These are the main findings of the 2001 ISI inspection.

The full report is available online. This inspection report is based on a framework laid down by the Independent Schools Inspectorate (ISI) and agreed with the DfEE and OFSTED for the purposes of ensuring that standards are maintained and that the school complies with relevant legal requirements. Recommendations are included to help the school improve. The report will be lodged with the ISI, the headteacher of the School, the governing body the DfEE and OFSTED. A summary will be provided by the school free of charge for all parents and interested parties. The full report is available on request from the school, which may make a reasonable charge for it. It may not be selectively quoted in the school prospectus or other promotional literature but may be used selectively within the school.

Overall Summary

1.1 Alton Convent School is a very good school. Much of the teaching is of high quality and the pupils achieve high standards of work generally, and above average results in GCSE examinations. The pastoral care and support provided by the staff enhances the personal and social development of the pupils. The governors have a high level of commitment and the headteacher provides the school with good leadership and effective management.

What the School Does Well

1.2 The school is well resourced, the libraries have good stocks of books and the provision for ICT is good. Other strengths of the school are: the relationships between the teachers and pupils, and amongst the pupils; the pupils’ attitudes to learning; the provision of careers education and guidance; the displays of pupils’ work in the classrooms and on corridors; and the sixth form accommodation.

What the School Should Do Better

1.3 The school has no serious weaknesses but the provision would be enhanced if it remedied the following shortcomings. · The use of ICT skills in subjects across the curriculum is relatively undeveloped in the prep school. · The standard of marking of pupils’ work is varied although some is of high standard. · Worship during some form periods in the senior school is sometimes weak. · Some elements of the health education course provided for younger pupils are weak.

Standards of Attainment and Progress

1.4 The standards of work of pupils overall at ages 5, 7, 11 and 16 are above average, and are often well above average. This is true at each stage in English, mathematics and science: it is true in ICT and modern foreign languages at age 16. The very high standards achieved in GCSE examinations are better than those achieved nationally by pupils in maintained selective schools. Standards of work in the sixth form are also above average. The pupils generally make good or very good progress in lessons throughout the school.

The Quality of Pupils’ Learning, Attitudes and Behaviour

1.5 The response of pupils in the lessons seen was never less than satisfactory, and was usually good, very good or excellent. Relationships between the teachers and pupils are usually very good, and are often excellent. The pupils work effectively in groups and individually. They have positive attitudes to work and concentrate throughout lessons. Some older pupils are developing high-level skills to work independently. The behaviour of pupils in lessons is very good and relationships amongst the pupils are good.

The Quality of Teaching

1.6 Almost all the teaching observed was good or better, and much was very good or excellent. Teaching of very high quality was seen in all subjects and in every year group. Characteristics of the best teaching are very careful planning, effective organisation in the classroom and a good match between classroom tasks and pupils’ attainment. In the best lessons, the teaching is lively, the teachers have high expectations of the pupils, resources are used well and questions are used effectively. Other ingredients of the best teaching are effective use of humour and the teacher’s clear enthusiasm for, and enjoyment of, the subject being taught.

1.7 The very high quality of the teaching makes a significant contribution to the pupils’ high standards of work.

Other Aspects of the Work of the School

1.8 Attendance is very good and registers are marked quickly and efficiently at the start of morning and afternoon sessions. Some registers are marked in an exemplary manner but weaknesses were noted in the marking of a few. The admissions registers contain all the required information.

1.9 The school has a good system of assessment and a very good system of record keeping, although no use is made of the national curriculum tests. The GCSE results achieved by individual pupils are used to provide targets for the standards to be achieved on AS-level courses in the sixth form. The marking of pupils’ work varies, but is generally good.

1.10 The curriculum overall is satisfactory, as is the organisation of teaching groups. An appropriate range of activities is provided for 3-5 year olds, and pupils throughout the school study a reasonably broad and balanced range of subjects. There is continuity and progression in the work of pupils as they move through the school, particularly at the time of transfer from Year 6 to Year 7. A very small number of pupils do not study a modern foreign language to GCSE level. The small size of classes enables pupils across the whole attainment range to be given appropriate support in the classrooms. Pupils who need help in learning are given reasonable support. A broad range of subjects is offered in the sixth form and the quality of teaching is very high. Good resources are available to guide students concerning careers and university courses. The school provides pupils with a wide range of extra-curricular activities which help the development of the personal qualities and social skills of older pupils.

1.11 The school is very well staffed. Although there have been some changes of staff in recent years, and a number of additional appointments in line with the increase in the school roll, mainly experienced teachers have been appointed. The school has a good approach towards staff development and teachers are encouraged to identify their own needs. Staff have recently attended a number of courses concerned with developments in examinations but also some concerned with the teaching of specific subjects. School-based training is provided, for example in first aid and the use of computers.

1.12 The very good resources which are available in classrooms throughout the school are used effectively in most subjects. The ICT rooms are well equipped and computers are also available in the classrooms and the sixth form block. The use of ICT within subjects in the prep school is in need of development. The very good libraries in the prep school and the senior school are used well to support pupils’ learning. The careers library has a comprehensive range of information helpful for older pupils.

1.13 The school is situated in very pleasant grounds and the accommodation is good. Various changes and improvements have been made to the buildings in the last two years, and the accommodation includes a number of good features, particularly the libraries and the sixth form centre. Some classrooms in the prep school, though small, are suitable for the numbers taught in them. The playground is limited in size and has an awkward shape. High quality displays in the classrooms and on corridors create a pleasing learning environment for the pupils.

1.14 Sound links have been established between the school and parents, and also with the local community. Parents are kept informed about school events. They are also given detailed reports on pupils’ attainment and progress twice each year, and, in the senior school, grades for effort and attainment four times each year. Parents also have opportunities to meet staff at consultation evenings. The Parent-Teacher Association organises social and fund-raising events regularly, and makes significant contributions to the school each year, which enhance the available resources. Responses on the parents’ questionnaires indicated considerable support for, and appreciation of, the school. The responses were almost entirely positive with regard to key areas of the school’s provision.

1.15 The school makes very good provision for pupils’ spiritual and moral, social and cultural development. The time spent in form periods, however, is not always used effectively and class worship is sometimes weak. The teachers provide pastoral care of high quality and have a clear commitment to the care and welfare of the pupils. Some issues are considered which should be tackled earlier in the personal, social and health education (PSHE) course and discussion of others could be strengthened.

1.16 The governance and management of the school are of very high quality. The governors have a high level of commitment to the school. The headteacher has very effective working relationships with the governors, the bursar and members of the senior management team. The school is well managed and the staff are given clear and firm leadership. The staff work well together and very good channels of communication exist between the headteacher, senior staff and the class teachers.

1.17 The school is achieving most of its declared aims.

The report is © 2001, The Independent Schools Inspectorate