2007 ISI Inspection Report
Independent Schools Council (ISC)
Inspection of Alton Convent School
By the Independent Schools Inspectorate
on
12th - 15th March 2007
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
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 significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1. Introduction
Characteristics of the School
1.1 Alton Convent is a day school situated in Alton in Hampshire. It was founded by the Sisters of Our Lady of Providence in 1936. The school is still owned by the Sisters through the 1966 Trust. However, they have vested oversight of the school in the School Trust, which appoints governors to supervise the running of the school through the lay headmistress and staff. The school's mission is to help all to be the best that they can be and it has a culture of mutual review and action planning designed to achieve this goal. Its aims are to promote in the pupils mutual respect for, and awareness of, the wider community, to enrich their educational experience and to maximise their individual potential. In 2006 the prep school and the senior school were successfully validated against the Enhanced National Healthy Schools Standard and were awarded the Arts Gold Mark by the Arts Council of England.
1.2 The school is a day school, which caters for boys and girls from the ages of 3 to 11 in the prep school and for girls only from 11 to 18 in the senior school. The number of pupils has grown significantly since the last inspection, the school now having 482 pupils on roll compared with 368 at that time. The school has a nursery with 42 pupils aged 3 to 4 years, 24 of whom are part-time and 34 of whom benefit from the government-funded nursery scheme. It also has a sixth form, which has 35 pupils. Overall, the school has 406 girls and 76 boys. The school provides financial support for 106 pupils.
1.3 The school is situated in 19 acres of pleasant grounds and accommodated in the Old Manor House, the converted stable buildings for the prep school, and in purpose built accommodation for the senior school and new sixth form centre. The sixth form pupils have a separate social centre and some teaching spaces. A new creative arts block is under construction. The main school buildings consist of a range of general and specialist classrooms, which are in the process of being updated and extended to cope with the increasing demand for places; the senior school recently expanded from a two-form-entry to a three-form-entry school and the sixth form was established in the year 2000. Provision is made for pupils to transfer into the school at different stages, but the school rarely accepts pupils into Years 6, 11 and 13.
1.4 Pupils come mainly from a wide catchment area. About one-third of the pupils and staff are baptised Catholics. The prep school is non-selective and has a broad range of ability, which includes a few pupils of below average ability. The overall average ability is above the average for all maintained schools and if pupils are performing in line with their abilities they will achieve standards above the national average for all maintained schools. The senior school selects its pupils on the basis of its entrance examinations and interview; just over a half of the pupils transfer from maintained schools. The average ability of pupils is above that for pupils in maintained sector schools, although places are offered to a small number of below average ability pupils who are thought to be likely to 'flourish' as a result of what the school provides. If pupils are performing in line with their abilities, therefore, they will achieve results above the national average for all maintained girls' schools. The school has seventeen pupils who have English as an additional language (EAL), who cope well with English. Very few pupils receive extra support because of their language difficulties. No pupils have a statement of special educational need, but throughout the school fifty are identified as having learning difficulties and/or disabilities (LDD). Twenty-three of these receive extra learning support in the prep school and in seven further cases parents pay for learning support. An increasing number of pupils are transferring into the sixth form. Those who stay move on to higher education.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following tables.
Preparatory School
| School | NC name |
| Nursery | Nursery |
| Reception | Reception |
| 1 | Year 1 |
| 2 | Year 2 |
| 3 | Year 3 |
| 4 | Year 4 |
| 5 | Year 5 |
| 6 | Year 6 |
Senior School
| School | NC name |
| I. | Year 7 |
| II | Year 8 |
| III | Year 9 |
| IV | Year 10 |
| V | Year 11 |
| LVI | Year 12 |
| UVI | Year 13 |
2. The quality of education
The Educational Experience Provided
2.1 The school provides a good quality of education for its pupils, and fulfils its mission to help them to be the best that they can be. This is in line with the judgement of the last inspection and the school's self-evaluation. Staff work hard to encourage pupils to do their best and pupils respond, showing their commitment to play their part in fulfilling the school's aims.
2.2 The education throughout both the prep and senior schools contributes effectively to pupils' linguistic and mathematical development, as demonstrated by the good quality literacy and numeracy to be found in pupils' written work and class work. The introduction of French in the prep school and further languages, Spanish and German, in the senior school also contribute well to their linguistic development. Pupils make good progress in scientific understanding through their study of science and in other subjects, as for instance in the study of the environment and erosion in geography. Pupils show particularly good scientific development in the investigative work they do in the prep school. The good use of information and communication technology (ICT) across the curriculum in the prep school and in programmed lessons in the senior school ensures pupils have an understanding of the contribution technology makes to their lives, though this is restricted to some extent by the absence of some aspects of design technology in the curriculum. In humanities, pupils learn about the human and social condition, both today and in the past, and about differences in various parts of the world. The good range of physical activities in games and dance encourages their physical development, whilst art and music provide outstandingly well for their creative and aesthetic development. They successfully internalise what they learn through these experiences as a result of their ability and willingness to share their ideas and listen to others.
2.3 Both the prep and senior schools provide a wide range of extra-curricular activities, which contribute well to pupils' education and to the school's aim to maximise individual potential. The quality in some is outstanding, as in the singing of the prep school's 'chanteurs', and in pupils' performances in some games, such as hockey and netball in the senior school. The activities observed by inspectors were well organised. In some instances, they lead to links with the wider community, as in hockey and swimming. Other activities contribute to pupils' awareness of the wider community and enrich their educational experience. The support provided by the senior school pupils for children with disabilities visiting Lourdes is an instance of voluntary service that matches well with the school's strong Catholic ethos. Opportunities are also provided for pupils to carry out work experience within the local community, a programme that the school identifies in its self-evaluation as one it is keen to develop further.
2.4 Preparation for the next stage of pupils' education is well structured. The good quality educational experience that pupils receive ensures that they can move between stages in their education and into different schools and colleges with confidence. At each transition stage in the prep school and between the prep and senior schools, pUp11.s and parents have suitable opportunities to learn about future educational provision, which includes a broad selection of informative booklets. The smooth transfer to the senior school iS1ie1ped by an induction day for pupils and the fruitful links that exist between the staff of the prep school and the senior school. Boys are well prepared for entrance examinations to schools of their choice and encouraged to take up any opportunities they may have to gain an insight into their new school. In the senior school, a sound careers system for older pupils helps those from Year 9 and above to learn about future opportunities and make sensible choices. Sound guidance is also provided for sixth form pupils who intend to go on to higher education.
2.5 The quality of curricular planning within the prep school ana within subject departments in the senior school is effective. Schemes are well organised and related to the school's aims. The links across some related departments in the senior school are good, as in creative and performing arts and English and media studies, but in others tenuous, and there is some divergence in the schemes of work of different languages in modem foreign languages and in the separate sciences. The school has a detailed equal opportunities policy, which is in line with its philosophy of inclusion, and all pupils are able to enjoy all that the school has to offer. In the prep school, all pupils have a broad and balanced curriculum, which is in line with the National Curriculum, and which includes French, drama, personal, social, health and moral education (PSHME) and religious education. In the senior school, the curriculum continues to offer a good educational experience for all the pupils. Further modem foreign languages and Latin are added, and pupils can make choices in Years 10 and 11, which include law and business studies, the last two furthering pupils' understanding of civic duty and constitutional rights. Twenty-six AS and A-level subjects are offered to those who continue into the sixth form.
2.6 In the prep school provision for pupils with LDD is good and integral to the normal curriculum. Three support assistants provide in-class support and the special educational needs coordinator (SENCO) provides support for small withdrawal groups for literacy. A few pupils have one-to-one support. In the senior school, few pupils require extra learning support as pupils are selected for entry on the basis of the school's entrance examinations. For those who need support, provision varies. The senior school SENCO draws up individual education plans (IEPs) on the basis of her interviews with pupils and other reports they have. The IEPs are shared with the teachers to help them plan support for these pupils. Classes are relatively small, which enables teachers to provide informal support within lessons if pupils have difficulties and this. works well in most instances, enabling pupils to make good progress. However, the senior school does not have staff with the specialist expertise to help pupils with their specific learning difficulties, as the school makes clear through its interviewing process and in its prospectus.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils' Learning and Achievements
2.8 Standards of achievement in both the prep and senior schools are good, as reported at the time of the previous inspection. Inspectors agree with the school's self-evaluation that pupils achieve very well in all subject areas in both the prep and senior schools. Pupils have achieved results in GCSE well above the average for all maintained girls' schools consistently in recent years and well above average results at A level. Pupils' progress over time is very good. These are better results than reported in the last inspection.
2.9 The general level of attainment among pupils on entry is abov~ average, but the range of ability is wide. The pupils make very good progress in relation to their ability. They achieve good standards across the curriculum, and particularlY.cg£1Od work was observed in lessons and pupils' written work in English, mathematics and art throughout the school, in knowledge and understanding of the world in the nursery, and in law and history in the senior school. Some outstanding knowledge and understanding were evident in lessons in law in Year 11 and media studies in Year 13. Pupils with LDD make good progress in their subject learning.
2.10 In the prep school, pupils' results in standardised tests show continuous improvement as pupils move through the school. In relation to their ability, pupils perform very well at GCSE and have achieved results consistently well above the national average for girls in all maintained schools between 2003-05; they also achieved well above average A *-A grades. Their overall results were similar to those for maintained selective schools. The number of grades A *-A that girls achieved in 2006 was above that of 2005, as was the overall points score, which is a figure based on a collation of the grades achieved by each pupil.
2.11 At A level, pupils achieved high results, well above the national average for all maintained schools between 2003 and 2005. Their overall results were above those for selective maintained schools. Over recent years, these results indicate that pupils have made considerable progress since taking their GCSEs.
2.12 In extra-curricular activities the school supports pupils and celebrates their achievements. Several pupils and groups have had particular success in a range of areas. The equestrian team is successful in local and national competitions; pupils have been members of the national swimming squad and performed well in national cross country competitions; many pupils have achieved commendable results in the Royal Academy of Music examinations and in public speaking; senior pupils have achieved success in The Duke of Edinburgh's Award scheme. Despite the relatively small size of the school, teams compete effectively against other schools, as for example, in hockey and netball. Pupils achieve high levels of fund raising for local and international causes, and the success of a charity's annual pilgrimage to Lourdes is an inspiration to all at the school.
2.13 At all stages of their education, pupils are articulate and write fluently. They cope with problem solving and number confidently, as in a Year 7 class dealing with Pythagoras and a Year 6 class estimating, measuring and drawing angles. Many pupils demonstrate particularly good skill levels in art, drama, music and sport. When given the opportunity, they take responsibility for their own learning and resolve issues jointly, as demonstrated in a Year 11 drama lesson in which pupils were preparing their GCSE task. The work in their exercise books is well presented and shows a range of different types of activity, which include some extended writing as well as problem solving.
2.14 Pupils have sound skills in lCT and use computers with positive effects across the curriculum in the prep school. In the senior school, there is some use of lCT across the curriculum, such as that observed in photography and a healthy eating video presentation, and some pupils commented on the benefits they gained from the teacher using a computer in a GCSE science lesson. Overall, it is not yet used as fully as it might be in the senior school to enhance the curricular experience or the work of pupils. Its main use is for word processing, rather than research, cooperative learning or problem solving. However, it is well used in the specialist lCT lessons, and in business and communication studies in Years 9 and 10.
2.15 Pupils show good ability to reason and argue cogently, especially when involved in group work and when making a case with their peers. This was", clearly evident in English throughout the school, and in law, history and media studies in the senior school. In interviews with inspectors, pupils were able to respond clearly and thoughtfully, showing the ability to think for themselves.
2.16 Some good examples of note taking and well-organised work books were seen in English, and in several areas, as in drama, music and games, pupils showed the ability to take responsibility for organising themselves and others, both in the prep and the senior school.
2.17 A major strength of the school is the keenness of the pupils of all abilities to learn and to do their best. In this respect, they meet the school's aim. When given the opportunity, they can work independently, and on other occasions just as successfully in a team or in a group. They apply themselves very well to different tasks, respond positively to what their teachers ask and, in most lessons, enjoy what they are doing.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 Pupils' spiritual, moral, social and cultural development is outstanding. Pupils' personal development is one of the several major strengths of the school, as it was at the time of the last inspection. They benefit from the school's strong Christian ethos, the positive role models provided by staff and the supportive disposition of their peers. The school is outstandingly successful in achieving its aims of helping pupils 'develop mutual tolerance, service, courtesy and friendship within a community that challenges all its members to discover and recognise self worth'.
2.19 Pupils' outstanding spiritual development is readily noticeable. They benefit from the opportunities provided by a faith school to be involved in regular prayer, major liturgical occasions and a strong Christian ethos. They respond well, young and older pupils taking opportunities to reflect on their hopes, dreams, concerns and issues of justice in the modem world. In practical terms, this leads to pupils recognising the importance of using their talents to contribute to the well being of others, for example participating willingly in projects such as providing for, and accompanying, children with disabilities to Lourdes. This religious spirituality is reinforced by their understanding of the importance of the nonmaterial in their own lives. This stems from their learning about themselves and from being given the self-esteem and self-confidence that stems from being valued. Much of this is the outcome of good personal and social education in the prep school, which continues in the senior school, their relationships with teachers and other pupils, and the opportunities for a day of reflection on the retreats organised for Years 6 to 13. Pupils speak well of their experiences in a Catholic school and of the good example their teachers set for them.
2.20 Pupils have outstanding moral attitudes. They recognise the importance of right and wrong and distinguish between them. They see the value of rules and contribute to those with which their life at school is organised. Pupils value fairness in their dealings with others and the importance of humility in recognising others' talents. This is well demonstrated by the values incorporated in the aims of the physical education department and displayed by pupils in both schools on the playing field; pupils show a willingness to play by the rules and to respect their opponents. They feel a moral responsibility for the environment, as demonstrated in a Year 10 session on carbon footprints, carbon trading and carbon credits, and discuss moral issues on euthanasia and the justification for war maturely. Through their work for a range of charities, such as the Catholic Agency for Overseas Development (CAFOD), they also recognise their Christian duty to others less well off than themselves.
2.21 Pupils develop socially, accept responsibility for their behaviour, show initiative and understand how they can contribute to the community. Year j 2 pupils develop a social commitment through looking after younger pupils as special friends, and Year 6 pupils take responsibility as prefects and house and games captains. Senior pupils are involved in organising and participating in a wide range of activities, such as the school council, leadership roles in teams and involvement in school choirs, orchestras and dramatic productions. They perform all these activities successfully, demonstrating their social awareness and commitment. Pupils throughout the school develop an understanding of citizenship through lessons, as in PSHME in the prep school, citizenship in Year 7, a visit to the Adam Smith Society in Year 12, and through an annual sixth form conference that has covered topics of current interest including euthanasia, issues in Iraq and the future of Europe.
2.22 Pupils develop a good understanding of their own culture through school trips and their involvement in music and drama. They learn about and become involved in major British sports, recognising how they reflect a culture different, or indeed similar, to those in many other parts of the world. Sessions on African drumming, on African designs in art, on Japanese myths, music and poetry, and performances of European plays lead to their understanding of the arts in other parts of the world. The overseas visits, the links the school has with sister schools in other parts of the world and the work they do on non-Christian world faiths in religious education, offer further signs of their cultural development. The school's cultural awareness has been recognised by the award of the Arts Gold Mark for both the prep and senior schools.
2.23 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.24 The quality of teaching in the Foundation Stage is outstanding. In both the prep and senior schools it is good, with some outstanding examples. This mirrors the findings of the previous report and the school's self-evaluation. Teaching is well organised, knowledgeable and well focused. As a result, pupils of all abilities make good progress, enjoy their learning and develop a good understanding of the many facets of the world in which they live, characteristics encapsulated in the school's ethos.
2.25 Teachers are knowledgeable about their subjects. Throughout the school, teaching proceeds at a brisk and challenging pace. Teachers manage classes effectively and create a positive working environment; pupils enter classes expecting to work. As a result, they have a positive attitude to study and behave outstandingly well. They persevere and, as their well-presented written work demonstrates, take care to do as well as they can.
2.26 Short-term planning is of good quality throughout the school. In the prep school, those teaching the same year plan together, but are given considerable autonomy in implementing this planning. Consequently, they do not always use the same methods or resources once in class, so do not ensure that pupils in parallel classes in the same year-group receive a common educational experience. In the senior school, despite a tendency in a few lessons to concentrate on teacher-led or textbook activities, sufficient scope is given to pupils in many lessons to enable them to develop their ideas, find things out for themselves and exercise some intellectual rigour.
2.27 As pupils of all ages move through the curriculum and from lesson to lesson, their demeanour and positive attitude to learning indicate clearly their appreciation of the good quality of the teaching, and the self-evident enjoyment they gain from so much of what they do in a school day, which is in line with what the school aims to achieve.
2.28 Teachers know the pupils well as a result of the small classes. They also meet formally and informally with other colleagues to discuss how well particular· pupils are performing. As a result, teachers know where they need to focus to get the best out of pupils. All teachers have had some training designed to raise their awareness of the needs of pupils with LDD. In the prep school, learning support assistants make a valuable contribution to helping these pupils make good progress. In the senior school, teachers seek to provide well for the relatively few pupils with LDD.
2.29 Teaching is supported by an adequate quality, quantity and range of resources. The libraries in both schools provide a useful resource, which is well used in the prep school and ~ especially by Year 7 in the senior school during their programmed library period. The provision of computers is sufficient and they are used well across the curriculum in the prep school, and in specialist leT lessons in the senior school.
2.30 The school has an appropriate and detailed assessment policy. Appropriate data is made available to all teachers as soon as possible to help them respond to pupils' needs, but they also use their experienced professional judgment to good effect. Priority is given to assessment designed to help pupils improve their work, rather than to simply measure what they know, understand and can do. This leads to teachers spending time helping pupils directly in and out of class. For example, pupils were observed benefiting from advice on how their work could be improved from their teachers whilst working in class, and changing things as a result. Pupils also greatly appreciate the help available to them outside classes during lunch-break and after school. In the prep school, much of the marking is detailed and offers useful hints for improvement. In the senior school this is not always the case. Where senior school teachers mark in detail, as in English and art for instance, and where there is also self-evaluation by pupils, work clearly improves. Sometimes, however, teachers' comments are ignored by the pupils and do not lead to re-drafting of work to improve it or to spelling errors being corrected. In some instances, teachers in both schools rely on tick marking with few comments.
2.31 In the senior school the assessment policy allows departments the freedom to decide on what is the best approach for them in awarding marks, levels or grades. This leads to some differences in grading, but the school has suitable systems for collating the grades. Both the prep and senior schools have useful assessments at agreed times to judge what pupils have learned and so keep pupils and parents informed as to how well pupils are doing. In addition to the full written reports, the senior school sends helpful record cards home four times each year. These give an informative effort grade and, twice yearly, some internally assessed indication of the level of achievement, though it is not the school's policy to relate these to public examination results. These assessments provide the occasion for useful and detailed one-to-one discussions between individual pupils, their form tutor and their year coordinator. Those who are not performing as well as the staff feel they should be are given advice on how to improve their work.
2.32 The school meets the regulatory requirements for teaching [Standard 1].
3. The quality of care and relationships
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of pastoral care is outstanding. Pupils feel secure and know they have someone to whom they can turn if they have worries. In addition, the provision for pupils' welfare, health and safety is deemed to be outstanding. This is better than at the time of the last inspection and the issues associated with the health and safety of pupils, identified at that time, have been resolved. The quality of care is in line with the school's expectations as a Catholic foundation and reflects what the school rightly believes it is providing.
3.2 The system for pastoral care is well structured and ensures that staff can provide quality support and guidance for all pupils. Class teachers in the prep school and form teachers in Years 7 to 11 in the senior school have the immediate responsibility for pupils. They are well supported by the deputy head pastoral and year coordinators, who intervene to resolve any difficulties if called upon and who regularly check on how well pupils are cared for. In the sixth form, pupils have regular meetings with their tutors at which they gain advice about how well they are doing and how to apply for jobs or for higher education. They can also refer to the head of sixth form, who supports the tutors well, if the need arises.
3.3 Pupils understand the arrangements for pastoral care and appreciate them. In the words of a senior pupil: 'this is one big family and we support each other', and in those of a junior pupil: 'if you have a problem, the teachers get alongside'. They know that they can turn to a member of staff if need be and that incidents, such as those related to the very rare occasions of bullying, will be dealt with effectively. The very effective lines of communication, and the good induction procedures for new staff, ensure that everyone is fully aware of policies and what they need to do in different circumstances. The excellent relationships between pupils and staff, actively promoted through the programme of PSHME, residential trips and day retreats, lead to a common bond of trust. The involvement of older pupils in sharing experiences with younger ones helps to develop the community spirit of the school as a whole, and to ensure that pupils make a smooth transition from one stage to the next.
3.4 Both the prep and senior schools have clear discipline codes. Pupils respect them, especially as they have had some input into the way in which they were formulated. They feel they are fair. The discipline codes do not have to be applied very often, because of the pupils' excellent behaviour. Pupils throughout the school understand the rewards system, value it, and are keen to gain the various credit points. The younger pupils in particular feel that the rewards encourage them to try that bit harder to be as good as they can be, in line with the school's aim. The system of sanctions is appropriate but has to be used rarely. Suitable policies exist for dealing with misbehaviour, bullying and other misdemeanours.
3.5 In their response to the pre-inspection questionnaire, the sample of pupils who replied indicated that they are overwhelmingly positive about what the school does for them. They feel that teachers give them effective academic and pastoral support, which helps them progress in their studies and as people. These views are strongly supported by the findings of inspectors, who were impressed by the way in which teachers and pupils related to one another.
3.6 Child protection measures are fully in place and staff are aware of their responsibilities. They have had recent training in child protection issues and know what to do if they have concerns.
3.7 All necessary measures to reduce risk from fire and other hazards have been taken. The local fire service has carried out a recent audit and provided the appropriate safety certificate. Fire practices are well organised and recorded. Several members of staff have completed the minibus refresher course and most staff have benefited from a recent first-aid course.
3.8 The health and safety committee, chaired by the bursar, meets regularly, and ensures that the appropriate risk assessments are in place. It updates staff through health and safety booklets. Good facilities exist for dealing with pupils who are unwell and 46 members of staff are identified as qualified in first aid. The school has a clear and helpful first-aid policy. Appropriate records are kept of any incidents of sickness or accidents. School meals are of good quality, prepared in hygienic conditions and eaten in suitable accommodation. Pupils' excellent behaviour at lunch ensures that those who have a school meal, or who bring their own, eat in an appropriately calm atmosphere.
3.9 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.10 The quality of links with parents and the community are good. The school has a wide range of methods through which it communicates with the parents and it keeps them well informed about their children's progress and the school's activities. The quality and range of communication and the links with parents have improved since the last inspection, when they were judged to be sound. They successfully reflect the school's intention to build an ethos that incorporates all sections of the school and its stakeholders.
3.11 Parents made very positive responses to the pre-inspection questionnaire and showed, in the main, whole-hearted support for the school. The great majority of parents feel that the quality of teaching is good, the curriculum is appropriate and the school provides them with adequate information. They also feel that their children are well cared for, that the school promotes good values and provides good guidance for their children. Of slight concern to prep school parents is the inconsistency in homework, and to parents in both sections of the school the lack of encouragement they get to be involved in the work of the school. Inspectors found that arrangements for homework in the prep school are appropriate and that there are suitable opportunities for parents to be involved in the work of the school. Parents are encouraged to attend year assemblies in the prep school, plays and concerts presented both by different sections of the school and by the whole school, and sports events. They are invited to open days, to help with costumes and other aspects of school productions, and in some cases to share their religious beliefs and cultural traditions with pupils at assemblies. Some senior school parents feel that provision for pupils with LDD is not as good as they would like. The inspectors found that all pupils received care and attention from staff, who helped them as well as they could, but that there were some issues surrounding provision for pupils with LDD that need to be addressed in the senior school.
3.12 Parents have access to an outstanding range of information from the school. It has an excellent website, regular newsletters and an annual calendar of activities. It also provides excellent guides for both parents and pupils as to what the school offers and what they might expect, for example on leaving the prep school and joining the senior school. In the senior school, the half-termly record cards also provide some information about how hard their children are working and how well they are achieving. The programme of parents' evenings throughout the school is appropriate and gives parents the opportunity to discuss the twice-yearly reports. Reports in the prep school tend to provide insufficient specific information, however, as to how well pupils are doing, what steps they need to make to improve or how parents might support them; those in senior school are more helpful. Reports invite parents to make a response.
3.13 The teachers' , parents' and friends' association works hard on the school's behalf. It raises a good deal of money for the school and organises social occasions such as the annual ball.
3.14 The school's complaints policy is detailed and appropriate. It is made available to new parents in the pack of information given to them and is also published on the school website. It has not been invoked in recent years because parents have not made any formal complaints. The school deals with informal complaints effectively, and has clearly built up worthwhile relations with its parent body.
3.15 The school promotes good links with the wider community. The school choir has sung locally, especially at Christmas, and local children can join the Brownie and Guide packs at the school. The school participates in a joint sixth-form conference with five other Catholic schools and links to other schools globally through the Sisters of Our Lady of Providence. Visits to local museums and other places of educational interest take pupils' learning beyond the classroom and introduce them to some of the more significant and interesting events and artefacts related to the world, past and present, in which they live. Contributions to charities, such as CAFOD and Comic Relief, involve pupils in committing themselves to the concerns of others, and fit the school's aims of promoting respect for, and raising awareness of, the wider community.
3.16 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
4 The effectiveness of governance and management
The quality of governance
4.1 The quality of governance is good. The governing body is well organised, has a full complement of members and meets regularly. They support the headmistress and staff well, work effectively to fulfil the school's aims, have the school's best interests at heart and have a high level of commitment. This is in line with the school's evaluation of the governing body and the judgement expressed at the time of the last inspection.
4.2 The management arrangements and relationships with the Trust of the Convent of our Lady of Providence are being re-defined. This is expected to happen in the very near future and by mutual consent. Governors have day-to-day oversight of the school, but some key decisions, especially those related to the Christian ethos or large expenditure, are currently referred to the trustees for consultation.
4.3 The governors have valuable expertise, for example in law and finance, which they use well in advising the headmistress in a range of matters. They have undergone training recently and have a clear picture of their responsibilities. Their duties are clearly defined, the structure of governance is appropriate and the governors are making a significant contribution to the school's development. Governors understand and carry out their role well, seeing support for the headmistress and the Catholic ethos of the school as crucial. They act as the link between the Sisters of the Order and the school, oversee the careful management of financial resources and plan well in investing in the school's staffing and resource needs. They receive regular reports from the headmistress, the bursar and the finance officer, and act as a 'critical friend' in matters such as the school development plan and the implementation of regulations regarding staffing and the welfare, health and safety of the pupils. The success with which they carry out their responsibilities is reflected in the good teaching and learning, the care provided for pupils and the evident Catholic ethos that underpins much of what the school does.
4.4 Staff speak well of governors, whom they feel have the school's interests at heart. Governors serve on staff selection panels and visit for special events and a few, who live close to the school and have time available, visit regularly to talk informally with staff about their work. They do not do any direct monitoring of the school's provision, but rely on the ample information they gather informally, or through the formal reports they receive at governors' meetings.
The Quality of Leadership and Management
4.5 The overall quality of leadership and management is good, as it was under the same headmistress at the time of the last inspection. She provides an outstanding model for the rest of the staff through her commitment to the school's Catholic traditions, her work ethic and her willingness to go that extra mile for the school. She ,is' well supported by a lively senior management team, a very supportive administration and ~ committed staff. Together, they have raised the profile of the school since the time of the last inspection, guided it towards its aims and ensured that pupils have an effective education. The outcomes include a significant increase in pupil numbers, continued high performance in public examinations and a strong Catholic ethos.
4.6 The headmistress provides clear and firm leadership and good educational direction. She does this within a consultative ethos, which enables staff to have an input into the school's development; as a result, staff feel that their opinions matter. The headmistress has a clear idea of how she wants the school to develop and communicates this effectively to the staff and governors. She is highly committed to the school's trust deed and to fulfilling the school's aims. The head of the prep school also provides clear and firm leadership, which is helping the prep school make noticeable progress. With the good support of her deputies, the senior management team, the senior school and prep school management groups and staff, the headmistress has had a good deal of success in raising the quality of educational provision, significantly increasing pupil numbers, ensuring good care for the pupils, and in moving the school towards fulfilling its aims.
4.7 The school has a strong ethos of mutual support. This has led to staff at all levels sharing a commitment to the school and to its progress. The annual 'Way Ahead' conference and in-service training sessions provide the means by which the staff discuss progress and priorities. This has led to a common approach in many aspects of the school's provision, and especially in the approach to pastoral care. The school development plan, which has appropriate priorities, is an outcome of this shared approach.
4.8 The structure of management is suitable for the school. The senior management team has a range of appropriate responsibilities. Those in middle management, whether in pastoral care or as leaders of subjects in the prep or the senior school, have suitable job descriptions. The system for pastoral care works well throughout the school; it is well managed and well led. The oversight of academic subjects is less well defined and some subject leaders do not have a clear line management role. In the prep school, for example, the subject coordinators work supportively alongside their colleagues, ensuring that planning and resources are appropriate and scrutinising some of the pupils' written work, but do not monitor teaching and learning in lessons. In the senior school, heads of department also oversee the work of their departments in terms of curricular provision and resources, but they too have a limited role in monitoring the performance of their departments' work; they do little in terms of monitoring teaching and learning through classroom observation or book scrutiny, which is currently a senior management team responsibility. This is partly the outcome of the appraisal system, which allows staff to have a say in who appraises them. Consequently, lesson observation may be carried out by someone other than the head of subject and the outcomes reported, not to the head of subject, but to a member of senior management. The good provision that most departments make for their pupils, therefore, relies on the close informal contacts that exist between staff.
4.9 The school has good policies and procedures. They are detailed and provide clear guidance to all staff, parents and pupils. Their effectiveness is monitored informally through the regular contact that staff enjoy at various levels within the management structure and they are reviewed regularly.
4.10 The headmistress and governors have been successful in ensuring that the school has sufficient good quality staff who are committed to helping the school to be successful. All appropriate safeguards in relation to the appointment of staff are in place and are properly implemented, including those for newly qualified teachers. Financial resources are managed well by the finance officer and allocations of funding are distributed to staff at appropriate levels. As a result, the school has adequate resources to meet the needs of teaching and learning.
4.11 The school runs smoothly and communications between staff, staff and pupils, and with those outside the school, are good. The speed with which the sixth form responded to new guidelines on registration issued by a deputy head, for example, indicated how quickly information could be shared and action taken. Those with administrative responsibilities are well in tune with the school's ethos and are both friendly and efficient. The bursar and her staff work hard, are committed to the school's success, and manage the school's administrative needs well. The school environment is clean and tidy, which indicates the care with which the cleaning and site staff attend to their duties and the respect the pupils have for their environment.
4.12 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.13 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5. Conclusions and next steps
Overall Conclusions
5.1 The school provides a good quality education for its pupils, and fulfils its mission of helping them to be the best that they can be. Staff work hard to encourage pupils to do their best and pupils respond, showing their commitment to playing their part in fulfilling the school's aims. Pupils achieve very well in public examinations, with high results at A level, and outstanding knowledge and understanding were evident in certain subjects during the inspection. They write effectively, express their ideas cogently, and cope with problem solving and number confidently. The school provides outstandingly well for the pupils' creative and aesthetic development, and many have particularly good aptitudes in art, drama, music or sport. The range of extra-curricular activities is wide and the quality in some is excellent. Pupils' spiritual, moral, social and cultural development is outstanding. They respond well to the opportunities provided for spiritual development. Pupils have excellent moral attitudes, which influence their responsibility to others, their attitude to the environment and their own behaviour. They show initiative, recognise that they have a duty to contribute to the community and are willing to take on social responsibility. They have a well-informed understanding of their own culture and that of others. The quality of teaching across the school is good and some of it is outstanding. As a result, pupils make good progress, achieve well above average examination results, behave outstandingly well, enjoy their learning and develop a good understanding of the many facets of the world in which they live. They make sound progress in the use of lCT, but have too few opportunities, especially in the senior school, to use it across the curriculum to further their learning. Provision for those with LDD is good in the prep school, but does not cater well enough for the specific difficulties of some pupils in the senior school. The school has an appropriate assessment policy, which leads to pupils' progress being monitored through formal tests and good records being kept of their achievement. The quality of marking pupils' work varies within and across subjects throughout the school. The quality of pastoral care is outstanding, and the provision for pupils' welfare, health and safety is also outstanding. Parents receive an outstanding range of information from the school and links between the school and parents are good, as are the school's links with the local and wider community. The governing body supports the school effectively. The headmistress provides clear educational direction and leadership within a consultative ethos in which staff feel that their opinions matter. The school has an appropriate management structure. As yet, however, systems for monitoring and evaluating the key areas of teaching and learning are not being fully implemented by senior or middle managers across the school.
5.2 The school has made significant improvements in a number of areas since the last inspection. For example, lCT is now well used in the prep school to support learning and the recommendations concerning health and safety have been met. Pupils' spiritual and moral development is better and links with parents are stronger. The management structure is more secure. The numbers of pupils studying chemistry and physics for GCSE has increased encouragingly. The school has discussed the recommendati9n to consider introducing balanced science for all in Years 10 and 11 but has decided against it.
5.3 The school meets all the regulatory requirements.
Next Steps
5.4 To continue the significant improvement the school has made since the last inspection it should:
- seek to improve further the quality of teaching and learning, and pupils' standards of achievement by ensuring that senior and middle managers in both schools have clear line management responsibilities for monitoring and evaluating educational provision;
- build on the good provision offered to pupils with LDD in the prep school, by making arrangements in the senior school to ensure that such pupils also receive appropriate skilled support;
- further develop the use of ICT across the curriculum, particularly in the senior school.
5.5 No action in respect of regulatory requirements is required.
6. Summary Of Inspection Evidence
6.1 The inspection was carried out from 12th to 15th March 2007. "The inspectors examined samples of pupils' work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to preinspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
List of Inspectors
| Mr Terry Dillon | Reporting Inspector |
| Miss Mary Burridge | Assistant Reporting Inspector |
| Mrs Susan Barnes | Former Head, ISA School |
| Mr David Beck | Former Deputy Warden, HMC School |
| Mr Pierre Cox | Deputy Head; ISA School |
| Mr Jeff Gallagher | Director of Studies, IAPS School |
| Mr David Holland | Head, ISA School |
| Dr Faye Meek | Former Head, ISA School |
| Mrs Christine Mannion Watson | Head, GSA School |
© Independent Schools Inspectorate 2007
