CAMERON HOUSE SCHOOL

• TITLE PAGE
• 1. INTRODUCTION
  • Characteristics of the School
• 2. THE QUALITY OF EDUCATION
  • The Educational Experience Provided
  • Pupils' Learning and Achievements
  • Spiritual, Moral, Social and Cultural Development of Pupils
  • The Quality of Teaching (Including Assessment)
• 3. THE QUALITY OF CARE AND RELATIONSHIPS
  • The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
  • The Quality of Links with Parents and the Community
• 4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
  • The Quality of Governance
  • The Quality of Leadership and Management
• 5. CONCLUSIONS AND NEXT STEPS
  • Overall Conclusions
  • Next Steps
• 6. SUMMARY OF INSPECTION EVIDENCE
  • List of Inspectors

This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.

The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school's health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.

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INTRODUCTION

Characteristics of the School

1.1

Cameron House School is a small school in a residential house in Chelsea. It was founded in 1980 in a verger's cottage at the local church. The school is celebrating its silver jubilee this year. It is a preparatory school for boys and girls and is attended by 112 pupils. Nineteen pupils are younger than age five; the school does not participate in the government nursery voucher scheme. There are eight pupils for whom English is their second language, of whom two receive support for English as an additional language. No pupils have statements of special educational needs but 31 pupils (approximately one-in-four) have been identified as needing additional support; several of whom have been identified as gifted and talented.

1.2

Most pupils come from professional or business backgrounds. Most pupils proceed to independent senior schools in London. Reception class pupils are informally assessed on entry and are observed whilst spending an afternoon at the school. When pupils join in Year 3 they take standardised tests in reading, spelling and verbal reasoning and a school English and mathematics test is administered. This is followed by an interview and half a day at the school. The main criterion for entry is whether the school can meet the individual pupils' needs. Standardised data indicates that pupils have a wide range of abilities which, overall, is well above the national average. If pupils perform in line with their abilities, their results will be well above the national average for all maintained primary schools.

1.3

The school's mission is 'to help each and every one of the children at Cameron House to attain his or her personal best in a loving, affirming and encouraging atmosphere'. The school aims to promote exploration, strive for educational excellence, encourage energy, nurture creativity, promote teamwork and to celebrate faith.

1.4

The current headmistress has been in post since 1994. The main priorities for the future are to increase the accommodation and to introduce scholarships for art, music and sport. The school has not changed significantly in size or character since the previous inspection.

1.5

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

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THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1

As in the previous inspection the school provides a high quality education. The curriculum is varied, well planned and enriched with many extra-curricular activities. It supports the school's aims of nurturing creativity, promoting teamwork and celebrating faith effectively.

2.2

The curriculum for children under age five has improved since the previous inspection. It places due emphasis on each of the early learning goals. Suitable time is allocated to each aspect. Considerable emphasis is placed on communication, language and literacy through phonics, introduction to letter forming, show and tell, story and individual and shared reading. A wide range of mathematical activities is provided. Science and geography lessons provide well for knowledge and understanding of the world. A wide range of sports, including swimming and ballet, support physical development. Creative development is effectively nurtured through art and music. Assemblies provide many opportunities for learning about spiritual and moral topics. Personal, social and emotional development is dealt with throughout the curriculum.

2.3

The curriculum for pupils aged five to eleven places a heavy emphasis on literacy; it includes everyone reading in class (ERIC), and designated lessons for various aspects of literacy such as phonic games in Year 1, library, drama, guided reading, comprehension and spelling. Similarly, extensive provision is made for numeracy. The school makes considerable effort to extend the curriculum; physical education (PE), for example includes lessons for swimming, ballet, sport and, in Year 6, rowing. Philosophy and reasoning are taught in Years 5 and 6. Pupils study French from reception and Latin is introduced in Year 5. However, the time allocated to the humanities and science is more limited and is inconsistent between the year groups. In Year 6, the time allocated to science is too low and is one of the reasons standards are lower than they are in English and mathematics. Personal, social and health education (PSHE) and citizenship are part of religious education (RE) which has only 45 minutes a week. This is insufficient to include all that needs to be taught in these three areas. The school is aware of this and plans to separate PSHE and citizenship from RE and increase the time allocated to the former. The school is aware of the need to make a clearer distinction between art and design and technology by placing more emphasis on design and evaluation in design and technology.

2.4

The provision for information and communication technology (ICT) has improved considerably since the previous inspection. ICT lessons introduce pupils to the main applications and devices. Subject planning identifies where it is appropriate to use ICT and teachers use ICT beneficially across the curriculum.

2.5

Many educational visits enhance the curriculum. The school makes considerable use of theatres, art galleries, museums and field study centres. Speakers and theatre in education companies also make a valuable contribution. The provision for extra-curricular activities is outstanding, with many opportunities for pupils to explore and develop their talents and interests through activities such as karate, fencing, rowing, dance, sport, art and chess. Latin club provides a valuable opportunity for pupils to learn more about classical civilisation as well as to improve their language skills. Some beneficial links with the community exist; pupils are in contact with pupils in a school in South Africa. Many pupils are following an externally assessed speech and drama course. This makes a very positive contribution to their confidence and competence as speakers. A high proportion of pupils are learning musical instruments and take graded examinations. The orchestra provides a valuable opportunity for pupils to practise their ensemble work.

2.6

Pupils are prepared well for the next stage of education. Preparation for 11+ and Common Entrance is thorough and pupils and parents are suitably advised as to the choice of senior school.

2.7

Planning is of a very high standard. Long-term planning follows subject policies closely and provides a secure basis for teachers' planning. Curriculum co-ordinators oversee planning to ensure consistency throughout the school. Planning indicates the provision to be made for pupils with differing learning needs. Close links exist between planning and assessment, as pupils are assessed in relation to teaching objectives.

2.8

Pupils with learning difficulties, those learning English as an additional language and gifted and talented pupils receive full and appropriate access to the curriculum. Their learning needs are initially assessed and the support required is clearly outlined on thorough individual educational plans (IEPs). Learning support teachers plan their lessons for individual pupils based on these and monitor pupils' progress closely. Class teachers also take account of IEPs in their planning. Annual reviews, to which parents are invited, provide a formal opportunity to review progress and modify IEPs, if necessary.

2.9

The school meets the regulatory requirements for the curriculum [Standard 1].

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Pupils' Learning and Achievements

2.10

Standards are even higher than in the previous inspection; most pupils achieve very well. The school is highly successful in relation to its aims in this respect. Pupils now attain much higher standards in ICT than in the previous inspection, due in part to the increased investment that has been made. Though standards have risen in science they are not as high as they are in English and mathematics.

2.11

Pupils of above average ability, including those identified as gifted and talented achieve well due to the challenge teaching provides. Pupils of below average ability, including those with learning difficulties make rapid progress due to the highly effective learning support teaching and guidance they receive in lessons. Many are removed from the learning support register as they overcome their learning difficulties. No significant variation in achievement exists between boys and girls or those with ethnic minority backgrounds. Those who are at the early stages of learning English as an additional language make rapid progress due to the support teaching they receive and the help class and subject teachers provide.

2.12

Pupils' attainment in national tests at age 7 is satisfactory in relation to their abilities. Results in national tests at age 7 over the last three years have been well above the national average for all maintained primary schools. Pupils' attainment in national tests at age 11 is good in relation to their abilities in English and mathematics and satisfactory in science. Results in national tests at age 11 over the last three years have been far above the national average for all maintained primary schools in English and mathematics and well above average in science. Pupils are successful in Common Entrance and 11+ examinations and some are awarded scholarships.

2.13

Pupils achieve well in activities. They attain commendable results for a school of this size in competitive sports against other, often larger, schools. They frequently receive awards in both national and local art competitions and in poetry. There have been several successful entries in a road safety calendar competition. Year 3 pupils' work has been chosen for commercially published Christmas cards. Eighteen poems have been chosen for publication in a compendium of children's poetry. Year 2 participate in an inter-schools choral competition. Years 4 and 5 all passed externally assessed speech examinations and most achieved a merit or a distinction. Pupils achieved honours or highly commended certificates in ballet and some achieve First Dan in Karate grading. Year 3 and 4 pupils achieve well in externally assessed musical instrument examinations. Year 5 participate in a competition organised by the police; they have proceeded to the semi-finals in two years and were the winners in one.

2.14

Pupils are articulate. They listen effectively, read intelligently and write fluently; however spelling and presentation are not as strong as they should be. Creative writing is particularly imaginative; pupils make confident use of syntax, metaphor and personification. Grammar and punctuation are usually used well. Pupils draft their work thoroughly and consequently their work is well structured. Most pupils have an extensive vocabulary. They read for pleasure and to seek information but the school library does not serve them well in this respect. They read aloud confidently.

2.15

Pupils have well-developed mathematical skills. They have an assured command of the basic rules of number and mental arithmetic is strong. Pupils use their skills well when they are set problems or practical assignments. They use their mathematical skills where appropriate in other subjects, such as science and geography, to present data.

2.16

Most pupils are confident and competent with ICT. In ICT lessons they show a ready grasp of software and use it well to record data, present information and draft their work. Increasing use is being made of ICT across the curriculum. For example, music technology enables pupils to compose complex pieces using synthesised sounds and a computerised microscope allows pupils to study samples on the interactive whiteboard.

2.17

In keeping with its aim, the school enables pupils to be energetic learners. Most pupils are enthusiastic learners; they tackle tasks confidently. They think for themselves and are keen to ask and answer pertinent questions. Pupils particularly enjoy practical activities, such as drama. They reason well; in science, for example, they test their hypotheses by applying suitable fair tests. They organise themselves well and are keen to help each other. When given limited information they are able to deduce well, for example in Latin, Year 6 were able to work out the meanings of words from their English derivatives. In discussions they listen to each others' views and participate appropriately. The more able pupils are keen to help those who are experiencing difficulty. Pupils work productively together in groups and teams; particularly so in PE lessons. Philosophy and reasoning lessons provide a particularly valuable opportunity for pupils to reason and argue cogently. Older pupils are beginning to take notes. Pupils get down to work promptly and maintain their concentration well. High standards of behaviour are maintained.

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Spiritual, Moral, Social and Cultural Development of Pupils

2.18

Pupils show well-developed spiritual, moral and cultural development and their social development is outstanding. It has maintained this since the previous inspection. Inspection findings concur with the school's self-assessment. In keeping with school aims, the school fosters self-confidence, mutual respect and care for others.

2.19

Pupils demonstrate well-developed spiritual awareness. The school has a Christian ethos, but welcomes other faiths. Assemblies usually include a hymn and a prayer. They follow a 'theme for the week' such as consideration for others. Assemblies celebrate many religious festivals and refer to the teaching of various religions. Acceptance and respect for other religions are encouraged. Understanding of many religions is conveyed through the RE programme. Non-Christian children are encouraged to celebrate their faith at school. In addition, assemblies that involve performances, particularly when for parents, make a significant contribution to pupils' self-esteem. Pupils' achievements are rewarded in award assemblies, they receive commendations and community cards and some become 'star of the week'. This contributes strongly to their self-knowledge and self-esteem. Pupils enjoy each others' success. Pupils learn to respect the feelings of others and residential visits provide well in this respect.

2.20

Moral awareness is also well developed. Through their study of topical issues, pupils become aware of issues of right and wrong in contemporary life. Environmental issues are discussed and pupils show concern for those less fortunate than themselves. Pupils support a school in South Africa with their donations and maintain contact with its pupils. Pupils have explored alternative giving whereby they agree to donate to charity rather than to receive a gift. Pupils raise considerable funds for charities of their choice at home and abroad.

2.21

Social development is outstanding. Pupils respond well to opportunities to accept responsibility. All Year 6 pupils are prefects; they undertake responsibilities willingly and execute their responsibilities diligently. House captains organise sports and other competitions efficiently. Pupils are keen to help each other; they are considerate and sensitive to the views of others. Pupils show an increasing awareness of the law; representatives of the police force visit the school to talk to pupils. Pupils take part in a junior citizenship programme organised by police where they consider how they would cope with challenging scenarios, for example, what to do in an emergency such as a fire. They learn about public institutions and visit the Houses of Parliament in Year 6. The school council and the senior pupil team provide useful forums for pupils to engage in democratic decision making and to present their concerns to the headmistress. Their views are heeded, and where possible, the school accommodates pupils' wishes. For example, the seating in the playground was made in response to a request from the school council.

2.22

Pupils show well-developed cultural awareness. In the Summer term each class investigates the life and culture of a country. Each class researches what it is like to be a child in another, often developing, world culture. Chembakoli, an Indian village, is studied in geography. The school itself contains pupils from many cultures. Pupils are aware of and interested in each other's backgrounds. Study trips to Paris give pupils an insight into another culture. The arts are strong. Many pupils are learning musical instruments. The orchestra, choirs, school drama productions, art and poetry are just some of the ways pupils engage with the arts together with visits to art galleries, museums and theatres. Visiting artists such as authors and theatre in education companies visit the school and enable pupils to develop an appreciation and an understanding of the arts.

2.23

The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

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The Quality of Teaching (Including Assessment)

2.24

The quality of teaching is of high quality, has many outstanding features and has improved since the previous inspection. The approach to teaching reflects the school aims of encouraging pupils to be energetic in their learning. Inspection findings concur with school self-evaluation in these respects.

2.25

Amongst the many strengths of teaching the support for individuals stands out as exemplary. Teachers give very close attention to each pupil; they know the pupils well and are very familiar with pupils' learning needs. Most classes contain a wide range of abilities. Teachers provide work at different levels so that pupils can work at levels commensurate with their abilities. For example, in a French lesson, pupils were set the task of telling the time at basic, intermediate and advanced levels. Teachers' questions are at differing levels and directed at pupils of differing abilities. The needs of pupils with learning difficulties have been identified in IEPs, which teachers take into account in planning their lessons. Sufficient challenge is provided for the most able, including those who have been identified as gifted and talented. Learning support teaching provides well for pupils with learning difficulties and for those who are gifted and talented.

2.26

High expectations are the norm in most lessons; pupils are encouraged to make the maximum effort. The most successful lessons challenge pupils to think for themselves. In an English lesson, for example, Year 6 pupils were given a rose, and were then asked to describe it without using commonly used words. They enjoyed the challenge and produced imaginative descriptions. One wrote 'the rose is like a vortex sucking you into its beauty'.

2.27

Most lessons are very well planned; they form part of a well-ordered sequence, and have clearly identified learning objectives. A range of interesting and challenging activities are provided for the pupils. However, there are not enough opportunities for self-initiated experimental work in science, partly in consequence of the lack of curriculum time. Most lessons proceed at a swift pace and conclude with a useful summary; particularly useful plenary sessions were observed in Latin where the pupils considered 'what have we learnt today?'.

2.28

Teachers know their subjects well. Specialist teaching in subjects such as music, PE, French and art is beneficial because it provides a high degree of subject knowledge and expertise. Demonstrations in subjects such as PE show that teachers have secure subject knowledge and communicate it effectively to the pupils.

2.29

Effective use is made of a wide range of resources for learning. Sufficient text books, work sheets and other materials are used well. Some use is made of interactive whiteboards, but this tends to be by teachers, rather than pupils. In an ICT lesson, Year 5 pupils were introduced to a range of digital sensors for measuring, heat, light and sound; they recorded their findings using a spreadsheet confidently.

2.30

In the best lessons, teachers make clear to pupils what they have to do to achieve particular levels of attainment. Teachers use the phrases "What I am looking for" (WILF) and "What are we learning today" (WALT) to make learning objectives clear to pupils. Assessment is then undertaken in relation to these learning objectives; teachers assess whether pupils are working at them, or have met or exceeded them. Records are very thorough and accurately reflect pupils' progress. Most teachers mark pupils' work very thoroughly with positive encouraging comments. English is particularly strong. However, pupils are not always required to complete work or make corrections.

2.31

Only a mild rebuke is necessary to achieve high standards of behaviour. Transgressions are usually minor, such as losing concentration. Reprimands are often made humorously; pupils take the point and respond accordingly.

2.32

Children's attainment is measured on entry to the school and regularly thereafter to ascertain progress. Pupils' performance is regularly tested using school and externally assessed examinations. Assessments are accurate and prepare pupils well for 11+ or Common Entrance examinations. Practice papers and additional help enable pupils to improve their examination technique. Assessment data is used well to identify trends and underachievement. Data is used to measure the progress pupils make from when they join the school.

2.33

The school meets the regulatory requirements for teaching [Standard 1].

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THE QUALITY OF CARE AND RELATIONSHIPS

The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils

3.1

The school continues to provide outstandingly high standards of care. Provision contributes strongly to the school's mission to provide a loving, affirming and encouraging atmosphere. A family atmosphere pervades the school; pupils respect the teachers, call them by their first name and look upon teachers as friends.

3.2

Class teachers provide high quality pastoral care for the pupils. If concerns arise, teachers discuss them with the headmistress and the necessary action is taken. Thorough records are kept of pastoral concerns. Staff meetings include an opportunity for teachers to discuss pupils who are giving cause for concern.

3.3

Relationships between teachers and pupils are excellent and pupils relate well to each other. The pastoral arrangements are very effective. Teachers provide a high level of care; pupils with problems go to form teachers in lesson time or to any other teacher and are also happy to go to the headmistress. Incidents and concerns are properly recorded in pupils' files. It is a harmonious school with a friendly atmosphere.

3.4

The school rules emphasise concern for others; they are understood and accepted by the pupils who generally adhere to them. The school council and the senior pupil team provide effective channels for pupils to voice their opinions. The school heeds their concerns and where possible action is taken to accommodate their wishes. Rewards, such as house points, are avidly sought and pupils are rewarded both for effort and for significant achievements including demonstrating good manners. A straightforward anti-bullying policy effectively ensures that pupils report any incidents. Pupils do not feel bullying is a major issue and that when it does occur it is effectively dealt with by the teachers. Suitable sanctions are in place for poor behaviour and are keenly avoided by the pupils. Very effective guidance is provided to enable pupils to prepare for examinations. Pupils are happy to go to teachers to ask for extra help and are confident that they will be listened to.

3.5

Child protection arrangements are in place and staff training is provided. With the exception of some shortcomings in design and technology, where tools and equipment are inadequate for work with resistant materials and risk assessment is weak, no other health and safety issues are apparent. All necessary fire precautions have been taken. First-aid information is provided in the staff handbook and incidents are properly recorded in the accident book. Risk assessments are thorough for school visits and science but inadequate for design and technology. Very thorough procedures are adhered to when on school visits. Healthy eating is actively encouraged, for example an assembly during the inspection focused on healthy lunch boxes. Drinking water is provided throughout the school. The school makes appropriate provision for pupils who are ill; medication is properly stored and dispensed and there are sufficient trained first-aiders. Attendance and admissions are correctly recorded.

3.6

The school meets almost all of the regulatory requirements for the welfare, health and safety of pupils [Standard 3]. In order to meet all the requirements, the school must:

(a) have regard to the DfES Guidance "Health and Safety: Responsibilities and Powers" by ensuring health and safety in design and technology [Regulation 3.(4)].

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The Quality of Links with Parents and the Community

3.7

As in the previous inspection, links with parents and the community are strong. The secure partnership with parents makes a significant contribution to all of the school aims.

3.8

The response to the parents' questionnaire was very positive. A few were dissatisfied with the information provided, opportunities to discuss their child's progress and pupils' behaviour. Inspection findings do not concur; the school provides good quality information for parents and sufficient opportunities to discuss progress. Pupils' behaviour is good.

3.9

Parents have many opportunities to be involved in activities in the school and in the work and progress of their children. Parents assist with visits and with reading. The parents' association has two representatives per class. It raises considerable funds for the school and for charity. Parents provide a termly breakfast for staff, assist with trips and help with school plays. Parents are very welcome in school; they are invited to weekly form assembly and to all other functions. Staff see parents on the doorstep when children are collected at the end of the day.

3.10

Parents are provided with high quality information about the school. School publications are of a very high standard and project a positive image of the school. Regular newsletters and a useful website keep parents well informed. School reports are very informative and constructive comments enable parents to know what has been learnt and where areas for improvement exist. Two parents' evenings take place in the Autumn term and two in Spring term plus an open day in the Summer term. Parents may see the headmistress by appointment.

3.11

The school handles the concerns of parents with due care. It follows a suitable complaints policy and procedure. A parental contract ensures responsibilities are made explicit; the pack sent home contains all of the information parents are entitled to receive about the school and explains what is also accessible to them at the school.

3.12

The school promotes positive links with the wider community. Extensive use is made of local sports and other facilities, such as the fire-station and library; links with the local church are very strong. Visitors such as authors, musicians and theatre in education companies make a positive contribution. Visits from the police are beneficial as they give pupils a useful insight into issues such as law and order. The school has strong links with the many charities that it supports.

3.13

The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].

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THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

The Quality of Governance

4.1

As in the previous inspection, the school benefits from outstanding governance. The approach to governance supports whole-school aims. The school does not have a governing body; the proprietor has sole responsibility for the governance of the school.

4.2

The proprietor and the headmistress work closely together to provide a clear direction for the school. Governance is supported by external consultants such as accountants, lawyers and architects for relevant areas of development related to finance, buildings and the law. The owner is an educationalist and brings educational experience to the school.

4.3

A robust strategic plan incorporates finance, buildings, staffing and marketing and the planning process has been instrumental in a constant process of school improvement. A strong sense of partnership exists between the owner and the headmistress. Relationships between the owner and staff are very positive. Advice is offered where and when it is appropriate. Though the owner is intimately involved with the working of the school she does not intrude into its day-to-day management. A clear distinction between governance and management is evident, with the owner taking a strategic, support and monitoring role and the headmistress being the chief executive. Financial resources are focused on providing the best possible quality of education for the children. Governance shows a keen awareness of its responsibilities.

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The Quality of Leadership and Management

4.4

The school benefits from outstanding leadership and management from the headmistress. This is similar to the previous inspection. Inspection findings concur with school self-evaluation. The school meets its ambitious aims in most respects. A very positive ethos is widely evident and morale, both in staff and pupils, is high.

4.5

The senior management team and subject co-ordinators provide consistently strong leadership and set a clear direction for the school. The senior management team consists of the headmistress, the head of the lower school and the head of Key Stage 2; they work well together. Each has the oversight of a key stage and links closely with subject co-ordinators to ensure high quality provision for the pupils. Subject co-ordinators support their colleagues very effectively; they monitor the quality of teaching and learning, lead in-service training and ensure planning is of a high standard.

4.6

Policies are succinct and compiled following a process of consultation and review; they are adhered to by staff. The school development planning process effectively identifies areas for improvement and strategies by which objectives can be achieved. Overall, the process is an effective instrument of change.

4.7

Staffing levels are generous. Specialist subject teachers in areas such as art, music and PE are beneficial. Learning assistants provide invaluable support; they work closely and effectively with class teachers. Support teaching for pupils with learning difficulties, for those who are learning English as an additional language and for those who have been identified as gifted and talented is very substantial; it is well organised and effective. The school retains staff and has no difficulty recruiting high quality teachers. Non-teaching staff make a very positive contribution to the smooth running of the school. Performance management is one of the reasons the quality of teaching is consistently high. Teachers' lessons are systematically observed; teachers undertake self-evaluation and agree objectives and training needs with the headmistress. Criminal Records Bureau checks have been completed for all staff. The school has no newly qualified teachers but has in the past. It has adhered to the Independent Schools Council Teacher Induction Programme (ISCTIP). Communication is effective: as a small school information is exchanged directly and e-mail is increasingly used.

4.8

Accommodation is compact but it is adequately sized for the number of pupils. The school makes the very best use of every available space; display effectively celebrates the achievements of pupils and is increasingly being used as a source of stimulus in classrooms, but content is not always displayed to maximum effect. The school uses its financial resources very well to provide the best education it can for the pupils. Sufficient books, equipment and resources for learning are provided in most areas and are generally used well. However, tools and equipment for design and technology are inadequate. The library is small but is well stocked, as are the class libraries. The main library has limited furniture and is used as a thoroughfare to the playground at breaks and lunchtimes; it does not therefore lend itself well to extended reading. The cataloguing system is basic and does not enable pupils to develop their library skills. The administration of the school is efficient.

4.9

The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].

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CONCLUSIONS AND NEXT STEPS

Overall Conclusions

5.1

The school provides a high quality education which is outstanding in many respects. Its provision is consistent with its declared aims and philosophy. Pupils of all abilities achieve very well. The curriculum is very thoroughly planned. The school is aware of the need to extend provision for PSHE and citizenship and to further develop design and technology. It needs to bring achievement in science more into line with English and mathematics. Some imbalance exists in the allocation of time to subjects across the school. Extra-curricular provision is outstanding. High quality provision for pupils with learning needs enables them to achieve well. At age 7, pupils achieve standards that are in line with their well above average abilities in national tests. At age 11, they achieve good standards in national tests in English and mathematics and standards that are in line with their abilities in science. Pupils are successful in Common Entrance and 11+ examinations and some are awarded scholarships. Pupils achieve well in extra-curricular activities. Pupils are articulate and listen well. Creative writing is of a high standard but presentation and spelling are not as strong. Pupils are numerate and apply their number skills well across the curriculum. Pupils are confident and competent in their use of ICT. They work well together and concentrate well. The quality of teaching is high and has many outstanding features. Pupils exhibit well-developed spiritual, cultural and moral development, social development is outstanding. The school provides outstandingly high standards of care. Links with parents and the community are strong. The quality of governance and the leadership provided by the headmistress are outstanding.

5.2

Improvement since the previous inspection has been substantial: the time allocated to science has improved but is still inconsistent across the years. ICT provision, reports and residential and use of local facilities have improved.

5.3

The school complies with almost all of the regulatory requirements, but does not at present meet Standard 3 (welfare, health and safety).

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Next Steps

5.4

The school has no significant weaknesses. In order to further improve the high quality education it already provides it should:

1. improve the provision for PSHE and citizenship;

2. further develop design and technology;

3. bring achievement in science more into line with English and mathematics;

4. achieve a better balance in the times allocated to the subjects of the curriculum.

5.5

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

(1) have regard to the DfES Guidance "Health and Safety: Responsibilities and Powers" by ensuring health and safety in design and technology [Regulation 3.(4)].

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SUMMARY OF INSPECTION EVIDENCE

6.1

The inspection was carried out from 12th to 15th June 2006. The inspectors examined samples of pupils' work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.

List of Inspectors

John King: Reporting Inspector, Educational Consultant

Hilary de Maine: Retired Head GSA school

Anthea Hickman: Retired Deputy Head IAPS school