Head: Mrs Lynda Corry
T 01462 432100
F 01462 443871
E registrar@princes…elenacollege.co.uk
W www.princesshe…nacollege.co.uk
An independent school for girls aged from 11 to 18.
Boarding: Yes
Local authority: Hertfordshire
Pupils: 180
Religion: Church of England
Fees: See website for details
Full Name of College Princess Helena College
DfE Number 919/6033
Registered Charity Number 311064
Address The Princess Helena College Preston/Hitchin/Hertfordshire/SG4 7RT
Telephone Number 01462 432100
Fax Number 01462 443871
Email Address head@princesshelenacollege Mrs Jo-Anne Duncan
Head Mr Nicholas O'Sullivan
Chair of Governors Age Range 11 to 18
Total Number of Pupils 192
Gender of Pupils Girls
Number of Day Pupils Total:139 Total:53
Number of Boarders Full:42 Weekly:11
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 November 2007.
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.
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. Until September 2011, Boarding inspections were carried out by the Office for Standards in Education (Ofsted), Children's Services and Skills.
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 of governors and a governor, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and 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.
|
Mrs Elaine Brook |
Reporting Inspector |
|
Mrs Jenny Dwyer Mr Paul Lunn |
Team Inspector (Headmistress, GSA) Team Inspector (Deputy Head, HMC) |
|
Mrs Susan Meek |
Co-ordinating Inspector for Boarding |
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 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
1.1 Princess Helena College is an independent day and boarding school for girls aged from eleven to eighteen. Established in 1820 for the orphaned daughters of members of the forces and clergy, it was named after Queen Victoria's daughter, receiving a royal charter in 1886. Having moved from London to its present site in Hertfordshire in 1935, the school continues to enjoy royal patronage and is a registered charity, administered by a governing council.
1.2 The school's aims are to inspire, encourage and assist every pupil to realise her academic potential and to develop strengths and skills which will enable her to grow in confidence, courage and compassion. Encouraging a sense of service to the community is an integral part of the school's mission, so that each pupil is equipped with the qualifications, skills and personal qualities that she needs to thrive in the 21st Century.
1.3 The school, set in its own grounds, is located close to the town of Hitchin. Pupils are accommodated in a range of old and new buildings, many of which have been refurbished since the previous inspection. Day pupils, and about half of boarding pupils live within a thirty mile radius of the school. A small number of overseas boarders attend from a range of countries representing several ethnic groups. Parents are mostly from professional or business occupations from the city and the countryside.
1.4 Most pupils join the school in Year 7. At the end of Year 11, approximately half of pupils move into the sixth form with the remainder transferring into local maintained or independent schools, and a number of pupils new to the school are accepted. Following this, pupils proceed to a wide range of universities, with a small number choosing to take a gap year.
1.5 At the time of the inspection, 192 pupils were on roll, of whom 35 were in the sixth form. Boarding is offered on a full, weekly or flexi basis, with approximately one third of pupils boarding daily. There are 42 full boarders with 11 pupils boarding weekly, and 19 on a flexible basis.
1.6 The ability profile across the school is above the national average, with a fairly wide spread of abilities represented, but most pupils have ability that is at least above average. The ability profile of the sixth form is also above the national average, with around half of pupils having ability that is at least above the average. The school has identified 43 pupils with special educational needs and/or disabilities (SEND) of whom 16 receive some form of specialist learning support. One pupil has a statement of special educational need. There are 26 pupils for whom English is an additional language, 24 of whom receive additional support.
1.7 National Curriculum (NC) nomenclature is used throughout this report to refer to year groups in the school.
2.1 The quality of pupils' academic and other achievements is good in relation to their ages and abilities. Pupils are successful in public examinations and achieve well across a wide range of activities. Pupils make progress at least in line with, and sometimes better, than pupils of similar ages and abilities. Their attitudes to learning are positive. Curricular provision has been reorganised since the previous inspection and supports pupils' learning well. Characterised by flexibility of option choices, and enriched by an excellent extra-curricular programme, the timetable can be personally tailored for pupils taking public examinations to suit their academic strengths and career aspirations. The quality of teaching is good overall. Lessons are well planned and promote pupils' learning effectively. Teaching and provision for pupils with SEND or EAL are excellent, offering support well matched to individual needs. The school has partially implemented the recommendations from the previous inspection; teachers now share the school's best practice and in the best lessons offer independent learning opportunities which develop pupils' thinking skills. The quality of assessment and marking remains variable across subjects.
2.2 The personal development of the pupils is good. Pupils are courteous and show respect and compassion for those less fortunate than themselves. They have a well developed understanding of right and wrong and are eager to take on positions of responsibility. Appropriate polices are in place and implemented so that pupils are well cared for and safe. The school provides a caring environment in which pupils thrive, thereby fully meeting it aims.
2.3 Governance is good; governors have a strong commitment to the school and are well informed about its achievements, challenges and new initiatives. All relevant policies are in place, including those involving safeguarding and safe employment, but monitoring is insufficiently rigorous. Senior leaders have a clear vision for the school and planning for future development is in place. Effective management of academic provision has ensured good standards of attainment and progress for pupils. Management of pastoral matters is less effective. Individual pupils are readily offered appropriate support, but existing systems, to identify and address broader matters, important to pupils are not operating effectively so that their concerns are not recognised. Boarding is good and makes a positive contribution to the lives of the pupils. Inconsistencies in provision between the two houses exist because there is no strong leadership of overall boarding standards. The school has worked hard to improve communication with parents and this is now excellent.
(i) Compliance with regulatory requirements
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. Develop and implement an effective leadership structure for pastoral care and boarding provision.
2. Ensure all school policies are applied rigorously.
3. Create robust ways of seeking and responding to the views of the pupil body.
3.1 The quality of the pupils' achievements and learning is good.
3.2 Pupils are well educated in accordance with the school's aim to inspire individual success and to encourage and assist every pupil to realise her academic potential. Pupils are confident, conscientious and articulate, reflecting high standards of oracy, literacy and numeracy. They listen carefully and apply themselves diligently. They develop a good understanding of scientific concepts and apply their knowledge well in their written work, using information and communication technology (ICT) and creative skills appropriately. Pupils' physical abilities in a wide range of sports are good and sometimes excellent, fully in line with their ages and abilities. Most pupils gained entry to their first choice of higher education.
3.3 Pupils achieve well individually and in teams across a range of activities. The school's flexible response to the needs of each individual enables pupils to participate successfully at the highest level. Pupils have competed in horse-riding and pentathlon events nationally, been selected for a county lacrosse team and involved in television and film work. They achieve considerable success in external music, speech and drama examinations, as well as in team sports. A number of pupils annually achieve gold in the Duke of Edinburgh's award scheme.
3.4 The progress and attainment of pupils at all levels was assessed using nationally standardised measures of examination performance and the evidence gained from lesson observations, discussions with pupils and scrutiny of their work. From 2010 to 2012, the three most recent years for which comparative statistics are available, GCSE performance has been above the national average for girls in maintained schools, and in 2010 was also similar to the national average for girls in maintained selective schools. Results in IGCSE Mathematics have been in line with the international average. A-level results in 2010-11 were above the national average for girls in maintained schools and similar to the national average for girls in maintained selective schools. Results in 2012 were slightly lower than in preceding years, being similar to the national average for girls in maintained schools. Although the comparative data for examinations taken in 2013 is not yet available, data from the school indicates that similar standards have been maintained. Pupils make progress that is good to GCSE and in the sixth form is in line with the average for pupils of similar abilities. Progress for pupils with SEND has been outstanding to GCSE and appropriate in the sixth form. Pupils with EAL apply themselves diligently and make excellent progress by the end of the sixth form. Classroom observations and data scrutiny indicate that the most able make progress that is at least in line with, and sometimes good in relation to their abilities. There is no difference in the progress made by pupils from different ethnic groups.
3.5 These levels of attainment reflect the pupils' positive attitudes to learning. Pupils' ability to think and work independently is clear in the best lessons, but is not consistently evident across all subjects. At all ages, pupils show enjoyment and gain much satisfaction from presenting their work well, conscientiously applying their knowledge to their written work.
3.6 The contribution of curricular and extra-curricular provision is excellent.
3.7 The high standard of provision fully supports the school's aim to provide a broad and balanced curriculum, which develops the strengths and skills of the pupils through a wide variety of activities and opportunities. Pupils are offered a broad range of subjects and experiences, tailored in many cases to their individual needs, which is highly effective in its coverage of the requisite areas of learning. This provides all pupils, including those with SEND or EAL, with a full range of skills, knowledge and understanding appropriate to their age and ability.
3.8 Curricular provision has been reorganised since the previous inspection, allowing considerable flexibility in the length of lessons. Modern foreign languages is taught in a good number of single periods throughout the week, enabling more frequent linguistic practice. Subjects such as English, art and physical education benefit from double or even triple lessons, allowing pupils to engage fully with the theme being taught and concentrate for a sustained period. From Years 7 to 9, the curriculum provides a broad coverage of key subjects, supplemented by a general studies programme focused on building the pupils' general knowledge and understanding of politics and British democracy. Up to GCSE and A level, the curriculum is precisely fitted to the needs and abilities of the pupils. The flexibility of choice allows each pupil to take her chosen combination of subjects, based on her abilities and interests. An excellent feature of provision is the careers programme which begins in Year 9 and continues throughout the sixth form. All pupils engage in work experience and are then supported to make appropriate examination choices that suit their career aspirations.
3.9 Provision for pupils with SEND and EAL is extremely effective in meeting individual needs. Following a thorough identification process, the learning support required is defined and initiated. Carefully planned one-to-one lessons from skilled specialist staff offer an excellent support programme to aid and encourage progress. All teaching staff receive regular training in how to support pupils who do not need individual tuition, but need additional help within class, and a range of useful strategies are suggested for use in the classroom, although not always implemented.
3.10 The academic curriculum is enriched by an excellent range of extra-curricular activities and pupils participate with enthusiasm. Developed in consultation with the pupils, the SCITLLE programme, which stands for ‘Serve, Create, Inspire, Thrive, Lead, Learn and Explore', is a strong and successful initiative, providing opportunities for the whole community to work together and to be challenged by new experiences. Activities change according to a six week cycle, and staff are inventive and actively involved in the choices offered, which range from self-defence to dance, Russian and debating so that there is something to suit all pupils' tastes.
3.11 The pupils' experiences are enriched further by links with the community both locally and internationally. Educational excursions include regular trips to theatres and places of cultural interest. A wide variety of geography and history field trips support pupils' learning well and have included investigations as diverse as coastal issues and the impact of the 2012 Olympics on urban development. Recent international trips range from a visit to India to a journey to the German Christmas market.
3.12 The quality of teaching is good.
3.13 Through carefully planned lessons, teaching meets the school's aim to support pupils to realise their potential in a happy, safe and caring community. Teachers know their pupils well and expectations of good behaviour and diligence are the norm. Pupils respond by taking great pride in their work and personal achievements, thereby making good progress across a wide range of subjects.
3.14 One third of the teaching observed was excellent, most of the rest was good or satisfactory in equal measure. Teachers have an excellent rapport with their pupils, maintaining a kind and encouraging approach at all times so that pupils confidently ask questions and give answers. Pupils feel that they make good progress with their work through the support of their teachers, and parents are also pleased with the progress made by their children. At its best, teaching is characterised by a brisk pace, requiring pupils to complete tasks which develop their thinking and problemsolving skills and enable independent learning. Most lessons are well planned and use a range of teaching styles that deepen the pupils' knowledge and understanding, but opportunities to extend the learning of the most able pupils are missed because set tasks are completed swiftly and sufficiently stimulating additional challenges are not consistently planned.
3.15 Detailed programmes of study, well suited to the ages and abilities of the pupils, are in place for all subjects and implemented effectively. Time is well managed in all lessons, and resources, including the use of technology, are well chosen. Small classes, particularly in the sixth form, benefit pupils' learning, because great care is taken to ensure that all pupils understand the subject matter of the lesson.
3.16 Some progress has been made towards greater consistency in assessment and marking, but the quality remains variable, as noted in the previous inspection. In the best examples, thoughtful and regular marking provides a constructive commentary, detailing how pupils can improve their work. Where this is allied to considered use of assessment data, teaching is excellent, focused on the aptitudes of the individual. Pupils speak positively about the individual feedback they receive orally in lessons.
3.17 Teaching supports pupils with SEND and EAL well. In interviews, pupils spoke with appreciation about the high quality of provision and specialist teaching they receive. The provision made for pupils with a statement of special educational needs is excellent. Suitable adaptations are made, facilitating access to classrooms and pupils' learning needs are carefully monitored and supported allowing full benefit from the teaching.
4.1 The spiritual, moral, social and cultural development of the pupils is good.
4.2 The prevalent ethos of friendship and cooperation in the school enables pupils to grow in confidence and self-assurance, fully meeting its aims to assist every girl to take responsibility for herself and others, and to develop a sense of service to the community.
4.3 Pupils are confident and self aware, being given good opportunities to reflect on their own progress and ability. They explore values and beliefs through assemblies, visits to places of worship and through the comprehensive personal, social, health, education and economics programme (PSHEE). Pupils of all faiths are given opportunities to attend services and express their faith. Pupils are aware of the nonmaterial aspects of life, and their broader personal development benefits from the programme of visits to museums, art galleries, the theatre and exhibitions.
4.4 Pupils' behaviour is exemplary; they are polite and courteous and show a sound awareness of right and wrong. Their responses to the pupil questionnaire, evaluating the fairness of rewards and sanctions, show that they are developing an inbuilt sense of natural justice and are keen to be involved in decision-making.
4.5 Pupils' good social development is evident from their eagerness to accept responsibility and take on leadership roles within the school and in the boarding houses. The prefect system gives pupils the opportunity to apply for positions of responsibility in the sixth form, so that they gain an understanding of how communities work. Year 8 students can be appointed ‘godmothers' to new girls, and pupils can be elected as form representative members of the school council, giving them a working understanding of how a democracy works. Other than in the sixth form, few opportunities are provided for pupils to take on leadership roles in boarding, allowing insufficient opportunities to influence provision in appropriate ways.
4.6 The development of pupils' social, political and economic awareness is embedded in the PSHEE programme and continues into the extra-curricular programme of activities and events. Charitable and community work ranges from local to worldwide organisations, examples being the pupils' regular visits to a local care home and fundraising for a charity focused on empowering girls in remote villages in India. Pupils regularly compete in public speaking competitions and participate in the Model United Nations scheme and ‘Youth Speaks' conference. Four sixth formers participated in the Global Young Leaders programme. This involved travel overseas and attendance at workshops and lectures to evaluate nations' interdependency in world trade and consider the art of conflict resolution in governance.
4.7 Pupils' understanding of faiths and cultures different from their own is helped by the multi-cultural nature of the school community. Pupils from overseas are encouraged to talk to other pupils about their beliefs and traditions, and international festivals such as the Chinese New Year are celebrated with enthusiasm by the whole community.
4.8 By the time they leave the sixth form, pupils' moral, social and aesthetic development prepares them well for life beyond the school.
4.9 The contribution of arrangements for pastoral care is good.
4.10 The school fulfils its aim to provide effective support and guidance for pupils to grow in confidence, courage and compassion. Pupils are well cared for and relationships are positive between staff and pupils and amongst the pupils themselves. Pupils are well known by their teachers, who offer wise advice and counsel. When a pastoral concern has been identified, weekly updates during staff meetings ensure staff remain fully informed and therefore able to offer appropriate guidance.
4.11 Whilst the majority of pupils felt that the systems ensured that they knew who to turn to in order to effect a resolution in the case of a pastoral or academic problem, a significant minority felt this was not the case. In conversations with pupils, it was found that EAL students in particular did not always feel they had sufficient support when they first joined the school if they were experiencing a personal difficulty.
4.12 Pupils are encouraged to be healthy through developing sensible eating habits and they have good opportunities for exercise in sports and other physical activities. This is supported by the ‘walk and talk' initiative, advocating a twenty minute daily walk through the school grounds. A small number of pupils were unhappy with the standard of food provided. Inspectors found it to be of a good standard and variety during the school day, but provision was more limited in the evening. A daily shop offers a limited range of healthy snacks. The school has effective systems in place to promote good behaviour and guard against harassment and bullying. Some pupils noted in the questionnaire that bullying was not dealt with effectively, but in conversations with pupils and in documentation provided detailing the school's response to any such incidents, inspectors were unable to support this view. Rewards in the form of praise and encouragement are frequent, either given personally or made public in assemblies. Appropriate sanctions are used to deal constructively with the rare incidents of unacceptable behaviour.
4.13 The school has a suitable plan to improve educational access for pupils with special educational needs and/or disabilities and this has been implemented effectively.
4.14 Overall, good systems are in place for pupils to give their views to the school, including a student council, boarding council and catering committee. Since a significant number of pupils do not feel their voice is heard, the systems are not fully effective. In the sixth form, pupils reported good channels of communication with the school.
4.15 The contribution of arrangements for welfare, health and safety is sound.
4.16 The school fulfils its duties for the safeguarding of pupils. Staff training is undertaken on a regular basis and all relevant regulatory requirements are met. Procedures to safeguard pupils are fully understood by all, including the teaching, administration, maintenance and catering staff. Appointments of new staff have been checked and recorded appropriately in the single central register of employment.
4.17 The school has a clear fire policy, with efficient and well recorded procedures in place. Good measures are taken to ensure safety from fire and other hazards, and all electrical items are checked and labelled appropriately. Risk assessments are in order and are undertaken for all areas and activities in the school and for off-site visits.
4.18 Appropriate policies for health and safety and first aid are in place but monitoring of implementation and practice is insufficiently rigorous. The school currently has sufficient trained first aiders on the staff and appropriately stocked and checked first aid boxes are positioned around the school site. A well staffed medical centre makes good provision for sick or injured pupils. Appropriate relationships are maintained with local medical and welfare agencies. There is access to counselling services, and pupils can contact the independent listener who also provides counselling support. The health and safety committee conducts audits of all matters concerning health, safety and welfare and responses to accidents. The school has taken excellent initiatives in its three year accessibility plan to ensure equal opportunity and support for disabled pupils.
4.19 Attendance and admission registers are properly stored and maintained.
4.20 The overall quality of boarding is good.
4.21 Outcomes for boarders are good. Boarders demonstrate a good standard of personal development and are well able to make decisions for themselves. They are confident, friendly and courteous, demonstrating high standards of self-reliance and integrity. Sixth form boarders value opportunities to take on positions of leadership and are eager to make a positive contribution to their own house and to the boarding community as a whole. They are generously supportive of the younger boarders through the ‘guardian angel' scheme and as heads of competitive houses. Year 8 boarders enjoy being ‘godmothers' to Year 7. Other year groups are given insufficient opportunities to take on leadership roles and to take forward new ideas and initiatives within their boarding house. Boarders welcome the introduction of the boarding council which provides an opportunity to express their views, but they do not feel that currently they are sufficiently consulted on matters which affect their boarding life.
4.22 The warm relationships boarders enjoy with one another are a significant strength of the school. Boarders state that any instances of bullying are usually quickly resolved by staff. Sixth form boarders are appreciative of the support and care of the boarding staff with whom they enjoy an easy rapport. A number of staff are involved in the care of younger pupils in the main school house. Although the majority enjoy boarding and feel they benefit from the experience, some boarders find the lack of continuity confusing and are uncertain to whom they can turn if they have concerns.
4.23 The quality of the boarding provision and care is good. The majority of boarders stated that they feel cared for, and that the school meets their needs. This was particularly evident in the sixth form house where boarders' personal development and growing independence are enhanced by their boarding experience. New boarders follow a thorough induction programme, and when interviewed, most were enthusiastic about the opportunities available to them. The number of overseas boarders has increased this term, and the school is aware that their integration is not yet fully effective.
4.24 Pastoral managers and senior house staff meet weekly to ensure good communication in the monitoring of boarders' personal, academic and social needs. Qualified nurses care for boarders who are unwell, and all appropriate health policies and procedures are implemented. The medical centre is staffed at all times and the local doctor visits the school weekly. Effective liaison with outside agencies is maintained, and dental and ophthalmic appointments are arranged as required.
4.25 Nutritious and varied menus are provided in the school dining room and special dietary requirements are met. Boarders are able to suggest dishes they would like through the catering committee. Some boarders do not like the food on offer, but inspectors found the menus to be appetising and the catering team eager to accommodate different tastes wherever possible. At the weekends, sixth form boarders plan, order provisions and cook meals for themselves, if they wish, which is an excellent preparation for life after school. Cultural evenings to celebrate special festivals from around the world provide popular occasions for boarders from both houses to share recipes and traditions from different cultures. Younger boarders in the main school house stated that opportunities for preparing snacks and drinks in the evening and at weekends are limited. Inspectors supported this view. Fresh fruit, juice and water are always available.
4.26 Boarders have full access to school facilities in the evenings and at weekends, and the extensive grounds and gardens are particularly enjoyed in the summer months. An appropriate programme of outings and events, optional for sixth form pupils, is in place, allowing good opportunities for self-directed time. Limited consultation with pupils at the planning stage means that the wide variety of pupils' interests are not sufficiently represented.
4.27 Boarding accommodation for Years 7 to11 is situated in the main school building. Bedrooms for between two to seven boarders are comfortable and bright. Year 11 boarders are offered a single study bedroom, if they wish, and they greatly enjoy this privilege. Boarders take pride in personalising their space and making the house their home, but their expressed need for more age-specific common rooms in the main school house is supported by inspectors. Dower House which is also the sixth form centre, is an outstanding facility for senior boarders, with common rooms, a dining room, a computer suite and two suitably equipped kitchens. Plans to extend this facility to include further common room and study areas for sixth form day and boarding pupils are currently at the consultation stage.
4.28 Boarders are able to maintain regular contact with their friends and families through text messaging, phone calls and video conferencing. Some boarders expressed concerns about the unreliability of internet access; the school is aware of this problem and is taking steps to remedy it. Boarding staff liaise with parents and guardians electronically or by telephone, as necessary, and through regular, detailed written and verbal reports.
4.29 The effectiveness of arrangements for welfare and safeguarding is sound, ensuring compliance with all National Minimum Standards for Boarding Schools. Safe recruitment procedures are in operation and the safeguarding policy and systems meet requirements. Expectations for good behaviour are clearly articulated and the anti-bullying policy is understood by boarders and properly implemented by staff. Sanctions are generally considered fair, and evidence was seen during the inspection to support this, although a small number of boarders stated these were inconsistently applied by some boarding staff. Security measures are in place for external entrances of the boarding houses and careful assessment of risks for buildings and recreational areas are undertaken. Detailed risk assessments are carried out for all external trips and activities for boarders. Arrangements for knowing the whereabouts of boarders in the evenings and at weekends are defined and understood. Boarders are taught to be responsible and self-regulating and to keep themselves healthy and free from harm.
4.30 The effectiveness of the leadership and management of boarding is sound. A clear statement of boarding principles and practice is in place and all requisite policies and records are carefully maintained. Management of sixth form pupils in Dower House is good, as is apparent from the smooth running of the house and the good standard of personal development acquired by the boarders. At the time of the inspection, there had been significant change in staffing in the main school house. Although boarders are safe and happy, the provision for younger pupils was found to be inconsistent, with no evidence of strong leadership involving on-going evaluation of current standards. The inconsistency of standards and provision across the two houses reflect the lack of appropriate training for some staff.
4.31 In their response to the questionnaire, the overwhelming majority of parents were supportive of the boarding provision and agreed that the school meets its aim that all participants should benefit from the boarding ethos.
5.1 The quality of governance of the school is good.
5.2 Careful and considered governance provides a clear vision for the school, fully in line with its aims. Governors have a wide range of skills and expertise which they use effectively to provide strong support, challenge and stimulus for growth. Many governors have longstanding links with the school and some are current parents who have a clear understanding of the school's ethos. They gain a good insight into the school's life from the senior managers' comprehensive reports. An efficient committee structure reports carefully to the full board, enabling governors to discharge their responsibilities effectively for the maintenance of educational standards and resources. A detailed strategic plan, incorporating careful financial planning, has ensured investment in staff and accommodation through an on-going programme of improvement, refurbishment and planning for capital projects.
5.3 Governors have taken advantage of good training opportunities and communication with senior managers is regular and mutually informative. All relevant policies are in place and reviewed regularly, but not yet monitored sufficiently rigorously. Governors visit the school frequently, meeting staff formally and informally in order to gain a deeper understanding of school life. Some governors engage with pupils and staff in lessons and other activities during the normal school day, enabling them to experience and monitor more effectively the daily work of the school, but this is not consistent.
5.4 The governing body is well aware of its legal responsibilities with regard to the appointment of staff and the child protection arrangements. Annual reviews of safeguarding policies are conducted carefully and overseen by governors.
5.5 The leadership and management of the school, including links with parents, carers and guardians is good overall.
5.6 At all levels of responsibility, the leadership and management is effective in setting a clear educational direction fully in line with the school's aim to provide a broad education within a safe and caring community for girls of a range of abilities. Communication between senior managers and the board of governors is good. Regular meetings take place where achievements and proposed developments, as well as issues and challenges facing the school, are discussed openly, so that governors are kept fully informed. All relevant policies are in place and a range of new initiatives, which include the programme to support the most able and talented pupils, demonstrate that the school is committed to on-going self-reflection and improvement. By the end of the inspection, inspectors were satisfied that all systems concerning the safeguarding of pupils are effectively implemented.
5.7 Whilst retaining the traditional characteristics of the school, senior leaders work with vision and commitment so that a good range of programmes to support pupils' educational achievement and personal development are in place. Parents and pupils appreciate the care taken to ensure progress. Because the leadership team is small, senior leaders have a wide managerial remit and formal systems to identify pastoral issues important to some pupils are not readily used. Some areas of concern, particularly in the boarding houses, have not therefore been addressed, such as the view held by a significant number of pupils that the systems used to canvas pupils' opinions and views on school matters are not effective.
5.8 Relationships between senior leaders and staff are very strong. Staff work collaboratively with the management to ensure the smooth running of the school on a daily basis. The school improvement plan is an excellent tool for future development. All involved personnel contribute, so that priorities are clearly set and progress can be evaluated carefully against identified targets. The staff handbook is comprehensive, giving clear guidance on how to support the school's ethos. Since the previous inspection, senior leaders have reorganised the middle management, so that responsibility for ensuring the quality of the pupils' academic education is devolved to heads of faculties organised under six subject areas. They have been very successful in ensuring that pupils' progress is carefully monitored. The responsibility for ensuring the standard of pupils' personal development, including the quality of boarding provision, is less secure. The pastoral team comprises three heads of key stages who meet regularly to discuss pastoral issues, joined by the leadership from the boarding houses. They carefully record and respond to any individual pastoral concerns and manage events and activities. They are less effective in identifying and resolving broader pastoral issues. For example, a number of pupils who responded to the questionnaire indicated that they felt teachers were not always fair in the way that they awarded rewards or sanctions. This had not been identified as an issue and was not therefore being addressed. Both boarding houses are managed by committed teams, but they lack strong and cohesive leadership so that provision is not consistent.
5.9 The school rightly judges the overall teaching quality as good in the school improvement plan and details a range of steps to improve the remaining satisfactory teaching so that it matches the standard of the best. This includes the sharing of best practice, recommended at the time of the previous inspection, and now embedded as a standard element in the professional development programme. All teaching staff, including the senior leadership team, are regularly offered the opportunity to review their professional practice and engage in appropriate training. Staff who have recently joined the boarding team are offered informal support and guidance but appropriate formal training has not yet been undertaken to ensure their professional development needs are fully met..
5.10 The senior team is effective in discharging its responsibilities for safeguarding pupils. Well-qualified and experienced staff are suitably trained for their roles in meeting the needs of all pupils, including safeguarding, welfare, health and safety. The centralised register of appointments is well maintained. All appropriate checks are made to ensure the suitability of staff and governors to work with children.
5.11 The quality of links with parents, guardians and carers is excellent. This reflects the efforts of the school to improve communication in recent years. In their responses to the questionnaire, parents expressed a high level of support and satisfaction with the education and support for their children provided by the school. The overwhelming majority feel that there is a wide and appropriate range of subjects and extracurricular activities, that their children are happy and well looked after, and that they are provided with detailed information.
5.12 A majority of parents feel that the school handles concerns with care. A small number of parents and some pupils raised concerns over the way the school deals with incidents of bullying. The inspection team found appropriate systems were in place and being implemented effectively to address these issues.
5.13 Comprehensive reports are sent to parents regularly, supplemented by grade cards and parent consultation meetings. They are detailed and informative, so that pupils understand how to improve their learning.
5.14 Parents have good opportunities to be involved in the work and progress of their children. They are invited to attend many events in the school, ranging from sporting events, drama productions and concerts to information evenings and social events for new parents. These enhance the strong sense of community. The parents' fundraising committee also makes a valued contribution to the school.
5.15 Both parents and prospective parents are provided with an excellent range of information about the school, via newsletters and handbooks or by the increased use of electronic communication. The school calendar provides much information about the school and its aims, as well as full contact details for staff. Sixth form parents receive an excellent monthly careers information bulletin, in addition to an informative weekly update. The recent updates to the website ensure that this is a valuable resource and reference point for the whole community.
What the school should do to improve is given at the beginning of the report in section 2.
© Independent Schools Inspectorate 2013