|
The Quality of Education
The Educational Experience Provided
The education provided meets the school’s aim to offer ‘a challenging and stimulating academic experience’ that seeks to ‘develop the potential of every girl’, and does so with great success. Individual needs are accurately identified; pupils are treated as individuals and encouraged to do their best in all fields. The curriculum is based on, but not limited to, the National Curriculum, and provides a suitably broad and balanced framework for the pupils’ learning. The last inspection report praised the wide choice of subjects at both GCSE and A level, and this remains a strength. The breadth of extra curricular activities on offer, in addition to the work-related learning curriculum, ensures that the pupils are well prepared to respond positively ‘to the responsibilities and opportunities offered by society’.
The education pupils receive is well balanced and broad, offering opportunities to develop linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative skills. The provision of French in the junior department, and the opportunity to take separate sciences and two modern languages at GCSE, contribute positively to their educational experience. The creative curriculum, encompassing music, art and drama, is a particular strength of the school, making a strong contribution not only to creative skills but also to speaking and listening. Pupils’ skills in information and communication technology (ICT) are satisfactory but are used very little outside ICT lessons.
Extra-curricular activities are a great strength. Pupils have the opportunity to join a wide variety of music, sport and drama clubs, and do so in substantial numbers. The school also provides a wide range of extremely well-supported outdoor activities, including one of very few all-girls’ CCFs, the Duke of Edinburgh’s Award scheme, and the chance to join the Ten Tors expeditions. Pupils from Years 6 to 10 take part in a local public speaking competition. Fundraising for both local and overseas charities gives chances for imaginative schemes and continuing relationships with charitable organisations, encouraging the pupils to make long term commitments. Voluntary service is an element of the Duke of Edinburgh’s Award scheme programme. The work experience programme in Year 11 follows GCSEs, and the school offers a range of placements provided by employers such as the Meteorological Office and the Environment Agency.
The Year 6 pupils are prepared well for joining the senior school, and being able to use the senior school library during that year, for example, contributes to a smooth transition. To ensure continuity of educational experience, all departments in the school are responsible for junior and senior pupils. Older pupils have good links with juniors through the house system, and a buddy scheme encourages good relations throughout the school. Careers education and guidance are good. They are incorporated into the personal, citizenship and careers education (PCCE) programme from Year 7 to 13, with industry days, the ‘Real Game’ and Young Enterprise all playing a part, alongside work experience. Year 10 and 11 pupils are thus well prepared for the choices to be made for the next stage of their education. Sixth form pupils express confidence in the advice and support offered in preparation for university applications. The PCCE programme was recently adapted to meet suggestions made by universities to enhance candidates’ preparation for higher education.
Very good and detailed schemes of work are in use in all departments. The monthly teaching forum, with its aim of encouraging innovation and the spreading of good practice, has clearly already had good results in improving the educational experience within the classroom. Assessment information is used to help planning in all departments, with teachers showing themselves very aware of individual needs. Setting in English, French and mathematics, some assignments targeted at differing abilities, and open-ended tasks in some subjects enable pupils to progress appropriately, though the most able are not always sufficiently challenged. The school is aware of this and the recent appointment of a teacher with responsibility for the more able has begun to improve this aspect of the educational experience.
A special educational needs co-ordinator (SENCO) has also recently been appointed and each pupil with learning needs has a Student Support Profile (SSP). All teachers are aware of the advice contained in these and some excellent practice was seen. During the last few years, the school has focused strongly on teaching and learning with in-service training (INSET) targeted on teaching strategies to support and extend pupils. Individual support is given to the pupil with English as an additional language and other pupils with LDD receive individual help where appropriate.
The school meets its aims well. There are some weaknesses in the provision for the most academically able, but overall the provision is of a high standard. High participation rates, success in activities and very good examination results at all levels confirm this judgement.
The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
The pupils achieve very well academically. At the last inspection, levels of attainment in the junior department were sometimes lower than might have been expected; this is no longer the case. At the end of Year 6, the pupils have the skills to move confidently to the next stage of their education. In lessons, and from the evidence of their books and files, pupils in all parts of the school achieve well in relation to their abilities. They perform, and achieve, at very high standards in extra-curricular activities.
The analysis of standardised tests in Years 3-6 shows that pupils make sound progress in maths and good progress in English and science. Over the most recent three years for which comparative data is available, GCSE results have been good for their abilities, since they have been well above the national average for all maintained secondary schools, and in modern foreign languages, have been far above. This continues the pattern seen at the last inspection, when they were comparable with ‘those of pupils at selective schools’. At A-level, pupils’ results are above the national average for all pupils taking A-level, and appropriate to their abilities. In the creative subjects, sociology and German, results are well above the national average, but results in physics have been below the school and national averages over the last three years.
Pupils throughout the school are well grounded in the knowledge, skills and understanding required by the subjects taught. Their achievement, as seen in written work and lessons, is predominantly good; they can apply previously acquired knowledge and skills to new work, and show both practical and creative abilities. When encouraged to think critically and imaginatively, they do so very well. Achievement in art, drama and music is excellent. Pupils with specific learning difficulties show particularly good achievement, in work and in examination results.
Achievement in extra-curricular activities is outstanding. Fifteen pupils currently play in district, county or regional level teams. Over half the pupils eligible to take part in the Duke of Edinburgh’s Award scheme do so, and 24 are currently working towards the gold award. The CCF is exceptionally strong and two cadets have been selected for national recognition, one as the standard bearer at the Royal Albert Hall annual Remembrance Day service, and the other as the Lord Lieutenant’s Cadet. Musically, all the school’s orchestras, chamber groups and choirs are very strong. The chapel choir has won an Outstanding Performance Award in the National Festival of Music for the last five years, and twice reached the semi-final of the BBC Radio 3 ‘Choir of the Year’ competition.
Pupils work hard and have well-developed skills. They are motivated and enthusiastic; a Year 8 pupil said, ‘Learning is fun’. When working in groups, it was noticeable throughout the school that conversation was confined to the subject they were supposed to be discussing, and the pupils’ work ethic in all their activities is excellent. They show concentration and enjoyment during lessons. They are well organised and settle to work promptly.
Pupils are very articulate. They speak confidently and also listen carefully and responsively to each other and to their teachers. Younger pupils, in both the junior and senior parts of the school, read clearly and intelligently. Some good extended writing was seen in all age groups, but there are still too many syllabus-bound exercises which do not afford opportunities to the pupils to develop their ideas in writing. In many lessons, pupils demonstrated effective application of mathematical concepts, but relatively little was seen either in books or lessons of the use of skills in ICT. All the pupils interviewed were clearly able to think and reason for themselves, although the lesson structure in some cases meant that there was less evidence of this in the classroom.
A variety of note taking skills are used by pupils throughout the school; books and files are neatly kept and well organised. Jotters show evidence of sensible and appropriate use. Pupils co-operate well in all subjects, and whether they are working individually, in pairs or in groups, they also co-operate very well with their teachers. Perseverance in all school activities was marked, with full attendance at practices and rehearsals. Commitment to all aspects of school life is a strong factor in the high level of achievement.
The attitudes and skills inculcated at the school certainly prepare pupils for the ‘opportunities and responsibilities’ of their later life, as the school aims to do, and produce confident, articulate and accomplished young women.
Spiritual, Moral, Social and Cultural Development of Pupils
The spiritual, moral, social and cultural development of pupils is outstanding throughout the school, as it was at the last inspection. Provision for the pupils’ personal development is a major strength of the school and underpins its ethos. Across a wide range of activities the pupils display confidence, modesty, integrity and a true sense of self-worth.
The school provides very well for the spiritual needs of the pupils. Assemblies reflect the Christian ethos of the school, as do the links with local churches. Christian Union groups meet regularly. The chapel is used for discussion and clubs, and the school chaplain’s contribution to the spiritual life of the school is greatly appreciated. At the same time, pupils are encouraged in their own beliefs and observance, and some excellent discussion in Religious Studies (RS) lessons on the differing Christian approaches to abortion enabled them to develop their own views. Other faiths are respected and Muslim pupils have use of a prayer room. Pupils’ self-confidence arises from the multitude of opportunities available, through the chance to work co-operatively and due to the many initiatives offering leadership experience.
The pupils have a clear sense of right and wrong and display a deep moral sense of responsibility, reinforced through assemblies, circle time, tutor groups and the PCCE programme. Even when away from direct adult supervision, pupils of all ages have the self-discipline to behave in exemplary fashion. Staff act as good role models and the trust shown by them is appreciated; the pupils respond with considerable maturity and responsibility. New pupils of any age are immediately made to feel welcome and the pupils are extremely supportive of each other, not only within peer groups but across age groups. An atmosphere of tolerance and respect for the needs of others prevails.
The pupils have good social awareness, take responsibility for their own behaviour, and contribute to school life with enthusiasm. Praise is given liberally for their achievements and they value the house point system. The widespread, genuine concern for the school environment is shown by pupils’ support for the recycling initiative. There is no litter anywhere and the classrooms are kept very tidy.
A detailed PCCE programme incorporates the study of public institutions and services and ensures pupils are informed of social issues beyond school. Charitable work is significant. Pupils develop culturally through a rich variety of cultural experiences delivered and embedded in the curriculum of most subjects, but particularly in music, drama and art. Opportunities exist at all stages of schooling for pupils to learn about and experience different cultures through an extensive programme of trips locally and overseas.
The school’s outstanding success in promoting pupils’ personal development is epitomised by the helpfulness and courtesy of pupils, by their desire to please their teachers and by the obvious rapport and respect that exists between staff and pupil. Life skills are central to the all-round educational experience and enable the pupils to leave as individuals confident to face the world beyond school.
The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
Much of the teaching is good, especially in the junior department, where it has improved markedly since the last inspection. In the senior school, teaching was considered a strength at the last inspection, but there are too many lessons where the pace is slow and pupils are not sufficiently challenged intellectually, or encouraged to take risks. The last inspection report recommended that more should be done to challenge the most able; a first step has been taken towards this, but more needs to be done. Assessment and recording were inconsistent at the last inspection but are now rigorous and thorough. The teaching enables most pupils to achieve well in both academic work and extra-curricular activities.
Teaching which fosters pupils’ creative and physical development is very good; the arts in particular are a real strength of the school. Careful, thorough teaching with an emphasis on individual needs brings good results. In lessons where the teaching was challenging as well as encouraging, where pupils could tackle open-ended questions, the results were excellent. In some cases, though, intellectual rigour was not encouraged, particularly in classes preparing for public examinations. Pupils were taught from commercially produced workbooks which closely followed examination board specifications, and questioning focused on lower order thinking skills rather than analysis or evaluation. Despite this caveat, it was clear that the pupils remained interested in their work.
Teaching is usually well planned and some very interesting and effective teaching methods were seen, such as the deliberate use of visual, auditory and kinaesthetic learning tactics in RS and English lessons. Some lessons are so tightly planned that little scope remains to discuss, or move beyond the confines of the syllabus. Occasionally the pace of lessons is too slow, but usually time is well used and, for instance, enough time is allowed for the setting and explaining of homework.
Teachers have an extensive range of data about the pupils’ abilities, as well as copies of their SSPs, and these are used effectively to tailor tasks to the individual when appropriate. They know their pupils and their strengths and weaknesses very well, and individual attention in lessons means that no-one is left behind.
All teachers have the appropriate knowledge and understanding of their subjects, equipping them to move beyond the sometimes restrictive embrace of a rigid framework. In the best lessons, teachers demonstrated depth of knowledge in discussion, and the associated ability to extend the pupils’ horizons and improve their learning. However, where note-taking from the board or handouts were the main strategies used in senior school lessons, teachers lost opportunities to give the pupils the benefit of their wider understanding, and lessons were not challenging enough for the more able.
Teaching resources are adequate, and some departments with limited facilities, such as physical education (PE) make excellent use of what they have. The school now has very good rooms for the teaching of ICT in both the junior department and the senior school, but is not yet making good use of them. Some teachers use the facilities with their classes but still mainly for presentation or reinforcement of earlier work rather than research or development. Newly installed interactive white boards are not all being used effectively.
Pupils’ work is assessed regularly and thoroughly. The school assessment policy contains good clear guidance on the purpose of marking and procedures to make it effective. This is followed by teachers, who also write careful comments offering praise, encouragement and advice. Departments use a variety of criteria and grades, which are clearly understood by the pupils. Many departments have details of the criteria printed and pasted in exercise books, which makes it very clear to pupils what they have to do to make progress. Teachers make this explicit, and use the information well when planning lessons.
Teaching encourages the pupils to behave responsibly. Teachers’ expectations of behaviour, commitment and effort are high, and the pupils meet these well, responding to the obvious care and concern shown for them, and the example set by their teachers. One pupil said of her netball team that the teacher was their inspiration.
The school has very thorough procedures for evaluation. They use objective measures of attainment at Year 3 and at later entry in the junior department, at Years 7, 9 and 12 in the senior school, as well as analysing public examination results in the light of all the available data. The information from these is shared with all staff and with older pupils, who are aware of their target grades. Pupil self-evaluation based on public examination marking criteria is also encouraged.
The school meets the regulatory requirements for teaching [Standard 1].
|
