ISI Inspection Report by St Margaret's Prep School

INDEPENDENT SCHOOLS INSPECTORATE

ST MARGARET'S PREPARATORY SCHOOL

INTERIM INSPECTION

Â© Independent Schools Inspectorate 2011

INDEPENDENT SCHOOLS INSPECTORATE St Margaret's Preparatory School The senior school, St Mary’s School, was inspected at the same time and a separate report published. Full Name of School

St Margaret's Preparatory School

DfE Number

865/6016

Registered Charity Number

309482

Telephone Number

01249 857220

Fax Number

01249 857227

Email Address

office@stmargaretsprep.org.uk

Head

Mrs Karen Elizabeth Cordon

Chair of Governors

Mr Simon Knight

Age Range

3 to 11

Total Number of Pupils

202

Gender of Pupils

Mixed (77 boys; 125 girls)

Numbers by Age

0-2 (EYFS):

5-11:

153

3-5 (EYFS):

11-18:

Number of Day Pupils

Total:

202

Capacity for flexiboarding:

Number of Boarders

Total:

Full:

Weekly:

EYFS Gender

Mixed (15 boys; 34 girls)

Inspection dates

10 May 2011 to 11 May 2011

PREFACE This report is according to the Independent Schools Inspectorate (ISI) schedule for INTERIM inspections. The inspection is a two-day visit with a focus on compliance with regulatory requirements. ISI inspections occur every three years and have two formats, interim and standard, which usually occur in an alternating pattern. The school’s next inspection will therefore follow the standard schedule, which includes two visits totalling five days and places greater emphasis on the quality of education and care in addition to reporting on regulatory compliance. The school’s previous inspection was in February 2007. The Independent Schools Inspectorate (ISI) is the body approved by the Government for the purpose of inspecting schools belonging to Independent Schools Council (ISC) Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2010*. The range of these Regulations is as follows. (a) (b) (c) (d) (e) (f) (g) (h)

Quality of education provided (curriculum) Quality of education provided (teaching) 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 to be handled

*These Regulations replace those first introduced on 1 September 2003. Legislation additional to Part 3, Welfare, health and safety of pupils, is as follows. (i) The Special Educational Needs and Disability Act (SENDA). (ii) Race, gender and sexual discrimination legislation. (iii) Corporal punishment. The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership. 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 31st 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 Children, Schools and Families (DCSF) and follows the requirements of the Childcare Act 2006 as subsequently amended. The inspection of the school is from an educational perspective and provides limited inspection of other aspects, though inspectors will 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. © Independent Schools Inspectorate 2011

CONTENTS Page

THE CHARACTERISTICS OF THE SCHOOL

THE SUCCESS OF THE SCHOOL

The quality of the pupils’ achievements and their learning, attitudes and basic skills The quality of the pupils’ personal development The effectiveness of governance, leadership and management

2 3 3

ACTION POINTS

(i) Compliance with regulatory requirements (ii) Recommendation(s) for further improvement

5 5

THE EFFECTIVENESS OF THE EARLY YEARS FOUNDATION STAGE 6

(a) The overall effectiveness of the early years provision – how well the school meets the needs of children in the Early Years Foundation Stage (b) The effectiveness of the leadership and management of the Early Years Foundation Stage (c) The quality of the provision in the Early Years Foundation Stage (d) Outcomes for children in the Early Years Foundation Stage

INSPECTION EVIDENCE

6 6 6 7

St Margaret’s Preparatory School (interim inspection)

THE CHARACTERISTICS OF THE SCHOOL

1.1

St Margaret’s Preparatory School is an independent, co-educational day preparatory school for boys and girls aged three to eleven years. The school was founded in 1873 and moved to its present site in 1941. The school shares an extensive site with St Mary’s Senior School in the market town of Calne in Wiltshire. The schools are organised independently but are linked by a common governing body. The school seeks to promote the highest levels of expectation and achievement for all its pupils through a caring and structured environment. It places emphasis on meeting the individual needs of all pupils and seeks to pay particular attention to enabling pupils to become independent learners.

1.2

St Margaret’s provides an education for 202 pupils. There are 49 children in the Early Years Foundation Stage (EYFS) with 22 in the Nursery (7 boys and 15 girls) and 27 in the Reception classes (8 boys and 19 girls). There are 153 pupils in Years 1 to 6. Pupils come from Calne and surrounding villages and towns. Parents are mainly from professional and business backgrounds.

1.3

The average ability of pupils, as indicated in standardised tests, is above the national average with few pupils of below average ability. One pupil has a statement of special educational needs (SEN). In total, 43 pupils have been identified as having learning difficulties and/or disabilities (LDD), while 37 pupils receive specialist learning support. Very few pupils have English as an additional language.

1.4

Since its previous inspection in 2007, a phased expansion programme has been completed. The final stage of the programme has provided two extra classrooms, a specialist speech and language therapy room, and enhanced the outdoor provision.

1.5

National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence is shown in the following table. Early Years Foundation Stage Setting School Kindergarten

NC name Nursery

St Margaret’s Preparatory School (interim inspection)

THE SUCCESS OF THE SCHOOL The quality of the pupils’ achievements and their learning, attitudes and basic skills

2.1

The pupils’ overall achievement is good. The school successfully meets its aim for pupils to achieve well. Pupils are successful in developing their knowledge, understanding and skills in their academic and extra curricular activities. In line with the school’s aims, pupils are keen to study and research. For example, pupils in Year 6 successfully undertook research with the burns unit at a large regional hospital. They are highly articulate and listen attentively to their teachers and to each other. Pupils of all abilities write competently but their fluency and use of more complex language structures is not consistently of a high standard. They read fluently. Pupils are competent mathematicians and successfully undertake investigations in science. Many are accomplished musicians, including the awardwinning chamber choir. Pupils effectively put their well-developed skills in information and communication technology (ICT) to good use. Pupils’ achievement is outstanding across a wide range of activities, for example in a national construction competition where they went on to represent the UK in the European championships. Pupils in Years 5 and 6 have received awards, including gold, from the Mathematics Association primary challenge. Many excel in drama. The school has a good sporting record across a number of sports; the equestrian team has enjoyed success at competitive events.

2.2

Attainment is judged to be high in relation to age-related expectations. Pupils follow a wide and demanding curriculum and are successful in gaining places at the senior schools of their choice, including the award of scholarships. This level of attainment, and work seen during the inspection, indicate that pupils make good progress in relation to pupils of similar ability. Those with LDD and special educational needs often make rapid progress as they receive high-quality support from specialist teachers which is carefully targeted to their needs. Pupils with EAL make good progress in their spoken English. Those pupils who are gifted and talented have extra activities which enable them to progress well. They successfully led the campaign to gain the Eco ‘Green Flag’ award. Parents and pupils are pleased with this progress. Pupils are keen to learn and work well in groups or individually. They are particularly appreciative of the encouragement they receive and the support their teachers provide.

2.3

Pupils’ progress is supported by an excellent and wide-ranging curriculum. They have the opportunity to learn French, Spanish and Latin. The well-structured programme of personal, social and health education benefits their personal development. Parents and pupils are highly appreciative of the wide range of clubs and opportunities outside the classroom. As well as sporting activities, pupils have opportunities for drama and music. Well-planned opportunities are provided to challenge the gifted and talented pupils.

2.4

The pupils’ successes are due, in large measure, to the strong teaching, their positive attitudes, and the excellent relationships. Teachers know their pupils well and use the small class sizes to good effect. Teachers use methods well suited to their pupils. Teachers’ planning is detailed. At times the work provided is not well matched to the groups of differing ability levels in classes. Teaching stimulates the pupils’ interest and takes place in an atmosphere of mutual respect. Marking has improved significantly since the last inspection. It is detailed, thorough and

St Margaret’s Preparatory School (interim inspection)

encouraging, often giving pupils targets to aim for. Regular and detailed assessment is used effectively to track pupils’ progress, plan the curriculum, and to prepare them effectively for their move to senior schools.

The quality of the pupils’ personal development 2.5

Pupils’ personal qualities are outstanding. Spiritual awareness is well-developed and the pupils show self-confidence, high self-esteem and value the contributions of others. They demonstrate a great sense of pride in their school and their successes both in and out of school are celebrated. Pupils have a secure understanding of other world faiths, which is enhanced by visits to various places of worship. Pupils’ moral development is excellent and they have a strong sense of right and wrong. Pupils’ social development is outstanding. They are socially aware and are involved in many fund-raising projects to support others less fortunate than themselves, both locally and further afield; for example links with Mukuri School in Kenya. Pupils show a real generosity of spirit towards each other. Pupils undertake their responsibilities conscientiously. They particularly enjoy participating in the school council and feel that their views are valued. Pupils’ cultural awareness is well developed. They gain from opportunities to learn about other cultures. A strength of the school is the way pupils from a range of different cultural backgrounds work and play harmoniously.

2.6

Pastoral care is outstanding and underpins all aspects of school life reflecting the school’s aims and values. Relationships between staff and pupils, and among the pupils themselves are excellent. They show strong mutual respect and pupils make very positive comments about how much they value the particularly happy and supportive atmosphere. Pupils report that bullying is very rare but any incidents are dealt with fairly and effectively. Pupils know they can talk to any member of staff as part of the EASY, ‘Enjoyment at School-Yes’ process. Parents are highly supportive of the care their children receive. Pupils are encouraged to live a healthy lifestyle. Excellent attention is paid to the safeguarding of pupils. Protection against fire and health and safety matters is thorough and procedures are implemented rigorously.

The effectiveness of governance, leadership and management 2.7

Governance is excellent and provides the school with a clear ethos which reflects the school’s declared aims. Governors have a comprehensive working knowledge of the school. Important areas are monitored and evaluated effectively. Governors are determined that St Margaret’s continues to grow and prosper. They provide a clear lead in strategic planning and manage finances prudently to enable growth. Accommodation and resources are of a high quality. Governors provide effective advice and use their wide range of experience to good effect. A governor is nominated to work with the leadership team at St Margaret’s. The support, experience and advice provided are much appreciated by the school and used to good effect. Governors have a strong and detailed oversight of child protection and health and safety, through their annual reviews and visits to the school. In their responses to the questionnaires, parents indicated their support for the governance of the school.

2.8

Outstanding leadership and management are reflected in the pupils’ achievement, their excellent personal development, and in the excellent care provided for them. Meticulous attention is paid to detail with nothing left to chance. Monitoring and evaluation are robust with subject leaders playing a key role. The information is used effectively to plan development. Rigorous checks are made on those

St Margaretâ&#x20AC;&#x2122;s Preparatory School (interim inspection)

appointed to work in the school. Staff development is thorough, well planned and given a high priority. Appraisal is regularly undertaken and effectively organised. Teamwork is strong. 2.9

Links with the parents are excellent and are seen in their involvement and in their very strong support for the school. The pre-inspection parental questionnaire showed that parents particularly appreciate the curriculum, the progress made by their children, the attitudes and views promoted by the school, and the quality of behaviour. A small minority expressed concerns about the support for pupils with LDD and those who are gifted and talented. Inspection findings show that these groups of pupils are well supported. Parents appreciate the way their concerns are dealt with. The schoolâ&#x20AC;&#x2122;s website and handbooks provide parents with the information they are required to have.

ÂŠ Independent Schools Inspectorate 2011

St Margaretâ&#x20AC;&#x2122;s Preparatory School (interim inspection)

ACTION POINTS (i)

Compliance with regulatory requirements

(The range of the Independent School Standards Regulations is given in the Preface)

3.1

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

(ii) 3.2

Recommendations for further improvement

The school is advised to make the following improvements. 1.

Implement fully the plan for raising standards in writing.

Review the decision to remove choice of meals from children in the EYFS.

ÂŠ Independent Schools Inspectorate 2011

St Margaret’s Preparatory School (interim inspection)

THE EFFECTIVENESS OF THE EARLY YEARS FOUNDATION STAGE

4.(a) The overall effectiveness of the early years provision – how well the school meets the needs of children in the Early Years Foundation Stage 4.1

The overall effectiveness of the setting is outstanding and fulfils the school’s aims to provide high quality education. Excellent teaching stimulates the children, promoting confidence and an eagerness to learn, and ensures that the needs of each child are met extremely well. The caring environment provides a family atmosphere with a strong partnership with parents so that all children have a secure start to their education. Provision has been improved by the introduction of spoken French. The capacity for continued improvement is excellent and priorities for development are clearly identified.

4.(b) The effectiveness of the leadership and management of the Early Years Foundation Stage 4.2

Leadership and management of the EYFS are outstanding. The setting has a strong sense of purpose. Rigorous self-evaluation, together with an emphasis on professional development, provide a secure basis for continuing improvement and the maintenance of high standards. Strong links with the local authority and external agencies provide valuable support for staff. Detailed records, policies and procedures are implemented consistently and underpin the efficient management. Arrangements to ensure children’s safety and welfare are outstanding, as are those to ensure equality of opportunity. Partnership with parents is excellent, providing many opportunities for parents to be involved. Parents are extremely supportive and comment positively on the care and wide range of activities. Resources both indoors and outside are plentiful, of good quality and used skilfully to promote children’s learning.

4.(c) The quality of the provision in the Early Years Foundation Stage 4.3

The quality of provision is outstanding. A highly effective balance is maintained between adult-led and child-initiated activities. Children benefit greatly from the opportunities to make choices involving choosing, exploring and discovering. The calm, orderly daily routines create an atmosphere in which the children feel secure and thrive. Well-qualified and knowledgeable staff are skilled in helping children to learn. They ensure that the cheerful and inviting classrooms and secure outdoor area are in constant use to promote exciting new learning. The curriculum is well balanced and greatly enhanced by high-quality specialist teaching in French, swimming, and music. Regular observations ensure that adults have thorough knowledge of each child’s stage of development, carefully referenced to the Early Learning Goals. Parents are appreciative of the level of feedback they receive. Provision for children’s well being and safety is excellent and helps them to develop a clear understanding of safety and positive attitudes to health and personal hygiene.

St Margaretâ&#x20AC;&#x2122;s Preparatory School (interim inspection)

4.(d) Outcomes for children in the Early Years Foundation Stage 4.4

The outcomes for children are outstanding. Children are enthusiastic, make significant gains in their knowledge and are thoroughly prepared for the next steps in their education. They count carefully, add two sets of numbers accurately, and enjoy practising their reading and writing skills. Many are confident in their use of ICT. They listen keenly, and are eager to participate in thoughtful discussion. Their social and communication skills are outstanding. Children understand about being safe, the need for good hygiene and about healthy eating, although they are not encouraged to choose their choice of main course at lunchtime. Children make happy friendships: they love and trust their teachers and are courteous and considerate of one another and of adults. Section 3 includes what the Early Years Foundation Stage should do to improve its provision.

ÂŠ Independent Schools Inspectorate 2011

St Margaret’s Preparatory School (interim inspection)

INSPECTION EVIDENCE The inspectors observed a small sample of 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, observed a small sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the school.

Inspectors Mr Rod Sharman

Reporting Inspector

Mrs Dianne Barratt

Head, IAPS school

Mrs Jenny Clayphan

Early Years Coordinating Inspector