for entry to independent senior day and boarding schools across the country.

5.14 The curriculum is based on national guidelines up to age 11 and on the Common Entrance for the 11 to 13 age group. It goes beyond the National Curriculum, however, in teaching French from Reception, Spanish from Year 7, Latin from Year 5 and Greek after the Common Entrance exams in Year 8. A generous allocation of time for physical education (PE) and games, including swimming from Reception upwards, makes a major contribution to pupils’ physical development. The total time devoted to the curriculum is ample and Saturday morning school enables sufficient time to be given to all the subjects, both collectively and individually. ICT is taught as a discrete subject but is also well used to support learning in all subjects of the curriculum.

5.15 The curriculum is very well planned to meet the meet the needs of all the pupils, ensuring that all have access to the full range of subjects and activities available. Planning is very good in all sections of the school and in all subjects. Thus, the requirements of very able pupils, those requiring learning support, and those for whom English is an additional language, are all well met. The well-planned curriculum provides a coherent and continuous programme of studies from age 3 to 13, thus enabling the pupils to progress step by step at every stage throughout their schooling. Teachers base their plans largely on the national schemes but inject their own ideas and materials to reflect local circumstances and the particular needs of the pupils at this school.

5.16 The special needs department plans particularly well for pupils requiring support and for pupils with EAL. Pupils’ levels of attainment are carefully and expertly assessed, and individual learning plans (IEP) and language education plans (LEP) are constructed indicating what they need to do to improve. These are used in turn by class teachers, who plan appropriate work and support and, as a result, these pupils make good progress in all aspects of their schooling.

5.17 Teachers plan and organise an excellent range of class visits and extension activities to enrich and extend the work in the classroom. Thus Year 1 work on castles is enlivened by a visit to a local Norman castle, Year 8 geography in physical geography is informed by well-planned fieldwork, and English work is illuminated by theatre visits. The curriculum is further enhanced by a full range of extra-curricular activities in drama, music, science and sport.

Does the school meet the regulatory requirements for the curriculum?

5.18 Yes.

Teaching and Non-teaching Staff

5.19 Provision of teaching and non-teaching staff is very good indeed. The well-qualified, experienced and hard-working staff make a significant contribution to all aspects of the school, and to the standards achieved by the pupils in and out of class. The school has due regard to the well-being and professional development of all the staff and has developed a system of appraisal for teachers. This is not fully embedded in the routine practice of the school and is lacking in sufficient rigour to ensure consistency in the quality of appraisal throughout the school.

5.20 Teachers are very well qualified in their subjects and many have additional specialist qualifications. They are well deployed to deliver the curriculum and programmes of study and are well experienced with all bar four having at least five years experience at this school. The teaching staff has a good mixture of youth and age, and a good balance of male and female teachers. Boarding duties and Saturday morning school impose fairly full teaching loads but all staff have a half-day off during the working week. This is well planned and does not restrict the curriculum nor create any timetabling anomalies.

5.21 Classroom assistants are also well qualified and deployed effectively throughout the school to support pupils’ learning. They are particularly effectively deployed in the pre-prep and enable teachers to conduct their lessons, and to organise learning resources very effectively. They are also well deployed to support pupils with specific learning difficulties throughout the school and make a significant contribution to the successful implementation of pupils’ IEPs and LEPs. A gap year student and a French Assistante provide very useful additional support in all areas of school life and their contributions are much appreciated by the pupils, especially the boarders. The hard working office and maintenance staff provide excellent support in their professional capacity, but also add to the caring family atmosphere of the school. Similarly, the catering contractors, as well as providing a good professional service, contribute to the friendly ambience in and around the refectory at mealtimes.

5.22 The school goes to great lengths to recruit suitably qualified and experienced staff and new staff are carefully inducted to the school. Most mandatory checks are carried out by the school, including CRB checks on staff prior to appointment. The school does not, however, always obtain written references nor check on the medical fitness of staff prior to appointment.

5.23 The school has two parallel appraisal systems, pastoral and academic respectively. The former is voluntary, however, and is effective in identifying the professional needs of staff that participate. The latter system, based on classroom observation, is carried out effectively in some departments where it makes a worthwhile contribution to raising standards of teaching and learning. It is not applied consistently across all subjects to be fully effective in monitoring standards across the whole school. The school participates in the national induction scheme for newly qualifies teachers (NQT), but currently has no NQTs on the staff.

Does the school meet the regulatory requirements for the suitability of proprietors and staff?

5.24 The school meets almost all of the regulatory requirements. In order to meet all the requirements, the school must:

(a) ensure that prior to appointment, written references are obtained on all staff and that appropriate checks are carried out to confirm their medical fitness. [Regulation 4.(c)]

Resources for Learning

5.25 Available funds have been used efficiently and effectively to provide very good learning resources across the whole school.

5.26 The provision of ICT to support teaching and learning is very good. The ICT room is sufficiently stocked with computers to enable whole class teaching to take place. It is fully booked both for timetabled ICT lessons, and by other subjects, such as geography and Latin, and from all sections of the school, including Reception. Every classroom, including the special needs room, has at least one computer and these are widely used, for example, to access the internet, to produce posters and for specially adapted programmes for pupils with leaning needs. The Foundation Stage, French and geography and science use ICT in their subject areas especially well. In Reception, children transferred previously designed shape patterns onto the computer. This good use of ICT in these departments significantly enhances both the teaching and learning for pupils.

5.27 Televisions, videos, tape recorders and overhead projectors are provided throughout the school, and are used to vary the delivery of the curriculum. Good use was made of the overhead projector in history, for example, to present evidence from different sources for the pupils to work on.

5.28 Other resources in the school are very good overall, and they support pupils’ learning very well. Foundation Stage pupils make good use of outdoor space as do the rest of the school in the extensive grounds. The P.E. and games equipment is very good. Resources for teaching in the Foundation Stage, mathematics, French, science and R.S. resources are very good, including the live animals housed in the science laboratories.

5.29 The school has three well-maintained mini-buses which are used to transport pupils to and from school, to matches and to curriculum related outings.

5.30 Teachers use good photocopying facilities, quite extensively. Most departments have their own budgets, which enable staff to plan and evaluate resources effectively.

Libraries

5.31 Library facilities are satisfactory overall. The pre-prep library is very well used and efficiently managed. Its location in the centre of the building ensures it is used to support pupils’ learning and is at the heart of that process. Further books are available in each pre-prep classroom and this provides pupils with good access at all times. The middle school library is situated in the corridor outside the classrooms, however, and this limits its use as a quiet, comfortable area for research and reading for pleasure. The use of the main school library as a classroom also inhibits its use as a library.

5.32 The pre-prep library has a good number of books. They are well organised with non-fiction books categorised by subject and arranged in large boxes. The books are well displayed and the range and quality of fiction and non-fiction books is good. Books from the reading scheme are stored in the same area and the provision and arrangement of furniture make the library a place to read for enjoyment and learning.

5.33 In the middle school library, the collection of books is fairly small consisting of about 250 books, most of which are fiction. Books are well displayed on the stands and in good condition. In classrooms there are some good displays of books linked to work being studied. For instance, work in history was supported by a good selection of interesting books on the Egyptians. These were well matched to the ages and abilities of the pupils.

5.34 The main library is accommodated in a spacious and bright room. However, the arrangement of the books, the furniture and the use of the room for much of the time as a classroom, does not encourage reading for relaxation, pleasure or research. The main upper library has just over 2000 books including a wide range of fiction books but a limited selection of non-fiction books. Fiction books are well organised, alphabetically by author and neatly arranged on the shelves. Non fiction books are arranged by subject. A card index holds details of all stock. The library premises and stock are well managed and a pupil librarian assists in keeping the library in good order. The library budget does not allow for many purchases each year but this is augmented by money raised from book fairs and ensures that new stock arrives regularly.

5.35 Pupils wishing to take out fiction books sign them out and return them when they have finished. Non fiction books may not be taken home but may be read in school. Pupils in the Years 5 and 6 have a dedicated library session each week for reading, and pupils in years 7 and 8 have a lesson there as part of their work in English. The use of the main school library for research is restricted, both by the limits of non fiction stock and by the need to negotiate access time.

5.36 Some departments have their own libraries and these are useful resources especially in history, science and French. The library computer is a resource for reference material and is well used by pupils when they can gain access to it.

Premises and Accommodation

5.37 The overall quality of the premises and accommodation is good. The buildings, grounds and other facilities are good for the numbers, abilities, ages and genders of the pupils; they are well used and enable the curriculum to be taught effectively. The school does not currently provide satisfactory sleeping accommodation for its boarders.

5.38 The school occupies a Grade 2 listed building in extensive grounds in the heart of the country. The building has been adapted for its present use and additional buildings have been added behind the main house over the years. The school has sufficient, well-furnished classrooms for each subject and curriculum area. There are good, specialist facilities for ICT, drama, physical education, music and science, but the art room is small and cold. Most classrooms are contained within a fairly compact area allowing rapid movement between lessons. Individual classrooms are nearly all of a good size and are bright and cheerful. Accommodation for learning support is adequate.

5.39 The nursery and pre-prep occupy a purpose-built building, which contributes very effectively to pupils’ learning and development. Classrooms are well decorated and furnished, and the pre-prep has its own playground with a soft weatherproof area. The Nursery and Reception classes have their own play areas, both all-weather and grass, and they have a good range of outdoor equipment. The pre-prep building includes a hall, which provides very good flexibility for movement and creative play.

5.40 The very good range of sports facilities, including two all-weather playing areas, sports hall and indoor, heated swimming pool, considerably enhance the curriculum. All of these facilities are available to the boarders in the evenings and at weekends, as are the playing fields and grounds for such activities as ball games and wildlife club.

5.41 Boarding accommodation is in the original main house where the dormitories are cramped; a proposed rolling programme of refurbishment is eagerly awaited. Washroom facilities are adequate, but there is a lack of privacy in some shower areas. There are two rooms where boarders can watch television, although one is small and a boarders’ recreation room where there are also study facilities.

5.42 The school dining hall is attractive and well lit, and enhanced by an exhibition of pictures by pupils. The school kitchen is spacious and well equipped. Administrative space is adequate and most senior staff have their own office. Space for storage is sufficient and conveniently located. The maintenance and decoration of buildings and grounds are generally good, and the classrooms and indoor facilities clean and well kept. Classrooms and corridors all have the most attractive displays of pupils work in subjects across the curriculum, based on topics such as Ancient Egyptians, Latin verbs and art in the style of Van Gogh, all of which enhance pupils’ learning.

5.43 The premises and accommodation support curricular provision, teaching and learning most effectively and make a positive contribution to all pupils’ personal development, behaviour and welfare, both boarders and day pupils.

Does the school meet the regulatory requirements for premises and accommodation?

5.44 Yes.

Links with Parents and the Community

5.45 The school has developed a very good, effective partnership with parents and very worthwhile links with the community.

5.46 The parents who returned the questionnaire before the inspection were overwhelmingly supportive of the school. Parents were particularly positive about the worthwhile attitudes and values promoted by the school, the range of activities, the high standards of behaviour, the help and guidance given to pupils, and the breadth of the curriculum. A small number of parents felt that pupils were not given worthwhile help with learning difficulties, but the inspection team did not find any evidence to support this view.

5.47 The attractive, informative prospectus, along with the pre-preparatory and preparatory school leaflets, the comprehensive parents’ handbook, and other helpful guides, all give parents very good information about the school. The regular newsletters, together with event fliers, the termly calendar and the high-quality annual magazine, all contribute towards very good communication between the school and parents. The school website, with its newsflash page for the latest updates, is a further very good source of information, as are the well laid out notice boards throughout the school.

5.48 All parents receive full and comprehensive reports regarding their child’s work and progress at the end of the autumn and summer terms. These reports provide parents with useful information, and generally contain constructive advice to pupils on ways in which they could improve; for Years 5-8, they include a self-appraisal form, which pupils complete with the setting of their own targets for the following term. Every four weeks, parents of pupils in Years 3-8 receive informative progress reports containing pupils’ attainment and effort grades and a summary comment from the headmaster. Throughout the school year, helpful parent/teacher meetings are arranged, as are information evenings for certain targeted year groups. Parents are encouraged to meet teachers or the headmaster, by appointment, at any other time if there are areas of concern. Informal contact with teachers is available daily, before or after school. For serious issues, the school has a suitable complaints procedure in place, and a copy is included in the parents’ and staff handbooks. This enables complaints to be handled in a satisfactory manner so that all regulatory requirements are met.

5.49 A most supportive parents’ group organises social and fundraising events throughout the year, for example a fireworks party, quiz night and summer barbecue. Funds raised by the group are used to boost the school’s academic and sporting resources, and this input is appreciated greatly by the staff for it enhances opportunities for the pupils. Parents are welcome at, and give very good support to, sporting fixtures, plays, services and musical performances. They also have the opportunity to attend form assemblies, and may accompany educational visits if space allows. Involvement of parents in these school activities makes a valuable contribution to pupils’ learning and progress.

5.50 The school has very good links with the local community. The village choir and band practise in the music department, local cricket and tennis clubs use the sports hall, and the village school borrows the minibuses for educational visits and weekly swimming sessions. The school choir and band perform regularly around the area, and there are numerous enriching visits for pupils of all ages, for example, a farm, a town shopping centre, art galleries, the opera house, theatre and Castle Howard. Pupils participate in a wide range of inter-school sporting fixtures and tournaments, and the musicians combine with other preparatory and senior schools for music days. Further afield, there are residential trips, including visits to France for outdoor activity expeditions and language study. The school charity programme is supported very well by pupils, parents and staff, and raises pupils’ awareness of the circumstances and needs of others.

Does the school meet the regulatory requirements for the provision of information?

5.51 Yes.

Does the school meet the regulatory requirements for the manner in which complaints are to be handled?

5.52 Yes.

6. PUPILS’ Personal Development and Pastoral Care

Pupils’ Personal Development

6.1 The school provides a very good range of suitable opportunities through which its pupils, both boarding and day, can develop a system of spiritual beliefs and a moral code, as well as developing appropriately personally, socially and culturally.

6.2 Personal development is a high priority and is supported by a dedicated staff. The basic mission statement of the school is applied well by the staff and makes a strong impact on pupils’ academic progress and social development. The positive ethos of the school is reflected in its everyday life. The school’s aims and beliefs are at the heart of that ethos.

6.3 Provision for spiritual development is very good, both through assemblies and religious study lessons where pupils are encouraged to reflect upon religious beliefs and practices of other world faiths. In a lower school assembly the relationship between faith and celebration was illustrated by reference to the Pilgrim Fathers. Spiritual development is also supported and enhanced through lessons in the expressive art of creative writing, where pupils have written hymns, reflecting on their beliefs and asking for support. In discussion in a history lesson, Year 5 pupils considered the ethical and political issues raised by Henry II and Becket. Science and geography also provide experiences of awe and delight in the world around. Pupils are encouraged to explore their feelings and thoughts and to listen to and respect the opinions and thoughts of others. Saying grace before and after evening meals is a further source of spiritual nurturing for the boarders.

6.4 Provision for pupils’ moral development is very good throughout the school. The staff are very good role models and are ready to discuss moral issues. Pupils understand the rules and behaviour guidelines and the reasons for them. The rules are implemented fairly and pupils have a clear understanding of the differences between right and wrong. Discussion and good relationships between both day and boarding pupils, and staff helps to re-enforce this. Rewards and commendations are used for good work and helpful behaviour. Through the personal, health and social education (PHSE) programme, pupils have the opportunity to discuss ethical issues, as during a Year 6 lesson when pupils looked at a variety of advertisements and analysed their appeal. Year 5 pupils empathised with people with disabilities when they toured the school imagining how someone in a wheelchair would cope.

6.5 The provision for cultural development is very good. A wide range of opportunities within many curriculum areas assists pupils to appreciate their own cultural traditions and the diversity of others. The good integration of foreign students into the life of the school is a reflection of this. An extensive programme of visits to places of cultural interest includes theatres, museums and places of historical interest. A good variety of talks by visitors to the school broadens pupils’ cultural knowledge and these have ranged from authors to mountaineers. Lessons in art about famous artists, involvement in drama productions and the studying of music from such countries as Java and Bali all deepen cultural understanding. The study of French, Spanish and Latin all promote insight into other cultures, as does the annual trip to France to canoe down the Ardeche. The study of other world faiths alongside that of Christianity contributes effectively to pupils’ knowledge of other religions and cultures.

6.6 Provision for social development is very good. The school encourages pupils to relate positively to one another and to participate fully in the life of the school community. The school offers very good opportunities to develop personal interests through clubs and activities to the benefit of both boarding and day pupils. Pupils are polite and courteous, as seen in their interactions with visitors to the school. The arrangements for lunch encourage good social interaction across age groups, as do some of the extra-curricular activities. The school encourages pupils to be caring, responsible citizens who consider the needs of others, and pupils are active in raising funds for a variety of charities which have recently included York against Cancer and The Meningitis Research Foundation.

Does the school meet the regulatory requirements for the spiritual, moral, social and cultural development of pupils?

6.7 Yes.

Pastoral Care, including Welfare and Health & Safety

6.8 The schools pastoral system is good overall for both day pupils and boarders. It clearly defines the roles and responsibilities of all staff and contains helpful guidelines for action in response to a range of appropriate issues. The system is well embedded in school routines and practice. Thus, provision for pastoral care, health and safety, and support and guidance is good, and enhances the pupils’ personal and academic development, as well as ensuring their well-being and safety. However, not all regulatory requirements pertaining to child protection are met.

6.9 The quality of care for day pupils and boarders is very good. Teachers know their pupils very well and are able to respond effectively to individual needs. The discipline in the school is very good. Class rules are displayed around the school and they provide a clear understanding of what is expected of pupils, and teachers deal quickly with unacceptable behaviour. Consequently the pupils’ behaviour is excellent. The school actively accentuates the positive and encourages self-discipline in the pupils. Various procedures for monitoring the academic progress and personal development of pupils are embedded in the school’s routines and are applied very effectively.

6.10 An effective anti-bullying policy based on DfES guidelines is in place, and when pupils were asked about bullying in the school they were certain it did not happen. Staff foster good relationships, based on respect for the individual, throughout the school. In the pre-prep, pupils are encouraged to be kind to each other, and their actions in this regard are recorded, along with their other achievements, on an ‘Achievement Tree’. Measures to combat bullying are very effective in relation to both day pupils and boarders.

6.11 Measures to safeguard and promote pupils’ health and well-being are successful. A caring attitude is maintained amongst pupils, and staff around the school show keen awareness of health and safety issues. The medical arrangements for pre-prep are good and satisfactory elsewhere. Logging of accidents and maintaining records are thorough. Sufficient staff have received appropriate first aid training.

6.12 The child protection policy provides useful guidance for staff, but it does not address fully all the necessary regulations pertaining to child protection in the school. A number of staff have received appropriate training in child protection and the school has taken steps to ensure that all staff receive this training as soon as possible.

6.13 Necessary measures have been taken to reduce the risk of fire. Regular fire practices are held, and details logged. An alarm prompted a fire drill during the inspection week and it was particularly well executed. A full Health and Safety risk assessment on electrical installations and fire alarms took place the week before the inspection, and will be followed by an inspection by the local fire authority during the week after the inspection.

6.14 The school has regard to the various DfES guidelines on all health and safety issues pertaining to the school. Trips and educational visits are carefully planned and thorough risk assessments undertaken in each instance. Hot meals with vegetarian choices and regard for any dietary needs are provided daily, and the food is prepared under hygienic conditions. The standard of food is both good in variety and quantity and has good nutritional value. A catering manager oversees and co-ordinates the provision competently.

Does the school meet the regulatory requirements for the welfare, health and safety of pupils?

6.15 The school meets almost all of the regulatory requirements. In order to meet all the requirements, the school must:

(a) ensure that school guidance on child protection is updated in line with the most recent DfES guidelines. [Regulation 3(2)(b)]

Boarding Standards

6.16 A Commission for Social Care Inspection (CSCI) team took part in the inspection. This section consists of a summary of the CSCI report, which has been agreed with ISI.

6.17 The inspection was conducted over a period of 2 days, by two inspectors, and took a total of 35 hours, including preparation time. The views of parents and pupils were canvassed via questionnaire and the feedback from these questionnaires informed the focus of the inspection. Interviews were undertaken with the Headmaster of the school, the Deputy Head, the House Parents and Matron, the Special Educational Needs Co-ordinator, the Senior Master, the catering, cleaning and maintenance staff and all boarding pupils. Key policies, procedures and documentation, including the school’s recruitment files, were also examined. In addition, the inspectors were able to join pupils for meals and to observe early morning and evening routines and activities.

6.18 Boarders at Terrington Hall are happy and well looked-after by an effective boarding team who have a high regard for children’s welfare. Relationships between boarding staff and pupils are very good. The school is particularly effective at integrating those boarders for whom English is a second language and has strengths in providing a range of enjoyable and challenging activities for all pupils.

6.19 The school’s boarding accommodation is in need of improvement and a programme of works is due to begin during the Christmas break. The school needs to ensure that it operates a robust recruitment procedure in respect of all prospective employees and that all staff receive Child Protection training. The school should also ensure that it operates a safe policy with regard to storing, administering and disposing of medicines and should keep adequate records of the health and welfare needs of boarders. Security should be reviewed, particularly with regard to doors used in the evenings and the school should develop a plan for foreseeable incidents.

7. The Management and Efficiency of the School

Governance and Management

7.1 The governance and management of the school are good, ensuring that the aims of the school are being met and a suitable quality of education is being provided. The structure and management arrangements are well defined and provide a framework which supports school management. The governors and managers at all levels provide clear educational direction for the school and create an ethos and sense of purpose which informs all school activities.

7.2 The governing board is made up of individuals from the world of education, human resources, business and the law, thus bringing a wide range of experience and skills to bear on the governance and management of the school. There are also representatives from parents, the local community and former pupils who add a further important perspective. All interview boards for new staff include a governor, and the work of the governors is further effected through appropriate sub-committees. These, along with full board meetings, and regular meetings between the head and chairman, further ensure that the board effectively discharges its responsibilities for oversight of the school and ensuring that human and material resources are deployed to optimum effect.

7.3 The headmaster and deputy provide strong and effective leadership. Together they form an effective complementary team whose regular presence around the school provides inspiration and encouragement to staff and pupils alike. The head is readily available to staff, students and parents and is an ever-prominent figure throughout the school, in lessons, on the playing fields and at meal and break times. The newly established senior management team contains key staff from the main sections of the school and minutes of meetings indicate that this group is beginning to address important planning issues and monitoring of standards. Thus a clear and comprehensive development plan identifies appropriate priorities for the future, including the monitoring of teaching and learning, and allocating sufficient resources to enable the plans to be fulfilled. Monitoring is not yet applied with sufficient consistency throughout the entire school to provide useful information for school wide action to improve standards in all subjects. Leadership in the pre-prep is very good although the division of labour is not sufficiently clear between the head of preprep and the Foundation Stage coordinator, the latter having an additional role as director of studies.

7.4 Leadership of the subject areas is mostly very good. Heads of department plan and resource their subjects well across the whole school. Some monitor the standards of teaching and learning effectively, for example, in science and PE. Monitoring is not carried out consistently, however, so that much good practice is unrecognised and areas for improvement not identified. Several heads of department are quite new, and lack the experience and training to monitor classroom standards. Leadership in the middle school is good and there are growing and improving links between the middle school and subject heads to ensure smooth transition to the preparatory section.

7.5 The leadership of special needs and provision for EAL is very good across the whole school, providing well-constructed IEPs and LEPs, and clear guidance to all staff in relation to them.

7.6 Routine administration and day-to-day management is efficient. Communication is good and is achieved by various means including daily staff briefings conducted by the headmaster. The extensive staff handbook, supplemented by a comprehensive range of policies on most aspects of the school, provides guidance and advice to staff on a full range of professional, pastoral, and health and safety matters.

7.7 The good management of the school ensures that the school aims and mission statement are realised, embedded in the school routines, and regularly reviewed.

8. Achievement and Quality in Subjects and Activities

Achievement and Quality in Subjects

The Foundation Stage

8.1 Children in the Foundation Stage achieve very good standards in relation to their ability. The Foundation Stage consists of the Nursery class of three to four year olds and a Reception class of four to five year olds. It is housed in a separate building alongside Year 1 and Year 2, along with which it forms the pre-prep department. It is an integral part of the school. By the age of five, pupils are achieving the Early Learning Goals and in most cases are attaining high standards. The Nursery has no standardised testing on entry, but informal assessment takes place during the first few weeks. They then begin to work towards the six areas of learning, which is monitored using the Foundation Stage Profile. Children in Reception progress rapidly towards the final stage of the Foundation Stage profile and many will begin aspects of the curriculum for the next stage of learning.

Personal, Social and Emotional Development

8.2 Attainment and progress are very good throughout the Foundation Stage. Personal, social and emotional development permeates all aspects of the curriculum. Relationships with staff are very good. Children mostly manage to deal with dressing and undressing and their personal hygiene. Nursery children were observed putting on painting aprons unaided. They move confidently around the school grounds, chatting to their friends. Lunchtime has a real ‘family’ atmosphere with staff joining in with the general chat. Children respond happily to the many other adults they meet during the school day. They collaborate well with adults and each other when using large floor games, as was observed during a ‘picnic time’ in nursery where a small group of children had laid out a rug and were having an impromptu picnic.

Communication, Language and Literacy

8.3 Attainment and progress are very good. Children speak, listen and communicate thoughts, ideas and feelings very well for their age. Children in Nursery respond well to the introduction of letter sounds and confidently play I-spy to acknowledge objects around the room or friends whose initial sound is the same. Reception children have progressed from this to recognising two sounds blending together. They build words confidently with three letter sounds. Children use their free choice time to develop other areas of the curriculum, imaginative play, word building skills, and hidden letters in the ‘snow’ on the builders’ tray.

Mathematical Development

8.4 Attainment and progress are very good. Nursery children are beginning to recognise and name numbers to ten. They confidently recognise the numbers of dots on a dice without counting and can, when using two dice, add two numbers together. Reception children have a clear knowledge of ‘solid’ and ‘flat‘ shapes. They describe a hidden shape accurately, “It belongs to the circle family”, “it could be a cylinder or a sphere; it is a sphere”. Also in reception computer games are well used to consolidate number and shape recognition and counting skills. Throughout the Foundation Stage, higher achieving pupils are quickly recognised and given extension work; pupils who require assistance with their learning are noted and monitored.

Knowledge and Understanding of the World

8.5 Attainment and progress are very good. Nursery children enjoy experimenting with making jelly. In a cross curricular link with phonic work, they use appropriate vocabulary to describe what is happening to the jelly and the changes that are taking place. Reception children likewise made pizzas with the classroom assistant and could explain clearly to the teacher exactly what they did. The children use the surrounding area to discover the wonders of nature and to collect and make a striking display entitled ‘autumn delights’.

Physical Development

8.6 Attainment and progress are very good. Many opportunities are given for children to develop their fine motor and gross motor skills. The secure outside play area enhances and extends their learning. Pupils develop good co-ordination during music lessons and in the drama lessons given by a visiting artist. Fine motor skills are evident in the many activities provided for them.

Creative Development

8.7 Attainment and progress are very good. In Reception, children paint numbers to produce a number line, make robots out of junk materials, collage, and roller paint patterns. Nursery children paint freely and are encouraged to decorate pictures of jelly. The Foundations Stage displays are very good and reflect the six areas of learning. Good use is made of the art room, which provides an added facility to extend the walls of the classroom.

Other Aspects of the Foundation Stage

8.8 Teaching is almost always very good and, as a consequence, pupils’ attainment and progress in also very good. Good use is made of the strengths and talents of the classroom assistants in the Nursery and Reception classes, for supervising small groups, reading stories, hearing reading or baking with the children. Teachers have a thorough knowledge of the Early Learning Goals in the six areas of learning. They have high expectations of children’s’ attainment and in-depth knowledge of how children learn. Assessment is good: teachers regularly assess children informally but assessment is not sufficiently structured to inform further planning. Resources are very good in the Foundation Stage. They support learning well. The good use of library/quiet area encourages reading. The Foundation Stage children often spill out into the large shared area in the centre of the pre-prep department. This is a well used area and allows for more freedom of movement.

8.9 Leadership and management of the Foundation stage are very good. The Foundation stage co-ordinator takes responsibility for the reception and nursery class. The head of pre-prep oversees all the classes up to Year 2. Nursery and Reception do not plan together so that planning and assessment procedures are not standardised across the Foundation stage curriculum.

8.10 The Foundation Stage has a happy buzz, which reflects the teachers’ personalities. There is a clear sense of fun and enjoyment, obviously conducive to learning, which permeates throughout the Foundation Stage.

English

8.11 Pupils achieve high standards at the end of the pre-prep in Year 2, and also high good standards at the end of the middle and main school in Year 8. Pupils achieve very well in Common Entrance and scholarship examinations.

8.12 By the end of Year 2, pupils’ attainment is very good. They show strong writing skills, are good listeners and are quick to respond to instructions. Pupils make a good start in Year 1 where they continue to develop phonic strategies, which they use to build up words over the course of time. This was seen as Year 1 pupils, in teams, built up a bank of words based on similar sounds to use later in the lesson. Pupils in Year 2 write accurate and well-constructed stories, many showing a good knowledge of vocabulary. By the end of Year 2 most pupils read competently, speak confidently in discussions and followed instructions without difficulty, as they did in a comprehension lesson, the class splitting quickly into groups in order to tackle targeted activities.

8.13 Throughout the middle and main school, pupils produced very good-quality work, showing a good understanding of grammar, punctuation and spelling. They write on a range of topics and in different styles, as in Year 4 where they were adapting their writing to make a play script, and in Year 8 where pupils had prepared speeches to be delivered to the class. Pupils of all abilities have very good comprehension skills and produce creative writing of a high quality. Presentation is generally good and often of a high standard. In discussion, pupils display well-developed oral skills, expressing ideas and opinions using a wide vocabulary.

8.14 Progress in speaking, listening and writing skills in the pre-prep is rapid in lessons and over time. This continues in the middle and main schools, where pupils develop their understanding of the structure of language and their use of grammar. This was seen in two lessons in Years 3 and 5, where pupils improved noticeably their knowledge of adjectives and punctuation. In Years 6, 7 and 8, pupils progress rapidly to the point where they tackle new concepts and tasks, engage in independent research and attempt more ambitious activities. For example, Year 6 pupils investigated the original Olympics to prepare for a lesson at a later date.

8.15 The quality of learning and behaviour is very good. Pupils are most competent learners, who are motivated and keen to succeed. They work hard and concentrate well during lessons. Pupils show a desire to learn and have a good relationship with their teachers, as in a cheerful Year 7 lesson where pupils researched and devised slogans to advertise a shortbread biscuit.

8.16 The quality of teaching was nearly always very good; it was at its best when lesson content was interesting and challenging, and there was a brisk pace. A strength of the teaching of English, in partnership with the learning support department, is that throughout the school pupils across the whole ability range are enabled to produce work of a high standard. Teaching styles cater well for the wide ability range in the classes and tasks are often matched to the needs and abilities of the pupils. Lessons are well planned and organised. Effective use is made of ICT in desktop publishing, to enhance creative writing in a range of styles such as posters and newspaper articles.

8.17 English is well led and managed in the pre-prep and the middle and main schools, and the level of staffing is good. Detailed and comprehensive schemes of work support teaching throughout the school, and long, medium and short-term planning are also good. Links between the pre-prep and main school are made effective by the head of department and the head of pre-prep. Regular English departmental meetings are held and staff training is available and encouraged. Appraisal also takes place and is monitored by the head of department, who is, in turn, appraised by a member of the senior management team.

8.18 The subject is further enhanced by many outside visits, including those to the theatre and by other events, such as talks by visiting actors. There are also regular extra-curricular activities such as play productions, book fairs and after-school clubs which include theatre studies and a debating society.

Mathematics

8.19 The standards achieved by pupils are high throughout the school. Year 2 pupils work with simple fractions and use halves and quarters with competence. Year 4 pupils show a very good understanding of the properties of shapes and are able to describe them in terms of sides, angles and straight lines, and regular and irregular polygons. Pupils in Year 8 apply their understanding of angles and points of the compass to manipulate ideas spatially in order to work out bearings, draw diagrams and specify direction. All pupils develop very good number knowledge and can apply it well to their work in lessons. Pupils apply their mathematical knowledge effectively to other subjects such as ICT and geography, and develop very good investigational skills through the opportunities provided for pupils to investigate projects and explore problems.

8.20 Pupils make rapid progress in lessons and over time. Pupils in Year 1 made very good progress when learning to subtract from 5p. They used a range of words for the task such as minus, difference and take away. They explained how they had calculated their answer and wrote an appropriate sum to illustrate it. By Year 7, pupils subtract fractions and make very good progress with increasingly complex calculations. They find the lowest common denominators and convert whole numbers to fractions accurately where necessary. Their progress is assisted by the well-planned schemes of work, and through the specialist teaching in Years 5 to 8.

8.21 The quality of pupils learning is very good. Throughout the school the behaviour of pupils of all ages is consistently very good. Pupils respond very well to their teachers and are very co-operative during lessons. They listen attentively, sustain concentration and persevere with their tasks. Good relationships between pupils and staff result in pupils answering and questioning with confidence and this makes a significant contribution to their learning. For example, very good behaviour during a brisk Year 2 session on the three times tables enabled pupils to find great enjoyment and also practise their speed and accuracy.

8.22 The quality of teaching is very good. Lessons are well planned and objectives are made clear to pupils. Teachers have a very thorough knowledge of their subject. Explanations are clearly given and new information is communicated step by step to ensure pupils are able to understand. Lessons are well paced and include suitably challenging tasks to extend and enhance pupils’ knowledge.

8.23 Books are marked regularly and comments are usually of a supportive nature. Some marking tells the pupils what they should do to improve. Targets for improvement are included in some reports in order to help pupils achieve higher standards. Assessment is good and in the best cases, the results of pupils’ tests are used to support further progress. Staff adapt teaching appropriately to meet the needs of pupils who require support with an aspect of their learning.

8.24 The leadership of the subject is good. The subject is promoted through good wall displays, including work using ICT and through entering some Year 5 and 6 pupils in the Primary Maths Challenge.

8.25 The management of the subject is also good and considerable effort has been given to updating the mathematics policy and planning document. This process in incomplete, however, in relation to some areas of the subject, such as shape, space and measures and data-handling at all ages. The lack of available time for monitoring the teaching of the subject limits opportunities to develop further the best practices in this department.

Science

8.26 Pupils achieve high standards throughout the school in science. The written work scrutinised and the work on display revealed high levels of understanding, analysis and presentation as well as very effective ICT skills. Pupils respond articulately and confidently in class and make perceptive contributions to discussion using very good scientific vocabulary, often revealing excellent background scientific knowledge. They listen carefully, recall previous work accurately and are quick to comprehend all that is involved in the tasks that they are set. Pupils learn to handle apparatus safely and sensibly and, from as early as Year 2, they develop a very good understanding of the meaning of fair tests and investigations. In Year 8, pupils achieve very good Common Entrance and scholarship results.

8.27 Pupils’ progress in written work, over time and in their understanding of new topics and practical techniques during lessons, is rapid throughout the school. All pupils progress equally, relative to their abilities, with individual support and challenge being given whenever appropriate, as seen when Year 3 were working on dental records. They make rapid progress in analysing the significance of practical results as, for example, when tackling some demanding reflection work in Year 8, and when executing an extensive series of food tests in Year 7.

8.28 Pupils’ attitudes to learning and behaviour are very good. They are interested, well-motivated learners who contribute eagerly to class discussion. Pupils maintain concentration, and their sound scientific understanding develops from the trusting rapport with their teachers. They are keen to exchange ideas, to make predictions and to seek solutions to challenges. The boys and girls all work very well collaboratively, as was seen in Year 4 group work on electric circuits. They are very supportive of each other, and their enjoyment of the subject is clearly apparent.

8.29 Teaching is very good with an excellent emphasis on practical, investigative work. It is delivered at a lively pace with objectives made clear at every stage. Lessons are planned very thoughtfully with a variety of activities to stimulate interest. All abilities are catered for very effectively, as was seen in a Year 2 lesson on changing materials when the form teacher and the classroom assistant led two ability groups successfully. The secure subject knowledge of the teachers ensures that discussions are led well, with pupils’ questions being answered confidently. Time and resources are used constructively, with health and safety issues and risk assessments being dealt with thoroughly in a sensibly disciplined environment. The teachers’ enthusiastic approach helps create an atmosphere with high expectations in practical and theoretical assignments, as was seen when Year 6 constructed very good planning sequences for a solubility challenge. The teachers’ supportive relationships with the pupils make a notable contribution to the pupils’ personal development.

8.30 Marking and correcting of pupils’ work is very good and is often accompanied by encouraging comments, rewards and advice for improvement. Very effective continuous assessment procedures include the marking and grading of written work, end-of-unit tests, internal standardised tests and school examinations, as well as observation of class contributions and practical skills. These results have some influence on planning, and assist in setting in Years 7 and 8 as well as in individual target setting.

8.31 Science is taught in Years 3-8 in an excellent, well-planned main laboratory and a very good adjacent support laboratory, linked by a very well organised prep room, which has everything labelled clearly, and secure, locked containers for poisons and flammable substances. Resources, including apparatus, books and videos, are very good, and very effective use is made of ICT for producing excellent displays, for data logging and for website research and extension work.

8.32 Management and leadership of the subject are excellent. The comprehensive departmental handbook includes schemes of work, which are reviewed and adapted regularly in the light of input from all science teachers. Formal and informal departmental meetings take place regularly, and close liaison with senior schools is of great benefit to everyone concerned. A constructive programme of lesson observation is in place, and frequent course attendance results in the dissemination of numerous interesting ideas for the teaching of science. These high standards are maintained without the support of a laboratory technician.

8.33 The profile of science is enhanced by the observation of a range of live animals in the laboratories, an imaginative programme of visits, field trips and scientific challenges, a wildlife garden, a scientific news board, and by the exploitation of many cross-curricular opportunities.

Geography

8.34 Pupils achieve high standards in geography. Attainment in written work and in lessons is high in all sections of the school for pupils of all abilities. In Year 1, pupils show very good understanding of maps and some simple map symbols. They used these skills to draw maps of their gardens and to produce a very good plan of the school. Pupils in Year 6 studied coastal erosion and the effect of waves. They showed a good understanding of cause and effect and used the appropriate vocabulary well.

8.35 Pupils make rapid progress in lessons and over time. Year 4 pupils were able to identify a full range of Ordnance Survey map symbols accurately and use a selection of them to produce a realistic map of an island. They used their knowledge of scale to plan the size of the island and showed good awareness of the points of the compass. Year 7 pupils used charts to find information about rainfall and temperature, and used their knowledge of climate to draw conclusions from the task. Pupils display an increasing ability to express answers clearly, give reasoned responses using suitably developed geographic vocabulary, and record their work in a variety of ways.

8.36 The quality of pupils’ learning and behaviour is very good. Pupils settle quickly to their work, show a lively interest and concentrate very well. Good relationships with each other and with staff ensure pupils respond to questions and contribute to discussion confidently. Pupils use ICT competently to present their work. For example, Year 8 pupils used a wide range of applications successfully in presenting data on a field study project. Pupils analyse their results and explain them with understanding.

8.37 The quality of the teaching was very good. Lessons are very well planned and expectations are high. Teachers have a very good subject knowledge and question pupils skilfully, often imparting valuable general knowledge and stimulating interest. Teaching is adapted appropriately for the needs of pupils requiring support with an aspect of their learning. A very valuable aspect of this department is the importance placed on fieldwork, which allows pupils in all years to gain hands-on experience and helps raise standards further.

8.38 Leadership of geography is very good. The subject is promoted effectively through many displays around the school and good use is made of ICT. The interesting range of visits greatly enriches pupils’ learning experience, and visiting speakers to the school further enhance pupils learning. The management of geography is good. The policy document and planning ensure learning is systematic and progressive. Resources are good and teachers are conversant with new initiatives in this subject. A lack of time for monitoring teaching in other classes limits the further development of best practices in the department.

Physical Education

8.39 Pupils’ attainment throughout the school is good relative to their abilities. In the pre-prep, pupils do well in several sports and in the middle and main school, good standards are achieved in all aspects of PE.

8.40 All pupils are given a wide range of activities that develop their coordination, ball skills and confidence from an early age, as in the pre-prep when Year 2 pupils improve their soccer skills. Specialised teaching begins in Reception in swimming, and in Year 3 in all other aspects, promoting pupils’ progress and skills. This was seen in a Year 6 lesson where pupils displayed good dribbling and passing techniques. By Year 8, many pupils display considerable expertise in a range of sports. Matches are played in a wide range of sports and over many age groups for both boys and girls. Results against other schools, many of them with considerably more pupils, are very competitive, and the school does very well. A comprehensive sports programme embraces a wide range of physical activity. Pupils enjoy the coaching in many team games, including basketball, as well as in activities such as gymnastics and swimming. Individual skills such as ball handling and control of a hockey stick are developed well, as are team tactics, all with an awareness of pupils’ capabilities. This was seen in a hockey practice for Years 7 and 8 girls, where they displayed some good stick work and worked together as a team. The ethos that sport is for all to enjoy it strongly promoted.

8.41 Pupils of all abilities make mostly good progress over time and in lessons. As their co-ordination improves so does their confidence, as in a Year 5 lesson where pupils developed their footwork in learning the steps to the polka, and ended the lesson successfully having had a great deal of fun.

8.42 Pupils enjoy PE and are keen to take part. Behaviour is good; pupils display a willingness to be coached and to play. Teachers’ good coaching skills, as well as the availability of good resources, ensures that pupils are confident and eager to tackle new challenges. Pupils are co-operative and encourage each other when working collaboratively.

8.43 The quality of teaching is good. Lessons are well planned and clear instructions given. Teachers are conscientious, enthusiastic and confident in their skills. A good degree of coaching specialisation is available to pupils at all levels, not only the high achievers. Firm, but fair discipline ensures that time is not lost and risk of injury is minimised. Teachers are well qualified and coaching methods and techniques are up-to-date. When boys and girls are split for games, the quality of coaching is of a similarly good standard for both sexes. Pupils’ levels of attainment and progress are reported to parents three times a year.

8.44 The department is well led, managed and staffed. It has very good facilities and resources, notably a large sports hall and a small indoor heated swimming pool, both of which are well equipped and are excellent assets. Extensive grounds include a good-sized area of playing fields and hard-play areas next to the school buildings. Regular PE staff meetings are held and staff training is available. Appraisal of the PE staff takes place and is monitored by the head of department, who is appraised by a member of the senior management team. Lesson time allocated within the timetable is generous. Particular focus is given to providing a broad curriculum, which is emphasised in the detailed and comprehensive scheme of work. An excellent range of clubs and extra-curricular activities, such as fencing and badminton, support this ethos. There are also matches against other schools, and participation in tournaments, where teams have played with distinction.

8.45 Standards are still further enhanced by the very good provision of outdoor education arranged by another specialist on the teaching staff. Pupils have the opportunity to learn climbing techniques, orienteering skills and how to handle canoes in the form of kayaking on local rivers. These skills enable Years 7 and 8 pupils to visit France to canoe and climb in the Ardeche and Hautes Alpes. All of these activities, and more, extend the curriculum and greatly enrich pupils’ educational experience.

Short Subject Reports

Short subject reports contain concise evaluation of the quality of teaching and learning and of provision in the school.

Art

8.46 Three lessons of art were observed in Years 3, 7 and 8 as well as a full range of work on display in classrooms and around the school. A discussion was held with the head of art.

8.47 The teaching of art was good. Teachers related well to pupils and planned effectively. They developed their pupils’ creative skills through well-defined lessons. A good emphasis was placed on the development of skills and techniques, for example in a Year 3 class when pupils observed the teacher producing a ‘tile’ in clay using the technique of ‘joining’ and ‘scoring’. The pupils’ after discussion were able to reproduce similar skills. In Year 8 pupils produced portraits of each other, collaborating with and encouraging each other. Pupils concentrated well and their behaviour was good. Pupils with EAL or who needed learning support succeeded well in this area of the curriculum.

8.48 The art policy and teachers’ planning are good and they cater for the progressive development of pupils’ skills and concepts within the subject as well as ensuring that there is a broad coverage of the subject.

8.49 Teachers mark the pupils work, usually at the end of a topic. This ensures that progression is taking place. For instance, when introducing weaving, this was explored using paper and then advanced to weaving with natural materials: the mark given was for the completed weaving project.

8.50 The department is well resourced but the accommodation does not allow for freedom of movement or large-scale projects to be explored.

History

8.51 Three lessons were observed in Years 1, 5 and 7, and discussions were held with the head of department along with scrutiny of written work and subject documentation.

8.52 Teaching was very good. Teachers had an expert knowledge of history. Lessons had clear learning objectives, which were well understood by the pupils. Lesson content was illustrated by reference to a school visit to a castle or by reference to a variety of sources. Lessons were well planned and moved along rapidly engaging the pupils’ attention and participation successfully.

8.53 The pupils were very well behaved and responded with great interest and enthusiasm in class. They were eager to answer questions and interested enough to ask them too. Written work was well organised and carefully presented: pupils were proud of their work.

8.54 Books and other resources are good and good use was made of the subject room library. The class computer was used well to enable pupils with learning needs to work on modified programmes discretely. The curriculum is well supported by visits to places of historical interest and excellent wall displays, both commercial and of pupils’ recent work, provide further focus and stimulus.

Music

8.55 Four lessons were observed in Reception and in Years 3, 6 and 8, and a discussion was held with the head of department and supporting teacher.

8.56 The quality of teaching was mostly very good, although on one occasion situation and circumstances distracted from pupils’ learning. Planning of lessons is based appropriately on National Curriculum guidelines and is effective. Teachers showed a very good command of their subject.

8.57 Pupils are keen to participate and very willing to learn. They respond enthusiastically and cooperate well, both with each other and their teachers. In a Year 6 lesson, pupils responded to tapes and computer graphics by analysing different sounds and creating Gamelan music with an authentic oriental sound.

8.58 Provision is very good and improving steadily, although there is, as yet, little use made of ICT. The subject is housed in good accommodation in the form of a tastefully converted chapel, though the lack of soundproofing for practice rooms within the same building can be a drawback on occasions. Resources are very good.

8.59 The curriculum is enhanced by musical activities and clubs, a musical tour, instrumental workshops, and performances in school productions and musical events. Approximately three-quarters of the pupils take individual lessons, learning to play at least one musical instrument.

Religious Studies

8.60 Three lessons were observed in Years 4, 5 and 6, written work was scrutinised and a discussion was held with the head of department.

8.61 The quality of teaching was very good. Effective, thoughtful planning included a range of interesting activities, supported by well-prepared teaching materials. Secure subject knowledge led to worthwhile discussions, such as debating the role of disciples in Year 5, and confident answering of pupils’ questions. Very good pace was maintained, with supportive help being given as appropriate.

8.62 The quality of pupils’ learning and behaviour was very good, based on pupils’ trusting rapport with their teacher. Pupils were interested learners and eager contributors, who were keen to recall their own experiences. Year 6 worked very well collaboratively when discussing Zakat, and Year 4 tackled artistic designs associated with Pongal with great enthusiasm.

8.63 Subject documentation is very good, giving clear guidelines to teachers and aiding progression and continuity. Teaching and learning are enhanced by well-planned assemblies, good resources, attractive displays, and by visits to different churches and temples. Religious studies has a positive impact on pupils’ pastoral care and personal development.

Latin

8.64 Two lessons were observed, in Years 5 and Year 7, a sample of work was scrutinised and discussions held with the head of department

8.65 Teaching was very good and provided good challenge to the pupils, engaging them in quite complex syntactical and grammatical structures. A high level of subject expertise and enthusiasm characterised teaching in this subject which, in turn, provided inspiration for the pupils. Marking of work was thorough and accurate and provided clear advice and guidance to the pupils on how they could improve.

8.66 Pupils responded with liveliness and enthusiasm for their lessons and derived a sense of achievement as well as considerable enjoyment. Pupil-to-teacher relationships were vital and stimulating, generating a distinct sense of conviviality.

8.67 A suitable range of book and visual resources enhanced the lively teaching.

Information Communication Technology

8.68 Two lessons were observed, in Years 5 and 8, subject documentation and pupils’ work was scrutinised, and a meeting was held with the head of department.

8.69 The quality of teaching was very good. Teachers had a very good knowledge of their subject. Lessons were planned well, with clear objectives which were successfully implemented. The work set was challenging and prompted the pupils to think as well as work hard to acquire new computer skills and extend their range of computer applications. The lessons provided different activities to sustain interest for the entire lesson.

8.70 The pupils responded well to the challenging lessons and worked well independently and in groups, collaborating successfully on publishing a newspaper. The computer suite is adequately equipped and serviced, although the latter is performed entirely by the head of department without any technician assistance.

French

8.71 Four lessons were observed in Years 2, 3, 5 and 6, written work was scrutinised and discussions were held with the head of department.

8.72 The quality of teaching was very good with lessons conducted mainly in the French language and delivered at a lively pace. Lessons were planned very well with a variety of mainly oral activities, supported by thoughtfully prepared worksheets. Very secure, experienced subject knowledge and a positive, encouraging approach captured the pupils’ interest. Imaginative use of resources was seen in Year 3 when they learned colours from football strips.

8.73 The quality of pupils’ learning and behaviour was very good and owed much to the mutual respect between pupil and teacher. Pupils were lively, enthusiastic contributors, and their interest and enjoyment in the challenges set came across clearly. Very good collaborative behaviour was seen in an excellent Year 6 shopping role-play exercise, and in some very active learning games in Year 2.

8.74 The comprehensive subject handbook contains detailed schemes of work, starting with the Reception year and supported by good resources, with enhancement by ICT opportunities whenever appropriate. Several main school year groups have a further chance for language development during their trips to France later in the school year.

Spanish

8.75 Two lessons were observed in Years 7 and 8, written work was scrutinised and discussions were held with the head of department.

8.76 The quality of teaching was very good with lessons conducted mainly in the Spanish language. Thoughtfully planned lessons, with imaginative activities and well-prepared resources, were delivered at a rapid pace and with well-explained objectives. Clear, fluent speech and a positive, supportive relationship with pupils of all abilities characterised the teaching.

8.77 The quality of pupils’ learning and behaviour was very good. Pupils were interested, well-motivated learners, who were keen to make worthwhile progress in a subject that they clearly enjoyed. Very good collaborative work was seen when Year 7 researched names of countries and capitals, and when Year 8 composed and asked questions appropriate to a restaurant.

8.78 The clear departmental handbook helps to ensure very good continuity and indicates that a great deal is achieved during the two years of study of Spanish. Resources, including interesting displays and appropriate ICT applications, are of good quality and support the schemes of work very effectively. Pupils are prepared very well for further study at senior school.

Achievement and Quality in Activities

8.79 The provision of activities is very good and the school provides a very wide range of extra-curricular activities and clubs of high quality for all pupils in the middle and main school; high standards are achieved, and activities contribute much to pupils’ personal development. In the pre-prep there is after school care where pupils can participate in a good range of art and craft activities, which also benefits development.

8.80 Achievement was good in activities such as fencing, where some young pupils promised very well, theatre studies where high standards of role-play and acting technique were seen and a wildlife club in which pupils displayed great interest in creating and developing a wildlife garden. All of these contributed well to pupils’ learning and their social and personal development.

8.81 The very good range of activities is well balanced. They include sporting, cultural and aesthetic activities from gardening to wall climbing, cookery to orienteering and wind band to the wildlife club. This programme provides pupils with opportunities to engage in individual enterprise, to be members of groups or teams and to perform in public. Although it is not mandatory for pupils to participate, the choice is wide enough and so flexible that pupils can experience a very wide range of activities within the space of a single term.

8.82 The activity programme is implemented very well. Specialist clubs, such as judo, which are run by outside professionals, are co-ordinated effectively by the deputy head. The remainder are run by the teaching staff. All staff provide an activity when on duty, evenings or weekends, and some put on a weekly club in addition. This system works very well and has proved to be efficient and effective, allowing activities to run smoothly and making last minute changes easy to implement. Individual activities are managed very well. Teachers have good skills and engage pupils successfully. They show a good emphasis on safety, especially in particular activities such as wall climbing.

8.83 Pupils’ participation is very good. Most boarders attend, as do a significant number of day pupils. They are able to exercise choice and make informed decisions about which activity or club to join. Pupils and staff, although participating because of their enthusiasm, take activities seriously. Very few are directed towards gaining certificates or awards, as they exist mainly for the enjoyment and personal pleasure of the pupils.

8.84 Owing to the organisation of the programme of activities, all staff make a contribution and are deployed effectively. Staff make very good use of their talents, expertise and individual enthusiasms. Pupils’ participation is reported appropriately to parents in the end of term reports.

8.85 The provision of the many extra-curricular activities, including the outdoor, adventure ones held in the holidays, and pupils’ high levels of participation, constitute a considerable strength of the school.

9. Summary of inspection evidence

9.1 The inspection was carried out from 21st to 25th November 2005. All subjects of the curriculum were inspected and all members of the teaching staff were observed teaching. However, the size of the team did not permit all subjects to be reported on in full. The following subjects do not have full reports in Section 8: art; French; history; ICT; Latin; music; and Spanish. The inspectors visited 70 lessons or parts of lessons, examined extensive samples of work by pupils of different abilities in each year and held formal discussions with these pupils as well as informal discussions with other pupils. They attended 2 assemblies and 6 registration sessions. They observed six extra-curricular and eight sporting activities. They held discussions with seven teaching and non-teaching staff at various levels in the school. They made visits to all the boarding house. They analysed the responses of 53 parents to a questionnaire distributed in advance of the inspection. They examined a wide range of documentation made available by the school.

9.2 National Minimum Boarding Standards were inspected by a team of 2 Commission for Social Care Inspection (CSCI) inspectors over 2 days.

List of Inspectors

Mr T Kilbride
Former head of HMC school; Ofsted additional inspector

Mrs S Errington
Former head of pre-prep, IAPS school

Mrs R Rainey
Former head of IAPS school

Mr D Clark
Former head of IAPS School

Mr M Hodgson
Former head of IAPS school

 

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