Box Hill School

Mickleham

Dorking

Surrey

RH5 6EA

Head: Mr Corydon Lowde

T 01372 373382

F 01372 363942

E admissions@boxhillschool.com

W www.boxhillschool.com

An independent school for boys and girls aged from 11 to 18.

Boarding: Yes

Local authority: Surrey

Pupils: 420 (298 boys, 118 girls); sixth formers: 108

Religion: Non-denominational

Fees: Day £17,850 - £19,710; Boarding £27,510 - £39,930 pa

INDEPENDENT SCHOOLS INSPECTORATE

BOX HILL SCHOOL

INTEGRATED INSPECTION

PREFACE

This inspection report follows the ISI schedule, which occupies a period of four continuous days in the school. The previous ISI inspection was in April 2008.

The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the purpose of inspecting schools belonging to the Independent Schools Council (ISC) Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2010. The range of these Regulations, which replace those first introduced on 1 September 2003, can be viewed through the following link: www.legislation.gov.uk. Search for Independent School Standards Regulations and enter date 2010, to find Schedule 1, Parts 1-7.

Legislation additional to Part 3, Welfare, health and safety of pupils, is as follows.

• (i) The Equality Act 2010 (including race, gender, special educational needs and disability).

• (ii) The School Standards and Framework Act 1998, banning corporal punishment.

The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership.

Under Government arrangements, the inspection of boarding became an integrated part of ISI inspections from 1 September 2011. This inspection contains specific judgements on the National Minimum Standards for Boarding Schools. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils' education, personal development and welfare. Boarding inspections were previously carried out by the Office for Standards in Education (Ofsted), Children's Services and Skills. The relevant Ofsted report refers to an inspection in April 2008 and can be found at www.ofsted.gov.uk under Children's social care/Boarding school.

The inspection of the school is from an educational perspective and provides limited inspection of other aspects, although inspectors comment on any significant hazards or problems they encounter which have an adverse impact on children. The inspection does not include:

• (i)  an exhaustive health and safety audit

• (ii) an in-depth examination of the structural condition of the school, its services or other physical features

• (iii) an investigation of the financial viability of the school or its accounting procedures

• (iv) an in-depth investigation of the school's compliance with employment law.

Both Ofsted and ISI inspect and report on the Independent School Standards Regulations. However, they apply different frameworks and have different criteria for judging school quality that are suited to the different types of schools they inspect. The grades used by ISI and Ofsted are different to reflect the differences in approach. ISI reports do not provide a single overarching judgement for the school but instead give a clear judgement on each aspect of the school's work at the beginning of each section. These headline statements must include one of the ISI descriptors ‘excellent', ‘good', ‘sound' or ‘unsatisfactory', and for Achievement the descriptor ‘exceptional' is available in addition. Elsewhere in the report, inspectors may use a range of different adjectives to make judgements. For EYFS registered provision (for pupils aged under three), reports are required to use the same terminology (‘outstanding', ‘good', ‘satisfactory' and ‘inadequate') as Ofsted reports.

INSPECTION EVIDENCE

The inspectors observed lessons, conducted formal interviews with pupils and examined samples of pupils' work. They held discussions with senior members of staff and with the chairman of governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and house assemblies. Inspectors visited boarding houses and the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the school.

Inspectors Mr Adrian Underwood	Reporting Inspector
Mrs Denise Hammersley Mr Malcolm Hebden	Vice Principal, ISA School Head of Department, COBIS school
Mr Anton Kok	Director of Studies, HMC school
Mrs Helen Wainwright Mr Michael Windsor	Deputy Head, SHMIS school Headmaster, HMC school
Mr Matthew March	Co-ordinating Inspector for Boarding
Mrs Elaine Brook	Team Inspector for Boarding

CONTENTS

• 2 THE SUCCESS OF THE SCHOOL

• (a) Main findings

• (b) Action points

• (i) Compliance with regulatory requirements

• (ii) Recommendation(s) for further improvement

• 3 THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS 4

• (a) The quality of the pupils' achievements and learning

• (b) The contribution of curricular and extra-curricular provision (including community links of benefit to pupils)

• (c) The contribution of teaching

• 4 THE QUALITY OF THE PUPILS' PERSONAL DEVELOPMENT

• (a) The spiritual, moral, social and cultural development of the pupils

• (b) The contribution of arrangements for pastoral care

• (c) The contribution of arrangements for welfare, health and safety

• (d) The quality of boarding

• 5 THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND

MANAGEMENT

• (a) The quality of governance

• (b) The quality of leadership and management, including links with parents, carers and guardians

1. THE CHARACTERISTICS OF THE SCHOOL

• 1.1 Box Hill School, founded in 1959 by Roy McComish, a former housemaster at Gordonstoun School, is a day and boarding school situated in Mickleham, Surrey. The school was one of the founding members of the Round Square, an organisation committed to the educational philosophy of Kurt Hahn. In following this philosophy the school aims to educate its pupils through the Round Square “IDEALS” of internationalism, democracy, environment, adventure, leadership and service. The school believes in developing the whole pupil by drawing out talents and abilities and unlocking potential. The school is a charitable trust administered by a board of governors. Box Hill is co-educational with 429 pupils aged eleven to eighteen. Ninety-three pupils are in the sixth form and one hundred and fifty-four pupils are boarders.

• 1.2 Since the previous inspection in 2008, the school has made significant developments and improvements in its facilities and educational provision. It has built a new music school, enlarged a boarding house, improved the library facilities, created a languages centre, dedicated drama and design and technology (DT) spaces and installed a new high ropes course. Two science laboratories have been refurbished and the International Study Centre (ISC) and learning support departments have been enlarged. Physical improvements have been made in the houses. During the current academic year the school is building a new block for English and mathematics classrooms, information and communication technology (ICT) rooms and a new sixth-form centre. The school has been accredited as an International Baccalaureate (IB) world school with its first cohort of sixth formers completing the IB Diploma in May 2010. It has also restructured its senior leadership and management.

• 1.3 The ability of pupils is assessed using national standardised tests. The ability profile is in line with the national average. Pupils come from families with professional or business backgrounds who live in the local area. In addition, the school has an international dimension with twenty-nine nationalities represented. One hundred and six pupils from overseas are supported in the development of their English, the school's ISC contributing to this provision. One hundred and fifty pupils have been identified as having special educational needs and/or disabilities (SEND), one hundred and one of whom receive specialist learning support. Two pupils have statements of special educational needs.

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

2. THE SUCCESS OF THE SCHOOL

2.(a) Main findings

• 2.1 Box Hill School is successful in meeting its aim of developing the whole pupil by unlocking potential through adherence to the Round Square IDEALS. Results in public examinations have improved and pupils' extra-curricular achievements are strong in a range of disciplines. Good academic achievement is supported by excellent teaching. The previous inspection's recommendation to develop the learning and teaching policies has been successfully addressed. The recommendation to develop the assessment policy has been met, but detailed pupil tracking and support for more able pupils have yet to be fully implemented. The curriculum and extra-curricular programme are excellent throughout the school with the IB in the sixth form now fully established.

• 2.2 Pupils' personal development is excellent. Inspectors enjoyed meeting pupils, who are engaging, courteous and enthusiastic about their school life. Pupils particularly enjoy the international culture of the school and the ease of relationships in and between year groups. Their boarding experience is good, particularly through good relationships in the houses. Pupils are compassionate young people, committed to supporting those less fortunate than themselves. Staff give excellent support and care to pupils, supported in this by the house structure, which, pupils acknowledge, is one of the reasons they enjoy school life so much. Pupils who responded to the questionnaire were very positive about their academic progress, the challenging activities and staff support. Almost all said they enjoyed being at the school. They did express some concerns about opportunities for taking responsibility, homework and the fairness of sanctions. However, pupils' comments in interviews and inspectors' observations did not uphold any of these concerns.

• 2.3 Governance, management and leadership are good. The progress made by the school since the previous inspection is testament to the vision of its leaders, their commitment to improvement and their positive response to the recommendation regarding development planning. Investment in accommodation and facilities has enhanced academic standards and the personal development of pupils. Investment in high-quality staff has been of equal importance. Staff are well managed by committed and enthusiastic senior leaders, who are actively involved in the life of the school. Recommendations from the previous inspection about monitoring the implementation of school policies and upgrading boarding and teaching accommodation have been partially but not wholly addressed, particularly in monitoring boarding and upgrading boarding facilities. The school has an excellent relationship with its parents, reflected in the strong responses to the parents' questionnaire. Parents were very pleased with their children's academic progress and the care they received; they were also strong in their support for activities, help for special educational needs and the school's communications. A very few were concerned about homework and behaviour, but the inspection team found no evidence for these concerns. Parents' overwhelming response was about the extent to which the school brought out the potential in their children.

2.(b) Action points

(i) Compliance with regulatory requirements

(The range of the Independent School Standards Regulations is available through the link described in the Preface)

• 2.4 The school meets all the requirements of the Independent School Standards Regulations 2010.

• 2.5 The school meets all the National Minimum Standards for Boarding Schools 2011. 

• (ii) Recommendations for further improvement

• 2.6 The school is advised to make the following improvements.

• 1. Ensure that the tracking of pupils' progress extends across all departments.

• 2. Give more challenge to the academically gifted pupils in lessons.

• 3. Strengthen the vision for boarding and more closely monitor boarding procedures.

3. THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS

3.(a) The quality of the pupils' achievements and learning

• 3.1 The quality of pupils' achievement and of their learning, attitudes and skills is good.

• 3.2 Pupils are well educated, in line with the school's aim to enable them to fulfil their potential. Pupils display good subject knowledge and understanding, as in Year 11 biologists' grasp of genetics. Pupils in all year groups have good literacy skills. They are articulate and have well-developed reasoning skills which they use to good purpose in IB theory of knowledge classes. Pupils apply their information and communication technology (ICT) skills purposefully; Year 9 investigations of a mock criminal database were sophisticated. Creativity is developed well through art, music and DT. Pupils have good numeracy skills enabling them to interpret data, as in geography and physics.

• 3.3 Pupils' achievement in sports and extra-curricular activities is excellent. They achieve county representation in a number of sports, including football and cricket. Musicians achieve merit and distinction music awards in a range of instruments. Many pupils are successful in the UK Mathematics Challenge. In 2011, eight students achieved the gold award in the Duke of Edinburgh Award's scheme, with 32 silver and 48 bronze awards.

• 3.4 The following analysis uses the national data for the years 2008 to 2010. Results in GCSE have been similar to the national average for maintained schools, and in 2010 they were above the national average for maintained schools. Results in IGCSE mathematics have been higher than national norms. Performance in IGCSE English as an additional language (EAL) and business studies has been higher than worldwide and national norms. In 2011, the results at GCSE and IGCSE showed a significant improvement on the previous three years.

• 3.5 A-level results have been similar to the national average in 2008, but below the national average in 2009. In 2008 the school moved to the IB and the first results with a pass rate of 70% in 2010 were below the worldwide average. In 2011, the pass rate improved significantly to 94%. These levels of attainment at GCSE and IB, given the academic challenges for a number of pupils, indicate that, overall, pupils make good progress relative to the average for pupils of similar ability. This level of academic achievement enables pupils to gain places at a range of UK and overseas universities.

• 3.6 Achievement is good for pupils identified with SEND, as confirmed by the level of their contributions to class discussions and in the improvement in their written work over time. Pupils with EAL also make good progress; their written work and verbal fluency are well developed. In 2011, four-fifths of pupils in the ISC achieved A* to C passes across eighteen subjects in the one-year GCSE programme. Progress of more able pupils is sound, as judged by their responses in lessons and their written work.

• 3.7 Pupils have very positive attitudes to learning and they clearly enjoy their studies, gaining great satisfaction from their success. They are well behaved in lessons, settle immediately to tasks and work well co-operatively. Pupils sustain their concentration and show initiative in lessons, with good capacity to work independently. In the sixth form, pupils take responsibility for their own learning, motivated by the IB culture of research. Pupils organise their work well in their files and workbooks. Their relationships with teachers are good, and they speak with gratitude of teachers' support of them in the development of their academic and practical skills.

3.(b) The contribution of curricular and extra-curricular provision

• 3.8 The contribution of curricular and extra-curricular provision is excellent.

• 3.9 The curriculum is balanced and broadly based and, through the range of subjects and courses offered at each stage within the school, contributes well to pupils' intellectual, physical and personal attainment. The curriculum provides effectively for linguistic, mathematical, scientific, technological, human and social development and for the acquisition of good speaking, listening, literacy and numeracy skills. A good range of subjects is available for pupils in Years 7 to 9 and at GCSE level. The IB diploma provides pupils in the sixth form with a broad, challenging and stimulating programme.

• 3.10 The academic curriculum is suitable for the age, abilities and needs of all pupils and is in line with the aim of the school to develop the individual needs and talents of every pupil. Setting pupils in a number of subjects supports their academic needs well, as does the homework programme. Curricular enrichment in the form of field trips and educational visits enables pupils to understand the context of topics they are studying and helps bring subjects to life. Pupils identified with SEND and EAL are given excellent support by specialist departments. Guidance and information is given to subject teachers about these pupils and appropriate help is provided in lessons. The school shows flexibility in planning the curriculum for pupils with particular needs. The ISC provides programmes which help EAL pupils bridge the gap effectively between their home country and the Box Hill curriculum. The school has established a strategic focus for more able pupils, but the school acknowledges that this is work in progress. Opportunities are given for extension work, although such provision for the more able is not fully developed in all areas of the curriculum.

• 3.11 The IB provides excellent opportunities for independent learning, particularly in the theory of knowledge and the extended essay components. Staff are making efforts to integrate greater independent learning into younger years too, and they are supported in this goal by a well-resourced library, staffed by well-qualified, experienced and enthusiastic librarians. Pupils' personal development is enhanced by a comprehensive programme of personal, social and health education (PSHE). Pupils are given thorough and helpful careers guidance by means of individual meetings, visiting speakers, regular briefings, university visits and parents' information evenings.

• 3.12 Pupils benefit from a busy and wide-ranging extra-curricular programme. This programme of enrichment affords them the opportunity to develop a range of skills whether in music, drama, sport, art, textiles or cookery. Challenging outdoor activities are a particular strength with the school featuring a high ropes course and taking full advantage of its location by providing pursuits such as pioneering and kayaking. The Duke of Edinburgh's Award scheme is thriving, providing excellent opportunities for personal development. The school has also launched a programme of Saturday morning activities aimed at extending the curriculum in unusual and exciting ways. The extra-curricular programme shows a genuine commitment to the ideals of the Round Square movement, for example with a range of expeditions for younger pupils and ample opportunities for service, particularly for older pupils. This aspect is further embedded into the wider curriculum through the creativity, action, service (CAS) element of the IB programme. Pupils benefit greatly from the school's close links with the local community and its commitment to a number of charities, as well as an international focus reflected in pupil exchanges to countries such as Denmark, Canada, South Africa and Australia and attendance at regular international Round Square conferences.

3.(c) The contribution of teaching

• 3.13 The standard of teaching is excellent.

• 3.14 A substantial majority of teaching was at least good. The best teaching is excellent as seen in over a third of observed lessons. It is well planned, has pace and gives an exciting and enjoyable experience for pupils; an interactive physical education (PE) lesson on the value of exercise exemplified these features. In the best lessons, pupils are able to recognise their own progress and achievements while those with particular needs are appropriately challenged, as observed in an English class on identifying speech patterns and dialect. The school is working hard to achieve these high standards in all lessons through a range of support, including peer observation.

• 3.15 Most teachers have strong subject knowledge, understand pupil needs, plan their lessons well and present them in a dynamic and lively manner as witnessed across the disciplines. Such teaching promotes good motivation in the classroom which, in turn, develops pupils who are actively engaged in learning and who find their interest stimulated. This was notable in a Year 9 biology class investigating the energy content of a breakfast cereal. In many lessons, pupils experience a variety of teaching methods, tasks and classroom management, allowing them to work as a class, as a group and individually. Group work was particularly strong in voice development in drama, working on national income statistics in economics and testing for vitamin C in science. A variety of tasks and methods is used well by teachers to ensure full use of the 55-minute lessons.

• 3.16 Throughout the school, teachers engender enjoyment in lessons and establish good rapport with pupils. Excellent standards of behaviour are the norm. Support by subject teachers for pupils identified with particular learning needs and with statements is good. Levels of work are adjusted, questions are targeted and teachers use the advice from specialist support departments. Support for more able pupils is being developed and some teachers challenge these pupils effectively.

• 3.17 The school is clearly investing heavily in teaching resources. In terms of ICT, the provision of interactive whiteboards in most classrooms has been a positive response to a recommendation in the previous report. This provision, however, is not used extensively in classroom teaching. Where technology is used well, such as in a mathematics lesson on composite functions, it supports a range of positive teaching skills such as provision for differing needs and active class participation. Pupils clearly have advanced ICT skills. They use ICT naturally and skilfully as in Year 10 pupils' data presentation, analysing survival motivation in Touching the Void.

• 3.18 In response to a recommendation in the previous inspection report, the assessment policy has been developed. Pupils confirmed to inspectors how much they valued the clear mark schemes. The best marking is accompanied by useful and encouraging comments on how pupils can improve further, as in EAL and science. However, assessment procedures are inconsistently applied: in most subjects work is thoroughly and regularly marked, but this is not always the case. The development of a system of tracking pupils' achievement and progress has been a recent focus of the school, but the school is aware that this is in its infancy and is not yet uniform across all departments.

4. THE QUALITY OF THE PUPILS' PERSONAL DEVELOPMENT

4.(a) The spiritual, moral, social and cultural development of the pupils

4.1 Pupils' spiritual, moral, social and cultural development is excellent.

• 4.2 Pupils' spiritual development is outstanding. The six IDEALS of Round Square permeate the school, ensuring that the pupils grow and flourish into confident young people with a strong sense of who they are and what they believe in. Encouragement to develop your own personality and to understand the values and beliefs of others is clear in conversations with pupils and their interaction with each other. Pupils' appreciation of other faiths and beliefs is supported by the curriculum well. For example, in an IB English class, pupils discussed the concept of the soul, comparing 18^th and 21^st century attitudes to the completeness of children's souls. Pupils appreciate the beauty of the world in which they live through their outdoor pursuits' experiences and the excellent artwork exhibited in the school. Through music, pupils express an understanding of dimensions beyond the immediate.

• 4.3 Pupils' moral awareness is outstanding. Pupils have a secure sense of right and wrong, reflected in their considerate behaviour towards one another. Pupils confirm that the school rules are fair and understand their reinforcement through appropriate rewards and sanctions. Pupils demonstrate their concern for those less fortunate than themselves by exceptional charity work including fund-raising events supporting local, national and international causes such as the local church organ restoration fund and children's charities. Pupils develop community responsibility through practical projects in countries such as Africa and Cambodia, reflecting the service IDEAL of Round Square.

• 4.4 Pupils' social development is excellent. Pupils develop high-level social skills through opportunities to take on leadership roles such as house and team captains and the Syndicate (prefect) system. The student council is very active with year group representatives at the regular student council meetings. Pupils understand democratic principles because they are listened to and their ideas acted upon, such as the change in supper time in the boarding houses. Links between year groups are encouraged by the house system and the activities programme, pupils valuing these opportunities to mix socially with all ages. Senior pupils support younger pupils in developing skills, reflecting their sense of social responsibility, exemplified by 1^st XV rugby players who are injured helping in coaching younger teams.

• 4.5 Pupils' cultural development is outstanding. The multicultural environment, as well as the internationalism ideal of Round Square, influences the work and attitudes of the pupils and their appreciation of cultural diversity. Pupils are culturally very aware, partly through mixing with the many nationalities in the school, and partly through their regular exchanges with schools across the world as well as through educational visits enhancing the curriculum. This direct cultural experience is also developed closer to home by activities such as in a language week coinciding with Chinese New Year, where pupils were treated to a traditional lion dance as well as experiencing a variety of world breakfasts.

• 4.6 The quality of the pupils' personal development is excellent. This is a strength of the school. Pupils are well-rounded individuals who are self-assured, speak well in class and converse confidently and articulately in social situations. An extensive programme of Round Square activities such as night survival camps and the pioneering club give the pupils an opportunity to face challenges and responsibilities in a secure and safe environment, helping them to develop into mature, independent individuals.

4.(b) The contribution of arrangements for pastoral care

• 4.7 The school's arrangements for pastoral care are excellent.

• 4.8 The arrangements play a vital role in allowing the pupils to attain high levels of personal development in line with the school's ethos of unlocking potential. The fact that all pupils are in houses is a strength of the school. They provide the structure for the care, support and guidance of pupils and give a social space for relaxation and developing friendships. Pupils are polite, friendly and helpful and a caring atmosphere is evident. They are supportive of each other and relationships between staff and pupils and amongst the pupils themselves are excellent.

• 4.9 Staff in houses work closely to respond to individual needs and concerns, and all staff play an active part in providing support and guidance. Pupils feel there is always someone who will listen and support them. Pupils look after each other well across the year groups. Year 9 girls said that of one of the major roles in the house was ‘being there' for the younger girls. An effective peer support system is in place. SEND and EAL pupils are fully included in the life of the school and the school has suitable plans to improve access for pupils with special educational needs and disabilities.

• 4.10 Pupils have many opportunities to express their views and opinions and to take leadership roles. They speak of the effectiveness of the school council, the food committee and the boarders' council and the way these bodies give them a voice. Pupils state they feel safe. Anti-bullying procedures are reinforced in PSHE lessons and in tutor time. Pupils confirm that any bullying is swiftly dealt with and that the school's development of a telling culture is a good thing.

• 4.11 The range and choice of meals is of high quality and supports healthy eating. Pupils' physical fitness and the importance of the outdoors life are strongly promoted through the extensive range of sports and activities.

4.(c) The contribution of arrangements for welfare, health and safety

• 4.12 The school's arrangements for welfare, health and safety are good.

• 4.13 A strong culture of safeguarding is evident with the Safeguarding Handbook for staff, parents and pupils giving comprehensive guidance in child protection. Staff and senior pupils are well aware of this guidance and the procedures to follow in cases of disclosure of abuse or bullying. Training is up-to-date for all staff and the designated persons, who work closely with the local area designated officer. During the inspection good safeguarding practice was noted regarding visiting contractors.

• 4.14 The school also has a strong health and safety culture. This is particularly pertinent in regard to the number of outdoor pursuits expeditions pupils enjoy both in the UK and abroad. The outside activities policy is a model of good practice. Risk assessments are comprehensive and were seen by the inspection team to be implemented in practice in areas such as the science laboratories, the design and technology workshop and the multi-gym. Risk assessment supports pupils challenging themselves on the climbing walls and the high ropes course. Great care is taken to protect pupils from risks such as fire. Fire practices are held regularly and monitored for any deficiencies in fire safety. The school engages a number of © Independent Schools Inspectorate 2012 specialist contractors in the field of fire and electrical safety and responds to their recommendations. The same is true for recommendations from the Surrey County Fire Service. Day pupils and boarders who are ill benefit from a professionally staffed medical centre, which keeps correct records of treatments and medication. The accident book is clearly and correctly completed and additional risk assessments are, as necessary, devised as a result of an accident. Pupils with SEND enjoy strong support from specialist as well as subject teachers. The monitoring of procedures is good, but inconsistent in boarding. Admission and attendance registers are correctly maintained and stored.

4.(d) The quality of boarding (for schools providing boarding accommodation)

• 4.15 The quality of boarding education is good.

• 4.16 The outcomes for boarders are good. Boarders have a good standard of personal development. They are confident and are able to make decisions for themselves. They exhibit a good level of independence and, as they grow older, are increasingly willing to support the needs of others within their community. Boarders comment on the way in which they easily form friendships with other boarders, both from their own house and across the school. The international flavour of boarding within the school, with twenty-nine nationalities represented, allied with membership of Round Square, enriches the experience of all boarders. Boarders confirm their enjoyment of being part of an international community and believe that this prepares them for life beyond school. Boarders participate in the running of their houses through being house leaders and by contributing to house meetings and the house council. Boarders' views are sought and acted upon, for example, changes to menus and timings of prep. Some of the most senior boarders are also members of the school prefect body, the ‘Syndicate'. Boarders have good relationships with the boarding staff and all those interviewed were unanimous in their view that there were adults within the house and school to whom they could turn in times of difficulty.

• 4.17 The quality of boarding provision and care is good. House staff carefully monitor the progress, both academic and personal, of those in their charge. The system whereby house tutors and resident staff are also academic tutors means that the house teams have a good oversight of the academic performance of boarders and are able to support them in their house environment with both general and subjectspecific advice. Whilst boarding accommodation ranges from modern, purpose-built houses to older, converted buildings, the facilities available to boarders are consistent and common room areas of an appropriate size. Boarders are encouraged to personalise their own rooms and some show considerable creativity in this area. Members of the sixth form can use the sixth-form suite during prep; school computer rooms and the library are also open during this period. Additional computer facilities are available; some houses have wireless facilities. Facilities for health and fitness include the multi-gym, which is particularly popular with boarders. The food served in the central dining room is fresh and varied and boarders report that it is plentiful. The health centre is available for those who are injured or unwell. Such ill pupils invariably stay in their own bedrooms and are adequately separated from other boarders. They are overseen by nursing and resident staff. Medical matters are carefully documented but the system for sharing important medical information with appropriate boarding staff is not yet sufficiently well established. Any shortcomings in accommodation, mainly in the older houses, do not materially affect good personal development. Houses are secure and regular checks on boarders' whereabouts are the norm. Boarders can contact their families by various means and the house staff teams communicate with parents on a regular basis. Boarders can use the school facilities in the evenings as well as enjoy leisure facilities in the houses. A weekend programme of activities is organised with varying participation rates.

• 4.18 Procedures for the welfare and safeguarding of the boarders are good. Recruitment of staff meets requirements and, in this area, the school has implemented one of the recommendations in the previous Ofsted boarding welfare report. Boarding arrangements ensure that boarders are protected from harm. The comprehensive risk assessment system is regularly reviewed. Boarders welcome the presence of the day pupils in the boarding houses and enjoy visiting friends in other houses, but access is to permitted areas only and is strictly regulated in order not to compromise well-being and privacy.

• 4.19 All staff are regularly given training in health and safety and the school complies with all requirements in relation to fire safety, following the recent audit. Fire drills are held at least every half term in boarding time and boarders and staff are aware of procedures evacuation. The school's designated person arranges regularly updated training for all staff in safeguarding. Additional staff training in areas such as meeting the needs of overseas boarders and essentials of boarding care ensure that standards of good practice are regularly reviewed.

• 4.20 The school has a clear, written policy to promote good behaviour amongst boarders, which is effectively implemented. Boarders report that they understand the need for the various procedures to ensure their safety. For example, they know the curfew times and are diligent in informing boarding staff if they are delayed for any reason. Boarding staff adopt systems of rewards and sanctions which they feel most appropriately meet the needs of the boarders in their care. This works well on the whole but does lead to some inconsistency. For example, some girls are allowed to remain in their rooms to complete their prep, whilst some boys go to a classroom. The head of boarding agrees that a review of these procedures is needed.

• 4.21 Boarders are clear that bullying will not be tolerated, but report that such incidences are rare because the warm and caring relationship with the boarding staff ensures that any concerns are readily reported. The presence of school prefects, ‘the guardians', who receive regular training in child protection and anti-bullying, reinforces the importance of getting on well with your peers and their role is an important support in the welfare of boarders. The National Minimum Standards for welfare and safeguarding are met.

• 4.22 The leadership and management of boarding are sound. Clear lines of senior management responsibility for boarding are laid down, although they have not been consistently implemented, particularly with regard to sharing an agreed boarding vision with boarding staff and monitoring practice consistently. Steps are taken to improve the boarding experience, for instance by arranging massage sessions for boarders in the midst of stressful examinations. Staffing arrangements are appropriate. New boarding staff are offered guidance over boarding responsibilities as part of their induction process. Staff receive appropriate development training through courses offered by an association for boarding schools and other relevant bodies. Policies are up-to-date, understood, and implemented by boarding staff. Good contacts are maintained with local social services. Boarding houses run smoothly, but, as yet a culture of self-evaluation is not fully established. Positive action has been taken to meet all the recommendations of the previous inspection, including introducing boarding staff appraisal, but appraisal of boarding staff remains work in progress.

• 4.23 Responses to pupil questionnaires suggest that boarders enjoy the experience, feel safe and are treated fairly. A few were unhappy with the catering arrangements, but in discussion boarders made clear that they liked the food. Concern was also raised about the lack of weekend activities. Whilst appropriate activities are offered, some boarders are reluctant to participate. Boarder parents' questionnaire responses were very positive about their children's boarding experience, although some had reservations about the boarding accommodation. The school confirms in its five-year plan its aims to raise all boarding accommodation to the standard of the best and refurbishment regularly takes place.

5. THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT

5.(a) The quality of governance

• 5.1 The governance of the school is good.

• 5.2 The governors' aim to support the school and its vision for the future has been met. Since the previous inspection, the governing body has overseen the building of new facilities, the re-shaping of the senior leadership team (SLT) and the consolidation of the new sixth-form curriculum. It has supported this with financial acumen and a strong commitment to the long-term plan known as “Unlocking Potential”. Testament to meeting the pupils' academic needs is the building of new teaching facilities for core subjects in this academic year.

• 5.3 Governors know the school really well. Education governors ensure that they are well versed in the work of the academic departments, regularly observing teaching. Presentations from heads of department are made to the full governing body. Governors attend major school events and meet staff before their termly board meetings. The wide-ranging expertise of the governors ensures that the pupils benefit from the oversight of professionals in their field, who give both challenge and support to the senior leadership team. Whilst its monitoring is notably effective in the academic, financial and safeguarding areas of the school, it has not given the same emphasis to developing the boarding vision for the school.

• 5.4 The governors discharge their responsibilities well in relation to statutory requirements. Policies are reviewed by the full governing body and committees. Health and safety issues and pupils' safeguarding are considered by specific governors and the full governing body conducts a termly review of child protection procedures. Scrutiny by the governing body of the appointment procedures for all staff, governors and volunteers is good.

5.(b) The quality of leadership and management, including links with parents, carers and guardians

• 5.5 The quality of leadership and management of the school and of its links with parents, carers and guardians are good.

• 5.6 The senior leaders strongly support the school's aims, being committed to upholding the Round Square ideals in the day-to-day running of the school. Since the previous inspection, senior leaders have recognised the need for improving the management structure and, with governing body encouragement, have developed a management framework which is serving the school well in its current stage of academic development.

• 5.7 The restructuring has clearly focused on how to serve the pupils' needs best. Thus, pupils benefit from strong academic and pastoral leadership teams, as well as from a cohesive SLT. Established since the start of the academic year, the academic leadership team (ALT) has focused on sharing best practice and giving more support to heads of departments. This is bearing fruit, but is still being developed and its success will be evaluated at the end of the academic year. This has, in part, addressed a recommendation of the previous report about monitoring. Whilst academic monitoring now has a strong framework on which to build, the monitoring of boarding procedures is still limited.

• 5.8 Members of the SLT are very involved in the life of the school, typified in the teaching roles of the headmaster, the deputy headmaster and the head of pastoral care. They lead by example and know the pupils well, as confirmed by parents in questionnaire responses. In addressing one of the recommendations of the previous report, senior leaders ensure that medium- and long-term development planning for all aspects of the school is now detailed and its progress regularly tracked. The recommendation in the previous report about upgrading boarding and teaching accommodation has been partly met. New academic facilities have been built and are at the forefront of the long-term building programme starting this academic year. It is acknowledged that boarding facilities are regularly refurbished and that new facilities for boarding are in the development chain._

• 5.9   Management of academic departments is good. Heads of department contribute to curriculum planning and the development of learning and teaching, aided in this by the ALT. Working with that team, they review the performance of members of their department through the new appraisal framework, known as the professional practice review. This is linked to professional development courses tailored to individual needs. Departmental development plans are in line with the school plan and, in a number of departments, reflect exciting initiatives for enhancing pupils' learning.

• 5.10  Pastoral management is good. Based on the house structure, pupils' pastoral care is well managed by the linking of personal tutors with houses so that pupils enjoy strong pastoral care within the community of the house. Pupils report how much they value these arrangements and the strong personal development of pupils is testament to the high quality of pastoral care. Safeguarding of pupils is given a high priority, and all staff receive appropriate child protection training. All staff have good awareness of health and safety and welfare procedures. Staff recruitment is rigorously monitored and checking of staff, governors and volunteers are well documented in a single central register. The induction process for new staff is thorough and supportive.

• 5.11  Links with parents, carers and guardians are excellent. Parents are fully involved in the life of the school and state that they are active partners in the development of their children's potential. The overwhelming majority of parents are very satisfied with the school's provision for their children, as can be seen by the extremely positive responses to the pre-inspection questionnaire.

• 5.12  The school maintains a very constructive relationship with parents and is pro-active in seeking their opinions, for example by means of regular questionnaires on the parent portal. Parents comment particularly positively on the mutual respect that exists between pupils and staff and on the fact that staff know pupils well as individuals. No significant areas of concern were noted in parental responses. Parents praised the positive impact of outdoor activities on the development of their children and on the quality of provision for pupils with SEND. Parents of boarders commented that they felt the international community was beneficial to the personal development of their children. When parental concerns are raised, they are taken seriously and dealt with promptly with due regard to the school's policy on complaints.

• 5.13  Parents have many opportunities to be involved in the life of the school through attending drama performances, concerts, sporting fixtures and special events. Parents appreciate the parents' evenings when staff report on progress to parents and their children. Regular forums are held when parents can raise issues and learn more about the topics such as GCSE or IB options and careers. Parents are also encouraged to communicate with the school by means of pupil planners. Parents are kept fully informed about the life of the school through a regular half-termly newsletter, updates delivered by email and text and via the online parent portal. An active and well-supported parents' association arranges regular social gatherings, raises funds to support the school and holds teas on a monthly basis, which are also attended by senior members of staff. These provide a further link between home and school.

• 5.14 Parents of pupils and of prospective pupils receive clear information about the school by means of a detailed parents' handbook and a comprehensive website, which also provides details of further information available to parents; they receive all the information that is required. A system of regular half-termly grade cards is in place and more extensive written reports are available at least twice a year. These are accessed via the parent portal, although parents can choose to receive them in paper form if they prefer. Historical data is also available here so parents can easily track their child's progress. Reports are thorough, commenting on each subject and giving specific and helpful information on the pupils' attitudes, progress, their involvement in the wider life of the school and recommendations for improvement.

What the school should do to improve is given at the beginning of the report in section 2.

© Independent Schools Inspectorate 2012