St Margaret's School
Merry Hill Road
Bushey
Hertfordshire
WD23 1DT
Head: Mrs Rose Hardy
T 020 8416 4400
W www.stmargaretsbushey.co.uk/
An independent school for girls aged from 4 to 18.
Boarding: Yes
Local authority: Hertfordshire
Pupils: 444
Religion: None
Fees: Day: £9,330 - £ 14,730; Boarding: £20,220 - £27,600
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Full Name of School |
St Margaret's School |
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DfE Number |
919/6012 |
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Registered Charity Number |
1056228 |
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Address |
St Margaret's School Merry Hill Road Bushey Hertfordshire WD23 1DT |
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Telephone Number |
020 8416 4400 |
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Fax Number |
020 8416 4401 |
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Email Address |
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Headmistress |
Mrs Rose Hardy |
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Chair of Governors |
Miss Margaret Rudland |
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Age Range |
4 to 18 |
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Total Number of Pupils |
434 |
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Gender of Pupils |
Girls |
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Numbers by Age |
4-5 (EYFS): 15 5-11: 113 |
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11-18: 306 |
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Number of Day Pupils |
Total: 389 |
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Number of Boarders |
Total: 45 |
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Full: 40 Weekly: 5 |
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EYFS Gender |
Girls |
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Inspection Dates |
19 Jan 2016 to 22 Jan 2016 |
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) Regulations 2014. The range of these Regulations 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.
This inspection report follows the ISI schedule. The inspection on which the report is based took place over a period of four continuous days in the school.
The previous ISI boarding intermediate inspection was in February 2014 and the previous ISI standard inspection was in February 2010.
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.
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.
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 children aged under two), reports are required to use the same terminology (outstanding', good', requires improvement' 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, a governor and the chair of governors. Inspectors observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. They 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.
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Mrs Elizabeth Coley Mrs Sheila Hayward Mr Kenneth Adams |
Reporting Inspector Assistant Reporting Inspector Team Inspector (Head of Academic Studies, ISA school) |
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Mrs Sandra Clements |
Team Inspector (Former Deputy Head, GSA school) |
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Mrs Jane Crouch |
Team Inspector (Head, IAPS and GSA school) |
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Miss Katherine Haynes Mrs Pamela Leech |
Team Inspector (Head, HMC school) Co-ordinating Inspector for Boarding |
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Mrs Penny Oates |
Co-ordinating Inspector for Early Years |
(a) Main findings
(b) Action points
(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
(c) The contribution of arrangements for welfare, health and safety
(d) The quality of boarding
1.1 St Margaret's School is a day and boarding school for girls from the ages of 4 to 18. It was originally founded in London in 1749 to educate orphan children of the clergy. Subsequently it was split into two schools, one for boys and one for girls. In 1895 the school for girls moved to its current site set in 60 acres of grounds in Bushey, north-west London, and it is now the oldest school for girls in Hertfordshire. The school is an Anglican foundation and welcomes pupils of different faiths and none. It is run as a charitable trust, overseen by a board of governors, all of whom are trustees. The school aims to provide a broad based curriculum and extra-curricular (co-curricular) programme that enables the pupils to achieve examination success, as well as striving to provide an environment in which pupils can pursue their ambitions with confidence and compassion. It seeks to maintain its pastoral ethos which is rooted in kindness, respect and service to others.
1.2 Since the previous inspection the school has appointed a new headmistress, as well as a new head in the preparatory (prep) school. Currently, the prep school is situated opposite the senior school. A new prep school building on the same site as the senior school is nearing completion, with the intention that it will be in use from September 2016. The Early Years Foundation Stage (EYFS), for pupils up to the age of 5, is exempt from the EYFS learning and development requirements and provides its own curriculum.
1.3 At the time of the inspection there were 434 pupils on roll with 15 in the EYFS. A total of 33 pupils are in Years 1 and 2, 80 are in Years 3 to 6, 231 are in Years 7 to 11, and 75 are in Years 12 and 13. Pupils from Years 9 to 13 may board at the school, 40 do so on a full-time basis and 5 board weekly. All full-time boarders come from overseas and represent a range of nationalities, but are mainly from Hong Kong and China. Boarders are accommodated in 1 boarding house in the main school building. Most day pupils come from within a 5-mile radius to attend the school. The pupils are generally from professional or business families, the majority representing White British and British Asian backgrounds as well as other minority ethnic groups.
1.4 The ability profile of the preparatory school is in line with the national average. The senior school's ability profile is above the national average. The ability profile of the sixth form is in line with the national average for pupils in sixth-form education. The spread of ability is similar to the national distribution. Fifty-seven pupils have been identified as having special educational needs and/or disabilities (SEND), covering a range of needs including dyslexia and dyspraxia; none of these pupils has an education, health and care plan or a statement of special educational needs. Of the fifty-three pupils who have English as an additional language (EAL), six are at an early stage of learning English.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
2.1 Throughout the school the pupils achieve well and make good progress in their learning, in line with the aims of the school. They develop high levels of understanding, knowledge and skills across different subjects, and are well prepared for their transfer from the prep to the senior school, or from Years 12 and 13 as citizens into British society. Children in the EYFS and those pupils across the school with SEND or EAL, or who are more able, generally make rapid progress overall; progress is highest in the senior school. The excellent curriculum, including a wide range of extra-curricular activities, trips and visits, and links with the local community, supports pupils' learning well. Teaching is good; teachers throughout the school demonstrate strong subject knowledge and use a varied range of resources. These resources include information and communication technology (ICT), used particularly in the prep school and the EYFS, which represents good progress since the previous inspection. In addition, EYFS staff now provide children more time to solve problems before staff intervention. In a few lessons, teachers do not have sufficiently high expectations of pupils or provide adequate challenge at their own level of ability, which results in less rapid progress. In the prep school, insufficient opportunities are provided to develop independent learning skills. The school has not fully met the recommendation to ensure that all marking is in accordance with the school's own examples of good practice, in that the quality of marking is still variable. Pupils' excellent attitudes to their learning, their exemplary behaviour and their positive relationships with each other and with staff all play a significant part in contributing to their good quality educational experiences.
2.2 The personal development of pupils is excellent; they attain personal, social and moral values in line with the school's pastoral ethos which is rooted in kindness, respect and service to others. Pupils are part of a multicultural community where the values of British society are actively promoted within a deep culture of inclusion and respect, and have an acceptance and understanding of those with different backgrounds from themselves. All pupils show great consideration for those less fortunate than themselves through their strong involvement in charitable fundraising. The excellent pastoral care shown by the staff supports pupils' spiritual, moral, social and cultural awareness exceptionally well. The quality of the arrangements for welfare, health and safety is good. The boarding experience also makes an excellent contribution to boarders' personal development, although the programme for training boarding prefects currently is not sufficiently comprehensive.
2.3 Good governance, leadership and management enable the school's aims to be met, and the governing body has effective oversight of the school. Governors carry out and record comprehensively their annual review of the safeguarding policy and procedures, a recommendation at the time of the previous boarding welfare inspection. Senior leaders' and governors' monitoring of recruitment checks has not always been sufficiently rigorous in a very small number of cases. The strong commitment and dynamic leadership of senior managers enable a clear vision to be promoted through an excellent strategic plan. In the EYFS the strengths and areas for development are recognised but the resulting strategic plan lacks detail of implementation. Management processes are excellent throughout the school, and good progress has been made since the previous inspection in ensuring that all aspects of academic provision in the senior school are underpinned by stronger monitoring, lines of communication and accountability. Links with parents are effective in supporting pupils' achievements and personal development. The EYFS setting continues to meet the criteria for exemption from the learning and development requirements.
2.4 The school does not meet all the requirements of the Education (Independent School Standards) Regulations 2014, and therefore it is required to take the following action. Ensure that all relevant recruitment checks including background history, references and prohibition order checks from teaching are undertaken on staff before they begin work [Part 4, paragraph 18(2)(b), under Suitability of staff and proprietors; and, for the same reason, Part 3, paragraphs 7(a) and (b), under Welfare, health and safety].
2.5 The school meets all the National Minimum Standards for Boarding Schools 2015.
2.6 In addition to the above regulatory action point, the school is advised to make the following improvements.
1. Ensure that all lessons throughout the school challenge pupils at their own levels of ability.
2. Provide more opportunities for independent learning in the prep school.
3. Ensure that marking provides all pupils with clear guidance for further improvement in their learning.
4. Devise an EYFS strategic plan which is clear about how targets are to be delivered.
5. Provide all boarding prefects with comprehensive training to enable them to undertake their roles with greater confidence.
3.1 The quality of the pupils' achievements and learning is good.
3.2 All children in the EYFS, including those with SEND, make effective progress from a range of starting points. Most exceed the expected levels in all areas of learning and development by the end of Reception. Progress in literacy is particularly high; children are capably using their knowledge of the sounds that letters make to write simple and more complex words in a variety of contexts, thinking critically and creatively, and concentrating well. More able children build challenging words and record their experiences unaided, incorporating mature descriptive phrases into their writing. The school has recognised that progress in mathematics is less strong and has put in place a range of strategies to aid improvement. Children listen to and readily act upon instructions. They confidently choose what they wish to do when they initiate their own learning by exploring and investigating. Access to ICT activities supports their confidence with technology.
3.3 Throughout the school pupils are well educated in accordance with the school's aims of providing a broadly based academic and extra-curricular programme which enables all individuals to achieve examination success. Pupils generally display a high level of subject knowledge and understanding, and undertake some independent work. For example a senior history class used the English Civil War as a context to research and develop their understanding of democracy and the role of Parliament. In a younger class in the prep school, pupils demonstrated their early writing skills by using adjectives and their knowledge of the links between letters and sounds to excellent effect when constructing extended sentences. Across the school pupils demonstrate good speaking and listening skills, and their reading is fluent. High levels of creativity are evident in the quality of artwork, particularly in the senior school, and in the standard of musical skills. For example in a lower year group in the senior school, talented musicians were undertaking extension work transposing compositions. Where appropriate, pupils make strong use of ICT, as observed in a confident presentation on supermarket competition during a Year 13 economics lesson. Mathematical skills are effectively used across different areas of the curriculum. In a small number of lessons, pupils did not have the opportunity to take responsibility for their own learning or use appropriate levels of reasoning skills for problem solving, owing to a lack of expectation and challenge in the teaching.
3.4 Beyond the academic curriculum, pupils achieve well in a variety of sports. For example, netball and football teams have been highly placed in district leagues and in football there has been representation at national level. Individual pupils in the prep school have enjoyed success in a Radio 2 creative writing competition, been selected for the National Youth Orchestra and won the county chess tournament for pupils under the age of 8. A large number of pupils participate in awards for speech and drama, a good proportion of musicians achieve distinction or merit in their instrumental music examinations, and many pupils succeed annually in The Duke of Edinburgh's (DofE) Award, with four groups currently working towards gold in Years 12 and 13. The school also participated in the BBC School Report in 2015, developing pupils' skills in the media field.
3.5 Prep school pupils' attainment cannot be measured in relation to average performance against national tests but, on the evidence available, it is judged to be good in relation to national age-related expectations. The pupils follow an excellent curriculum, and on leaving the school at least two-thirds proceed to the senior school. The vast majority of the others transfer to senior schools with an academically selective intake, either independent or maintained. Inspection evidence, as assessed in lesson observation, pupils' written work and curriculum interviews with them, confirms this judgement. This level of attainment, as judged, indicates that pupils make good progress in relation to pupils of similar ability.
3.6 The following analysis uses the national data for the years 2012 to 2014. These are the most recent three years for which comparative statistics are currently available. Results at GCSE have been good in relation to the national average for girls in maintained schools, and 2013 results were in line with the national average for girls in maintained selective schools. In 2014, results in International GCSE for EAL were higher than worldwide norms. This level of attainment indicates that senior school pupils make good progress relative to the average for pupils of similar ability, as shown by standardised measures of progress and supported by other inspection evidence. Standardised measures indicate excellent progress in 2015. The A-level results are good in relation to the national average for girls in maintained schools and in line with the national average for maintained selective schools. They were above this average in 2012, but there has been a decline from 2012 to 2014. Results in 2015 show some improvement on previous years. This level of attainment indicates that pupils in Years 12 and 13 make progress that is at least good in relation to the average for pupils of similar abilities, as shown by standardised measures of progress and observation.
3.7 In the prep school, pupils with SEND make good progress through receiving specialist support when they are withdrawn from lessons. More able pupils are provided with weekly group sessions which encourage further challenge. The school is currently evaluating the impact of the latter as part of a developing whole school provision. In the senior school, pupils with SEND demonstrate excellent levels of achievement because of teacher support in the classroom, complemented by one-to-one sessions for some with specialist teachers. Pupils with EAL also achieve highly as they benefit from small group teaching with a specialist, as evidenced by GCSE results and other examinations of competence in English. The more able pupils are served by activities such as the Linguistics Olympiad and the mathematics challenge club, which raise achievement with successful performance in national competitions. The development of the Extended Project Qualification (EPQ) in Years 12 and 13 enhances research skills and independent learning.
3.8 Throughout the school, pupils' attitudes to learning are excellent. The examination of pupils' work demonstrates that they take care and pride in its presentation. Behaviour in lessons is largely excellent; pupils are quiet and attentive, allowing teachers to help individuals while others remain on task. High levels of enthusiasm, enjoyment and co-operation are frequently evident. For example in a senior school trampoline session, pupils were patient and disciplined despite their observed excitement. On the rare occasions, a lack of stimulus results in pupils losing focus. In their pre-inspection questionnaire responses, almost all pupils who responded believe that they are making good progress in their work.
3.9 The contribution of curricular and extra-curricular provision is excellent.
3.10 The EYFS setting has carefully devised its own curriculum based on, and extending, that prescribed by the EYFS learning and development requirements. Stimulating and challenging adult-led activities and those initiated by the children are excellently balanced, often with the children's ideas influencing the way a session unfolds. The well-resourced and large outdoor area is easily accessible and much use is made of it to support the children's learning. Specialist teachers for physical education, music, speech and drama, and ballet enrich the curriculum. Lesson planning is detailed and includes specific targets influenced by each individual's personal needs. Opportunities for these children to meet their older peers and other staff results in a close-knit community.
3.11 The whole school successfully fulfils its aim of providing a broadly based academic and extra-curricular programme, which makes a strong contribution to the pupils' achievements; the curriculum is broad, stimulating and covers all the required areas of learning. In the prep school, an additional experience enables every pupil in Year 2 to learn the violin. A particular strength of the school is foreign language provision comprising Mandarin, French, Spanish and German, and Latin, and this is extremely well represented throughout the prep and senior age ranges. Separate sciences are now offered at GCSE, and ICT as a taught subject further enhances the curriculum. Years 12 and 13 have an extensive range of subjects and the EPQ has been introduced alongside A levels, which broadens the educational experience in those years. Improved facilities in a number of curriculum areas including for art, the library, sport and for the most senior girls have led to enhanced provision and higher aspirations, and are having a positive impact on pupils' achievements. For example, the libraries are well-resourced and well-used facilities both for study and for reading for pleasure. Schemes of work across the curriculum and subject planning are good and do not undermine the values of British society.
3.12 Pupils throughout the school make effective use of ICT and there has been recent investment in mobile technology that has encouraged the development of these skills within different subjects and age groups. This has been particularly successful in the prep school, which demonstrates good progress in relation to a recommendation made at the time of the previous inspection. The wide-ranging personal, social, health and economic (PSHE) education programme, which reflects the aims and ethos of the school concerning respect for all, is comprehensive and covers appropriate topics for all age groups. The provision of careers guidance is well structured, both within and outside the PSHE programme. Careers provision is well planned and age specific throughout the senior school, and a higher education programme ensures that pupils receive impartial guidance and advice from Years 11 to 13.
3.13 The curriculum meets the needs of all pupils. It supports those identified with SEND or EAL extremely well and enables appropriate levels of support to be tailored to all pupils' needs; where relevant, these pupils are supported either within the classroom or withdrawn for specialist teaching according to their needs. They receive individual education plans where targets are set, which enable steps of progress to be continually monitored and evaluated. Subject and classroom teachers demonstrate a clear awareness of pupils' individual needs in lessons, and cater for these well. More able pupils are identified and the best provision for them within many lessons offers different tasks with challenging material, but this is not always the case. They also participate in suitably challenging activities, such as science and mathematics competitions beyond the classroom.
3.14 The range of extra-curricular activities extends throughout lunchtimes and after school for all age groups in the senior school, offering an excellent programme of enrichment activities encompassing such experiences as Young Enterprise, an equestrian club, biomedical society, a football club and the DofE. Sport provision, both competitively and recreationally, is good. In the prep school, where rates of participation are high, the range of extra-curricular activities is more limited and mostly focuses on sports and music, and does little in the way of supporting pupils' hobbies and interests. Throughout the school, pupils with creative interests participate successfully in music performances and drama productions. Pupils' involvement in the extra-curricular programme is valued by the school and makes an excellent contribution to their personal development. In responses to the preinspection questionnaire, almost all pupils indicated that they can participate in a good range of activities and a very large majority of parents also agreed that the school provides well for their children beyond the timetabled curriculum.
3.15 Pupils throughout the school have many opportunities to participate in an excellent range of trips. These include sporting tours and cultural trips, museum and gallery visits, and overseas exchanges and expeditions. Prep school pupils participate in at least two trips each year, which extend their educational experiences very successfully. Residential activities effectively develop teamwork and leadership skills. Links with the community are strong. Charitable and voluntary work are valued by pupils who participate readily, and money is raised for local, national and international causes annually. In both the prep and senior school, global links have been developed with schools overseas in Cambodia and Tanzania. Locally the school has developed close links with different churches, visitors from the community speak within the school about various topics, and community service is undertaken by pupils pursuing DofE Awards.
3.16 The contribution of teaching is good.
3.17 The quality of teaching is in line with the school's stated aim of striving for excellence, and effectively promotes pupils' achievements and personal development. The EYFS staff team is committed to providing every child, whatever their starting point, with a stimulating, challenging and individualised programme of learning. Expectations are realistically high. The adults ensure that their teaching takes place in a meaningful context and all the children respond happily to every new opportunity, making good progress. The classroom is set up in such a way as to encourage the children to explore, investigate and initiate their own learning on a daily basis, thereby addressing the previous recommendation that children should be allowed more time to solve problems for themselves before staff intervene. Full use is made of the outdoor learning environment adjacent to the EYFS classroom where a range of interesting challenges await the children. Appropriate assessments and observations of how the children are learning are made throughout each school day and the information gained from these is used to plan the next steps for each child, whose progress is carefully monitored and evaluated.
3.18 In the rest of the school, teachers' subject knowledge is strong and their approach is generally purposeful and motivational. These levels of enthusiasm usually result in pupils showing good engagement with their learning. In most lessons an appropriate variety of teaching methods is used and teaching is characterised by positive relationships between pupils and staff, with pupils treated as individuals. Teachers provide pupils frequent opportunities to collaborate on tasks, as well as to work individually. This helps to promote independent learning and ensures that pupils of different abilities make at least good progress. Teachers provide good role models for pupils, with kindness, tolerance and mutual respect serving as the cornerstones of the school community. Lessons are well organised, with structured planning which keeps pupils engaged through a range of activities. Resources, particularly ICT, are used effectively. When discussing political issues and decisions in subjects such as history, evidence was observed demonstrating a balanced presentation of historians' opinions.
3.19 Provision for those pupils with SEND or EAL is generally effective within lessons; teachers understand their needs and ensure that they make progress towards their targets in their individual education plans, which staff have available in their mark books. Provision for more able pupils is often effective but this is uneven between subjects, where on occasion questioning solely reinforces previous learning.
3.20 On the few occasions where teaching was less successful, fewer opportunities were provided for pupils to think independently and creatively; this was more prevalent in the prep school. Staff had lower expectations of pupils, sometimes irrespective of their ability, and teaching did not use the time available to good effect, all of which resulted in less rapid progress.
3.21 Teaching is generally based on a good knowledge of pupils' different levels of attainment; teachers and tutors know their pupils well. Teachers provide good support to pupils who experience difficulties in their studies. Pupils greatly value the help that their teachers provide outside lessons during lunchtimes, whether it be individual or small group support. In their responses to the pre-inspection questionnaire, almost all pupils indicated that their teachers help them to learn and provide individual help when they need it. Teachers throughout the school generally make good use of regular attainment and effort grades to assess pupils' progress. Pastoral and academic oversight monitors patterns and trends, and advises pupils how best to work towards their targets. In a few cases teachers do not take account of previous assessment information in their lesson planning. A new framework is used for monitoring pupils' progress as they move through the school, but this is not yet fully embedded.
3.22 Throughout the school, teachers mark pupils' work regularly and with congratulatory comments. Examples of good marking were observed, with supportive and detailed comments on strengths and weaknesses, often identifying specific individual targets about how pupils can improve their work. This is not consistent between subjects or across the school. The recommendation from the previous inspection, that in the senior school all marking should be in accordance with best practice, has not been fully met; marking still has some variability in its quality and effectiveness. Pupils enjoy receiving commendations for good pieces of work and their contribution to school life, and find them motivating; staff issue commendations to good effect.
4.1 The spiritual, moral, social and cultural development of the pupils is excellent.
4.2 The school aims to take active steps to promote the key features British culture as well as to provide a community in which every girl is valued and where respect and tolerance of other cultures, beliefs and points of view are actively encouraged. This aim is met extremely well, including in the EYFS. Co-operation and kindness are celebrated at every opportunity, with the EYFS staff setting a clear example. British values are celebrated by the children through special events such as the general election or the Queen's birthday. Children express evident pleasure when receiving a special commendation or a role of responsibility. Philosophy sessions encourage children to think beyond their own daily experiences and to ask challenging questions, which supports their personal development. When the time comes to move on beyond the EYFS setting, transition is seamless.
4.3 Throughout the rest of the school, the pupils demonstrate excellent spiritual awareness which is enhanced by the school's pleasant surroundings. Pupils are reflective, thoughtful participants in chapel services, readily exploring the Christian ethos of the school. They are appreciative of speakers and members of the clergy, and utilise effectively the ideas presented to broaden their own perception of the non-material world. As a multicultural community where the values of British society are actively promoted, pupils responded with enthusiasm and thoughtfulness to the Week of Prayer for Christian Unity, and produced their own prayers for a prayer wall. Pupils of all ages demonstrate a high level of empathy and understanding of personal suffering when considering current world events such as the 2015 Paris attacks, or when exploring historical issues such as the Holocaust through the work of an artist in the concentration camps and listening to a survivor. Older pupils develop an awareness of more intangible concepts with maturity, for example exploring the ethics of war, peace and justice. Pupils in the prep school very sensitively articulate their responses to themes; after a viewing of the film Inside Out they demonstrated a deepening understanding of the themes of emotions and memory that it presented. All pupils develop their aesthetic appreciation extremely well through the display of artwork throughout the school, and the music of their choirs and orchestras. They celebrate their surroundings through their involvement in regular environmental days.
4.4 Pupils become increasingly confident and self-aware as they move through the school. Children from the EYFS learn how to develop friendships and Year 3 pupils understand the positive value of a genuine smile. Pupils develop kindness, respect and appreciation for each other; new senior school pupils participate in an All about me' activity which enables staff and pupils to get to know each other well. The outstanding levels of personal development achieved are enhanced by a rigorous and sympathetically delivered PSHE programme, and pupils of all ages engage in interesting and mature discussions on a variety of subjects.
4.5 The pupils' moral development is excellent. Pupils clearly demonstrate a sense of right and wrong, as was illustrated in a Year 9 assembly that discussed the balance of freedom and responsibility. They effectively develop an understanding of and respect for English law. Pupils care for each other, are courteous and behave in an exemplary way. They co-operate extremely well and their respect for each other was apparent during peer assessment in a Spanish and drama class, where pupils were taught to be hard on content and soft on people' so that they benefited from positive criticism without undermining self-esteem. Examples of happy and respectful work in groups were observed in many lessons throughout the school. Older pupils address issues such as man's impact on ecosystems and discuss a wide range of ethical topics in both lesson and tutor times.
4.6 Pupils exhibit high levels of social development by respecting and generously supporting those less fortunate than themselves. Year 6 initiated charity events to support a school in Cambodia, whilst some senior pupils travelled to Tanzania where they spent a week supporting the work of the Grassroots charity. Older prep pupils designed and made items to sell at a Christmas market, whilst an outdoor sleepover raised large sums of money for a local homeless charity. House charity activities are effectively led and co-ordinated by the house prefects and captains. Pupils embarking on the DofE Award offer service to the local community. In the prep school, Year 6 pupils take the responsibility of acting as reading partners to those in Year 3. Pupils readily accept positions of responsibility as form captains and house captains, culminating in the positions of head girl of the prep and then of the senior school.
4.7 The pupils' cultural development is extremely strong. They understand and respect other faiths and cultures extremely well, which they learn about in religious education lessons throughout the school. Pupils express a strong culture of acceptance and understanding of those with different backgrounds from themselves within the school's inclusive community, and know the importance of combatting discrimination. Equality of opportunity is actively promoted throughout the school, and diversity within the community is regarded as a significant asset. Pupils enjoy celebrating important festivals together; assemblies were held in the prep school to mark Chinese New Year, and pupils were invited to wear their special Eid dress. Older pupils appreciate the offer of a quiet place to rest and pray during Ramadan. Pupils of all ages develop their understanding of British values very well. Those in Year 5 studied the legal system, Year 7 learned about the democratic process and visited the Houses of Parliament, whilst Year 9 pupils grasped the importance of parliament and the monarchy in a history lesson about the reasons behind Guy Fawkes and the gunpowder plot. Art students in Years 12 and 13 explored the architecture in London and war memorials in Britain.
4.8 By the time they leave the school pupils show a very high level of personal development, are mature and are well equipped to take their place as active citizens in British society.
4.9 The contribution of arrangements for pastoral care is excellent.
4.10 In the EYFS, the key person and teaching assistant both play a significant role in supporting the pastoral needs of each child. Together they create a caring environment in which the children thrive, are happy and are very keen to learn. Relationships both amongst the children and between the children and adults are excellent; behaviour is exemplary. Staff go out of their way to encourage mutual respect which underpins all aspects of daily life. Children learn to lead healthy lifestyles as a result of the healthy and nutritious food provided by the school. Children enjoy their meals and eat heartily. Due attention is afforded to hygiene before meals. The outdoor play area is used for physical exercise, as is the school sports hall.
4.11 The whole school is very successful in its aim to provide an inclusive pastoral ethos which is rooted in its values of kindness and respect. Since the previous inspection, pastoral systems have been strengthened further which make a strong contribution to the pupils' personal development. Clear and effective policies and procedures are implemented, and formal and informal communication between all members of the school community is excellent. This ensures that appropriate support and guidance is highly effective. The school counsellor makes an invaluable contribution to the pastoral provision throughout the school, in addition to the considerable amount of time beyond the classroom which staff dedicate to supporting the well-being of the pupils. Pupils say that they have a member of staff who they can turn to if they have a personal difficulty. The excellent PSHE scheme of work provides the prep school pupils with plenty of opportunities to develop their emotional literacy.
4.12 Relationships between staff and pupils are positive with a high level of mutual respect, and warmth and genuine enjoyment of each other's company. Staff act as positive role models. Strong relationships across the year groups strengthen further the outstanding relationships between pupils; for example вЂSenior Sisters' support Year 7 and 8 pupils when they join, and Year 11 pupils work alongside pupils in the EYFS as part of the DofE service programme. In addition, the head and deputy head girls visit the prep school regularly. The thorough induction programme and use of buddies help new pupils to settle effortlessly in to the school.
4.13 A positive approach to healthy living permeates school life. The school has an effective food committee and pupils in interview were fully appreciative of the quality and quantity of food available. Pupils have plenty of opportunities for physical exercise through the curricular and extra-curricular provision. The medical centre actively contributes to this provision by its involvement in the PSHE programme, providing teaching on healthy eating and personal hygiene.
4.14 In their responses to the pre-inspection questionnaire, a small minority of pupils indicated that teachers are not fair in the way that they issue rewards and sanctions. Inspection evidence does not support this view. The mixed-age house system provides continuity for the pupils, and the year groups are also an excellent and effective channel to identify and reward good behaviour and deliver sanctions. Codes of conduct and school values are visible around the classrooms and in pupil diaries, and serious misbehaviour is very rare. Pupils said that they appreciate house and celebration assemblies, where their achievements are applauded. Clear records are kept of each pupil's rewards and commendations, as well as any sanctions. The behaviour and anti-bullying records are detailed and any concerns have been handled appropriately with suitable sanctions issued for misdemeanours. A small minority of responses in the parental questionnaire reflected concerns regarding bullying, but when questioned the pupils said that they were not concerned about bullying, neither was it a significant issue in their questionnaire responses. A very large majority of parents indicated that the school achieves high standards of behaviour.
4.15 The school has a suitable plan to improve the educational access for pupils with SEND.
4.16 In their questionnaire responses, a minority of pupils indicated that they felt that the school does not ask for their opinions or respond to them. In many of the discussions held, almost all pupils said that they have the opportunity to put forward their views by various means, such as through suggestion or worry boxes. The perception of a very few pupils was that, on occasion, they do not receive feedback on the suggestions they have put forward. Within the prep and senior schools, pupils use the democratic process to elect their school representatives for the school council; most of the pupils interviewed spoke highly of the council's influence, such as acquiring more games for wet breaks in the prep school and the introduction of blazers in the senior school. Pupils' opinions are also gathered successfully through questionnaires on the subject of well-being, or through the pupils' response to teaching in subjects such as mathematics.
4.17 The contribution of the arrangements for welfare, health and safety is good.
4.18 The arrangements to promote the welfare, health and safety of all in the school community make an effective contribution to the pupils' personal development and are in line with the school's aims. In the EYFS, the children's well-being and emotional development are nurtured at every opportunity. Safeguarding and health and safety issues are priorities, and policies and procedures are well known by all staff, including matters such as staffing levels and the use of cameras and mobile telephones in the setting. Safer recruitment procedures for EYFS staff are implemented appropriately. Attendance of the children is monitored and daily records are kept. Morning and after-school arrangements are managed carefully with the needs of young children in mind. Detailed risk assessments cover activities inside and outdoors.
4.19 Safeguarding policies and procedures are clear, and staff and governors understand their responsibilities concerning children in need as well as those at risk of harm, for example from radicalisation. All staff receive training in child protection matters from appropriately trained designated staff and from external professionals. The school maintains close links with local welfare agencies, with any referrals recorded appropriately. The policy has not always been fully implemented in respect of recruitment checks, although all checks have now been completed. A very small number of recruitment checks were not carried out in a timely manner. These covered employment history, references and a prohibition order check from teaching. The results of three checks were subsequently received within days of the members of staff starting work. Three others were completed during the inspection, two of which were previously mitigated by the carrying out of a risk assessment and supervision. All other checks, including those with the Disclosure and Barring Service, were conducted appropriately. A suitable number of senior managers are trained in safer recruitment procedures.
4.20 A thorough audit of maintenance, health and safety is completed annually and this ensures the effective implementation of the school's detailed health and safety policy, with termly reports presented to the governing body. Comprehensive risk assessments for buildings and grounds are regularly reviewed, and are undertaken for activities both on and off site. The school makes every effort to minimize the risk of fire through regular fire drills, equipment testing and staff training, with appropriate records maintained. Electrical equipment is regularly tested and records are properly kept. Due care is taken to ensure the welfare, health and safety of those on school trips and those with special physical or learning needs.
4.21 Admission and attendance registers are properly maintained and stored, and appropriate procedures are followed when a pupil is absent. The school has excellent facilities for the care of sick pupils and those who are injured, and they are properly cared for until they are collected by parents. An appropriate number of staff has attended first-aid or paediatric-first-aid training, and accidents and incidents are suitably recorded.
4.22 The quality of boarding is excellent.
4.23 Outcomes for boarders are excellent. The school fully succeeds in its aim to encourage pupils to understand the importance of being part of and contributing to the boarding community. Different cultures and traditions are welcomed and celebrated, fully realising the school's ethos of mutual respect and tolerance. Boarders thrive in the nurturing atmosphere and develop self-confidence and selfreliance. Almost all of the boarders responding to the pre-inspection questionnaire indicated that they get on well together in the house. A small minority of boarders indicated in their questionnaire responses that they do not enjoy boarding, but in discussions boarders were enthusiastic about their experience and are proud of their school. New and overseas boarders settle quickly, benefiting from a thoughtful induction programme. Boarders with SEND or EAL are well supported.
4.24 Through weekly house meetings and the food committee, boarders are encouraged to share their opinions and influence life in the house. Suitable methods are effectively implemented to inform boarders of decisions. Boarders benefit from opportunities to undertake roles of responsibility and gain leadership skills. They devise house rotas for keeping kitchen areas tidy, use the Year 13 laundry facilities and may stand for election as boarding prefects. The current training programme does not offer fully comprehensive guidance to new prefects to ensure that they quickly develop confidence in the role. Boarding staff work diligently to create an environment of harmony and openness. They are assiduous in promoting mutual trust and respect in relationships between boarders, and between boarders and staff. As a result the atmosphere is calm and friendly, and the behaviour of boarders is excellent. Boarders know that they have a range of adults they can approach should they have a concern, confident that they will receive help and guidance. Noticeboards display a variety of external helplines, including those of two independent listeners.
4.25 The quality of the boarding provision and care is excellent. The boarding house is well maintained, clean and warm. Furnishings are attractive and boarders have several indoor areas where they may socialise and play games. Extensive, well-maintained grounds provide alternative opportunities for boarders to enjoy their leisure time. Bedrooms may be shared between two or three boarders, with individual rooms for older boarders. All are well furnished with suitable, well-lit study facilities and boarders have opportunities to personalise individual spaces. Some bedrooms have washbasins. The provision of toilets and showers on each floor are excellent and provide boarders appropriate privacy. The laundry service is managed efficiently. The internet provision throughout the house is excellent. In discussions boarders confirmed that they have not experienced any difficulties in keeping in contact with their families; they also use the internet to keep abreast of current affairs. A minority of boarders indicated in their questionnaire responses that their belongings are not safe. Inspection evidence found that each boarder has a lockable space and house staff will always take care of personal possessions if requested. Activities and trips are regularly organised for the boarders at the weekends and often based on their own suggestions, for example visiting local attractions or snowboarding. It is compulsory for younger boarders to attend these, but they are optional for older boarders.
4.26 Two well-stocked kitchens provide boarders with a much appreciated opportunity to enjoy snacks and hot drinks. In their questionnaire responses a majority of boarders expressed concern about the availability of snacks and drinking water, and the quality of the food. Inspection evidence does not support this view; generous amounts of fresh fruit are delivered daily, with bread, a variety of spreads, tea, coffee and milk always available. During the week, additional treats of homemade brownies and biscuits are firm favourites. Drinking water is freely available at all times, throughout the school. Boarders expressed themselves during discussions as satisfied with the provision. Inspection evidence, gained from an examination of the menus, deemed the range, quality and quantity of meals to be of an exceptionally high standard, offering a healthy balance and catering for all needs. A small stock of personal items is available for purchase in the boarding house and all boarders may visit the local shops when necessary, as well as more extended trips at weekends.
4.27 In their pre-inspection questionnaire responses, boarders indicated that they are well looked after when they are ill. A qualified nurse is available throughout the school day in the on-site medical centre. Immediate telephone advice is available from a qualified nurse at weekends and during the night. Boarders are registered with a local doctor and may consult a female doctor upon request. Escorted visits to a local optician and dentist are arranged as needed. Medication is appropriately stored with scrupulously maintained records. Rigorous procedures are effectively implemented between the medical centre and the boarding house for the safe dispensing of homely remedies and prescribed medication. Confidentiality is strictly maintained and boarders who self-medicate fully understand the responsibility they have been given. A suitable room is available where boarders may meet with a counsellor. Any complaints boarders may have are handled quickly and sensitively, and in accord with the published complaints policy.
4.28 The effectiveness of arrangements for welfare and safeguarding is excellent. All boarding house staff, including the dom