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To print this page, please click on the 'Print' icon or click on 'File' then 'Print' (ISC) RICHMOND HOUSE SCHOOL LEEDS INDEPENDENT SCHOOLS (ISI) INSPECTORATE 11 - 15 March 2002
Full Name of the School Richmond
House Name of Principal Mr
Gordon Milne This inspection report is based on a framework laid down by the Independent Schools Inspectorate (ISI) and agreed with the DfES and OFSTED for the purposes of ensuring that standards are maintained and that the school complies with relevant legal requirements. Recommendations are included to help the school improve. The report will be lodged with the ISI, the Head of the School, the Proprietors, the DfES and OFSTED. A summary will be provided by the school free of charge for all parents and interested parties. The full report is available on request from the school, which may make a reasonable charge for it. It may not be selectively quoted in the school prospectus or other promotional literature but may be used selectively within the school. The inspection does not examine the financial viability of
the school or investigate its accounting procedures. The inspectors
check the school's health and safety procedures and comment on
any hazards they encounter: however, they do not carry out an
exhaustive health and safety examination. INSPECTORATE . LIST OF THE INSPECTORS MAIN FINDINGS Overall Summary 1.1 Richmond House is a very successful school which is making rapid progress towards its achievable goal of all-round excellence. Pupils achieve consistently high standards across a broad and rich curriculum and make good progress in relation to their abilities. The headmaster gives strong, thoughtful leadership and educational direction to a very committed team of staff and pupils. Very good provision is made for all aspects of pupils' personal development. The level of pastoral care and guidance which pupils receive is very high and this contributes to the strong ethos of mutual support which permeates the school. Pupils are courteous and their behaviour is exemplary, reflecting the high expectations of all adults in the school community. Most of the teaching is good or very good but a minority of lessons do not provide sufficient opportunities for pupils to express and to develop their own ideas. What the School Does Well 1.2 The school benefits from the very effective strategic leadership of the headmaster who is supported strongly by his senior management team and governors. 1.3 Pupils achieve high standards within a broad curriculum that contains examples of very good work in a number of areas, notably English, mathematics, physical education and art. Rapid progress has been made in information and communication technology (ICT) and music, the latter in a short space of time. 1.4 The staff's considerable commitment to the school is reflected in the wide range of extracurricular activities and the efforts made to create a high quality visual environment for the pupils. 1.5 Provision for pupils' personal development is a major strength and they receive extensive advice, support and guidance. 1.6 Pupils' behaviour is exemplary; they are courteous, respectful and take pride in their achievements. 1.7 The school enjoys the full confidence of parents who recognise and appreciate its many qualities. What the School Should Do Better 1.8 Some of the teaching does not adequately engage or motivate the full ability range of pupils, as insufficient opportunities are made available for them to express and to extend their own ideas. Standards of Attainment and Progress in Subjects 1.9 In just over 8 out of 10 lessons observed, pupils' attainment was above average. In about one-third of these lessons, attainment was very high in relation to pupils' abilities and well above average. In the remaining lessons, attainment was consistent with national expectations for this age group. Achievements are very good in mathematics at both key stages and in English at Key Stage 1. In English at Key Stage 2 and in science at both key stages, pupils' achievements are above average. These judgements are consistent with last year's National Curriculum test results which overall put Richmond House well within the top quartile of similar schools nationally. In the foundation subjects, major strengths of the school are art and physical education where standards are very high and well above average. The other subjects are all above average and high in relation to pupils' abilities and potential. In religious education and French there are no national standards, but achievements in religious education are commensurate with the Independent Schools' Agreed Syllabus and in French, achievement is mainly sound. Standards in ICT and music are rising at a particularly rapid rate in line with the expanding provision made for the pupils. The work of the under-fives in the nursery and reception classes is good in all six areas of learning. Pupils' achievements in relation to prior attainment are usually good and often very good across nearly all subjects. Pupils requiring special work matched to their needs and capabilities also make rapid progress. The Quality of Pupils' Learning, Attitudes and their Behaviour 1.10 Attitudes are very positive and pupils are extremely conscientious, eager to learn and proud to share their achievements. They complete large amounts of work consistent with the expectations made of them. The behaviour of the pupils is exemplary and they are courteous at all times. The Quality of Teaching 1.11 Nearly all of the teaching is satisfactory or better and much of it is good or very good. Teachers are very secure in their subject knowledge and the National Curriculum requirements. A very small minority of the teaching fails to challenge or stimulate the pupils. Other Aspects of the School Attendance 1.12 The level of attendance is very high at 98%, with no unauthorised absences. Punctuality is also good and lessons begin promptly. Legal requirements in respect of admission and attendance registers are met. Assessment and Recording 1.13 Teachers meticulously collect and record important information about their pupils to ensure that progress in all subjects and through extra-curricular activities is carefully tracked. The quality of individual records of achievement is good and pupils are expected to set their own targets in literacy and numeracy in addition to those planned for the class as a whole. Overall, teachers have a comprehensive picture of their pupils' strengths and weaknesses. Curriculum 1.14 The curriculum is broad, balanced and enriched by the
many opportunities for Teaching and Non-teaching Staff 1.15 The school has an experienced staff with a wide range of skills and expertise. They are suitably deployed and benefit from the professional development and training opportunities provided for them. Resources for Learning 1.16 The school is well resourced and pupils take care of all equipment which is suited to their learning needs. ICT resources are developing appropriately in line with curricular provision. Libraries 1.17 The main library is used by clubs and by classes, the latter mainly on a weekly basis. It has a good stock of books, some having been purchased from funds raised by parents. Premises and Accommodation 1.18 Apart from the nursery, the building is restricted in space but good use is made of specialist rooms to complement the small classrooms. Outdoor facilities are very well used for a wide range of activities. Links with Parents and the Community 1.19 Responses to the questionnaire prior to the inspection confirm an exceptionally high level of satisfaction from over 200 parents who completed them. Parents value in particular the approachability of the headmaster and the willingness of staff to discuss issues concerning their children at any time. An active parents' association raises considerable amounts of money for the benefit of the school. Personal Development 1.20 Provision for all aspects of pupils' personal development is very good. Assemblies, religious education, art and music all contribute positively to pupils' spiritual development. Pupils behave responsibly and adhere to the rules which they have helped to formulate. They learn to appreciate the richness of their culture and that of others. Pastoral Care, Support and Guidance 1.21 Effective support and guidance are provided by all staff, with pupils' social and academic progress maximised accordingly. Pre-school and after-school care is well organised, with a wide range of activities available for the pupils. Pupils' Welfare, including Health and Safety 1.22 The school takes its responsibilities very seriously and the statutory requirements for health and safety are met. A high priority is given to pupils' welfare. Governance and Management 1.23 The headmaster gives very effective leadership and clear educational direction to the school, supported by a strong board of governors and a very capable senior management team. Collectively, they ensure the realisation of the school's aims and values and the achievement of high academic standards within the context of seeking all-round excellence. The headmaster combines strategic vision with involvement in the daily life of the school which makes him very approachable to staff, pupils and parents. Achievement and Quality in Activities 1.24 A very wide range of opportunities is offered both at lunchtimes and after school. Extracurricular activities are popular, well organised and much appreciated by pupils and parents. Pupils performed to a good standard in the variety of clubs observed. Progress Made by the School since its Last Inspection 1.25 The school had a review in 1993. Twenty recommendations were made in respect of accommodation, resources, staffing, management, organisation, special educational needs and the curriculum. All of these have been met through improvements to building and resource provision, the appointment of subject leaders, the formation of a senior management team, a review of special needs provision and the revision of curricular documentation and planning. 1.26 Richmond House was also inspected in 1999 by OFSTED as
part of a national programme of inspection of the educational
provision for four-year-olds. No significant weaknesses were
identified but minor recommendations were made in respect of
curricular planning which have been addressed. 2.1 The school should seek to develop the present range of monitoring and evaluation strategies adopted by the senior management team and subject co-ordinators to ensure more consistent curricular delivery, to identify areas for further development in teaching and learning, and to disseminate the best practice more widely. (Paragraphs 5.1, 7.3, 7.5) Key Indicators 3.4 National Curriculum Assessments at Ages 7 and 11
3. INTRODUCTION Characteristics of the School 3.1 Richmond House, formerly a proprietorial school but established as a charitable trust with a board of governors in 1989, is situated in Far Headingley, a suburb north of Leeds. This independent mixed day school has 280 pupils on roll aged 3-11; twenty six of the nursery pupils attend part-time. 3.2 Most of the pupils live in the north Leeds area, quite close to the school, and their families are mainly from professional backgrounds; about 20% are from minority ethnic groups. Admission to the early years classes is by informal assessment, with later entrants selected more formally. The full range of ability is represented in the school. Although 31 pupils are currently receiving individual support, mainly for learning difficulties, none have statements of special educational need. At the age of 11, most pupils transfer to local independent day secondary schools in Leeds, Bradford and Harrogate. 3.3 The stated aims of Richmond house include the creation of, "a warm, caring and friendly school environment, a stimulating and interesting place where our children can enjoy learning. By fostering pupils' intellectual, social, emotional, spiritual and physical development our children are encouraged to be self-confident, hardworking, responsible and considerate to others." Whilst emphasis is given to promoting the highest standards of academic education, this objective is set within the context of providing a broad and balanced curriculum. 4. EDUCATIONAL STANDARDS ACHIEVED BY PUPILS AT THE SCHOOL Attainment and Progress 4.1 In just over 8 out of 10 lessons observed, pupils' attainment was above average. In about one-third of these lessons, attainment was very high in relation to pupils' abilities and well above average. In the remaining lessons, attainment was consistent with expectations for this age group. Achievements are very good in mathematics at both key stages and in English at Key Stage 1. In English at Key Stage 2 and in science at both key stages, pupils' achievements are above average. These judgements are broadly consistent with last year's National Curriculum key stage test results which place Richmond House in a ranking position of 2 out of 7 in relation to similar schools at Key Stage 1. At Key Stage 2, results were slightly higher with a top ranking in mathematics, in which 82% of 11 -year-olds achieved Level 5 or above. In English, 62% of pupils reached Level 5, and in science the proportion was 59%, putting the school within the top quartile of the country as a whole for those subjects. 4.2 In the foundation subjects, major strengths of the school are art and physical education where standards are very high and well above average. The other subjects are all above average and high in relation to pupils' abilities and potential. In religious education and French there are no national standards, but achievements in religious education are commensurate with the Independent Schools' Agreed Syllabus and in French, achievement is mainly sound. Standards in ICT and music are rising at a particularly rapid rate in line with the expanding provision made for the pupils. The work of the under-fives in the nursery and reception classes is good in all six areas of learning. 4.3 Pupils' achievements in relation to prior attainment are usually good and often very good. This rate and quality of progress are evident across nearly all subjects both within lessons and between year groups. There is evidence of considerable value being added to pupils both from the Foundation Stage to Year 2 and from the end of Key Stage 1 to Year 6. This is confirmed by an analysis of baseline assessment and National Curriculum data. Pupils requiring special work matched to their needs and capabilities make rapid progress. Quality of Pupils' Learning, Attitudes and Behaviour 4.4 In nearly 9 out of 10 lessons inspected, pupils' attitudes to learning were good or very good; in the remainder they were satisfactory. Pupils work conscientiously and with sustained concentration which enables them to complete a large number of assignments. They co-operate well in groups and are keen to help each other; pupils also work independently. 4.5 The behaviour of pupils is exemplary and reflects the high expectations of them in line with the school's ethos. Pupils show mutual respect for one another and for all staff, with whom good relations exist. The adults in the school community provide very good role models. Pupils demonstrate considerable pride in their achievements which they are very keen to share with each other. Attendance 4.6 The level of attendance is very high at 98%, with no unauthorised absences. Punctuality is also good and lessons begin promptly. Legal requirements in respect of admission and attendance registers are met. 5. QUALITY OF EDUCATION PROVIDED Teaching 5.1 In nearly all of the lessons observed the teaching was satisfactory or better, and in three-quarters it was good or very good. A very small proportion, 1 in 20, was judged unsatisfactory because of teaching strategies which did not challenge the pupils or where learning objectives lacked a clear focus. 5.2 Teachers work very hard, plan in considerable detail and are secure and often expert in their subject knowledge. Class management is of a high standard and in most cases ensures maximum pupil involvement in learning activities. Explanations are usually very clear and precise and oral questioning techniques are used well. The best teaching is characterised by high expectations, the deployment of a broad range of resources and enthusiasm for the subject which is transmitted to the pupils. In some lessons, assignments are presented which are too closely prescribed for the pupils and this leaves them insufficient scope to develop independent research and investigative skills. 5.3 Pupils with specific learning difficulties receive expert tuition on a withdrawal basis using a structured and multi-sensory approach which emphasises skills that are transferable to the classroom context. Assessment and Recording 5.4 The arrangements for assessing pupils' attainment and progress are very thorough from the point of entry to the school. Teachers carefully collect and record important information to ensure that pupils' progress is meticulously tracked via individual records of achievement. Effective use is made of National Curriculum test results and teacher assessments which are supplemented by standardised test data. Literacy and numeracy targets are set for each year group between Year 1 and Year 6, together with individual pupil targets. This strategy is working well and could usefully be extended to other subjects. Records of achievement also include samples of work and details of pupils' involvement in after school activities and awards gained. Teachers also keep class lists of pupils' progress in other subjects, for example, ICT. Photographic evidence of achievement is used extensively throughout the school. 5.5 Overall, teachers have a comprehensive picture of the pupils' strengths and weaknesses and areas for development. Assessment information is generally used to plan further provision and to ensure that tasks are appropriately matches to the pupils' abilities, but in some classes this information could be used more effectively. The school's presentation and marking policy is consistently applied in practice and there is much evidence of constructive, diagnostic marking of pupils' work which helps them to extend their learning and to understand how to correct errors and to improve further. 5.6 The deputy head (academic) responsible for this area has given a strong lead to recent developments. A very thorough analysis of National Curriculum results has been undertaken which facilitates the identification of trends in the core subjects, highlights the strengths of current provision and enables comparisons to be made with similar schools nationally. This helps the school to evaluate the effectiveness of its curriculum and to determine future priorities. Curriculum 5.7 The curriculum for the under fives is based on the six areas of learning for this age group and the early learning goals recommended nationally. The 5-11 year olds also benefit from a broad and balanced education suited to the full ability range. All subjects of the National Curriculum and religious education are included, and French is taught from Year 3. A high priority is given to the creative and performing arts and to sport. Personal, social and health education (PSHE) has been introduced successfully as a discretely timetabled subject. Detailed policies and schemes of work of a consistently high quality have been prepared for each subject. Time allocations are mainly suitable although French is limited to one period of 35 minutes per week which restricts pupils' progress. The imminent curriculum audit will provide the school with an opportunity to consider the impact of present time allocations on teaching, learning and attainment, and to review provision accordingly. 5.8 Cross- curricular links are made where relevant, such as the making of musical instruments in science. Pupils can also apply their literacy and numeracy skills across a range of subjects, for example, interpreting graphs in geography and measuring materials in design and technology. The introduction of focus weeks is a good strategy for celebrating achievement in particular subjects in turn. Healthy living features prominently at present and has resulted in very informative paintings in the dining hail linked to nutritional guidance. Pupils with special needs receive good support in acquiring essential skills. 5.9 Visits to places of interest in the locality and further afield, including residential activities, make an important contribution to the range and depth of many subjects. The school offers an extensive range of extra-curricular activities which are of a high standard in their own right and also enrich the mainstream curriculum. 5.10 The deputy head (academic) gives good leadership to curriculum development and the associated training programme. The academic committee provides a forum for initiating and monitoring curriculum developments. Co-ordinators have prepared detailed development plans for each subject covering the period up to 2003. There are plans to increase the opportunities available for monitoring and evaluating the curriculum to ensure effective continuity throughout the school. Teaching and Non-teaching Staff 5.11 The school has 18 full-time and nine part-time teachers which creates a favourable pupil:teacher ratio and keeps class sizes small. The deployment of staff within the school is good overall. With one exception, the teaching staff hold appropriate teaching qualifications; all of them have a wide range of experience and are suited to their current roles and responsibilities. The administrative, financial and secretarial staff support the headmaster and the teaching staff well, and they contribute to the effective running of the school. 5.12 Non-teaching staff are suitably deployed and make an important contribution to teaching and learning. The nursery has three assistants deployed to them in the morning and two in the afternoon. Reception classes each have the help of an assistant in the mornings and they share an assistant each afternoon. A further classroom assistant is deployed between the five Year 1 and Year 2 classes in the afternoons. As the pupil roll increases, this level of assistance for these five classes will need to be reviewed to determine its adequacy. The ICT department has an external support service. In the past four years no newly qualified teachers have been employed at the school but appropriate systems are in place should this situation alter. 5.13 The headmaster and his senior management team carry out a process of professional review with all members of staff which contributes to their effectiveness. As a consequence of these consultations the deputy head (academic), in liaison with the headmaster, decides individual and departmental requirements for in-service education and training (INSET). This INSET, at both individual and whole-school level, is of good quality and is generously provided for in the school's budget. Resources for Learning 5.14 The school has an extensive range of resources which have a positive impact on pupils' learning and achievement. Adequate funds are available for replacements and additions when necessary. Each subject has an annual budget and a bid can also be made for any major non-recurring items on a yearly basis. A comprehensive audit of resources is presently being undertaken and the outcomes will be available for all staff, together with information on the location of each resource. This will be particularly useful as there is no space at present for a dedicated resource centre. 5.15 The provision for ICT is satisfactory with 25 computers available for pupils' use, a ratio of approximately 1:11. All classrooms have at least one computer, together with appropriate software, and the ICT classroom contains 11 networked computers together with an interactive whiteboard and projector. At present only one computer has access to the Internet and this restricts pupils' access to e-mail facilities. 5.16 All classrooms are equipped with television sets and video recorders and, if they are required, radios, tape recorders and overhead projectors. Resources are in good condition, easily accessible and in the main used effectively but excessive use is made at times of photocopied material to support teaching. The school has two minibuses which are used to take pupils to and from swimming as well as for sports fixtures and school trips. They are both well maintained and fully equipped. Many out-of-school resources are used at various times of the year; these include a leisure centre for swimming and another local centre for badminton and squash. Libraries 5.17 The main library is housed in a small downstairs room in the main building which is an accessible and convenient location. The atmosphere is conducive to the encouragement of reading, with instructive and inviting wall displays. The 3500 books comprise a wide range of non-fiction and a smaller number of fiction titles, all of which are numbered and colour coded using the Dewey classification system. Books are maintained in good condition with culling undertaken regularly to remove dated stock. Stock is catalogued using a computer software package which enables pupils to check out their own books using a scanning system which responds to their thumbprints. 5.18 The library is managed efficiently by a librarian who is responsible for the stock and budgeting, and a library co-ordinator who oversees its educational use and development. Plans are underway to add more computers to create a small media information centre. Each class is timetabled for the library during the week but timetable constraints mean that some only attend once a fortnight. The limitations of space also restrict its use for the purposes of small group work or independent research. Classroom libraries comprise mainly fiction books which the pupils are eager to read and to change at regular intervals. Premises and Accommodation 5.19 Although the buildings and grounds are restricted in size, good planning of space maximises their use and ensures that they contribute positively to pupils' standards of achievement. 5.20 The school occupies two large adjoining Victorian houses on a busy main road on the outskirts of the city. Several prefabricated buildings at the rear of the school have been added over the years as pupil numbers have increased. Parts of the building are very restricted considering the number of pupils, and some of the classrooms have insufficient space for practical activity, particularly in reception and two of the Year 2 classrooms. By contrast, the nursery has very good indoor and outdoor facilities suitable for the age range. The location of teaching rooms keeps classes in the same year group adjacent to one another where possible, but the layout of the building and the number of staircases means that some time is wasted when pupils have to move to a different room, particularly during the shorter afternoon lessons. Specialist rooms are provided for art, music, ICT, science, and design and technology and these complement the smaller class bases at Key Stage 1 and Key Stage 2. A small school hall is used for various activities throughout the day as well as for gymnastics, dance and indoor athletics. Toilets are situated in various parts of the school and whilst they are sufficient in number for boys and girls, some are in need of refurbishment. 5.21 The standard of display of artefacts and pupils' work throughout the school is outstanding in places. During the last year the school has employed an artist in residence to paint a large number of colourful murals depicting pupils and fictional characters which have enlivened the narrow staircases and corridors. 5.22 Whilst the grounds and playing fields are limited by the size of the site, good use is made of the space which is better than in many similar schools. At the front of the school is a playground and another all weather area at the back is used as a second playground and for netball and tennis. A recent addition is the school garden which has been created in a small area of what was formerly unused space. This contains a pond and a nature trail which is used for science and other activities. The appearance of both buildings and grounds reflect the very high standard of maintenance and care. 5.23 It is acknowledged that the limits of the site have been reached and it is timely that the governors have commissioned architects to conduct a feasibility study as to possible long-term further development on the site. Links with Parents and the Community 5.24 Links between the school, parents and the local community are good. The school has developed an effective partnership with parents and worthwhile links with the community. 5.25 As part of the inspection process a questionnaire was sent to all parents and a very high percentage was returned. Responses were positive and demonstrated an exceptionally high level of parental satisfaction with the school. Specific reference was made to the good leadership of the school and its caring ethos. Parents appreciate the headmaster's commitment and feel that he is approachable and always makes himself available for discussions with them. 5.26 Parents are kept well informed about school life through the regular newsletter and a parents' notice board in the entrance hall displays details of forthcoming events and the weekly menu. The school operates an open door policy so that worries can be dealt with promptly. Full and detailed reports are sent out twice yearly and a formal, parents' evenings held in the spring term. The school provides a comprehensive parents information booklet and nursery parents receive a clear and informative booklet outlining the curriculum. There is good communication with parents of children with learning difficulties and the deputy head (pastoral) has met all of these parents personally. 5.27 Parents are encouraged to become involved with the life of the school and many opportunities exist to attend concerts, plays, harvest festival, carol services, or to accompany children on school trips and help with clubs. During the recent health and fitness week, parents who are doctors, dentists and keep fit experts came to work with the pupils and staff. The school has an active and supportive parents' association whose frequent meetings enable parents to meet socially. In the last twelve months they have raised more than £10,000 for school equipment; a pottery kiln was a recent purchase. 5.28 The school's work and curriculum and the pupils experience are enriched by links with the local community. The school has good sporting links with other schools in the area and nearby St. Chad's Church is used for concerts and productions. There are links with the wider community through charity work, local speakers, community police, parents and the use of the school building. The children are also encouraged to raise money for local and national charities. 6. PUPILS' PERSONAL DEVELOPMENT AND PASTORAL CARE Personal Development 6.1 The personal development of all pupils in the school is promoted very successfully, with considerable emphasis being given to this aspect by the head, senior management team and staff. The appointment of a new deputy head with responsibility for the pastoral side of school life has been most successful and she has also provided effective and energetic leadership in implementing a policy and scheme of work for PSHE. In one lesson seen in Year 3, pupils discussed how they might care more effectively for their teeth through regular cleaning and the avoidance of unsuitable foods. 6.2 Pupils' spiritual development is encouraged in a number of areas of the school. Religious education provides many opportunities for exploring a range of faiths and customs; art and music are sources of inspiration for many pupils. Assemblies are held regularly and many directly involve the pupils, for example when Year 4 pupils made a presentation in the style of a news programme. This type of assembly was more successful than the radio broadcast seen and the school is appropriately reviewing the balance of radio assemblies in relation to other provision which is more relevant to the children. 6.3 Moral education pervades the school. The headmaster and his staff make their values and expectations very clear. Ethical issues are raised in classes and a variety of opinions is sought and respected. Good examples of work which questioned the rights and wrongs of zoos and caring for living things were observed. Pupils in each form have collaborated to produce a set of agreed class rules, which are then displayed in the classroom. There is a strong atmosphere of mutual respect, caring and consideration throughout the school. 6.4 People of different faiths and cultures make visits to the school. Thematic weeks encourage children to think about, and to experience, a variety of music and art from other cultures. Children are also able to extend their knowledge of cultures through many of the school's activities including the French club, ballet, orchestra andj azz band. 6.5 Older pupils are encouraged to exercise responsibility by helping to look after younger children at lunch and in the playground, roles they fulfil very well. Pupils of different ages are also able to experience the responsibility of being senior or junior house captains in one of the three houses. The school is looking to introduce a school council, a development that could enhance pupil personal development even further. Pastoral Care, Support and Guidance 6.6 The standard of pastoral care, support and guidance provided by the school is very good and effectively promotes each pupil's personal and academic development. Pupils are well mannered and happy, showing consideration for others. Even the very youngest pupils in the nursery are confident and show a growing independence; these qualities are evident at every stage in school. 6.7 Form teachers are primarily responsible for the pastoral care of the pupils in their class, but all teachers, learning support assistants and non-teaching staff contribute to the caring ethos of the school. As a result of this, the pupils feel happy and secure. Older pupils are expected to take on responsibilities as prefects and monitors, helping younger children, refereeing competitions and taking on duties around school. 6.8 The head and senior management team have a high visible presence; they know the pupils well and are very approachable. Bullying is not a problem in school and any unacceptable behaviour is picked up swiftly and dealt with in an appropriate manner. The comprehensive anti-bullying policy is followed in practice and the parents' information booklet includes this policy together with the procedure to be followed if a problem arises. 6.9 The school has an effective system of early identification of pupils with special educational needs. The deputy head (pastoral) is responsible for co-ordinating the special needs provision in the school. Effective support and guidance are provided for all pupils based on monitoring their academic progress and personal development. Throughout the school they benefit from a well-managed curriculum with clear, informative policy documents and schemes of work. Each child has a personal folder containing records of achievement in core subjects, samples of work, certificates and test papers. Staff duties for the supervision of breaks are clearly set out in the staff handbook. A team of staff is responsible for the preschool and after school care schemes which are well run and organised with a wide range of resources and activities. Pupils' Welfare, including Health & Safety 6.10 In accordance with the stated aim of the governors to provide a safe and healthy working environment for the employees and pupils, the school has established a committee and also effective policies to safeguard the safety of children and teachers. Appropriate policies have been formulated on child protection, anti-bullying, school visits, minibus driving and for any actions in school that might be hazardous. The school recently invested in a professional risks assessment which has resulted in a comprehensive health and safety report to guide the school's future direction. Lunches are eaten in the dining room where rules of hygiene are strictly applied. The pupils had no complaints about the food and those who serve it take great care to help and support the younger ones. 6.11 Although there is no school nurse or doctor, all staff have undergone an intensive St John's Ambulance first aid training course. Accidents and illnesses are dealt with by the administrative staff in the medical room beside the office. Pupils with allergies or other medical risks are identified on a medical list which is circulated to all staff members at the beginning of the school year. Well stocked medical kits are situated in various first aid points around the school, and instructions on classroom first aid are clearly written into the staff handbook A comprehensive Health and Safety booklet includes the child protection policy and critical incident crisis management procedure. All staff members and volunteer helpers are subject to checks through the Criminal Records Bureau. School trips and visits are also risk assessed. 6.12 Fire practices are held regularly and whole-school evacuation is reportedly achieved within three and a half minutes. A clear procedure for evacuation is written into the staff handbook. Fire exits are clearly marked and fire extinguishers are regularly checked and maintained. No recent training in the use of fire extinguishers has been provided for staff. A closed circuit television system with monitor screens and controlled entry system in the school office ensures a secure environment for staff and pupils throughout the school day. 7. THE MANAGEMENT AND EFFICIENCY OF THE SCHOOL Governance and Management 7.1 The school is very well managed and benefits from the strong leadership of the headmaster who has the full support of the board of governors. 7.2 The governors are actively involved in the life and work of Richmond House and their collective expertise in law, finance, education, medicine and business is used to good effect. The bursar has an important role in ensuring efficient financial administration. Budgeting is closely linked to the school's priorities as outlined in the very detailed school development plan which is well focused on improvements in teaching and learning. Governor, staff and parent representation all contributed to priorities for action. Requirements are met in respect of published procedures for complaints and appeals. 7.3 Governors and parents alike referred to the very positive contribution made by the headmaster since his appointment five years ago, reflected in the increasing pupil roll and rising standards of achievement. He combines strategic educational direction with personal involvement in the daily life of the school. His approachability, integrity and expertise have earned him the full confidence and respect of parents, staff and pupils. He is very well supported by his very able, hardworking deputies and lower school co-ordinator who form the senior management team. The recently appointed deputy head has made a significant contribution already in her pastoral and special educational needs co-ordinating roles. Collectively, the senior management team ensures that the aims of the school are realised and that staff are continually focused on improving quality and not accepting anything less than the best. The work of the school is kept under review via the monitoring of planning and pupils' work and the professional reviews of staff. An extension of classroom observations is now needed to assure the quality of teaching across the school and to identify areas for further development. 7.4 Routine administration and organisation are very efficient and the office staff know the parents and pupils well. Effective systems are in place for communicating within school and also with the wider community. 7.5 The role of subject co-ordinators is developing appropriately and long-term development plans have been produced which are realistic and achievable. Some have used their non-contact time to work with colleagues in other parts of the school and to observe colleagues. This approach could now be extended further to facilitate the dissemination of best practice and to raise standards even higher. 8. ACHIEVEMENT AND QUALITY IN SUBJECTS AND ACTIVITIES Achievement and Quality in Subjects Provision for Pupils Under Five 8.1 Provision for pupils under five is good; the pupils' standards of attainment are above the national average. Pupils make at least sound and often good progress in all six areas of learning. 8.2 The pupils' personal, social and emotional development is very good and is a strength of the Foundation Stage. The standards of behaviour are high and self-control and respect for others is encouraged. In the nursery, pupils are developing independence and they are secure and happy in their environment. They are keen to share their thoughts and ideas and know that adults will listen to them. Pupils are willing to take turns and to share fairly. All staff, both teachers and assistants, are encouraging and quick to praise. Reception pupils respond with pleasure to the awarding of house points. They attend assemblies on a regular basis. Role-play areas are used effectively. Nursery pupils were observed in the cafe and the assistant working with them encouraged language development but did not dominate the situation. The classrooms are well organised and a wide range of accessible resources encourages independent learning, although space is very limited in the reception classrooms. 8.3 Standards in communication, literacy and language are good and in line with the Early Learning Goals in the nursery; reception pupils are working towards National Curriculum Level 1. Teachers and assistants engage the pupils in conversation and encourage them to express their ideas and thoughts. Pupils are keen to answer questions and they talk confidently to each other during group activities. Conversations are wide-ranging and varied, and many incidental dialogues are used to promote the increase of vocabulary. The "vet's surgery" imaginative play area prompted interesting and lively discussions, extending the pupils' vocabulary. Pupils in the nursery are developing handwriting skills and correct letter formation. Early phonic skills are taught through work on initial sounds. In reception, pupils are using phonic skills to build words and pupils were observed writing about their mothers, using sentences. They were also observed writing postcards on a Jack and the Beanstalk theme and were well supported by the teacher and assistant who helped with sentence structure and basic punctuation. Pupils are encouraged to look at books and to listen to story tapes. In the nursery they start to read books from the school reading scheme when they show that they are ready. In reception, pupils' reading skills are developing appropriately and a good range of good quality story books is available in the classroom along with non-fiction books in the library. 8.4 The provision for mathematical development is good. Standards
are appropriate to the children's ages and ability and sound
progress is being made. Bright informative displays with a mathematical
theme are evident in nursery and reception classrooms. Nursery
pupils can sort two-dimensional shapes and work with numbers
up to 5, copying repeating patterns; they talk about the activities
showing their understanding. Reception pupils record data on
block graphs, measure pictures of growing things using blocks,
and order footprints by length and ordinal numbers. They work
co-operatively in groups, learning from each other as well as
from the adults. An activity which involved sorting farm animals
and recording information on a block graph was effective and
the pupils responded well, talking confidently about the activity
and demonstrating a good understanding of the concept. 8.6 The pupils' physical development is successfully promoted through the many purposeful activities planned and provided to extend their fine and gross motor skills. They increase their manual dexterity through handling buttons, counters, pencils, crayons and scissors. A physical education lesson observed showed nursery pupils hopping, jumping, skipping and balancing with confidence. They play in a safe, fenced area with a soft surface and have access to wheeled vehicles and other large outdoor toys. A play house is situated in the corner of the playground. Pupils also use the adventure playground, school garden and playing fields when the weather permits. 8.7 Provision for pupils' creative development is very good and the work produced is of a high standard. This was evident from the collage, paintings, drawings, models and lively displays which brighten the classrooms and corridors. A reception art lesson looked at paintings of animals which the pupils commented on; they were then asked to choose a toy pet to draw, using charcoal. The teacher encouraged careful observation of size and shape before starting the activity and pupils produced work of a good standard. The pupils in the Foundation Stage benefit from specialist music lessons from enthusiastic and skilful staff. The standard of teaching is very good and in one reception music lesson, pupils enthusiastically sang dinosaur songs while maintaining the beat and rhythm with percussion instruments. Nursery pupils are learning to sing together, play percussion instruments and find out about instruments including some from Peru. They have daily access to sand and water giving them opportunity to investigate through directed activities. One group talked confidently about the sea creatures in the water tray. Reception pupils have only limited access to sand and water. 8.8 Planning for the Foundation Stage is very thorough and achieves effective curriculum delivery. Baseline assessments objectively confirm what the staff know about each child's ability on entry. Those pupils with learning difficulties are identified early and their needs are carefully assessed. Pupils' progress is monitored and recorded and reports are completed twice yearly. The large, separate nursery building is a very good resource; by contrast, the reception rooms are small although well organised. The latter do have access to an adjacent shared space which helps to alleviate the restrictions. The staff are dedicated and encourage the pupils and extend their learning at every opportunity. The quality of teaching is consistently good and sometimes very good. Teachers and assistants work effectively together. The adult to child ratio is 1:7 and staffing levels are suitable for the age range of the pupils. Nursery and reception staff have meetings but there is scope for closer working and consideration might be given to the drawing up of a Foundation Stage development plan to ensure continuity through the early years. English 8.9 Standards in English are high at Key Stage 1, with 87% of pupils reaching Level 2b or above, including 58% at Level 3, in reading in last year's National Curriculum tests; 84% achieved Level 2b or above in writing, 29% at Level 3. At Key Stage 2, all pupils achieved the nationally expected Level 4 or above with 62% achieving Level 5. A scrutiny of pupils' work and observation of lessons broadly confirm the maintenance of these good standards, with some achievement by the end of Key Stage 1 which is well above average. 8.10 Most 7-year-olds are reading and writing at a level approximately two years above their chronological age. They are, with few exceptions, confident spellers and their cursive handwriting is fluent and legible. At Key Stage 2, pupils achieve good standards and demonstrate high levels of competency in all aspects of literacy. They are confident and articulate when speaking in class, and have learnt the art of listening and taking turns from an early age. They write for a range of purposes and the poems on display in the upper school are rich in personification and simile. Year 6 pupils understood the essential features of mystery genre when studying a Sherlock Holmes text. They wrote detailed, imaginative reports which included details of the victims' suspects and the latter's versions of what happened. 8.11 Progress in all aspects of English is good. Records of achievement show a steady rise in reading and spelling levels, both of which are regularly assessed using standardised and National Curriculum optional tests. Pupils build on an already advanced standard at the Foundation Stage and move on to Key Stage 2 tasks well before the end of Year 2. Progress in Key Stage 2 is continuous and steady, but as children are consolidating previously acquired skills, progress is not so rapid. Less able children receive generous aid from the special needs staff and their work is, with rare exceptions, at the standards expected for their age. 8.12 Pupils demonstrate a serious, mature attitude towards their own progress. An example of this attitude was observed in a lesson on a text which explored feelings and empathy, where pupils demonstrated a sensitive appreciation of the author's presentation of a social and emotional dilemma involving gender. An atmosphere of purposeful, well directed activity is present in most classrooms, even when occasionally the tasks set are inappropriate for the pupils' high ability. An excellent rapport, based on mutual respect and understanding, is evident between teachers and pupils. 8.13 The teaching in all of the lessons was at least satisfactory, and in most cases it was good or very good. Reading and writing skills are taught using a variety of phonic and sight vocabulary strategies. Most of the lessons are well planned with a variety of activities involving whole-class, group and individual work. A lesson on instructional writing made use of a big book for shared reading to focus the whole class on the main objective, followed by a variety of independent group activities designed to practise the skill learned, enabling the teacher to work individually with one or two pupils who needed more intensive instruction. Some other lessons were less challenging, being limited to a single teaching approach with insufficient variety or stimulus. The school is amply resourced with a variety of visual aids and ICT equipment, the more frequent use of which could help to reduce the somewhat excessive use of photocopied sheets. Drama is timetabled into the curriculum and the lessons observed were well planned with a variety of scripted and role-play activities. 8.14 The subject is guided by an English co-ordinator who has responsibility for all aspects of teaching and learning. Comprehensive schemes of work have been produced and a good policy and development plan are in place. The National Literacy Strategy has been introduced on a trial basis and a variety of new teaching material to support it is also under review. Some whole-school in-service training would help staff to appreciate and to adapt to the demands of the strategy. The department is well resourced with books well cared for and arranged in an orderly fashion despite storage difficulties. A wide range of assessment is used to monitor and measure pupils' progress. Marking is positive and supportive, though a more demanding system of error analysis could be applied to more able pupils to enable them to identify and to analyse their own errors. Leadership of the department is positive, thoughtful and enthusiastic. There is a strong impression that the curriculum is moving forward. Mathematics 8.15 Attainment in mathematics is very high at both key stages and well above average as reflected in the exceptional 2001 National Curriculum test results. At Key Stage 1, 94% of pupils achieved Level 2b or above, 36% at Level 3. All pupils reached Level 4 or above at Key Stage 2, 68% of whom achieved Level 5 and 14% Level 6. These results put the school firmly within the top 5% of similar schools nationally. It was clear from observations of lessons and discussions with pupils that these high standards are being maintained. 8.16 Year 6 pupils have achieved most of their numeracy targets and can approximate correctly to two decimal places, demonstrating an understanding as to why it is necessary to approximate in particular circumstances. They are adept at handling data and use and interpret the information in graphs, charts and tables. Pupils can find the mode, range, median and mean of data sets. Year 2 pupils confidently add and subtract to 20. They measure accurately using metres and centimetres. The majority can name and describe the properties of a range of 2 and 3 dimensional shapes. 8.17 Progress at both key stages is generally rapid and pupils build upon previous knowledge and understanding to help their further development. A Year 5 lesson on scatter graphs showed very good progress being made in relation to earlier attainment as pupils worked systematically and carefully at their own level. They located the line of best fit to show the number of goals in relation to the position of soccer teams in the premiership, and could identify general patterns and exceptions. Most of the work in this class is linked to meaningful problem-solving activities and is worthy of wider dissemination. 8.18 The behaviour, enthusiasm and co-operation of the pupils are very good and contribute significantly to the high standards achieved. A Year 3 lesson on measuring involved pupils collaborating very effectively to measure each other's feet, height and waists. Pupils show high levels of concentration especially when new ideas are introduced. 8.19 The quality of teaching at Key Stage 1 is sound overall with some very good teaching at the end of the key stage. The quality of teaching at Key Stage 2 is consistently good and sometimes very good. The good planning and organisation of lessons are significant features. Many of the lessons include tasks with different starting points to reflect the wide ability range in each class. Less satisfactory are the lessons where all pupils are given the same assignment which results in work which is too easy for the most able. The investigations seen were exciting for the pupils, as was the use of ICT; however, there is scope to develop further both of these areas. 8.20 The management of the subject is good. This role includes the appraisal of teaching staff, the purchase and organisation of resources and the development of documentation. Effective monitoring of pupils' work helps to ensure that the school's marking policy is adhered to and applied consistently. The co-ordinator has introduced some good ideas for pupil target-setting and record-keeping. A strong feature is the careful analysis of National Curriculum data which facilitates the plotting of the value added to pupils' achievements through the school as well as predicting future performance. Science 8.21 Last year's National Curriculum teacher assessments confirm that all pupils at the end of Key Stage 1 reached the expected Level 2. At Key Stage 2, all pupils achieved Level 4 in the tests, 59% at Level 5. Evidence from pupils' work and the lessons observed confirm this good achievement by Year 6; standards at Key Stage 1 are also above average with a significant number of pupils currently working towards Level 3. 8.22 Pupils in a Year 1 class were studying the life cycle of a frog and understood the metamorphosis from spawn to frog. They had collected some spawn from the school pond and observed it hatch into tadpoles. The pupils could explain clearly what they had seen and prepared a series of drawings of the life cycle. In a Year 6 lesson, pupils were observing plant growth and devising an experiment to show that flowers need water to survive. Together with their teacher they discussed the strategy for a suitable experiment and decided on the parameters they would have to set. The experiment was set up accurately and the outcomes confirmed the pupils' predictions. Work of this quality suggests that more of the pupils could be achieving at the higher National Curriculum levels. 8.23 Good progress was observed at Key Stage 1, with pupils beginning to appreciate the importance of practical and investigative work which they are introduced to at an early age. This experimental approach is continued throughout Key Stage 2 where progress continues to be good. In a Year 5 lesson on friction, pupils were making paper spinners and using them to investigate air resistance. The results differed from group to group but the pupils were able to discuss the reasons for this and appreciated how their experiments could be modified to ensure a fair test. Progress is hampered in some classes by excessive use of a published scheme, the content of which restricts the range of work which pupils are capable of covering. Nevertheless, pupils showed overall that they increased their knowledge and understanding as they moved through the school. 8.24 Pupils' learning and behaviour are good throughout the school; they enjoy science, particularly practical lessons. Pupils collaborate well in lessons and learn sound experimental techniques. Good care is taken of books and equipment which are treated with respect. The quality of written work is mainly good but with some deterioration in presentation during the middle of Key Stage 2. 8.25 Science is mainly taught by class teachers at Key Stage 1 where the teaching observed was consistently good. Lessons are well planned with appropriate learning objectives set which meet the needs of the full ability range. More specialist teaching occurs at Key Stage 2 where the subject co-ordinator teaches Year 4 and Year 5; this teaching is mainly sound. Non-specialist teachers have sufficient knowledge and understanding of the subject. In a minority of lessons, the close adherence to published workbooks inhibited the more able pupils who would have benefited from greater freedom to express their own ideas. 8.26 The subject is co-ordinated appropriately and in the main successfully by a part-time teacher who was formerly a full time senior member of staff. Much has been achieved in terms of producing documentation, resourcing the subject and establishing a school garden. A comprehensive science handbook contains all the necessary policy and curriculum documents to support the teaching and non-teaching staff. Good strategies are in place for monitoring and recording individual pupil's attainment and progress. The recently constructed science laboratory, which is shared with design and technology, is a very good facility for practical work which has a positive influence on pupils' progress. Resources for science are adequate to support the current programme. The time allocated is limited by comparison to other core subjects but will be reviewed as part of the imminent whole-school curriculum audit. Art 8.27 Art is a major strength of the school and contributes significantly to the personal and social development of pupils and enhances their self-esteem. The use of an artist in residence to create stimulating internal murals, together with imaginative and wide-ranging displays of pupils' achievements, ensures that the subject has high status through its visual appeal. Standards of attainment in art are above average at the end of Key Stage 1 and well above by the end of Key Stage 2. 8.28 Year 6 pupils experiment with African batik designs and produce box coverings and cushion covers of very good quality. They learn to machine stitch the fabric in straight lines. Pupils are taught how to collect visual and other information to help them to develop ideas including using a sketchbook. The oldest pupils have also made three-dimensional figures following a visit to the city art gallery where they studied proportion. Pupils work regularly with clay and learn the skills necessary in correct sequence. At the end of Key Stage 1 and the beginning of Key Stage 2, pupils are introduced to a wide range of media such as powder paints, acrylic, chalk, pens and crayons of various thicknesses, together with a range of surfaces. They experience ephemeral art and create effects in the style of Goldsworthy and Mondrian. The use of ICT paint software complements and extends more conventional media processes. 8.29 Pupils are given much encouragement and they progress according to individual need. They use and apply techniques and knowledge learned in previous lessons and there is clear progression from year to year aided by the detailed scheme of work which is linked to the national expectations for primary age pupils. Pupils develop vocabulary specific to art through a variety of topics and they become familiar with the names and styles of famous artists. 8.30 The quality of pupils' learning and behaviour is very good. Pupils are well motivated and work assiduously for sustained periods of time. They communicate ideas effectively, comment positively and informally on each other's work and can explain the techniques they are using. Expressive interpretation is encouraged and celebrated in the majority of lessons although some over prescription and adult direction was evident in Year 1. 8.31 Art is taught from Year 2 by a well-qualified specialist teacher who is also the subject coordinator and by class teachers in Year 1. Most of the teaching is very good; learning objectives are clear and precise and lessons are brisk in pace. The co-ordinator combines expert subject knowledge with careful thought about what is to be taught and when. She knows what pupils have done before and when returning to a skill or process places greater technical and expressive demands on pupils. 8.32 The subject benefits from very effective management by the co-ordinator who inspires both pupils and other staff. She is able to model for colleagues the teaching of specific art and design techniques. Resources are used effectively and are easily accessed by pupils; the recent addition of a kiln has been a great asset. The maintenance of school and class portfolios, complemented by photographic records, provides evidence of pupils' experiences and attainments in art and design. Design & Technology 8.33 Pupils' achievement in design and technology is above average at both key stages. Standards are consistently good in both making and designing. Pupils' knowledge and understanding of the materials and components as well as the processes that they use are also developing well. 8.34 Pupils at the end of Key Stage 2 can incorporate electric circuits into their products, for example, when making wheeled vehicles. In discussion with a group of the oldest pupils, they were able to evaluate the outcomes of this project and identify what worked well and what needed to improve. Year 6 pupils have also begun to look at how to control their vehicles, incorporating computer control hardware; this is an important next step. 8.35 Year 4 pupils designed electronic puzzle games using lights and buzzers. At the beginning of Key Stage 2, pupils make wheeled chariots which can be pulled along the ground. This builds upon their earlier experiences of designing and making bird scarers and "Hickory Dickory" clocks which incorporate belt drives to move the mouse. Year 2 pupils made structures from strips of wood which they joined together to form a frame before adding other materials to make castles. Food technology is given increasing prominence, with pupils designing and making a chocolate chewy bar and wrapper. They drew on their own and each other's experiences to generate ideas before choosing the materials and tools necessary to make the product. Progression is evident within lessons and between year groups as the examples above illustrate. 8.36 The pupils enjoy design and technology and explore a range of materials which are easily accessed. They know how to use different fastenings to secure materials. Pupils collaborate well on assignments and sustain concentration, reflecting a high level of motivation and involvement. 8.37 The quality of teaching by the subject specialist is good and ensures that pupils develop the techniques that have been demonstrated and discussed. Effective questioning checks on pupils' understanding, corrects or praises the accurate use of tools, challenges ideas and ensures that a good pace of work is maintained. Planning is assisted by a detailed scheme of work. 8.38 The subject benefits from good leadership by the co-ordinator who has formulated a coherent policy over several years which promotes progressively demanding tasks. Non-contact time enables her to complete the priorities and fulfil the responsibilities outlined in the subject development plan. Assessment of pupils' learning is based on the teachers' judgements of the pupils' capabilities evidenced by observation of design and technology activity and the results of designing and making. Good use is made of photographic evidence. The room used is shared with science; it is well equipped and resources are easily accessed by the pupils. Judicious displays of work support the current learning. Geography 8.39 Pupils' attainment in both key stages is mainly above average and high in relation to pupils' abilities. In Key Stage 1 where geography is incorporated into cross-curricular topics, pupils begin to appreciate their place in the wider environment. By the end of Key Stage 2, pupils are achieving good standards and are confident in their use of geographical terminology and understand the social and economic implications of world geographical features. For example, in a contrast study of desert and polar regions, pupils were clearly aware of the effects of climate on human and economic development. 8.40 Throughout the school pupils make at least satisfactory and usually good or very good progress. Folders and exercise books indicate that pupils are being well challenged and are producing a wide variety of geographical tasks. In a study of Kenya, Year 4 pupils progressed from a general study of climate and relief to the contrasting life styles of two characters, enabling them to relate the similarities and contrasts to their own life styles. 8.41 Throughout the school pupils are well behaved and sustain good levels of concentration. Younger children are curious about the world around them and are keen to ask questions and to respond to a range of engaging tasks. Older pupils clearly enjoy geography and work collaboratively to share information and to plan projects together. Pupils interact positively with their teachers and contribute confidently to oral discussions. Across the age range pupils demonstrate a keen interest in the subject. 8.42 The overall quality of the teaching is good. Considerable effort is made to find and make use of resources. A variety of materials used include photographs, ICT, artefacts and a good range of suitable topic books in the library. A study of the local area in Year 3 involves pupils in first hand observation of the uses of property in the immediate area, together with a study of traffic passing the school. The pupils were challenged to consider the implications of their graphs. Lessons were thoughtfully planned with attention paid to variety and pace. Field trips are appropriately planned and visitors are frequently invited into the school. The marking of children's work is consistent, with supportive comments to help children's learning. At times, an over-reliance on worksheets limits the challenge which could be extended further for the many very able pupils in the school. 8.43 Curriculum development and policy writing are the responsibility of the co-ordinator who manages the subject well and collaborates effectively with other members of staff involved in the teaching of the subject. A comprehensive scheme of work provides staff with information on resources to be used am class and on related field trips. Assessment is built into the scheme of work and takes the form of supportive and constructive marking, along with careful observation of pupils' acquisition of geographical skills and vocabulary. History 8.44 The level of attainment in history is above average and high in relation to pupils' abilities and potential. In Key Stage 1, pupils have achieved an understanding of the past in their own family situations through discussions and local projects, as well as from reading stories of famous historical characters around the world. In Key Stage 2, pupils are able to interpret historical events and use their knowledge to evaluate primary and secondary sources of information. 8.45 Pupils demonstrate increasing historical knowledge and understanding as they progress through the school. By the end of Year 2, younger children have developed an awareness of chronology which prepares them for Key Stage 2 studies of specific periods of European civilisation and culture. Time lines are used to reinforce understanding of the various chronological periods. Older pupils' progress is evident in their exercise books which illustrate their increasing ability to present their work effectively and to conduct their own research. An in-depth study of Victorian Leeds in Year 6 indicated that pupils are well accustomed to the use of both primary and secondary sources to gain an understanding of the period and to produce high quality writing. 8.46 Pupils are able to sustain concentration from an early age. They are enthusiastic about history and all lessons observed were marked by the enjoyment and genuine interest of the pupils. They are accustomed to working collaboratively to share information, although comparatively little use is made of reference sources to support independent research. This is an area that could be developed further. 8.47 In all lessons observed the quality of teaching was good, with a variety of strategies being used and challenging tasks set. Lessons are thoughtfully planned and every effort is made to bring history to life with photographs, artefacts, CD ROMs and videos. A generous number of field trips enhance the curriculum: a visit to Hadrian's Wall enables Year 3 pupils to appreciate as a primary source the extent and influence of the Roman Empire. Classrooms and corridors are enriched with displays of history related artwork such as the thatched houses of the Saxons, and Roman artefacts and costumes. In some lessons, an over-reliance on photocopied worksheets fails to do justice to the richness and variety of the subject. 8.48 History is well managed by the co-ordinator who liaises with class teachers over the delivery of the curriculum through a comprehensive scheme of work, the school policy on the teaching of history and the subject development plan. The scheme of work is subject to continuous evaluation on a regular basis and is updated where necessary. Resources are in plentiful supply and organised in topic boxes which are easily available to staff. A genuine enthusiasm for the subject on the part of the co-ordinator, teachers and pupils is evident and contributes to a lively approach to the subject in most classes. Information and Communication Technology 8.49 Pupils at the end of both key stages achieve standards in ICT which are above average and high in relation to their abilities and potential. This high standard is evident both from the lessons observed and from the work recorded by pupils and stored in computers. Pupils from an early age learn how to collect information from many different sources and to store and to retrieve the information. They learn progressively how to develop and to refine their ideas by assembling and organising text and tables. Older pupils can exchange information in a range of forms. 8.50 Progress through Key Stage 1 is rapid; a Year 2 lesson on the presentation of information on senses highlighted good progression in the development of word processing skills. Similarly, at Key Stage 2, pupils make good progress with the development of their presentation of both text and graphics. The progress of all pupils, including those with special needs, is also evident from work on display, notably the high quality plans of the playground. 8.51 The behaviour, enthusiasm and co-operation of the pupils are very good features. When required, pupils work well collaboratively and respect each other's views. Year 3 pupils worked effectively in pairs when entering data into a database and in small groups to operate a programmable toy. Pupils concentrate hard and are well motivated. 8.52 The quality of teaching is consistently good in both key stages, characterised by good subject knowledge, the careful planning and organisation of lessons and the good relationships with the pupils. Pupils' progress through key ICT skills is tracked systematically by staff and the assessments are used to plan the next stage in the learning. 8.53 The subject is well managed throughout the school and the co-ordinator has built up a good range of resources, with the interactive whiteboard and projector having much potential in terms of curricular delivery. Pupils' work is displayed to good effect and shows the wide range of assignments covered. ICT is used in many subjects such as art, music, English and mathematics which maximises pupils' opportunities to practise and to extend their skills. While the small size of the ICT room restricts the number of computers available for whole-class lessons, every classroom has the advantage of its own computer. Without air conditioning, the ICT room soon becomes very hot and attention might be given to making this environment cooler. In lieu of a whole-school network, Internet access is restricted at present but there are plans to make the necessary improvements. Music 8.54 By the end of both key stages, pupils achieve standards in music which are above average and high in relation to their abilities and potential. Throughout the school, pupils confidently play a variety of instruments, listen carefully to a wide range of musical styles and appraise their own work and the performance of others. A large number of pupils benefit from the expert peripatetic instrument tuition and this additional learning and practice has a positive impact upon standards. 8.55 Pupils at the upper end of Key Stage 2 understand the chord base of Gamelan music from Indonesia and can follow grid notation using tuned percussion. They use and develop their musical skills in listening to and organising sounds. Year 4 pupils learn about chords and how they are formed, looking at chord sequences and identifying major and minor keys. They understand the binary form and were able to apply this knowledge to the playing and singing of Leeanah, discussing subsequently its phonetic language. The teacher makes regular recordings of pupils' work so that they can review and refine it; this approach also facilitates the assessment of pupils' performance. Year 3 pupils sing to a high standard of pitch and tone and can simultaneously perform rhythmic body movements. They attempt to sing in the round and can alternate the parts. This represents good progression from Key Stage 1 where simple songs such as those about dinosaurs appeal to the pupils' imaginations. 8.56 Pupils demonstrate very positive attitudes to music and are conscientious and enthusiastic. They love to perform in assemblies and on other special occasions. The growing popularity of the orchestra, choir, recorder group and pop band is testimony to the increasing profile of music and pupils' eagerness to contribute. 8.57 The music co-ordinator teaches all classes at both key stages and the quality of teaching is very good. All lessons are well organised to encourage maximum pupil involvement and to ensure that the needs of the full ability range are well catered for. Very effective demonstrations are given and participation in the group activities supports improvements. Another good teaching strategy is that the pupils are given time to practise and to repeat activities so that they improve their fluency and skills. For example, pupils play tuned instruments regularly to improve their performing and listening skills. Effective use is made of computer software to create, manipulate and store sounds. 8.58 In post for less than six months, the music co-ordinator has already made a significant contribution to the school's tradition in this subject. She has worked very hard to review and to update the music curriculum in line with new requirements and has also purchased and matched resources to key stages and year groups. Cross-curricular links are promoted, for example, with science through the investigation of vibration. A strong multi-cultural dimension is also promoted through the celebration of events like the Mighty Zulu Nation Day with its emphasis on African drumming. Lessons take place in a small, well-equipped and visually rich environment. The school is well placed to become a centre of excellence for music when the new policies and approaches are embedded further. Physical Education 8.59 All strands of the National Curriculum are covered in games and physical education lessons, apart from adventurous activities at Key Stage 2 which are taught as part of a residential activity week in an outdoor centre during the summer term in Year 5. By the end of Key Stage 1, attainment is high and at least at an equivalent level to similar schools; by the end of Key Stage 2, most pupils' attainment is well above average and in some cases it is exceptionally high. In one Year 4 lesson on athletics, pupils were learning relay changeover techniques and also the standing long jump. Pupils were achieving at Level 4 and Level 5 of the National Curriculum which far exceeds the expected level. 8.60 Pupils make good progress at Key Stage 1 and very good progress at Key Stage 2 with some instances of exceptionally rapid progress by individual pupils. Ball skills and tactics are well advanced by the time pupils reach the upper part of Key Stage 2 and this is reflected in the school teams' excellent record in inter-school matches. Pupils with a range of physical capabilities are catered for, with credit given to individual achievement and effort. 8.61 All pupils participate enthusiastically in all of the activities offered. They get changed promptly and take responsibility for their own kit. The only unsatisfactory feature is that older boys and girls have to change for lessons in the hall when it would be desirable for them to use separate changing facilities. Pupils work well together when working in pairs and teams; they show consideration for each other and for the school's equipment. 8.62 The quality of teaching is never less than satisfactory and is usually very good. Lessons are effectively planned to ensure maximum participation by pupils. In a Year 5 and Year 6 netball lesson, girls were divided into two groups, each with a teacher; they concentrated on improving catching and intercepting skills. The girls made good progress and the session ended with a stronger group playing a conventional game and the remainder playing a simplified version. A very good swimming lesson was observed where the class was organised into three ability groups, each with a coach. The weak swimmers developed water confidence and the others learned to improve their backstroke. Overall, the session sustained the interest and concentration of the whole class. 8.63 The subject is very well managed and co-ordinated by a physical education specialist who sets an excellent example by her own teaching. She ably leads and supports a large staff of non-specialists and peripatetic teachers and coaches in the provision of a broad programme of activities and sports fixtures. A very good department handbook provides detailed guidelines. Records of pupils' attainment are maintained which form part of individual pupil profiles. Efficient use is made of the outdoor facilities and the school also has access to an adjacent field. The pavilion is a very good resource as is the all-weather area which is suitable for a range of sports. The small hall in the main building is adequate for younger pupils but limiting for the majority. Any future review of premises is likely to take account of the fact that more spacious accommodation would enhance further the teaching of a subject which is already a significant strength of the school. Short Subject Reports Short subject reports contain concise evaluation of the quality of the teaching and learning and of provision in the school. French 8.64 French is taught from Year 3 onwards. Three lessons and a club activity were observed. In the absence of statutory programmes of study and attainment targets there are no national standards for modern foreign languages at Key Stage 2. However, the work in progress was mainly sound by Year 6 with the oldest pupils gaining a secure understanding of basic vocabulary. They showed confidence in asking and answering everyday questions about topics such as shopping. Most pupils could recognise numbers up to 20 in French, although some were hesitant in their oral responses. Year 4 pupils understand questions about their date of birth and can respond with simple answers although their pronunciation is sometimes weak. Pupils generally find it difficult at the beginning of Key Stage 2 to extend their utterances from single words and phrases in to sentences and Year 3 pupils are functioning at a very basic level. 8.65 Pupils only have one lesson per week and this makes the reinforcement and consolidation of learning difficult to achieve. Without regular opportunities to speak the language, pupils' oral skills are not developing at a fast enough pace. Some progression in reading and writing is evident which is largely due to the structure provided by the commercial scheme. Most pupils show enthusiasm for learning and they behave sensibly in lessons, the exception being some immature responses by younger pupils who found the content too difficult for them. Strong links have been made with learning about broader aspects of French life and culture and the older pupils have a good general knowledge about these aspects. 8.66 Most classes are taught by a teacher who has an accurate command of French and who engages the pupils by using a variety of approaches and resources. A very good rapport with the pupils has been established which creates a climate in which there is no fear of failure. Lessons are conducted making regular and effective use of the target language. The teaching of the younger pupils is less secure, and over-ambitious objectives are sometimes set. 8.67 The school actively promotes pupils' acquisition of French through exchange visits and the organisation of an annual visit abroad. Many pupils also attend a French club after school which is open to the whole primary age range. It aims to promote enjoyment using a games-based approach and whilst it is successful in this respect there was very little learning taking place in the session observed. An evaluation of provision and time allocation for the subject is imminent and this is timely, given the current modest achievements despite the best efforts of teachers and pupils. Religious Education 8.68 Only three lessons were observed, all at Key Stage 2. In all of the lessons, pupils attained a level of work commensurate with schools of similar types and in line with the Independent Schools' Agreed Syllabus. The work in books and on display shows that pupils make good progress through the curriculum. 8.69 The behaviour and co-operation of the pupils are good; they are keen and enthusiastic. A lesson during which pupils were asked to design a festival evoked very positive responses. The quality of teaching is generally sound and lessons are well planned and organised. 8.70 Resources are good and the school system of budget bidding allows for their further extension. The co-ordinator has purchased a very interesting collection of artefacts for display and for use in lessons. The curriculum is enriched by visits from representatives of different faiths, and a programme of visits to places of worship is being developed. Although the co-ordinator has only been in post for two terms, targets for the pupils and level descriptors have been identified as a means of helping staff to assess progress. Achievement and Quality in Activities 8.71 The provision of lunchtime and after-school clubs to support the curriculum is very good. The pupils achieve high standards in a broad range of activities and make good progress. A good balance is obtained between sporting, musical and leisure activities and those offered are appropriate to the needs of the age range. 8.72 The school has a good record of success in competition and matches are played in a wide variety of sports. Pupils have the opportunity to play squash, judo and badminton with a few having reached county standard. Pupils gain awards in both individual and competitive sports and their achievements are properly celebrated and recorded. 8.73 Individual musical instrument tuition is offered to a large number of pupils who are learning to play a variety of instruments at many different levels. There is also a school orchestra, a pop band and choir. Other interests apart from music and sport are catered for, including computer, chess, gardening and Spanish and French clubs which are all well supported. 8.74 The activity programme is well organised and makes an important contribution to the pupils' quality of education. The activities are chosen by the senior management team and make good use of the teachers' skills and interests. A list is sent home with parents before the beginning of each term and the pupils opt for activities of their choice. Once they have made a commitment they are encouraged to attend regularly. Visiting teachers, as well as the school staff, participate willingly and clearly enjoy the opportunity to work with a variety of ages. A review of the programme is to be undertaken later in the year when suggestions from pupils with regard to additions and deletions will be considered. 9. SUMMARY OF INSPECTION EVIDENCE 9.1 The inspection was carried out from 11-15 March 2002. All subjects of the curriculum were inspected and all members of the teaching staff were observed teaching. However, the size of the team did not permit all subjects to be reported on in full. The following subjects do not have full reports in Section 8: French and religious education. The inspectors visited 84 lessons or parts of lessons, examined extensive samples of work by pupils of different abilities in each year and held formal discussions with these pupils as well as informal discussions with other pupils. They attended five assemblies and ten registration sessions. They observed 14 extra-curricular and sporting activities. They held discussions with 12 teaching and non-teaching staff at various levels in the school. They analysed the responses of 202 parents to a questionnaire distributed in advance of the inspection. They examined a wide range of documentation made available by the school. Finally, they discussed the major issues arising from the inspection with the senior management team and governor representatives. List of Inspectors Mr David Scott Reporting Inspector: Former HMI Mrs Gillian Bennett Headmistress: Rome International School Mr Desmond Gray Retired Headmaster Mrs Caroline Jordin Head of Pre-Prep: Rossall School, Fleetwood Mr Roger McDuff Headmaster: Newlands School, Newcastle upon Tyne
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