Independent Schools Inspectorate (ISI)

During their visit, inspectors carried out lesson observations, conducted interviews with pupils, and examined samples of pupils’ work.

They held discussions with members of staff (teaching and support) and some Governors and they attended tutor group meetings. They visited areas right across the School including the facilities for learning support and the medical centre, as well as the boarding houses. The responses of parents, staff and pupils to pre-inspection questionnaires, for which we helpfully had a high response rate, were analysed and they examined all our documentation and policies that we are required to have.

The inspectors found that we fully met all of the Independent School Standards Regulations and those set out by the Department for Education. These cover:

• Quality of education
• Spiritual, moral, social and cultural development of pupils
• Welfare, health and safety of pupils
• Suitability of staff, supply staff and proprietors
• Premises and accommodation
• Provision of information
• Manner in which complaints are handled
• Quality of leadership and management.

In Summary

The School meets all the Independent School Standards, the National Minimum Standards for Boarding Schools and the relevant requirements of the statutory framework for the Early Years Foundation Stage

No further action is required as a result of the inspection.

Other Highlights Include:

• In the Junior School results are well above the national average
• At GCSE, results are well above the national average
• At A level, results are well above the national average
• The teaching enables pupils to make good progress, encompasses effective behaviour management and is supported by suitable resources
• Arrangements are made to safeguard and promote the welfare of pupils.

During March 2016 a team of inspectors spent four days at the School and examined all aspects of what we do.

Some of the highlights from the report are given here:

• Children in the EYFS (Early Years Foundation Stage) thoroughly enjoy their learning and achieve well in relation to their starting points, abilities and needs. Achievement in literacy and numeracy is particularly high
• Pupils in the rest of the School, including those with SEND or EAL, display particularly high levels of knowledge, understanding and skill
• Pupils are able to think independently and they enjoy opportunities to develop extended pieces of work
• The pupils’ achievement is further extended by their participation in wide and varied extra-curricular activities
• Pupils demonstrate very positive attitudes to learning. They are enthusiastic and committed
• An excellent range of extra-curricular activities contributes significantly to the educational, intellectual and personal development of pupils
• Pupils benefit from the wide variety of links with communities, both at home and abroad
• Throughout the School, teaching is highly effective in promoting pupils’ progress
• Excellent teamwork amongst staff means that the needs of each child are well known and their learning and development are nurtured as a result
• Throughout the School, effective and detailed planning is based upon a secure understanding of pupils’ needs and strongly fosters pupils’ interest and enthusiasm
• Children are extremely well prepared for their transition to the next stage
• Pupils display excellent spiritual awareness. They are tolerant, respectful, appreciate non-material aspects of life and value different religious beliefs
• Pupils have highly developed cultural awareness and eagerly seize the opportunities made available to them within and outside the curriculum
• The relationships between staff and pupils, and among the pupils themselves strongly contribute to a supportive culture throughout the School within which the pastoral structures and guidance are highly effective
• Outcomes for boarders are excellent and meet the aims of the School. Boarders are happy, confident, polite and engaging
• International boarders are ably supported by their British pupil mentors, who volunteer for this role in the year prior to a boarder’s arrival
• Boarders praise the School for the consideration that is afforded to their individual needs and they relish the opportunity to share aspects of their own cultures in a positive and welcoming environment
• The long-term vision of the Governors and leadership is embedded in the school development plan to which all departments contribute. This provides clear educational direction
• Pupils leave the School as mature, tolerant and well-rounded individuals who have a very clear understanding of their responsibilities and display excellent standards of personal development.