James Allen's Girls' School (JAGS)
144 East Dulwich Grove
London
SE22 8TE
Head: Mrs Sally-Anne Huang
T 020 8693 1181
F 020 8693 7842
E henrietta.kiezun@jags.org.uk
A mainstream independent school for girls aged from 11 to 18 with a linked junior school
Boarding: No
Local authority: Southwark
Pupils: 779; sixth formers: 190
Religion: Church of England
Fees: £17,991 pa
Full Name of School James Allen's Girls' School
James Allen's Girls' School
DfE Number 210/6002
Registered Charity Number 312750
Address James Allen's Girls' School/East Dulwich Grove London/SE22 8TE
Telephone Number 020 8693 1181
Fax Number 020 8693 7842
Email Address headmistress@jags.org.uk
Headmistress Chair of Governors Mrs Marion Gibbs CBE Mrs Mary Francis CBE, LVO
Age Range 4 to 18
Total Number of Pupils 1078
Gender of Pupils Girls
Numbers by Age 3-5 (EYFS): 35 5-11: 264
Head of EYFS 11-18: 779
Setting EYFS Mrs Sue Saunders
Gender Girls
Inspection dates 01 Oct 2013 to 04 Oct 2013
This inspection report follows the ISI schedule, which occupies a period of four continuous days in the school. The previous ISI inspection was in February 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 on the website www.legislation.gov.uk. Additionally, inspections will consider the school's accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment introduced by the School Standards and Framework Act 1998.
The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership.
ISI is also approved to inspect the Early Years Foundation Stage (EYFS), which was introduced in September 2008 and applies to all children in England from birth to 31 August following their fifth birthday. This report evaluates the extent to which the setting fulfils the requirements of the Early Years Foundation Stage Statutory Framework published by the Department for Education (DfE) and follows the requirements of the Childcare Act 2006 as subsequently amended.
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.
Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be referred to in the published report but will have been considered by the team in reaching their judgements.
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. Both use a four point scale when making judgements of quality but, whilst the ISI terminology reflects quality judgements that are at least equivalent to those used by Ofsted, they also 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 where Achievement is ‘exceptional' that term may be used for the top grade. 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.
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 chair and deputy chair of governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited 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.
|
Mr John Dunston |
Reporting Inspector |
|
Mrs Kate Carey Mrs Lynn Clarke Mr Ray Crayton Mrs Pauline Edgar Mrs Christina Foord Mr George Fussey Mrs Susan Gorham |
Team Inspector (Deputy Head, GSA school) Team Inspector (Headmistress, GSA school) Team Inspector (Academic Deputy Head, IAPS school) Team Inspector (Principal, GSA school) Team Inspector (Head, GSA school) Team Inspector (Former Head of Tutoring, HMC school) Team Inspector (Head, GSA school) |
|
Mr Andrew Johnson |
Team Inspector (Senior Master, HMC school) |
|
Mrs Fiona McGill |
Team Inspector (Deputy Head, GSA school) |
|
Mrs Victoria Pugh Mrs Lynda Boden |
Team Inspector (Senior Deputy Head, IAPS school) Co-ordinating Inspector for Early Years |
2 THE SUCCESS OF THE SCHOOL
(a) Main findings
(b) Action points
(i) Compliance with regulatory requirements
(ii) Recommendations for further improvement
3 THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS
(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
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
1.1 James Allen's Girls' School is a day school for girls aged from 4 to 18. The school aims to encourage all pupils to develop to their full potential by stimulating their intellectual curiosity, enthusiasm and imagination, in an environment which promotes academic, creative and athletic excellence. The ethos of the school is intended to teach the value of integrity and concern for others, to enhance the pupils' appreciation of their own and other cultures, and to develop self-confidence and independence in order to equip them to play an active role in society. The school is a charity and also became a company limited by guarantee in 2008. It is also a charity, of which the eleven governors are trustees. The school is one of the seven beneficiaries of a separate charity, Alleyn's College of God's Gift, additional income from which partly funds bursaries and scholarships. The work of the governing body, which currently has 11 members, is supported by sub-committees concerned with finance and general purposes, nominations and salary reviews.
1.2 The school was founded by James Allen in 1741 and moved to its present 22-acre site in North Dulwich, in the inner London Borough of Southwark, in 1886. The preprep is located some 200 yards away from the main site in separate accommodation Since the previous inspection, the school has ceased to offer places to boys in the pre-prep and reverted to its original single-sex status throughout. A new building has opened, incorporating a dining hall, a drama studio and several additional classrooms. Several areas have been refurbished, including the sixth-form centre and the art department, and a new dance studio and climbing wall have been created.
1.3 The senior school, James Allen's Girls' School (JAGS), for pupils in Years 7 to 13, has 779 pupils. In Years 3 to 6 of the preparatory school, known as James Allen's Prep School (JAPS), there are 192 pupils. Years 1 and 2 and the Early Years Foundation Stage (EYFS), comprise the pre-prep, part of JAPS, attended by 107 pupils, of whom 35 children are in 2 EYFS classes. The pupils come from a very wide range of ethnic and economic backgrounds, travelling to the school from over 20 London boroughs.
1.4 The ability profile of the preparatory school is above the national average. Almost all pupils are of at least above average ability, with over a third having far above average ability. The ability profile of the senior school is well above the national average, with all pupils having ability that is above average and over a half of the pupils having well above average ability. Seventy-seven pupils have been identified by the school as having special educational needs and/or disabilities (SEND), none of whom has a statement of special educational needs. Specialist learning support is provided for seventeen pupils in the preparatory school or pre-prep. One hundred and ninety-nine pupils have English as an additional language (EAL). Many of them come from homes where English is spoken alongside another language; eleven receive specialist support for their English.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
2.1 The school is extremely successful in fulfilling its ambitious aims. Pupils benefit from a rich and diverse curriculum and an outstanding range of extra-curricular activities in both the preparatory school and the senior school. Examination results and inspection evidence indicate that pupils, including those who are particularly able or talented, and those with SEND or EAL, achieve at an exceptionally high level and make excellent progress at all stages. Pupils' achievements in sport, music, art and drama are outstanding in the senior school. Children in the EYFS learn and develop extremely well through stimulating play and valuable first-hand experiences, making excellent progress in relation to their starting points, and they are extremely well prepared for the next stage in their learning. Pupils are attentive listeners, eager debaters and collaborative workers, showing excellent skills and understanding, and the ability to think independently. They are articulate, and show perceptive insight and a high level of creativity. Their commitment to their work is excellent. The quality of teaching is excellent, showing a high level of subject expertise, commitment and enthusiasm. The quality of marking and assessment is generally of a high standard, though this quality is not fully consistent across all subjects.
2.2 The quality of the pupils' personal development is excellent throughout the school. Their spiritual development is strongly fostered and they show respect for those of other faiths. They show a keen concern for all around them within both the school and the wider community. They have a good understanding of right and wrong. Older pupils show particular care for the younger pupils. They develop a strong sense of social awareness. The pastoral care provided throughout the school, including in the EYFS, is excellent, and reflects the good relationships that exist between pupils and staff. Pupils feel safe and always have someone to turn to if they have a concern. Healthy lifestyles and good behaviour are actively encouraged. The pupils' views are sought both formally and informally. Pupils benefit from good arrangements for welfare, health and safety.
2.3 Excellent governance, and excellent leadership and management support the school's aims, the achievements of the pupils and the implementation of appropriate policies. During the inspection an issue regarding visiting sports coaches was raised. The school took immediate steps to formalise supervision arrangements. Since the previous inspection, the school has continued to seek ways to improve further upon the widespread success achieved at that time, in particular by constantly reviewing its curriculum, extra-curricular provision, pastoral care and involvement with the local and wider community. The management and reliability of information and communication technology (ICT) at times limit the effectiveness of teaching and administration. Pupils are overwhelmingly enthusiastic about their school and greatly appreciate the opportunities available to them. Links with parents are excellent, and parents are also highly positive about the school and the education it offers their children.
(i) Compliance with regulatory requirements
2.4 The school meets all the requirements of the Independent School Standards Regulations 2010.
(ii) Recommendations for further improvement
2.5 The school is advised to make the following improvements.
1. Ensure that existing good practice in marking and assessment is used consistently across all subject areas.
2. Improve the management and reliability of ICT in the curriculum and administration of the school.
3.1 The quality of pupils' achievements and learning is exceptional.
Preparatory school
3.2 All children in the EYFS, including those with SEND or EAL and those who are especially able, learn and develop extremely well through stimulating play and valuable first-hand experiences. They make excellent progress in relation to their starting points and are extremely well prepared for the next stage in their learning. Reception children can link and blend sounds to form simple words and sentences, and enjoy physical education (PE) and lessons outdoors: they attempt running techniques at speed and learn to catch a large ball successfully. They thoroughly enjoy French lessons, counting accurately to 20 and identifying colours, all with excellent French pronunciation. All children co-operate well and enjoy their learning. They are active learners who explore, investigate, and make choices and decisions.
3.3 Pupils in the preparatory school and pre-prep are extremely well educated, reflecting the school's aims. Pupils, including those with SEND or EAL, perform extremely well in all aspects academically. Pupils achieve high standards of numeracy, literacy, reading and speaking, and in all other aspects of the curriculum, with particularly strong achievement seen in music. Their success in all aspects of their learning is enhanced by the high levels of creativity demonstrated in music and art. Much outstanding artwork is on display throughout.
3.4 The following analysis uses the national data for the years 2010 to 2012. These are the most recent three years for which comparative statistics are available. Results in national tests at the ages of 7 and 11 have been exceptional in relation to the national average for maintained primary schools. This level of attainment, confirmed by scrutiny of pupils' work and their performance in lessons, indicates that all groups of pupils' make high levels of progress in relation to the average for pupils of similar ability. Pupils with EAL for example, are able to work at the same level and pace as their peers in most subjects, and the most able pupils achieve at the highest levels available in tests.
3.5 Pupils show an unusually high level of skills in their learning. They are highly motivated and enthusiastic, including those with SEND. Pupils are confident, demonstrating excellent listening skills and the ability to collaborate successfully in their work. They express ideas and opinions articulately and coherently. Excellent examples of independent learning, reasoning and logical thought were demonstrated by many pupils in work seen and in lessons. Younger pupils are able to use mathematical terms to describe properties of solid shapes, while older pupils successfully explored complex relationships between the perimeter and area of polygons.
3.6 Pupils demonstrate outstanding achievements in events outside school, including mathematics challenges, music, speech and drama examinations and events, and a choral performance at Cadogan Hall. Pupils have been finalists in national art, writing, photographic, netball and swimming competitions, and regularly win local hockey and football tournaments.
Senior school
3.7 The senior school fully achieves its aims. In lessons, in informal conversations and in their enthusiastic participation in the many extra-curricular activities on offer, the achievement of the pupils is exceptional. Pupils are highly confident, numerate, literate and articulate. They show notable ability to think logically and creatively. Pupils show independence of thought. For example, younger pupils in geography demonstrated independent and co-operative learning that led to an exceptional level of achievement. Pupils are fluent communicators. They show extensive knowledge, skills and understanding across the curriculum and apply these effectively to their studies.
3.8 The following analysis uses the national data for the years 2010 to 2012. These are the most recent three years for which comparative statistics are available. Results at GCSE have been exceptional in relation to the national average for girls in maintained schools, and above the national average for girls in maintained selective schools. Almost all grades achieved at GCSE in 2013 were A or A*. International GCSE (IGCSE) results have been higher than both worldwide and UK norms. In 2012 almost all grades achieved in IGCSE First Language English, English literature and mathematics were at A or A*. A-level results have been far above the national average for girls in maintained schools, and well above the national average for girls in maintained selective schools. In 2013 over 80 per cent of grades achieved were at A or A*. Pupils with SEND or EAL perform equally with their peers and there is no discernable difference in their examination success. These levels of attainment, supported by scrutiny of pupils' work and their performance in lessons and activities, indicate progress that is high in relation to the average for pupils of similar ability.
3.9 The pupils' attitudes to learning are exemplary. They are keen to engage in all aspects of learning. They listen attentively in class, enjoy their work and usually concentrate well. They are eager to debate and to question. Pupils, especially in the sixth form, rapidly assimilate new material and show intellectual curiosity as well as a genuine love of learning, both in their regular studies and in independent research. Sixth-form pupils achieve high levels of success in the Extended Project Qualification (EPQ). Pupils display excellent study skills and work well collaboratively. For example, in English, younger pupils worked constructively in pairs and successfully answered challenging questions on Shakespeare's use of language. The most able younger pupils were seen to achieve highly in mathematics, eager to move on to the harder questions provided for them. Pupils in all year groups make the most of the vast range of opportunities open to them and benefit from being encouraged to evaluate their progress on a regular basis. Pupils gain great satisfaction and enjoyment from producing work of a high standard that is exceptionally well presented and organised. For example, in biology, pupils independently produce extended and detailed notes, and structure questions that they mark assiduously themselves according to the mark scheme provided. Pupils clearly enjoy applying their knowledge and are able to understand and talk articulately about their work.
3.10 Pupils show perceptive insight in lessons and also in the many clubs and activities in which they are involved. For example, members of the ‘eco team' worked together with great enthusiasm and energy to prepare an assembly on bio-diversity. Pupils achieve exceptional success in a wide range of activities at regional, national and international level. In national competitions, such as biology, chemistry and mathematics Olympiads, pupils consistently perform extremely well. Pupils studying modern foreign languages take part successfully in international competitions. Pupils enjoy considerable and wide-ranging success in team and individual sports, participating at a high level in netball, hockey and athletics, sailing, swimming and diving. Pupils have represented England at world cross-country championships and at the Commonwealth Youth Games, and athletics teams have often been ranked in the top three in national competitions. The biathlon and swimming teams achieve regular national success. Musical achievement is outstanding and pupils perform at an exceptionally high level, enjoying many opportunities locally and in national choirs and regional orchestras, and touring abroad. They perform with the National Youth Theatre and the National Youth Music Theatre, and at the Edinburgh Festival Fringe. Several sixth-form pupils have been successful in national university-run essay competitions.
3.11 The contribution of curricular and extra-curricular provision is excellent
Preparatory school
3.12 The EYFS setting is excellent in meeting the needs of all children, fully appreciating their individual differences through a thorough system of planning, review and selfevaluation. Excellent provision in the EYFS, including outdoors, offers a variety of experiences across the curriculum. A sensory garden and a large conservatory area, which engage and motivate children, provide an excellent environment for the development of social and emotional skills. The educational programmes for language and communication, and personal, social and emotional development, give children many opportunities to express themselves clearly and confidently, and with enjoyment. Interesting activities promote enthusiasm and encourage children to enjoy a wide variety of indoor and outdoor activities. There is an effective balance of adult-led and child-initiated tasks; these enable children to respond well to the high expectation of the staff. Since the previous inspection, ICT has been successfully developed in this setting.
3.13 The preparatory school and pre-prep provide a rich and diverse curriculum that successfully achieves their aim to promote excellence in academic, creative and athletic endeavours, enabling each pupil to have fun whilst developing her potential. Excellent planning of programmes of study ensures that all pupils develop a wide range of skills. Curricular support for those requiring additional help is strong, and systems to identify pupils with SEND or who require language support for EAL, and those who are highly able or talented, are effective. Class teachers and specialist staff work closely together to develop individual support plans, the effectiveness of which is closely monitored. The breadth of the curriculum enriches the pupils' education. Pupils experience specialist teaching in dedicated rooms, with displays which enhance their learning. Lessons in several subjects, in particular religious studies and personal, social, health and citizenship education (PSHCE), support the pupils' emotional and personal development well.
3.14 The range of the extra-curricular programme is excellent and successfully supports the school's aim. The programme provides stimulating challenges for the full range of pupils' aptitudes, skills and talents. Gardening and cookery clubs are offered, as well as glass painting and many musical and sporting activities. Lunchtime and after-school activities involve languages, sport and the arts. The school provides a wide-ranging sports programme for all pupils. Pupils participate in a demanding schedule of drama productions, concerts and music competitions throughout the year.
3.15 Since the previous inspection, the prep school has improved its ICT facilities. This has helped in the creation of outstanding displays in classrooms and around the school. The application of ICT by pupils can be seen across the curriculum, for example in a striking Year 6 textile design display.
3.16 Educational visits and guest speakers enrich the curriculum, and engage the pupils in stimulating their imaginative thinking, intellectual curiosity, enthusiasm and imagination. Year 5 pupils gained much from their collaborative activity on a residential outdoor pursuits trip. During the inspection, Book Week culminated in a parade by all the pupils dressed creatively as book characters, and visits by authors. Pupils are extremely well prepared for successful entry to the senior school through the broad and demanding curriculum.
Senior school
3.17 The curriculum in Years 7 to 9 offers a wide range of subjects, including separate sciences, French and Latin, and several creative subjects. Pupils in Years 8 and 9 have the opportunity to learn a second language.
3.18 In Years 10 and 11, pupils can choose to take either 10 or 11 GCSEs and receive appropriate guidance. The school has introduced IGCSE qualifications in some subjects that suit the most able pupils well, and opportunities are extended further in mathematics by an additional qualification at the end of Year 11. The wide range of subjects offered includes Japanese and classical Greek, and is constantly reviewed.
3.19 The sixth-form curriculum provides an extremely rich and diverse programme. In addition to approximately 24 subjects available, pupils appreciate the Bridge to A2 course, which offers additional subject-specific projects after AS-level examinations. The liberal studies programme for pupils in Year 13, run in conjunction with a local school, offers further opportunities to develop skills in new areas.
3.20 The provision of careers advice is detailed and comprehensive, and is valued by pupils. Sixth-form pupils speak very positively about the university admissions advice they receive.
3.21 Extra-curricular provision is a significant strength of the school. The activities programme for Years 7 and 8, for example, offers music groups, an environment club, sports, drama and board games. The pupils speak very highly of the opportunities they are given. Musical activities in school include several orchestras, other classical, jazz and popular music ensembles, and choirs, one of which is a pupil-led gospel choir. Sports teams compete at many levels and pupils appreciate having the opportunity to play in matches, especially those who in are in lower teams. The school has achieved notable successes in a range of sports, and tours have taken place to Europe and South Africa in recent years. Languages clubs and a diverse range of other activities cater for the interests of all pupils, who commented that the school is very supportive in enabling them to set up additional clubs. Many departments run clinics to provide additional help and support for pupils, and older pupils often provide support to younger year groups.
3.22 Special events are frequently organised, such as trips to the theatre and botanical gardens. The destinations of overseas trips include many European countries, as well as Morocco. These enhance the pupils' education, and they talk enthusiastically about their experiences and share them through posters and displays throughout the school. Many pupils in Years 10 to 13 are involved in at least one community action project, for example the Saturday morning literacy © Independent Schools Inspectorate 2013 scheme and running after-school clubs for pupils from local primary schools. The range of community projects is extensive and includes helping local disadvantaged people and projects in Romania.
3.23 The contribution of teaching is excellent.
3.24 Teaching is highly effective in supporting the school's aims and in promoting the pupils' exceptional achievement and excellent progress, including in the EYFS. Teaching is well paced and frequently provides inspiring and exciting opportunities to extend the pupils' learning so that, for example, those in the preparatory school demonstrate a sense of vitality, energy and a conviction that learning is fun, in fulfilment of the school's ambitious aims. Teaching throughout the school generates interest, imagination and intellectual curiosity in the pupils, and high expectations of their work are evident in lessons. Collaborative work supported the learning of younger pupils in the preparatory school extremely successfully in science when studying plant stems, and that of older pupils studying Tudor clothing.
3.25 Excellent teaching reflects the school's aim of showing great enthusiasm and exceptional subject expertise. Teaching is well planned, adapted to the individual needs of the pupils and enhanced by the collaborative relationship that exists between teachers and pupils. The most effective teaching incorporates a variety of activities, Year 11 pupils commenting especially positively on the interactive nature of much of the teaching they experience.
3.26 Strong relationships between teachers and pupils enable pupils of all abilities to make excellent progress. Pupils feel supported and nurtured, and as a result develop highly positive attitudes to their learning. Effective classroom management ensures excellent behaviour. In a comprehension lesson in the preparatory school, pupils worked effectively in groups of differing ability, to ensure that all made excellent progress.
3.27 The effective and creative use of a wide range of resources by subject specialists, as well as resources outside the classroom, fosters the pupils' interest and promotes excellent learning. An absorbing and inspiring video clip was used in music for younger pupils in the senior school to relate their practical skills to the world of professional performance. Pupils make good use of the excellent resources in the library. The use of ICT is good throughout the school but is at times affected by technical difficulties, which hinders the pupils' progress. When used as an integral part of teaching, ICT, including interactive whiteboards, has a positive impact on the quality of pupils' learning and achievement.
3.28 Teaching meets the needs of pupils with SEND or EAL and of those who are particularly able. The work of teaching assistants and additional staff is highly effective in enabling pupils with SEND to make excellent progress. Small groups of very able pupils receive work of additional challenge, and all such pupils are challenged to extend and deepen their independent investigative work and thinking skills. Many additional challenges are provided to these pupils, including the EPQ for Years 12 and 13, and the Greek club for Year 9.
3.29 Assessment systems are thorough, and particularly effective use is made in the preparatory school of data from extensively employed standardised tests to track the pupils' progress. Most marking of the pupils' work is constructive and offers suitable guidance and targets for improvement in accordance with the school's marking © Independent Schools Inspectorate 2013 policy, although this is not consistent across all subjects and year groups. Peer assessment and self-reflection are effectively used in some subjects. Pupils commented positively on the quality of marking, especially in Years 12 and 13.
3.30 Teachers know their pupils well and are sensitive to their needs. Pupils speak enthusiastically of the support they receive in subject clinics. Their thinking is stretched and challenged within and beyond lessons. As a result, they show the ability to engage in complex independent thought. Pupils are enthusiastic about the teaching they receive. Activities to provide additional challenge are incorporated well in lessons. In a small amount of teaching observed, low expectations, lack of appropriate challenge and a slow pace prevented pupils from making the progress they could, despite their enthusiasm and eagerness to learn. Teachers create opportunities to challenge pupils further outside lessons, reflecting enthusiasm for their subjects and a willingness to support their pupils as much as possible.
3.31 The amount of homework set was a concern expressed by a small number of parents and pupils in their responses to pre-inspection questionnaires. This was raised at the time of the previous inspection, though some older pupils feel that the amount is appropriate. Scrutiny of a sample of the pupils' work shows that homework is demanding but not excessive.
4.1 The spiritual, moral, social and cultural development of the pupils is excellent.
4.2 The high standards of the pupils' personal development throughout the school successfully reflect its aim to create a culture where care, courtesy and consideration are pre-eminent within a diverse and welcoming community. These ‘three Cs' promoted by the school are evident in the pupils' attitudes and behaviour throughout: in a preparatory assembly, pupils were eager to identify them and were able to do so. By the time they leave the school, pupils are well equipped to play an active role in society.
4.3 The children's personal development in the EYFS is excellent. They happily share resources, take turns and organise themselves effectively, becoming more independent by the end of their time in Reception. Children trust and respect their teachers and relate well to each other. They respond to school life with great enthusiasm and enjoyment, and demonstrate secure foundations for their future well-being.
4.4 Pupils' spiritual development is excellent. They are confident, enthusiastic and well motivated, showing high levels of self-esteem, self-confidence and independence. Pupils in the preparatory school showed sensitivity within the PSHCE programme in a discussion on the subject of elderly people. In the senior school, the pupils' excellent spiritual awareness is seen not only in their responses in religious studies lessons but also in their aesthetic and creative activity. During two lunchtime house concerts, large audiences of pupils listened to and enthusiastically appreciated uplifting performances. When discussing a painting of Christ by Masaccio in religious studies, sixth-form pupils skilfully developed their understanding of religious imagery in portrayals of the Trinity.
4.5 The quality of the pupils' moral development is excellent. All have a highly developed sense of right and wrong, reflected in their excellent behaviour around school and the genuine respect they show for each other. In response to the wide-ranging PSHCE programme, pupils in the senior school demonstrate integrity, moral awareness and a concern for others, and engage with notable commitment in discussion of many relevant social topics. Moral issues are keenly tackled. Older politics pupils gained much from a discussion on the use of DNA evidence by police following a visit to the Supreme Court. Pupils develop a questioning awareness of environmental concerns and the impact of poverty on society. Year 7 pupils talked persuasively about their forthcoming bid to raise funds for a charity supporting water supply in Africa. Pupils in the preparatory school show responsibility and demonstrate high levels of care for the environment through bodies such as the ‘eco team'.
4.6 Pupils demonstrate outstanding social development. Their relationships with each other are excellent. They have a high regard for their teachers and this is reflected in the rapport that builds up over time between them. Pupils show emotional maturity. Those in the senior school have a strong allegiance to their house communities, benefiting from the support they offer and organising a wide range of social activities within and across the houses themselves. Pupils are polite, well mannered and extremely thoughtful, and show a natural consideration for others. This is reflected in the preparatory school in their commitment to and pride in the house ‘buddy' system, which enables them to help to integrate new pupils into the community. Pupils are keen to serve on the school council, take their responsibilities seriously and develop a sound understanding of the principles of democracy. Pupils are committed to helping others and they participate enthusiastically in numerous charitable events. Those in the preparatory school support a charitable Christmas event, to send presents to disadvantaged children in other countries. A local charity supporting people with dementia also benefits from the pupils' support. The community action programme in the senior school is a strength and is highly valued by pupils. They benefit from participation in such activities as a well-established project in Romania, helping children with a wide variety of learning needs and disabilities.
4.7 The pupils' cultural development is excellent. The school is a multi-cultural community where pupils show respect and tolerance for the traditions and beliefs of others. Older pupils' understanding of British, European and other cultures, and their own cultural development, are fostered through the curriculum and through school societies, drama and musical activities; all pupils participate with enthusiasm in concerts and drama events. Many enjoy participating in a wide range of trips abroad, gaining direct insight into other cultures. Pupils in the preparatory school develop good appreciation of culture and of their heritage through educational visits to places of interest. They show great enthusiasm for learning about other cultures and faiths, and enjoy the wide range of wall displays that reflect the school's cultural diversity. The pupils' awareness and interest in culture are further enhanced by day and residential visits, and visiting speakers from the professions.
4.8 The contribution of arrangements for pastoral care is excellent.
4.9 Provision for the children's well-being in the EYFS is excellent. Class teachers act as key people who exemplify, promote and support the standard of behaviour expected. They give priority to the children's happiness, health and safety to enable independence and to promote strong relationships with one another and with adults. Staff promote welfare, health and safety extremely well, and children are encouraged to exercise and eat healthily. The behaviour policy is implemented well, resulting in a happy and busy atmosphere. Children are taught how to manage risk and keep themselves safe.
4.10 The school makes excellent provision for the care and support of the pupils, in accordance with its aims. Relationships between staff and pupils throughout the school are excellent, leading to mutual trust and respect, and a shared purpose. The warmth and kindness of the staff ensure that pupils feel valued. The ‘buddy' system provides excellent support throughout the preparatory school. The pastoral care of all pupils is supported by comprehensive policies, clear lines of staff responsibility, regular meetings between staff and pupils, and detailed record keeping, strengthened by pastoral and academic monitoring. Pupils feel that there is always a range of people to whom they can turn for help. Tutors, year heads and heads of section in the senior school deal promptly with day-to-day concerns and any more serious issues, and are trusted by pupils, who may also consult the school counsellor in confidence.
4.11 The school promotes good behaviour and guards against harassment and bullying. Parents and pupils are fully informed of school procedures. Pupils perceive that bullying is not a concern and feel safe. A formal register of incidents is kept and monitored, and the few minor incidents that occur are resolved through the intervention of the school. Pupils have great trust in pastoral staff and feel that concerns shared with them or with the senior school prefects will be resolved. Credits are awarded for good work or good behaviour. A small minority of pupils expressed in response to the pre-inspection questionnaire that sanctions are not always imposed fairly, however the pupils' views expressed during the inspection did not reflect this.
4.12 Appropriate arrangements are in place for pupils with SEND, for whom a pupil profile is created to inform staff of the assistance they need. A comprehensive three-year accessibility plan is in place for these pupils.
4.13 Excellent provision is made for healthy eating through the catering department, which produces a healthy and varied range of food, enjoyed by pupils. Healthy eating habits are encouraged through the curriculum. Pupils in Year 8 receive training in nutrition through PSHCE. Pupils are encouraged to take regular exercise. The excellent sporting facilities, including extensive playing fields and the well-appointed swimming pool, ensure that all pupils have the opportunity to be active. All pupils receive weekly lessons in PE, and the provision of multiple squads encourages a high level of participation well beyond the strongest players. Both in catering provision and termly services, consideration is given to the variety of faiths in the school.
4.14 The preparatory and senior school councils provide pupils with a valued opportunity to express opinions and concerns on behalf of their peers. Meetings are confidently led by senior pupils under the guidance of a member of staff. Staff welcome the initiative of pupils and provide advice and support to those who wish to set up their own clubs, such as in art appreciation and the football club. The introduction of a preparatory school tuck shop, provision of more water fountains and alterations to menus were the results of requests from the school councils. Charities for the school to support are selected by the pupils. In questionnaire responses, a significant minority of pupils in the preparatory school and in the sixth form expressed dissatisfaction with the provision of opportunities for pupils' views to be heard and responded to. Inspection evidence did not support this view.
4.15 The contribution of arrangements for welfare, health and safety is good.
4.16 The school has comprehensive health and safety policies in place, including in the EYFS. All necessary measures are taken to reduce risks from fire and other hazards, including implementation of a programme of works to reduce risk further whenever concerns are raised. Regular fire drills and fire alarm tests take place and are recorded. Appropriate training in fire safety is provided for all staff. Risk assessments are carried out and recorded for school activities both on and off site, including residential trips. Health and safety measures are regularly monitored and reported on by a health and safety committee. A thorough programme of induction in respect of health and safety procedures is provided for new staff. Advice is sought from appropriate external agencies on health and safety measures where appropriate.
4.17 Arrangements for sick or injured pupils are thorough and appropriate. Medical care is excellent, provided by trained medical staff in a discrete, welcoming and suitably located medical centre. A number of staff are trained in first aid, of whom some in the pre-prep and EYFS are qualified paediatric first aiders.
4.18 Appropriate safeguarding arrangements and safe recruitment guidance are now correctly followed. Prompt action was taken during the inspection to formalise supervision of visiting sports coaches. All staff receive regular training in safeguarding at the required level. In response to the questionnaire, parents expressed confidence that their children are safe at school and well looked after. Pupils with SEND are well cared for by the school, in accordance with their particular needs.
4.19 Attendance registers in the senior school are appropriately kept, despite some difficulties with the school's computer system; a manual system is in place and operated successfully when necessary. The school is aware of this difficulty and is taking steps to resolve it as part of a current ICT improvement programme. Manual entries are kept individually and subsequently stored on the electronic system. Attendance registers in the preparatory school and pre-prep, including in the EYFS, are satisfactorily maintained. The admission register is suitably maintained. Both registers are correctly backed up and maintained for the previous three years.
5.1 The quality of governance is excellent.
5.2 The governing body provides effective oversight of the school in support of its aims and ethos. Its members are drawn from a wide range of professional backgrounds including industry, finance, education and the law. Several are parents of current or former pupils at the school. The governing body's vision is reflected in the aims of the school, whose realisation remains at the heart of governors' work, supported by the sub-committees. Governors have links with different areas of the school, regularly visit both the senior and preparatory schools, including the EYFS setting, and hold a biennial open forum for parents. They receive regular detailed reports from the leadership, leading to discussion and appropriate questioning at meetings, which are minuted.
5.3 Governors contribute effectively to the strategic development of the school. Regular meetings are held, including an annual meeting to consider long-term strategic goals and in particular the role of the school within the community. The governing body retains oversight of the school's financial planning and capital investment to ensure the continuing provision of appropriate facilities and human resources as the school grows and develops, and is aware of the issue of reliability of ICT provision. Their oversight is reflected in their contribution to the construction and review of the school's development plan. Governors carry out an annual appraisal of the leadership.
5.4 The governing body has been effective in discharging its responsibilities for the welfare, health and safety of pupils through the approval of detailed policies and monitoring of their implementation. They have oversight of the school's handling of complaints and involvement as appropriate. They carry out an annual review of safeguarding and child protection arrangements.
5.5 Governors provide appropriate and effective support for the EYFS setting. A nominated link governor takes a particular interest in the EYFS, attends assemblies, makes regular visits and reports back to the governing body regarding any issues raised.
5.6 The quality of leadership and management, including links with parents, carers and guardians, is excellent.
5.7 Leadership and management of the EYFS are excellent, demonstrating a clear vision and an understanding of high standards. Excellent arrangements ensure that all children are effectively safeguarded in a welcoming, safe and stimulating environment. All adults are suitably checked before appointment. Staff are well qualified and appropriately trained in the development of young children, child protection and health and safety. Policies and procedures necessary for the efficient management of the setting are implemented rigorously. The capacity for sustained improvement is excellent. The leadership of the pre-prep monitors the setting and the progress of each child, working together with staff and parents to support any children needing help with learning and development. The education programmes are carefully monitored, and regular self-evaluation takes account of the views of staff and children. The effective use and good management of resources, including those outdoors, lead to highly successful outcomes for all children.
5.8 Leadership and management throughout the school are highly effective in ensuring that the aims of the school are achieved, reflected in the exceptional and wide-ranging successes achieved by pupils, and in their constant care and concern for others, both within and beyond their community. Considerable energy and leadership by example at the most senior level communicate passionate commitment to the pupils. The strategy group and senior leadership teams create successfully an ethos and direction which contribute significantly to the excellent quality of the pupils' personal development, their pastoral care, and the high quality of teaching and learning. There is a strong sense of the school's vision, which is shared by staff and pupils. Staff at all levels embrace the ethos of the school, work together very effectively and are dedicated to the care of the pupils.
5.9 Management structures are clearly defined and effective. They ensure a continuing focus on excellence in all areas of the school. Self-evaluation and development planning are regular and effective, and play a key part in establishing priorities. These are reflected in a five-year development plan, the main aims of which are reflected in departmental plans.
5.10 An effective programme for the regular monitoring of teaching and learning is in place, involving senior staff and subject leaders. Regular lesson observations help to share best practice, although this is not yet seen wholly consistently, and contribute to staff professional development. All staff have an annual review of their performance, following which objectives for professional improvement are agreed. There is a thorough and effective induction programme for all newly appointed staff. Whole-school training priorities derive from the identification of school needs and of individual professional development requirements. Minutes of meetings provide useful summaries of decisions taken and action to be implemented.
5.11 The pupils' personal development is monitored well. Record keeping is detailed and well organised. Heads of department enjoy considerable autonomy while feeling supported by senior staff and able to contribute to wider school discussions. Policies are clear, accessible and regularly reviewed. Their implementation is monitored by senior staff. Appropriate risk assessments are regularly carried out. In the EYFS, risk assessments have been established to ensure safety in all areas of the school site, and these are regularly reviewed and effectively implemented.
5.12 The school is successful in recruiting and retaining able and dedicated staff. Training in safeguarding, welfare, health and safety takes place regularly. Recruitment checks have been consistently implemented and the single central register of appointments is rigorously maintained. School leadership has been proactive in responding to an issue identified during the inspection relating to the maintenance of personnel records for agency sports staff.
5.13 The school's links with parents are excellent and constructive. Parents throughout are extremely positive about the school, as reflected in their responses to the preinspection questionnaire. They express strong appreciation of their children's progress and the standard of their care. There were no concerns raised by significant numbers of parents. A very small number felt that the school does not encourage them to be involved in its life or provide satisfactory information about their children's progress. Reports scrutinised during the inspection showed these to be helpful. Parents receive informative reports twice a year. Information on the pupils' achievements is detailed, positive and constructive, and reflects the excellent rapport between teachers and their pupils.
5.14 Parents of children in the EYFS are offered regular opportunities to talk about their children's progress and are encouraged to add comments to assessment records. These create a valuable home-school link, and encourage parents, carers and others to take an active role in their children's development and learning. Links with local agencies are active and constructive.
5.15 Parents feel that their concerns are dealt with promptly. They feel that they receive timely responses to their questions. The school has an appropriate complaints procedure. The parents' association is active and organises social functions, raises funds and supports school events. Parents are involved in the planning for a proposed community music centre. Parents' committees from all three parts of the school work together on a parents' summer ball. Many parents attend sports fixtures, school plays, concerts and art exhibitions.
5.16 Parents of pupils new to the school receive an informative handbook. All preparatory school parents receive the weekly Newsflash and are regularly informed of school events. The school's website is a valuable link, as are the ‘home diary' in the preparatory school and the ‘home link' in the pre-prep. Parents have frequent opportunities to be actively involved in the work and progress of their children, especially in the preparatory school, and are often invited to come into school as guest speakers.
5.17 One or two annual parents evenings are held for each year group. In addition, valuable and informative c