INDEPENDENT SCHOOLS INSPECTORATE - Heathland ...

© Independent Schools Inspectorate 2015

INDEPENDENT SCHOOLS INSPECTORATE

INTEGRATED INSPECTION

HEATHLAND PRIVATE SCHOOL


INDEPENDENT SCHOOLS INSPECTORATE

Heathland Private School

Full Name of School Heathland Private SchoolDfE Number 888/6024EYFS Number EY287706

Address Heathland Private SchoolBroadoakSandy LaneAccringtonLancashireBB5 2AN

Telephone Number 01254 234284Fax Number 01254 235398Email Address [email protected] Mrs Janet Harrison Proprietor Heathland College LtdAge Range 3 months to 16 yearsTotal Number of Pupils 183Gender of Pupils Mixed (84 boys; 99 girls)

0-3 (EYFS): 56 5-11: 31Numbers by Age

3-5 (EYFS): 52 11-16: 44Number of Day Pupils Total: 183Head of EYFS Setting Miss Chantelle Maudsley

EYFS Gender MixedInspection Dates 9 to 12 December 2014


PREFACEThis inspection report follows the ISI schedule, which occupies a period of four continuous days in the school. The previous Ofsted inspections were in September 2008 and February 2014 (Early Years Foundation Stage).

The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the purpose of inspecting schools belonging to the Independent Schools Council (ISC) Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2010, as amended. The range of these Regulations, which replace those first introduced on 1 September 2003, can be viewed on the website www.legislation.gov.uk. Additionally, inspections will consider the school’s accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment introduced by the School Standards and Framework Act 1998.

The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership.

ISI is also approved to inspect the Early Years Foundation Stage (EYFS), which was introduced in September 2008 and applies to all children in England from birth to 31 August following their fifth birthday. This report evaluates the extent to which the setting fulfils the requirements of the Early Years Foundation Stage Statutory Framework published by the Department for Education (DfE) and follows the requirements of the Childcare Act 2006 as subsequently amended.

The inspection of the school is from an educational perspective and provides limited inspection of other aspects, although inspectors comment on any significant hazards or problems they encounter which have an adverse impact on children. The inspection does not include:

(i) an exhaustive health and safety audit(ii) an in-depth examination of the structural condition of the school, its services

or other physical features(iii) an investigation of the financial viability of the school or its accounting

procedures(iv) an in-depth investigation of the school’s compliance with employment law.

Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be referred to in the published report but will have been considered by the team in reaching their judgements.

Both Ofsted and ISI inspect and report on the Independent School Standards Regulations. However, they apply different frameworks and have different criteria for judging school quality that are suited to the different types of schools they inspect. Both use a four point scale when making judgements of quality but, whilst the ISI terminology reflects quality judgements that are at least equivalent to those used by Ofsted, they also reflect the differences in approach. ISI reports do not provide a single overarching judgement for the school but instead give a clear judgement on each aspect of the school’s work at the beginning of each section. These headline statements must include one of the ISI descriptors ‘excellent’, ‘good’, ‘sound’ or ‘unsatisfactory’, and where Achievement is ‘exceptional’ that term may be used for the top grade. Elsewhere in the report, inspectors may use a range of different adjectives to make judgements. For EYFS registered provision (for pupils aged under three), reports are required to use the same terminology (‘outstanding’, ‘good’, ‘requires improvement’ and ‘inadequate’) as Ofsted reports.

http://www.legislation.gov.uk


INSPECTION EVIDENCEThe inspectors observed lessons, conducted formal interviews with pupils and examined samples of pupils’ work. They held discussions with senior members of staff and with the proprietors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the school.

InspectorsMrs Sue Bennett Reporting InspectorMr Colin Ashby Team Inspector (Former Head, ISA School)Mr Michael Hewett Team Inspector (Former Head, ISA School)Mrs Frances Willacy Team Inspector (Former Head, IAPS School)Mrs Eithne Webster Co-ordinating Inspector for Early Years


CONTENTS

Page

1 THE CHARACTERISTICS OF THE SCHOOL 1

2 THE SUCCESS OF THE SCHOOL 3(a) Main findings 3

(b) Action points 4

(i) Compliance with regulatory requirements 4

(ii) Recommendations for further improvement 5

3 THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS 6

(a) The quality of the pupils’ achievements and learning 6(b) The contribution of curricular and extra-curricular provision (including

community links of benefit to pupils) 7(c) The contribution of teaching 8

4 THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT 10

(a) The spiritual, moral, social and cultural development of the pupils 10(b) The contribution of arrangements for pastoral care 11(c) The contribution of arrangements for welfare, health and safety 12

5 THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT 13

(a) The quality of governance 13(b) The quality of leadership and management, including links with parents, carers

and guardians 13

6 THE EFFECTIVENESS OF THE EARLY YEARS FOUNDATIONSTAGE 16

(a) How well the early years provision meets the needs of the range of children who attend 16

(b) The contribution of the early years provision to children’s well-being 16(c) The leadership and management of the early years provision 17(d) The overall quality and standards of the early years provision 18

Heathland Private School 1


1. THE CHARACTERISTICS OF THE SCHOOL1.1 Heathland Private School is an independent day school for boys and girls from the

age of three months to sixteen years. The school is situated in Accrington, Lancashire and operates from a large Victorian Manor house, with additional purpose-built accommodation. It was opened by the current proprietors in 1994 and is a limited company. The three members of the same family are company directors and take full responsibility for the financial and administrative operations of the school. One of the proprietors undertakes the role of school principal, which includes full responsibility for all the educational aspects of the school.

1.2 The school aims to instil in all pupils the traditional values of courtesy, good manners, respect and good working habits, and to develop their academic skills to the full, enabling each pupil to achieve his or her optimum potential. Furthermore, it seeks to discover and develop the ability and aptitudes of each pupil within a disciplined, caring and happy community in which each pupil is recognised as an individual and therefore feels secure. Since the previous inspection, a significant building programme has resulted in a new purpose built senior teaching block. Existing teaching areas have been refurbished and the playground has been fenced and covered with soft surfacing.

1.3 At the time of the inspection 183 pupils, 99 girls and 84 boys, were on the school roll. Of these, 108 were in the Early Years Foundation Stage (EYFS), with 84 attending on a part-time basis. All children of eligible age receive local authority funding. There are 11 pupils identified as having special educational needs and/or disabilities (SEND). There are no pupils with a statement of educational needs or education, health and care plans. A further four pupils speak English as an additional language (EAL) none of whom requires additional support from the school.

1.4 The ability profile of the school is in line with the national average, although a wide spread of ability is represented from year to year. Most pupils come from the local surrounding area and are mainly from local industry or business backgrounds. The majority of pupils are British, although there is a breadth of cultural diversity represented within the school community, reflecting that of the local area.



1.5 National Curriculum (NC) nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum equivalence are shown in the following tables.

Early Years Foundation Stage Setting

School NC nameBaby Room (ages 3 months to 16 months) NurseryToddler Room (ages 16 months to 2 years) NurseryNursery Room (ages 2 to 3 years) NurseryKindergarten One (ages 3 to 4 years) NurseryKindergarten Two (ages 3 to 4 years) NurseryPrep 1 Nursery and Reception

Junior School

School NC namePrep 2 Years 1 and 2Lower Juniors Years 3 and 4Upper Juniors Years 5 and 6

Senior School

School NC nameSenior 1 Year 7Senior 2 Year 8Senior 3 Year 9Senior 4 Year 10Senior 5 Year 11



2. THE SUCCESS OF THE SCHOOL

2.(a) Main findings

2.1 The quality of pupils’ achievements is good. The school successfully meets its aims to discover and develop the ability and aptitudes of all pupils and to enable each to achieve his or her optimum potential. Senior pupils make progress above age-related expectations and younger pupils make progress at least in line with expectations. The recommendation from the previous inspection has been suitably addressed and systems to track progress have been revised, although are still evolving in effectiveness. The curriculum is broad and provides good quality learning experiences for pupils of all ages and abilities, including those pupils with SEND. In pre-inspection questionnaires, a small minority of parents commented on the limited number of extra-curricular activities. Inspection evidence does not support these views: there are an appropriate range of extra-curricular activities, which are supported by the enrichment of excursions and visitors to the school. The provision for pupils’ personal, social and health education (PSHE), whilst timetabled for some classes and provided for during assemblies, is not fully integrated into the curriculum provision. The quality of teaching is good. Small class sizes, knowledgeable teaching input and a strong understanding of pupils’ needs, ensures that pupils receive good support for their individual needs and develop good levels of understanding and skills. In the EYFS the quality of provision is good. Staff plan activities to suit the needs of all children, which stimulate and motivate them to learn, enabling most to make good progress from their starting points.

2.2 Pupils’ personal development is good, in accordance with the school’s aim to encourage pupils to grow in self-discipline and to value integrity, tolerance and respect for others. Pupils develop effective spiritual awareness and an appreciation of the non-materialistic aspects of life through the curriculum and school activities. They have a good understanding of moral values; they embrace responsibility, behave well and interact positively with one another. Socially, pupils are confident and keen to support charitable causes for the good of others, although they lack a full appreciation of political and civil awareness. The staff know pupils well and provide effective support for their pastoral needs. In their pre-inspection questionnaire responses, a very small proportion of pupils felt their opinions were not taken seriously. Inspection evidence does not support this view; pupils have good opportunities to voice their views through the school council. Arrangements for welfare, health and safety are unsatisfactory. Procedures for safeguarding and safer recruitment do not have full regard to the most recent regulatory guidance. Risk assessment systems are not undertaken for fire safety and there are insufficient washbasins provided. Additionally the admission register does not contain all of the required details about each pupil. In the EYFS, the contribution to children’s well-being is good. Staff know the children well and provide effective support for their personal needs.

2.3 The quality of governance is unsatisfactory. Although the proprietors provide appropriate oversight of education, they have limited understanding of their statutory responsibilities, such as the annual review of safeguarding or monitoring the single central register of appointments. Significant amendments were required during the inspection to ensure that policies and procedures met requirements. There are no formal systems of strategic planning to meet the growing needs of the school or appraisals for more senior staff. However, governance demonstrates a commitment to financial investment, such as the building of the new teaching block. The



leadership and management of the school is unsatisfactory and in the EYFS it is inadequate. Safeguarding arrangements, including for new staff induction and training, lack rigour. Shortcomings had been made good, as far as possible, by the close of the inspection. Information for staff to support them in their roles, such as job descriptions and handbooks, lack sufficient detail. In the EYFS, systems to support staff in their practice, such as supervision sessions, lack formality and regularity. There are no processes for formal self-evaluation to identify the school’s strengths and areas for improvement. The previous inspection recommendation to implement regular monitoring of teaching has been appropriately addressed. Links with parents, guardians and carers are sound and any concerns are handled in accordance with published documentation. A small number of parents, in questionnaire responses commented negatively on the quality of information they receive about pupil progress. Inspection evidence does not support these views. Consultations and reporting structures provide an appropriate overview of pupil progress. Parents, both current and prospective receive appropriate information about school events, including those with children in the EYFS.

2.(b) Action points

(i) Compliance with regulatory requirements

2.4 The school does not meet all the requirements of the Independent School Standards Regulations 2010, and therefore it is required to:

implement all appropriate safeguarding arrangements by ensuring that all staff receive suitable training updates and induction, and implement systems for an annual review of safeguarding procedures [Part 3, paragraph 7.(a) and (b), under Welfare, health and safety];

ensure that barred list checks are obtained before staff start work, that appropriate supervision is maintained in the event that a criminal records certificate is delayed and record all checks on the single central register of appointments [Part 4, paragraphs 19.2(a), 22.3(b) and 22(4) under Suitability of staff and proprietors and Part 3, paragraph 7.(a) and (b), under Welfare, health and safety];

ensure there are sufficient hand-washing facilities for pupils and provide showers for pupils aged 11 years and over following physical education [Part 5, paragraphs 23A(a) and 23A(c), under Premises and accommodation];

implement formal processes of whole site risk assessment, which are regularly reviewed to ensure the health, safety and welfare of pupils [Part 5, paragraph 23C, under Premises and accommodation];

ensure compliance with the Regulatory Reform (Fire Safety) Order 2005 [Part 3, paragraph 13, under Welfare, health and safety];

ensure that the register for pupil admission includes all required details in accordance with the Education (Pupil Registration) (England) Regulations 2006 [Part 3, paragraph 17, under Welfare, health and safety];

2.5 See the end of the Early Years Foundation Stage section 6 for the inspection findings in relation to the requirements of the Childcare Act 2006 for children under three.



(ii) Recommendations for further improvement

2.6 In addition to the above regulatory action points, the school is advised to make the following improvements.

1. Develop formal systems of self-evaluation and development planning, including for the EYFS, to support the school’s growth and continuous improvement.

2. Strengthen curriculum planning, including for the provision of PSHE, to fully support the academic and personal development of all pupils.

3. Improve the information for staff, such as within staff handbooks, records of meetings and clearer guidance within job descriptions, to support them in their roles.

4. Develop an appraisal and support system for senior leadership to assist their professional performance

5. In the EYFS, establish a regular system of individual support and training for staff to ensure their professional development.



3. THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS

3.(a) The quality of the pupils’ achievements and learning

3.1 The quality of the pupil’s achievements and learning is good.

3.2 Pupils are well educated in line with the school’s aim to develop their academic skills to the full and nurture each pupil to achieve his or her optimum potential. At all ages, pupils develop a good breadth of skills, knowledge and understanding through their curricular and extra-curricular activities. Standards of literacy and numeracy are good; pupils’ linguistic skills are well developed for their ages and abilities and they try hard to present their written work neatly in their workbooks. Pupils are articulate, expressing their thoughts and opinions logically and with confidence, such as during a tutor period in Year 10 when they discussed the relationship between Russia and the US immediately after World War II. Older pupils display a strong aptitude towards applying their mathematical skills and understanding in other subjects. Younger pupils apply their knowledge of information and communication technology (ICT) adeptly in other subjects. Pupils enjoy sharing their independent learning successes with their peers. Pupils’ creative success is evidenced in the many displays of their good quality art and textile work around the school.

3.3 Pupils have suitable opportunities to develop their physical skills during physical education lessons and enjoy participating in sporting activities, such as house competitions. Their curricular and personal achievements are further enhanced through opportunities to contribute to activities such as the choir’s involvement in local festivals and the Duke of Edinburgh’s Award scheme. Pupils successfully gain places at a range of schools for further education.

3.4 The following analysis uses the national data for the Years 2011 to 2013. These are the most recent three years for which comparative statistics are available. Results in tests at the age of 11 are similar to the national average for maintained primary schools, and represent progress that is appropriate in relation to their staring points. Results in GCSE have been good in relation to the national average for maintained schools, and have improved over the period, representing good progress. This rate of progress is seen in inspection evidence from lesson observations, pupils’ written work and the curriculum interviews with them.

3.5 Pupils spoken to were extremely positive about their experiences, stating that the school’s systems enabled them to make good progress across the range of subjects and that they feel well supported at all times. The attainment of pupils with SEND or those who are deemed to be able, gifted or talented is good. Additionally, carefully planned lessons and activities enable pupils with SEND or those who are able to make good progress in relation to their starting points. Suitable progress has been made to implement the recommendation from the previous inspection; pupils’ skills are appropriately evaluated through useful tracking systems. However, these systems are not fully implemented across all age ranges and all subjects.

3.6 The pupils’ achievement is supported by their excellent behaviour and attitudes to learning. They concentrate well from an early age and show great interest and enthusiasm in their learning. They work very well collaboratively and show great enjoyment, energetic application and perseverance. During discussions, pupils comment that they are keen to complete their work successfully, as it helps them to feel confident and proud of their achievements.



3.(b) The contribution of curricular and extra-curricular provision

3.7 The contribution of curricular and extra-curricular provision is good.

3.8 This curriculum provision helps the school fulfil its aim in providing a broad academic curriculum catering for pupils with a wide ability range. Pupils study a wide range of subjects and the appropriately balanced curriculum covers all of the required areas of learning, and is suitable for all ages, abilities and needs.

3.9 Within the curriculum, there is a good emphasis on developing basic skills in ICT, numeracy and literacy, as well as creative, aesthetic and practical skills. The cross-curricular learning provision within the junior curriculum enables subjects to be linked together and effectively relates learning to real life. For example in a mathematics lesson, pupils were made aware that geometrical and solid shapes, such as polygons and cuboids are exemplified in well-known structures within buildings. The planning and organisation of the curriculum is inconsistent. The most effective planning examples detail the coverage of skills across all educational stages and, where a specialist teaches, across all year groups.

3.10 Personal, social and health education (PSHE) lessons are timetabled for some senior classes, and relevant topics are incorporated into other curriculum subjects such as alcohol and drug misuse during biology lessons and the understanding of British values and institutions during history. However, this provision is not fully in place for other pupils, which limits the quality of support for their personal development. The curriculum effectively promotes pupils’ understanding of different cultures in subjects such as geography and modern foreign languages.

3.11 Since the previous inspection, additional subjects have been introduced to the curriculum. As an alternative to the separate sciences curriculum in Year 10, single award science can be studied, followed by additional science in Year 11. For more able pupils, AS mathematics is offered in Year 11, as an enrichment activity. Spanish as a modern foreign language has recently been introduced in the senior school and the ICT provision has been extended to cover all age groups. A careers day is arranged for senior pupils, which is later followed by a week of work experience. This takes place during term-time and provides appropriate guidance for pupils’ future lives.

3.12 The school provides good support to pupils with SEND and effective individual education plans are prepared for them. The small class sizes and carefully tailored curriculum content provides well for both those with SEND and able pupils. Independent learning is encouraged well within a range of subjects through project work, controlled assessments and individual research. Younger pupils have class libraries and older pupils use internet resources to gather information and data.

3.13 In their responses to the pre-inspection questionnaire, a small minority of parents commented that the range of extra-curricular activities was limited. Inspection evidence does not support this. There is a suitable range of extra-curricular activities, which whilst restricted in breadth is enriched by educational excursions. Junior trips include visits to a local wildlife centre and a neighbouring college to see a drama production. In the senior school, various visits are organised to add breadth to the curriculum. Creative, musical and sporting activities and clubs also enrich the curriculum coverage. These experiences also provide pupils with valuable community links. This provision is further enhanced by the input from outside visitors, such as those who offer guidance on sixth-form college transfers.



3.(c) The contribution of teaching

3.14 The quality of teaching is good.

3.15 The school effectively meets its aim to discover and develop the ability and aptitudes of each pupil. Within small year groups, traditional and good quality teaching encourages pupils to develop a love of learning and strongly promotes their good levels of progress. Teaching ensures that pupils develop a secure understanding of their subjects. Most teaching is well planned and includes the careful revisiting of previous learning, although the quality is inconsistent across year groups. Teaching incorporates varied approaches, which effectively maintain pupils’ interest through good use of a range of teaching styles. It is well paced and enthusiastic, sparking interest and endeavour amongst the pupils. Teachers know pupils well and have a clear understanding of their individual needs. Since the previous inspection, specialist teaching in all subjects has been introduced across all year groups in the senior school. Teaching incorporates the available resources well, which include artefacts, electronic resources, a range of textbooks and stimulus material.

3.16 The teaching approaches encourage pupils to work independently and to take responsibility for their own learning. For example, younger pupils use independent learning time to write book reviews and are challenged to create their own imaginative endings to stories they have read. Pupils readily demonstrate their knowledge, skills and understanding during lessons, such as their ability to calculate fractions and percentages in a junior mathematics lesson. Teachers encourage pupils to take great pride in their work and present it neatly. In their response to the pre-inspection questionnaire, most parents are happy with the quality of teaching and extra support for learning needs.

3.17 Teaching reflects good subject knowledge and provides well for pupils of all abilities. Good quality planning ensures that pupils with SEND are well catered for through the provision of teaching strategies specific to their requirements. The small class sizes enable teachers to provide good support through individualised attention and differentiated tasks. For example, in an English lesson, pupils with SEND used computers to assist with recording their written work.

3.18 Teaching addresses the needs of more able pupils well, through the provision of sufficient stimulus and challenge. For example, in a senior science lesson, during a discussion on genetic disorders, pupils were encouraged to elicit a wide range of responses, with the more able being challenged to respond at a high level. During a junior English lesson on parts of speech, pupils used adverbs and adjectives to add interest to their writing, while more able pupils also used connectives to write longer sentences.

3.19 In the senior school marking is efficient and constructive, characterised by effective information on how to improve. The quality of marking in the junior school is more variable in quality because it does not always identify clear comments on how pupils can improve their work. Pupils commented that oral feedback from teachers effectively helps them to understand the marking system and the progress they are making. Pupils are encouraged to use self-evaluation strategies to evaluate their own work against their personal targets for learning. The standards of assessment and use of data, have improved considerably following a recommendation at the previous inspection. Revised assessment procedures have been appropriately implemented so that the progress and capabilities of individual pupils can be monitored more thoroughly, although the efficiency of the systems is still evolving.



Teachers regularly discuss future learning with both the pupils and their parents, to ensure understanding and the continuity of learning.



4. THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT

4.(a) The spiritual, moral, social and cultural development of the pupils

4.1 The spiritual, moral, social and cultural development of the pupils is good.

4.2 At all ages, pupils’ personal development prepares them well for the next stage of their education. Pupils benefit from the strong sense of family community within the school, which is evident in their approaches to daily routines and their interactions with one another and with the staff.

4.3 The spiritual development of pupils is good. Pupils of all ages and backgrounds develop good levels of confidence and self-awareness because of the school’s open and welcoming ethos. Pupils have effective opportunities to explore different values and beliefs, such as sharing one another’s customs and celebrating the major festivals of world religions. In an English lesson, senior pupils demonstrated good levels of emotional maturity when they competently debated issues such as the existence (or not) of the supernatural and how this can relate to religion. Pupils have good opportunities to be reflective during assembly times; they develop a good appreciation of the non-materialistic aspects of life, such as listening to music of varying genre and during art lessons, when they study the work of famous artists and the hardships of their lives.

4.4 The quality of pupils’ moral development is good. Pupils understand the difference between right and wrong. The youngest pupils absorb the rules of the EYFS, which inform their day-to-day behaviour; older pupils act responsibly and in an open and friendly manner with each other. They have positive relationships with adults, which are relaxed but respectful. Pupils are accepting of those who are different from themselves; the school is a harmonious and tolerant community. Many older pupils understand their role in demonstrating high standards by example to younger pupils and so all contribute to the well-being of their school community. Pupils embrace opportunities to voice their opinions during class debates on ethical values, and through their charitable contributions show great compassion for less fortunate worldwide communities. The pupils develop an understanding of the over-arching character of the civil and criminal law of England.

4.5 The social development of pupils is good. From a young age pupils accept responsibility readily, such as looking after younger pupils in clubs and activities or helping run charity events such as coffee mornings or shoe box appeals in aid of worldwide children in need. Pupils of all ages are keen to support local and national charities by fundraising and volunteering help. Pupils actively contribute to the school community by voicing their suggestions and ideas for school improvement. Pupils confidently articulate their thoughts and opinions, such as during tutor times, with sympathetic understanding of both sides of an argument. However, many pupils do not, yet, fully appreciate aspects of political and civil awareness, such as the public institutions and services of England, nor some of the more current issues of the day.

4.6 The cultural development of pupils is good. Pupils acknowledge the achievements of those from other cultures, but also have a secure understanding of the Western cultural tradition. They are quick to share their personal cultural experiences, contributing to discussions about the principles of Ramadan, for example, or their visit to a mosque. Pupils participate in a good range of musical, dramatic and artistic opportunities within and outside the curriculum. Musicians play in concerts and



pupils take part in drama productions in school and participate in community events. Wall displays demonstrate the pupils’ awareness of richness within other cultures such as in aboriginal art. The school successfully achieves its aim to encourage pupils to grow in self-discipline; they are aware of the British values of democracy, integrity, tolerance and respect for others.

4.7 By the time they leave the school, pupils have developed good, mature standards in personal development. This is demonstrated by their strong levels of confidence and inter-personal skills.

4.(b) The contribution of arrangements for pastoral care

4.8 The contribution of arrangements for pastoral care is good.

4.9 The school is successful in providing effective support and guidance to pupils. This is in accordance with the school’s aim to encourage pupils to grow in self-discipline within a happy community, which recognises them as individuals and enables them to feel secure. Staff work closely together and through daily communication, they effectively discuss the welfare needs of the pupils. Staff show a strong commitment to promoting pupils’ well-being. They know their pupils well and are sensitive to any concerns pupils may have, acting promptly to find solutions to problems. During discussions, pupils say that staff are approachable and supportive.

4.10 The school sets high standards of courtesy and good behaviour, which helps pupils to develop positive relationships both between themselves and with staff. Pupils feel safe and are encouraged to learn to lead healthy lifestyles, though regular daily exercise and eating a balanced diet. Different dietary needs are well catered for and a three-weekly cycle of menus provides variety at lunchtime, such as the option of sandwiches, as an alternative to a hot meal.

4.11 The school has suitable systems to promote positive behaviour. Rewards and sanctions, such as merits and demerits, help to promote good behaviour and take due account of any related difficulty or disability. Within senior age groups, detentions are rarely given. During discussions, pupils comment that bullying is rare and are confident that if such incidents were to occur, staff would deal with them promptly and effectively. Additionally, pupils say that they like being at the school and feel that teachers are fair in the way that they give out rewards and sanctions.

4.12 The school now has a suitable plan to improve educational access for pupils with SEND.

4.13 A very small proportion of pupils responding to the pre-inspection questionnaire felt that their opinions were not taken seriously by the school. Inspection evidence did not support this, finding that pupils have good opportunities to express their views and ideas through the school council, which has representatives from all year groups. Their suggestions for school improvement are taken into account by senior staff such as the recent introduction of the sandwich option at lunchtime.



4.(c) The contribution of arrangements for welfare, health and safety

4.14 The contribution of arrangements for welfare, health and safety is unsatisfactory.

4.15 The school does not have full regard for the regulations to ensure the welfare, health and safety of pupils and staff. Risk assessments are correctly completed for off-site visits and the premises are suitably maintained. However, formal procedures for whole site risk assessment are not correctly conducted. The majority, but not all, of the staff have completed suitable levels of safeguarding training; designated safeguarding leaders have completed appropriate advanced training. During discussions, most staff demonstrated an adequate understanding of what to do in the event of an allegation against another member of staff or a pupil within their care. However, the school’s arrangements for safeguarding and safer recruitment do not have due regard to regulatory guidance. For example, procedures do not reflect the recent additions to regulatory recruitment procedures, resulting in some teaching staff being appointed and starting work before the correct checks had been carried out. Additionally, the single central register of staff appointments has not been correctly maintained.

4.16 The school has sufficient fire extinguishers and fire exits are clearly marked. Fire practices and alarm tests are held regularly and equipment is regularly monitored and serviced. However, regulations regarding the necessity to complete a whole site fire risk assessment plan have not been correctly implemented.

4.17 The school has appropriate facilities for the care of pupils who become ill during the day and suitable care is taken to look after sick pupils, including those with SEND. A number of staff have first aid training, and some have additional qualifications such as paediatric first aid and training related to dealing with specialist medical conditions. There are appropriate procedures for the recording of the administration of medicine. Facilities are not available on the school site for senior pupils to shower after games and there are insufficient washbasins in toilet areas.

4.18 Attendance registers are correctly maintained. However, the register for pupils’ admissions has not been correctly completed in the past. By the close of the inspection, this had been rectified.



5. THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT

5.(a) The quality of governance

5.1 The quality of governance is unsatisfactory.

5.2 The proprietors provide appropriate oversight of the educational direction of the school. One director is the school’s principal, ensuring that they are directly involved in the school’s operation on a daily basis. As such, there is a suitable focus on educational standards, the quality of staffing, accommodation and resources for learning. This is in line with the founding aims and vision, supporting the academic achievements and personal development of pupils of all ages, including children in the EYFS.

5.3 There are no formal systems for strategic planning to provide clear direction for future improvements to meet the growing needs of the school. However, the proprietors do demonstrate a commitment for financial investment in the school, such as the recent building of a senior teaching block. The proprietors know their staff very well. An external professional provides independent arbitration in case of staff dispute or parental complaint. There are no formal appraisal processes in place for the school’s senior leadership or systems to provide further challenge and professional guidance.

5.4 The proprietors have only a limited understanding of their statutory responsibilities and do not adequately fulfil their responsibilities relating to safeguarding, welfare health and safety requirements. At the start of the inspection, various shortcomings were found in policies and procedures, which did not meet the most recent requirements. These were all put right by the close of the inspection. The arrangements for reviewing policies and procedures, including those for safeguarding, safer recruitment, welfare, health and safety, are inconsistent. As a result, the school has not kept abreast of changes in legal requirements. For example, the required annual review of safeguarding does not take place and there is no structure to monitor that the single central register of appointments is maintained in a correct manner. There are no records of governance discussions and meetings.

5.(b) The quality of leadership and management, including links with parents, carers and guardians

5.5 The quality of leadership and management is unsatisfactory.

5.6 Senior leaders and managers provide educational direction for the school and as such, promote the ethos and aims of the school in developing the ability and aptitudes of each pupil within a disciplined, caring and happy community. Curriculum subject managers ensure that both the curriculum and teaching are carefully tailored to meet the needs of all pupils in relation to their ability and stage of education, including the more able or those with SEND. The success of these factors is reflected in the pupils’ good standards of personal and academic development. A supportive ethos of teamwork pervades throughout the whole school community. Regular meetings between members of staff take place to discuss pupils’ welfare and academic needs. However, some are not formally recorded and those that are do not help those who were not present, such as part-



time staff, to see what they must do. Resources are plentiful and appropriately allocated to meet the needs of all pupils.

5.7 Arrangements for safeguarding pupils lack sufficient rigour. The school did not ensure that all staff have received and read new statutory guidance pertaining to keeping children safe. By the close of the inspection, senior leaders had dealt with the discrepancies in safeguarding procedures and circulated revised documentation to all staff. Senior leaders use assemblies to raise pupils’ awareness on safety. Induction processes for new staff lack consistency and depth of information, particularly in guidance relevant to safeguarding children’s welfare. Periodic training updates led by senior leaders help to develop staff awareness on safeguarding children, keeping them safe and providing for their welfare needs. However, there is no structure in place to monitor staff attendance or a strategy to address any gaps in training because of their absence. Generic job descriptions provide an adequate overview of the school’s expectations, but lack further guidance for staff in relation to their specific roles. Staff handbooks lack sufficient up-to-date guidance on school routines and protocols, because they concentrate mainly on employment conditions and contain outdated information.

5.8 Self-evaluation processes are underdeveloped, resulting in a lack of clear reflection on the school’s strengths and areas for future improvement. Additionally senior leaders have no formal development planning strategies to help them identify clear priorities to support the school’s future improvement. Informal structures, such as staff discussions, enable some consideration towards improving the educational experiences for pupils. For example, reporting systems on pupils’ progress have recently been revised to provide clearer indication of progress and attainment.

5.9 The school is successful in recruiting and retaining suitably qualified and experienced staff, but the school’s procedures for checking the suitability of staff, volunteers and governors do not meet requirements. Following a recommendation from the previous inspection, there are now formal systems to monitor the quality of teaching, including observing lessons and meeting with staff to discuss their practice. Suitable strategies are in place to help staff develop their teaching expertise, such as the sharing good practice with subject specialists from other schools.

5.10 The majority of staff are appraised on a regular basis, providing them with appropriate professional development opportunities. However, there are currently not similar formal review systems in place for staff with senior roles.

5.11 Links with parents, carers and guardians are sound. Responses to the parent questionnaire showed that the large majority of parents are positive about the school and appreciate its strong family values. They are happy with the range of subjects and experiences their children are offered and the good standards of behaviour. Parents comment that they are pleased with their child’s personal development standards and say that children feel happy and safe.

5.12 Links with parents have been strengthened recently by the use of electronic media. The school website provides information on most aspects of school life and the creation of a social networking site gives parents up-to-date news about events. In the senior school, more detailed termly reports inform parents of their child’s progress.

5.13 Communication with parents is sound. Throughout the school, parents have daily contact with staff at drop-off and collection times. There is the opportunity of two-



way written communication through pupils’ reading diaries and ‘smartie books’ in the junior school.

5.14 Parents appreciate the open door policy that allows consultation at any time. They enjoy receiving regular newsletters and the annual ‘Heathland News’, which describe the many activities that take place. Parents are always welcome at the school to attend a variety of functions and eagerly support the school’s charity and fundraising occasions such coffee mornings and swimming events. Although opportunities for parents to be actively involved in the life of the school are limited, some parents help with visits out of school, and by listening to readers.

5.15 Concerns of parents are handled carefully and sensitively and the close links with parents ensure that most difficulties are resolved informally and quickly through the appropriate procedures in place. A suitable complaints policy is available should any parent wish to invoke the formal process.

5.16 An appropriately detailed website and school prospectus provide the parents of all current and prospective pupils with a good introduction to the school, which includes the structure, aims and ethos. New pupils are invited to attend a taster visit to the school before they officially begin.

5.17 Although a small minority of parents expressed dissatisfaction with the information they receive about their child’s progress, inspection evidence does not support these views. The school provides detailed written reports which give a clear picture of a child’s progress, although guidance for the next steps in learning progression is not always included. Reports do not routinely provide for opportunities for feedback from parents and pupils, although occasionally the school sends out a parents’ comment form. Parents are welcome to discuss their child’s progress with staff at any time. There are also regular consultations between parents and staff at formal parents’ evenings and the open door policy means that staff are always available for parents to discuss their child’s progress.

What the school should do to improve is given at the beginning of the report in section 2.



6. THE EFFECTIVENESS OF THE EARLY YEARS FOUNDATION STAGE

6.(a) How well the early years provision meets the needs of the range of children who attend

6.1 The early years provision is good in meeting the needs of the range of children who attend. Staff plan interesting activities that help nearly all children to reach appropriate levels of development for their age, including those with SEND. They carefully tailor the learning experiences to match children’s developing needs. For example, staff provide a treasure box for the very youngest children containing colanders and ladles so that they can explore sounds and textures. Staff engage effectively with babies as they play, by talking to them and skilfully introducing key words to help develop communication skills.

6.2 For the older children staff plan activities that help develop their language and numeracy skills, such as a conker counting activity that included discussion on where conkers come from. Staff make good use of questioning to develop children’s problem solving skills and encourage them to initiate their own learning through a rich variety of activities. These approaches enable children to develop positive attitudes to learning, such as confidence and independence. The oldest children benefit from specialist teaching in music, physical education and French. Consequently, the recommendations from the previous inspection relating to developing children’s independence and challenge within the learning activities have been successfully addressed.

6.3 Staff make skilful use of observations to monitor children’s progress across all ages. They make effective use of these assessments to extend children’s knowledge and support their next steps in learning. Those children identified as having SEND, such as speech and language difficulties, are helped to progress by appropriate interventions and guidance from specialist outside agencies.

6.4 When children join the EYFS, parents are encouraged to share their child’s development through booklets. This information, together with subsequent discussions with a child’s key person, enables children to settle quickly into the setting’s routines. A few parents expressed dissatisfaction with the information about their child’s progress. Inspection evidence does not support these views. Diary sheets provide parents with good information about their child’s daily experiences. Additionally parents are encouraged to look and comment on their child’s achievement files. This effective sharing of progress creates strong partnerships between school and home. In their pre-inspection questionnaire responses most parents are satisfied with the EYFS provision and considered their child well looked after and safe at school.

6.(b) The contribution of the early years provision to children’s well-being

6.5 The contribution of the early years’ provision to children’s well-being is good. Enthusiastic practitioners, who have a good understanding of the needs of young children, form warm positive relationships with all children, but especially those for whom they have key person responsibility. The younger children are well looked after and play, sleep and explore happily and securely in their safe surroundings. The older children are beginning to develop imagination and independence, such as



pretending to cook and pour tea in the role-play area. Whenever possible, children are encouraged to explore the more adventurous surroundings within the well-resourced, safe outdoor areas, such as playing with coloured torches in the dusk.

6.6 Staff use praise and positive strategies so that children behave well, share and co-operate. The older children participate in, and provide an appreciative audience for, the Christmas show. They listen carefully to each other’s performances and are able to follow the songs and actions.

6.7 Staff provide well for children’s physical development; gross motor skills are developed through large outdoor equipment and in inclement weather, the soft play area provides a sheltered area for children to explore. Healthy eating is encouraged and water is freely available. Careful attention is paid to any allergies or dietary needs and medical advice is made available to all staff. The independence stations encourage the older children to use tissues and take their drinks and they are reminded to wash their hands whenever necessary. Sensitive attention is paid to personal hygiene needs and children are supported tactfully to develop independence in this area.

6.8 Children of all ages are well prepared for their transition to their next educational phases, including those transferring to reception. The close relationships between the nursery rooms, helps children to become familiar with other staff and children in the EYFS.

6.(c) The leadership and management of the early years provision

6.9 The leadership and management of the early years’ provision are inadequate. The management responsible for the day-to-day running of the EYFS shows a good knowledge of the learning and development requirements and provides appropriate overview of the educational programmes. However, the proprietors do not exercise effective oversight of the EYFS provision.

6.10 Scrutiny during the inspection shows that the school has not been rigorous in ensuring that it keeps up-to-date with the most recent regulatory requirements relating to safer recruitment and safeguarding.

6.11 Staff are encouraged to develop further their skills and knowledge for children’s well-being. However, there are limited opportunities for EYFS staff to further their professional understanding of the implementation of the educational programmes of the EYFS. Performance management systems are in place and staff are also encouraged to discuss any issues and concerns within the room and wider staff teams. However, there is only limited regular provision of individual support where staff can meet with senior leaders and managers to discuss and evaluate their practice.

6.12 Staff within each room are encouraged to suggest improvements for the EYFS. These mostly identify equipment and refurbishments needs. There are no formal processes to identify the strengths and areas for development to support the future improvement of the EYFS. Children’s files show that productive partnerships with parents and external agencies enable children’s needs to be identified and appropriate interventions secured.



6.(d) The overall quality and standards of the early years provision

6.13 The overall quality and standards of the early years provision is inadequate. Children make good progress relative to their starting points, including those with SEND. The younger children are developing good social skills; they can smile at staff and are beginning to interact positively with their peers. Older children can match shapes in simple puzzles and manipulate a variety of construction and other toys. All children enjoy listening to stories and looking at picture books. Older children have made a good beginning to number, shape and sound recognition. Many can recognise their written names and manipulate pencils and paintbrushes competently. Most children can answer questions and some can initiate conversations.

6.14 Most, but not all, staff within the EYFS have received updated child protection training and have a suitable understanding of their responsibilities towards ensuring children’s welfare. The statutory requirements pertaining to children’s safeguarding and welfare needs have not been met because of breaches in ensuring that all staff undergo the necessary checks before they begin work and that training relating to safeguarding is undertaken.

6.15 There are no formal self-evaluation and development planning systems to support the continuous improvement of the EYFS.

6.16 Children are happy and secure. They settle quickly into the nursery and respond positively to the expectations of staff, especially their key person. Children are learning to co-operate and share with their friends. Those with medical or other special needs receive appropriate help and support to enable them to progress and develop.

Compliance with statutory requirements for children under three

6.17 In order to meet the requirements of the Childcare Act 2006, those responsible for the registered provision must:

ensure compliance with all regulatory requirements regarding safer recruitment and safeguarding;

ensure compliance with the all requirements of health and safety legislation, including fire safety requirements.

Section 2 includes any identified action the Early Years Foundation Stage is recommended to take in order to improve its provision.

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