ISI Inspection Report

The Independent Schools Inspectorate conducted a full inspection report on Rosemead Preparatory School from November 15th to 19th, 2004. The entire report is reproduced below.

Full Name of the School Rosemead Preparatory School
DfES Number 208/6151
Address 70 Thurlow Park Road, London SE21 8HZ
Telephone Number 020 8670 5865
Fax Number 020 8671 9159
E-mail Address Rosemead1@aol.com
Name of Head Mrs C Brown
Chairman of Governors Mr F Speight
Age Range 3-11 years
Gender Mixed
Number of Pupils 273
Number of Boarders N/A
Inspection Dates November 15th-19th 2004

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 163(1)(b) of the Education Act 2002, 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.

Main Findings

Overall Summary

1.1Rosemead Preparatory School is a happy community in which pupils thrive. All age groups benefit from an appropriate and good standard of education and very good care. Pupils are confident and competent learners. Teachers are dedicated and hard working, and are rising to the challenges of the changes the new head has made. New school procedures and policies have been introduced, although not all are yet fully in place. Current library arrangementsand facilities are inadequate. Pupils are well behaved and courteous. The school is successful in preparing pupils for a range of independent and maintained schools within the context of an appropriate curriculum.

What the School Does Well

1.2The school has many strengths. Significant among these are the following:

What the School Should Do Better

1.3The following areas should be improved:

Standards of Attainment and Progress in Subjects

1.4Pupils achieve high standards at the age of 5; at all other stages pupils achieve good standards.

1.5At the end of Year 2, pupils are achieving standards above the national average in reading, writing and mathematics. At the age of 11 at the end of Year 6, pupils? results in the National Curriculum tests are very good in English and mathematics, and good in science. All results well exceed the national expectation of pupils of this age.

1.6There are no discernible differences of achievement between boys and girls.

1.7Progress is generally good throughout the curriculum although the more able pupils would benefit from further challenges in most subjects. Pupils with learning difficulties are well supported and make good progress both individually and in small groups with the special needs co-ordinator.

1.8The new information and communication technology suite is beginning to be positively used throughout the curriculum.

The Quality of Pupils? Learning, Attitudes and their Behaviour

1.9The quality of pupils? attitudes to learning and their personal development are very good throughout the school. Pupils are competent and confident learners who respond positively. They are generally well motivated and work co-operatively with their teachers and one another. Behaviour is good throughout the school.

The Quality of Teaching

1.10Overall the quality of teaching is good and contributes effectively to pupils? attainment and progress. The quality of teaching in the early years is very good and promotes a good foundation on which to build in later years.

1.11Teaching usually meets the needs of all pupils; the teachers have secure subject knowledge and understanding of the subjects taught. However the more able pupils are not always sufficiently catered for and challenged. Pupils receiving special needs support are well taught.

1.12Resources are generally well used but limited space within the building restricts some creative and practical work in art and science.

Other Aspects of the School

Attendance

1.13Attendance is good, with no unauthorised absence. The school's admission and attendance registers comply with regulatory requirements.

Assessment and Recording

1.14The quality of assessment is sound and generally appropriate for pupils' ages and development. However, assessments are not consistently used to inform curriculum planning, and able pupils are not sufficiently challenged in most subjects. Marking is generally positive and encouraging but sometimes lacks suggestions and comments to assist improvement.

Curriculum

1.15The curriculum is sound, and is broadly based and suited to the ages and abilities of the pupils throughout the school. However, the allocation of time for subjects such as science, history and geography is inadequate. The lack of access to the ICT suite means that ICT is not taught to whole classes until Year 3.

1.16Planning and continuity are sound overall. Equality of access for the wide range of pupils is largely achieved. The curriculum is enhanced by a number of extra-curricular musical and sporting activities, visits and other enrichment opportunities.

Teaching and Non-teaching Staff

1.17The provision of teaching and non-teaching staff is good overall. The school has a number of experienced teachers, and the support staff are efficient and greatly help with the smooth running of the school

1.18Specialist teaching is limited to French, music and physical education. An artist in residence has increased the awareness of the younger pupils of the use of ICT in creative work.

1.19 Staff ratios are good throughout the school. Performance management arrangements, however, are unsatisfactory

Resources for Learning

1.20The provision of resources for learning is good overall. Books, equipment and materials needed to support learning are sufficient in quantity and quality. They are managed and used effectively. Good use is made of the new ICT suite for the older pupils. The lack of running water and adequate storage facilities in some rooms inhibits practical work.

Libraries

1.21Library facilities are currently unsatisfactory and do not sufficiently support pupils' learning. The room is shared with the special needs department on three days a week, thereby restricting its use for pupils to browse, change their books or use it for independent study and research. There is only a limited selection of non-fiction books and currently there is no dedicated librarian or budget.

Premises and Accommodation

1.22The buildings, accommodation and other facilities are generally adequate and appropriate for the numbers, abilities, ages and gender of the pupils. However, some classrooms are very small which inhibits their use for practical work. Ventilation is poor in the new ICT room and there are insufficient lavatories for boys and girls. The school is well maintained and pupils show respect for their environment.

Links with Parents and the Community

1.23Links with parents are very good. Parents are supportive of the school. Approximately 80 per cent of the responses to the questionnaire distributed prior to the inspection, strongly agreed with the positive statements. A few were rightly concerned with the narrow choice of music and sports' extra-curricular activities but this is being addressed by the school. Links with the community are good and positive.

Pupils' Personal Development

1.24The school provides a good range of suitable opportunities through which pupils can develop a spiritual awareness and a moral code. In addition, the curriculum and general ethos of the school contribute to their personal, social and cultural development. Good opportunities are provided for pupils to take responsibilities and initiatives.

Pastoral Care

1.25The provision of pastoral care, health and welfare is very good. Pastoral and medical support systems are in place making a very positive contribution to the educational standards and well-being of the pupils.

Governance and Management

1.26Governance and management are generally sound and ensure that the school's aims are met and a good quality of education is provided to meet the needs of all pupils. However, weaknesses exist in line management and monitoring of teaching and learning.

1.27Relationships are good between teachers, and between all adults and pupils.

Achievement and Quality in Activities

1.28Achievement and quality of the activities offered to the pupils are good. The range however, is limited and consists mainly of musical and sporting activities. The curriculum is enriched with visits to place of interest and residential courses in environmental centres.

Progress Made by the School since its Last Inspection

1.29The school was inspected by the Accreditation Review and Consultancy Service (ARCS) in October 1998. All the recommendations made at that time have been addressed, including an improved security system for entry and teaching provision for pupils requiring special needs support.

Compliance with the Regulations for Registration

DfES Standard Does the school meet the regulatory requirements?
1a Quality of education: 1.(2) Curriculum Yes
1b Quality of education: 1.(3)-(5) Teaching Yes
2 Spiritual, moral, social and cultural development of pupils Yes
3 Welfare, health and safety of pupils Yes
4 Suitability of proprietors and staff It meets almost all of the requirements
5 Premises and accommodation It meets almost all of the requirements
6 Provision of information Yes
7 Manner in which complaints are to be handled Yes

Actions Required for Compliance with the Regulatory Requirements

1.30In order to meet all the requirements, the school must:

1.31In addition to the actions set out above, the school is asked to address any issues highlighted in What the School Should Do Better. These are set out as recommendations for the school in Section 2 of the report.

Main Recommendations

2.1The actions needed to comply fully with the regulatory requirements are specified in paragraph 1.30 of the report. The main recommendations are listed below.

Introduction

Characteristics of the School

3.1Rosemead School is an independent co-educational preparatory day school for pupils aged 3-11 years. It is currently situated on the London South Circular Road in Dulwich, although it first opened in Streatham in 1942. It was taken over in 1974 by a group of parents whose children were then attending the school. It became a limited company with all parents as shareholders and it continues to run as a non profit-making charitable trust. All Rosemead parents are now members of the Thurlow Educational Trust Limited and, as such, may participate in its affairs, including attendance at the annual general meeting, which is held in May.

3.2The school has 273 pupils on roll: 128 boys and 145 girls. Entry into the nursery is by selection, but pupils requiring learning support are well catered for as they progress through the school. Approximately 6 per cent of pupils come from mixed socio-economic and cultural groups with the majority of pupils living within walking distance of the school. 10 per cent of pupils come from homes in which English is not the first language and language support is given by the special needs department if required. Pupils receive specialist teaching in PE/games, French and music throughout the school. The teaching of ICT for Years 3-6 is supported by a qualified teacher/ICT technician.

3.3Streaming occurs in various year groups according to need, but specifically in Years 5 and 6, in preparation for entrance examinations to senior schools.

3.4Pupils are prepared for a wide selection of senior schools at the age of 11 with the majority (80 per cent) transferring to local independent day schools of their first choice.

3.5The school roll has increased over the years and the school trustees are in the process of purchasing an additional nearby pre-preparatory school which will afford extra space, classroom facilities allowing further curricular development for all pupils. Plans for renovation and refurbishment are in progress and it is planned to open this new area in September 2005.

3.6The head has been in post since September 2003 and the school has undergone a period of great change. She has amended and updated school policies and procedures, and established a new academic management team.

3.7National 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 table:

School National Curriculum
Nursery n/a
RS/RT Reception
IT/IS Y1 - Key Stage 1
2H/2J Y2 - Key Stage 1
3B/3F Y3 - Key Stage 2
4B/4F Y4 - Key Stage 2
5K/5R Y5 - Key Stage 2
6R/6W Y6 - Key Stage 2

Key Indicators

3.8Externally audited National Curriculum Assessments at age 7 (Key Stage 1)

Most Recent Year Average for last three years
Subject Level 2 or Higher (%) Level 3 or Higher (%) Level 2 or Higher (%) Level 3 or Higher (%)
Reading Boys 100% 87% 100% 37%
Girls 100% 87% 100% 78%
All 100% 100% 73%
Writing Boys 100% 27% 100% 15%
Girls 100% 29% 100% 26%
All 100% 100% 20%
Mathematics Boys 100% 58% 100% 67%
Girls 100% 42% 100% 66%
All 100% 100% 66%

3.9Externally marked National Curriculum Assessments at age 11 (Key Stage 2)

Most Recent Year Average for last three years
Subject Level 4 or Higher (%) Level 5 or Higher (%) Level 4 or Higher (%) Level 5 or Higher (%)
Reading Boys 100% 70% 97% 58%
Girls 100% 70% 97% 58%
All 100% 70% 97% 58%
Writing Boys 97% 76% 100% 77%
Girls 97% 59% 100% 77%
All 97% 68% 100% 77%
Mathematics Boys 97% 53% 97% 37%
Girls 97% 65% 97% 37%
All 97% 59% 97% 37%

Attendance for First Half of Autumn Term 2004

Authorised Unauthorised
Percentage absence 1.96% 0%

3.10Exclusions Over the Previous 12 Months

Temporary Permanent
0 0

Educational Standards Achieved By Pupils At The School

Attainment and Progress

4.1Pupils achieve high standards at the age of 5; at all other stages pupils achieve good standards.

4.2At the age of 7 results in internal school assessment tests indicate that pupils are achieving standards above the national average in reading, writing and mathematics. At the age of 11 results in the National Curriculum tests at Key Stage 2 are very good in English and mathematics, and good in science. All results exceed the national expectation of pupils in maintained schools.

4.3There are no discernible differences of achievement between boys and girls.

4.4Progress is good throughout the curriculum, although the more able pupils would benefit from further challenges in most subjects. Pupils with learning difficulties are well supported and make good overall progress throughout the school. The few pupils requiring help with English as an additional language receive help from the special educational needs co-ordinator (SENCO) on an individual basis.

4.5Pupils read well throughout the school. They are articulate and generally listen well. They write competently for their age, and their handwriting and presentation skills noticeably improve as they progress into Years 5 and 6. Pupils are numerate and apply their number skills well.

4.6The newly installed ICT suite affords pupils a valued learning tool. This is beginning to be adopted effectively throughout the curriculum.

Quality of Pupils' Learning, Attitudes and Behaviour

4.7The quality of pupils' attitudes to learning, and their personal development and behaviour are very good throughout the school.

4.8Pupils are competent learners who respond positively to teaching, especially in mathematics. They are well motivated and co-operative; they display interest in their tasks and apply themselves well to their work. They sustain interest in their studies, and behaviour is generally good throughout the school.

4.9Pupils form constructive relationships with one another, with teachers and all other adults. Pupils in Year 6 are willing to take responsibility for tasks around the school and are particularly caring when assisting the younger pupils.

Attendance

4.10Levels of attendance are good. Parents seek permission for absence and there is no unauthorised absence recorded. The rate for authorised absence for the first half of the Autumn Term 2004 was 1.96%, with no unauthorised absence.

4.11Registration is routinely carried out at the beginning of morning and afternoon sessions. Registers include medical summary, dates of birth, parents' addresses and contact telephone numbers. Following registration, these are sent to the central office where any latecomers' names are added.

4.12The pupils move sensibly between lessons and activities. They attend lessons punctually and without prompting. However, off- site sport sometimes causes a loss of teaching time because of the travelling and frequent traffic congestion.

4.13The school's attendance and admission registers are correctly maintained and comply with all statutory requirements.

Quality Of Education Provided

Teaching

5.1Overall, the quality of teaching is good and contributes effectively to pupils' attainment and progress. In 63 per cent of the lessons observed, teaching was good or very good; in all but a few, it was satisfactory.

5.2Teaching is very good in the nursery and reception classes, and consistently good in physical education, games and special educational needs lessons. The overall standard in other subjects is very rarely less than sound and the highest standards of teaching were seen in lessons where thorough planning, high expectations and an enthusiastic approach successfully encouraged pupils of all abilities to achieve well. Pupils with special educational needs are well supported individually or in small groups by a specialist teacher. Most of the teaching meets the needs of pupils in classes that contain a considerable ability range. However, in some of the lessons, poor planning, limited extension work or lack of clear targets, sometimes left the most able pupils under-challenged, and weaker children struggling.

5.3Teachers' knowledge is secure and appropriate, and they deal effectively with pupils' questions. The lack of specialist teaching in science, at least in Years 5 and 6, inhibits greater understanding and learning.

5.4Pupils are generally well managed and high standards of discipline are expected. Strategies for achieving this are successful in the main, but some of the more challenging pupils become disruptive on occasions when the pace of lessons is inappropriate for their abilities. Relationships are good. Pupils are supportive of one another and many lessons were observed where teachers were firm but friendly, as well as kind and supportive.

5.5Most teachers have high expectations of what pupils should achieve in lessons, but tasks are not always set which promote independent learning, and are appropriate and challenging to all pupils. This is partly because there is little individual or group target – setting, and limited space makes it difficult for pupils to explore resources and research information for themselves.

5.6Planning is generally thorough and appropriate to the curriculum and ages of the pupils but the balance between the preparation of lessons and recording results, is sometimes erratic. Assessment is thorough, but there is little evidence that teachers consistently use assessment to inform future planning across the whole range of subjects. Objectives are generally clear to the teachers and to the pupils.

5.7Insufficient time allocation in science, history and geography affects the overall standard. Pupils do not have time to develop and fully explore topic areas. Whilst the timetable for games appears adequate, the distance travelled to the games location erodes lesson times. Teachers use books, equipment and other resources well, although library access is limited, as the room is used on three days each week for teaching those with special educational needs. Homework is set, although not in all core subjects. Whilst a small number of parents indicated their concern about the large amount of homework set, the inspection team found no evidence to support this.

Does the school meet the regulatory requirements for teaching?

5.8Yes.

Assessment and Recording

5.9Assessment and recording procedures are satisfactory. The methods used for assessing and recording pupils' achievements, progress and needs are sound, accurate, consistent and mainly effective.

5.10A clear and comprehensive policy document details the vigorous programme of testing by which the school monitors each pupil's progress. When specific concerns arise, more detailed diagnostic assessments by the SENCO result in the formation of individual educational plans (IEPs). To these more formal assessments are added the daily records of teacher assessment of pupils' work, both written and oral, which provide a wealth of information about each pupil and their individual needs. In some cases, pupils are encouraged to share in the assessment process by preparing self-assessment sheets for parents' evenings.

5.11Regular formal testing and assessment information are not always effectively employed to assist lesson planning.

5.12Marking is generally positive and encouraging, but does not always conform to school policy. The most effective practice observed, made a point of including detailed and specific comments designed to help pupils improve their performance.

5.13Responsibility for record keeping rests with individual teachers, resulting in variation between different classes and year groups. Much good practice was seen, but it is not shared by all members of staff, and help to pupils is not consistently given.

Curriculum

5.14The curriculum is sound. It is broadly based and suited to the ages and abilities of the pupils throughout the school. However, the balance of the curriculum is adversely affected by an inadequate time allocation for science, geography and history, and information and communication technology is not taught as a whole-class lesson until Year 3. The allocation of large amounts of subject time to mathematics and English reflects the necessity of preparing pupils for competitive entrance examinations to senior schools. However, this situation is further exacerbated by the shortness of the working day and the time spent travelling to specialist facilities for sport.

5.15All subjects of the National Curriculum, including religious education, personal, social and health education (PSHE) and French have time allocated within the timetable. The curriculum for the under fives is based appropriately on the six areas of learning for this age group and the nationally recommended early learning goals. Throughout the school a strong emphasis is placed upon language, numeracy and personal, social and emotional development.

5.16The posts of curriculum co-ordinators form the framework of a curriculum management structure and members of staff appointed to these posts are starting to set standards in their subject areas. Teachers throughout the school have prepared detailed medium and short-term plans for each subject they teach. This has led to a coherent curriculum in which National Curriculum guidelines form the backbone of all schemes of work.

5.17Lack of time, does not allow teachers with subject responsibilities, to monitor and evaluate teaching in the classroom or analyse pupils' work and progress.

5.18Pupils requiring learning support receive expert specialist help in acquiring essential skills on a one-to-one or small group basis. Classroom support however, is not always sufficiently planned for these pupils. Suitable and efficient education in line with the statement, is being provided for the one statemented pupil.

5.19Visits to places of interest including residential activities, make an important contribution to attainment in some subjects. The school provides a range of extra-curricular activities which are of a high standard, enriching the mainstream curriculum in subjects such as sport and music. Ten per cent of the parents' responses to the pre-inspection questionnaire, considered the range of activities offered, were too restrictive.

Does the school meet the regulatory requirements for the curriculum?

5.20Yes.

Teaching and Non-teaching Staff

5.21The overall number and quality of the teaching and non-teaching staff is good. Staffing ratios for pupils under 5 are in line with current guidance. The teaching staff are appropriately qualified, with most having a teaching qualification. Many are experienced both in this school and elsewhere. The deployment of the staff is sound. Specialist teaching is limited to physical education, French and music. The appointment of an artist in residence has enhanced provision in art and ICT. The work of the non-teaching staff is effective, supportive and appreciated by teachers. However, the lack of a bursar places a considerable load on senior management. The school has no appointed librarian, the duties being carried out by another member of staff as and when she has time.

5.22Criminal Records Bureau checks for the appointment of all new staff are in place and secure. The system for the induction of newly qualified teachers meets regulatory requirements and is approved by the relevant national body. Checks on the medical fitness, qualifications and references of new staff are formalised. Newly appointed staff are well supported by fellow colleagues. They also have a weekly meeting with the head during the first year to help familiarise them with the school's policies. However, there are no formal arrangements for the monitoring of teaching during the induction period.

5.23The school does not support a formal appraisal scheme. The need for an appraisal system to monitor standards, identify training needs and support personal and school development is acknowledged by the head and an appraisal scheme is to be formally introduced during this academic year. One consequence of the lack of an appraisal system is that observation of teaching is not a recognised part of staff review and, although it is accepted by the staff as part of good practice, in a significant number of subjects it is not regularly employed. By contrast, there is a well structured application process for teachers wanting to qualify for threshold status, and several members of staff have been successful in achieving this.

5.24Significant increases to the amount of in-service training (INSET) have been made. INSET has been provided for the whole staff on issues such as first aid, health and safety and SEN needs and strategies. Topics are usually chosen by the senior management team but individuals are also able to ask for specific training. Arrangements for INSET are due to be introduced into the proposed new appraisal scheme so that the needs of individuals and those of the whole school can be planned for and addressed.

Does the school meet the regulatory requirements for the suitability of proprietors and staff?

5.25The school meets almost all of the regulatory requirements. In order to meet all the requirements, the school must:

(a) Prior to confirmation of staff appointments, carry out appropriate checks to confirm medical history and, where appropriate, check qualifications and professional references. [Regulation 4 (c) ]

Resources for Learning

5.26Overall the quality of resources for learning is sound. The books, equipment, materials and ICT which are needed to support the teaching, learning and recreation of pupils at all levels, are adequate in quantity, quality and organisation. They are used effectively. Each classroom has its own book selection for pupils.

5.27Although its location and internal configuration are not ideal, the newly refurbished ICT suite is an excellent resource. Pupils in Years 3 to 6 are challenged and excited by all the possibilities now available to them and much good work is done. The distribution of the previous computers around the school has enhanced classroom provision, making it easier for individuals and small groups to work with ICT in their classrooms. Good use was made of this equipment during the inspection. However, levels of achievement in ICT in the pre-prep and at Key Stage 1 lags behind that of pupils in Years 3-6, pending the installation of a dedicated ICT facility for younger pupils as part of the forthcoming reorganisation when the pre-preparatory department moves site.

5.28Other resources for learning are generally good, although reception classes lack running water. This imposes constraints on the teachers when planning some aspects of practical work. The need to carry science equipment from the basement to individual classrooms also inhibits the experimental use of these resources. Games and PE are very well resourced.

Libraries

5.29The school library facilities are inadequate. The range, availability, quality and accessibility of library stock are currently unsatisfactory and do not adequately support pupils' learning. Plans are in place to enlarge and replenish the library in September 2005 with the support of the Rosemead Parents' Association.

5.30The library houses approximately 3,100 books, many of which are junior and senior fiction. Reference books are colour coded according to subject; fiction books are organised in alphabetical order. Stock for all subjects and particularly for reference, is limited. The small room is shared with the learning support department who use it three days a week. All classes from reception to Year 6 have limited access and are restricted to one lesson a week, during which pupils may exchange books. A member of staff oversees the running of the library on an informal basis and is assisted by a gap student and a number of Year 6 pupils. However, pupils and staff make regular use of the library as far as is currently practicable.

5.31A manual lending system is currently in place. A computerised system has been purchased but has not yet been fully installed. Arrangements have been made for members of staff to receive in-service training in its use.

5.32The library is a book borrowing area rather than an independent study or research centre. Approximately 60 audio tapes and a small number of video tapes are available. One computer is used for administration. Computers, CD ROMs, additional software and Internet access are not available and limit the scope for independent study and research for both teachers and pupils.

Premises and Accommodation

5.33The premises and accommodation are satisfactory. The buildings and other facilities are generally adequate and appropriate for the numbers, abilities, ages and gender of the pupils. The limited space is well used and enables the curriculum to be taught effectively and make a positive contribution to pupils' personal development and behaviour. However, a number of classrooms are very small and this, together with the lack of running water in some classrooms, inhibits the teaching programme in some subjects. The head's office and the staff room are small but adequate for the number of people using them at any one time. The school office is a pleasant, well-organised and welcoming room.

5.34The arrangement for classes in certain year-groups to be next door to each other is an effective use of space. Attempts are made to use corridors for display purposes, but some display boards are high, making it difficult for pupils to see. The narrow corridors and staircases make movement about the building difficult but this is facilitated at busy times, by conscientious staff.

5.35At the top of the building a newly installed ICT suite offers very good opportunities for the subject, although ventilation, especially on warmer days, is inadequate. Two new soundproofed music rooms have been created on the ground floor, and a large hall with a stage and viewing gallery serves as a well used creative area. The library is a small, unattractive room and is unsuitable in its present state. Outside, an all weather play area marked out for different games provides a good facility for outdoor sports. Two attractive pergolas and bench seating are provided for those who prefer less vigorous activities. These outside play facilities are well managed, with staggered break times to accommodate the number and age range of the pupils using them. The structured programme for off- site sport compensates for the absence of suitable play equipment for the older pupils in the playground.

5.36The medical room within the school office is readily accessible. However, the number of lavatories is inadequate for the number of pupils in the school. The current changing arrangements for older pupils before and after games are not adequate, with boys and girls using the same classroom.

5.37The buildings are well lit and most rooms are in a good state of decoration, reflecting high levels of maintenance and communal pride. The school is meticulously clean, tidy and secure.

5.38An attractive and functional dining room attached to the well-equipped kitchen provides a pleasant environment for social interaction between pupils at lunchtime.

5.39Since the previous inspection, there has been a regular programme of maintenance, refurbishment, renovation and upgrading of facilities. The school development plan outlines how the purchase of a nearby school will provide an opportunity for the head to plan ways in which to re-structure the school and to provide dedicated space to areas in the curriculum for science, art, ICT, special needs, design technology and drama. This is likely to transform the whole teaching environment for the benefit of pupils and staff.

Does the school meet the regulatory requirements for premises and accommodation?

5.40The school meets almost all of the regulatory requirements. In order to meet all the requirements, the school must:

(a) Increase the number of lavatories for boys and girls to comply with legal requirements. [Regulation 5 (k)]

(b) Improve the ventilation in the ICT suite.[ Regulation 5 (p)

Links with Parents and the Community

5.41Links with parents and the community are very good. Responses to the pre-inspection questionnaire demonstrate a very positive reaction to the school on the part of the 186 parents who responded.

5.42Parents value the academic success of their children. Homework provides a home/school partnership and the school sees this as an important link. A few parents expressed dissatisfaction with the amount of homework given during term time and at holiday times. The inspection team did not substantiate either of these comments.

5.43In the pastoral care section, the majority of parents gave positive responses to the level of care, behaviour and the school's standards and values. Some parents registered dissatisfaction with the standard of behaviour, but apart from a few minor incidents seen, the inspection team found the behaviour to be very good throughout the school.

5.44Opportunities exist for parents to be involved in school life, in addition to going on school trips and helping with homework. Some help within the school when needed.

5.45Reports to parents are available from nursery to Year 6. Two written reports are produced annually from reception to Year 6. However, parents are welcome to see staff at any time. Parents with pupils in the nursery have daily contact with the teachers.

5.46Reports from Years 3-6 give opportunity to reflect test results, but no next steps or target setting are included other than the teacher's comments. However, reports at parent/teacher meetings contain more information and target setting. Curriculum statements are sent out at the start of each term.

5.47Parents are consulted in the special needs area of school life and have regular reports from the special educational needs co-ordinator when appropriate.

5.48Newsletters and a specific nursery newsletter appear regularly during the school year. A school prospectus has been produced, together with a handbook for new pupils and their parents.

5.49A thriving parent/school organisation named Rosemead School Association raises funds and holds social events. Parents are welcomed to a variety of school activities such as Harvest Thanksgiving, Christmas plays, concerts, the annual prize-giving and more recently, the governors' management meetings to keep parents informed of new school developments.

5.50The school handles parental concerns and complaints with care and in accordance with regulations.

5.51Community links, such as helping at the Livity Special Needs School, are well established. A governor has been appointed to oversee charitable and community links. The school currently supports a school in Africa, and Rosemead pupils raise funds for King's College Hospital, Dogs for the Blind and Water Aid.

Does the school meet the regulatory requirements for the provision of information?

5.52Yes.

Does the school meet the regulatory requirements for the manner in which complaints are to be handled?

5.53Yes.

Pupils' Personal Development And Pastoral Care

Pupils' Personal Development

6.1The quality of provision for pupils' personal development is good. The school provides a range of suitable opportunities from which pupils can develop their spiritual awareness and a moral code. In addition, the curriculum and general ethos of the school contribute to their personal, social and cultural development.

6.2Through the recently adopted commercial syllabus on personal health and social education (PSHE ) which includes citizenship via other parts of the curriculum, pupils develop a clear sense of right and wrong, fairness, honesty and courtesy. The school's written behaviour standards are reinforced on posters in classrooms and around the school. Staff regularly remind pupils of this code and are themselves excellent role models for the pupils. During the inspection the pupils' behaviour observed was very good, both towards each other and towards adults, including visitors to the school. In conversation it was clear that pupils understand the reasons behind the code and are aware that certain words or actions are unacceptable. A detailed anti-bullying policy ensures that pupils know they should seek help from a teacher or other adult if they have any concerns.

6.3Good provision is made for promoting multi-cultural awareness and such issues are raised in subjects across the curriculum. Many opportunities exist for pupils to learn about a variety of religious festivals including Diwali, Thanksgiving, Christmas, Easter, Passover and the Chinese New Year. The input from a Jewish pupil was particularly valued – another pupil was heard to say that this was especially helpful 'because it is first hand'. A study of comparative religions is part of the religious education syllabus for the older children.

6.4Spiritual development is promoted in group worship in assemblies, grace after lunch and a brief period of collective worship in the classroom on days when there is no whole school assembly. Spiritual issues are discussed in religious education and PSHE lessons and as they arise at other times. A Year 6 group was observed wrestling with the problem of the apparent triumph of evil over good in the account of the crucifixion and a group of nursery pupils expressed a complete sense of wonder as they realised that a bird's nest was the handiwork of a robin and not the teacher!

6.5The school encourages pupils to take responsibility from their earliest years. For example, the nursery pupils take it in turns to collect the biscuits for break while Year 6 pupils hold posts of responsibility, including the positions of head boy and head girl and three house captains.

Does the school meet the regulatory requirements for the spiritual, moral, social and cultural development of pupils?

6.6Yes.

Pastoral Care, including Welfare and Health & Safety

6.7The provision of pastoral care, health and welfare is very good. The school cares very effectively for its pupils' well-being and safety through its arrangements for pastoral support, guidance, welfare, health and safety.

6.8The class teachers are the key pastoral figures and liaise regularly with parents. In the nursery class, staff often meet with the parents on a daily basis. Relationships between staff and pupils are very good. Pupils regard their teachers as trusted friends and will turn to them for advice and comfort. Teachers are unfailingly kind and courteous and conscientious playground and administrative staff also provide valued pastoral support.

6.9Pupils relate positively to one another. They co-operate well in the classroom and during playtime. The younger pupils readily share their toys and pupils in Year 6 have a classroom motto: TEAM – standing for Together Everyone Achieves More. Teachers encourage pupils to help one another and often say to a class: 'Can anyone help him or her?' when an individual is having difficulty with a question or problem.

6.10Sanctions are rarely needed, but occasionally involve deprivation of free time. More commonly, stars and house points are awarded and pupils are publicly commended in class and in assembly. Pupils' academic development is recorded, together with samples of work, in files which are passed on to the next teacher as the pupil progresses through the school. A central file is kept in the school office which records participation in extra-curricular activities both inside and outside the school. The school gives good guidance to parents on the selection of suitable secondary schools for their children.

6.11The school provides opportunities for pupils to extend their cultural awareness by visits to art galleries and museums, concerts (some pupils have sung in the Albert Hall) and a ski trip to Switzerland. They have visits from key community workers such as representatives from the police and fire service. Concern for others is shown by numerous fundraising activities for local, national and international charities.

6.12The school has successful measures in place to safeguard and promote pupils' health and well-being through its arrangements for pastoral support, guidance, welfare, health and safety.

6.13A detailed child protection policy is in place. The headmistress is the designated child protection officer. She has a child protection committee which includes staff representatives from each key stage. A designated governor has responsibility for this area of welfare.

6.14All necessary measures to reduce the risk from fire have been taken and there is a satisfactory report from the fire officer. Records of evacuations are thorough and up to date and include the time taken to clear the building. Teaching staff show an awareness of health and safety issues, and this was particularly evident in science, PE and games lessons. Most members of staff hold first aid certificates and there is a current dedicated health and safety officer. He works closely with the caretaker who is responsible for all fire precautions and has been trained to test portable electrical appliances. A governor has recently assumed responsibility for health and safety issues, and chairs the health and safety committee.

6.15There is no school nurse, but a new appointment is being made and she will be responsible for sex education for the older pupils. Currently, if a pupil is unwell, he or she is taken to the school office and cared for under the supervision of the administrative staff and the headmistress. Pupils may be given medication with written parental permission. All staff are made aware of specific problems such as asthma, diabetes or allergies, and parents are specifically requested not to bring food containing peanuts into school. Epi-pen training has been given to staff for pupils with allergies and these are included in the first aid kits. Inhalers are readily available to the pupils who need them.

6.16Well balanced and nourishing school lunches are prepared on the school premises and are well received by the pupils. A vegetarian option, salad, fresh fruit and bread and butter are always available.

6.17Rosemead School is a happy, secure community. The pastoral care which underpins all the relationships is one of the school's strengths.

Does the school meet the regulatory requirements for the welfare, health and safety of pupils?

6.18Yes.

The Management And Efficiency Of The School

Governance and Management

7.1The governance and management of Rosemead Preparatory School are sound and have ensured that the school's aims are met and a good quality of education is provided to meet the needs of all pupils.

7.2The board of governors comprise parents of the school and, together with all other current parents, belong to the Thurlow Educational Trust which was established in 1974. An annual general meeting is held when all parents as members of the trust, can air their views. Governors, as trustees, accept financial responsibility for the school but have appropriately delegated the running of the school to the head. This includes a curricular overview of the whole school curriculum, staffing and administration.

7.3The head, who has been in post since September 2003, has introduced a new senior management team comprising the head, deputy head, who is also the Key Stage 2 co-ordinator, the Key Stage 1 co-ordinator and the head of nursery. The newly appointed head of the pre-prep department is due to join the management team in January 2005. Meetings are held weekly and governors' meetings are generally held twice a term. However, a new management meeting has recently been set up by the governors to keep staff and parents informed of school developments and plans. The governors have been supportive of the head during a period of considerable change for the school. They have a positive and clear vision for the direction of the school, as indicated in the recent purchase of a local pre-preparatory school, but this has not yet been fully embraced within the broader school community and there is some staff resistance to change.

7.4The newly appointed head has introduced new school procedures and most school documentation has been amended and updated, although some procedures have still to be accepted and implemented, including induction of new staff and monitoring of lessons. Though each area of the school is adequately managed, shortcomings exist in line management procedures. Not all staff have amended job descriptions with clear indications of individual responsibilities and much is still left to the head to deal with. The government induction scheme for newly qualified teachers is successfully in place but, as yet, no formal mentoring or monitoring of staff has been implemented, although a policy has been written. The head is aware of these shortfalls and, with the full support of both governors and staff, plans to address these issues in the coming year.

7.5Pastoral care is managed efficiently and effectively throughout the school and good procedures are in place to meet the needs of all pupils.

7.6Relationships are good between teachers and between all adults and pupils. Communication between school and parents is good and this was clearly indicated by the high number of positive responses to the pre-inspection parents' questionnaire. Administration is good and all support staff are efficient, effective and further enhance the caring ethos of the school, contributing very positively to its smooth running and welfare of the pupils.

Achievement And Quality In Subjects And Activities

Achievement and Quality in Subjects

The Foundation Stage

8.1Standards of attainment in the Foundation Stage, which includes the nursery and reception classes, are good and often high in relation to the pupils' ages and potential. Almost all the pupils achieve the early learning goals before they are five years old. Very good foundation work provides a firm base on which to build in later school years.

Personal, Social and Emotional Development

8.2Pupils' personal development is very good. The pupils can put on and take off their outdoor clothes with the minimum of adult assistance. They can ask to use the lavatory and remember to wash their hands. They are encouraged to take responsibility by putting resources away, exercising choice during free play and fulfilling tasks such as giving out milk or collecting the biscuits for break. They learn to make their own decisions. During a nursery class, pupils were given the opportunity to taste a pineapple. Some were eager to try, other were more cautious and some would not even touch the fruit. Their behaviour is good. They know the importance of sharing and taking turns and will quickly inform the teacher if they feel an individual is behaving inappropriately. Reception pupils, while engaged in a mathematical activity, took turns in calling out numbers from a spinner. Many examples of good co-operation were observed. Reception pupils worked in pairs choosing words to build sentences, and nursery pupils helped one another build castles in the sand tray. The pupils have very good relationships with their teachers and often enjoy drawing staff into activities when they are choosing partners. The staff are excellent role models with their kind and patient approach to the pupils, and they maintain firm control while never losing their enthusiasm and sense of fun.

Communication, Language and Literacy

8.3Standards in this area of provision are high. The pupils speak confidently and enjoy listening to stories and responding to them. A reception class thoroughly enjoyed the story 'So Much' and became very involved imitating various characters' voices and laughing at the developing situation. They are fascinated by rhyme and often spontaneously offer a rhyming word, including one for the inspector's name! Written work shows clear progression from writing individual letters, tracing words or letters, copying and then writing unaided. Pupils experiment with language as they enjoy role play. Two girls in the jungle tent talked about the different animals they might see, what kinds of clothes they were going to wear and why the lantern would not work. Reading forms an important part of the curriculum. A good start is made with phonics and by the time they are in the reception class most pupils can confidently read the words and sentences of the early reading scheme. In this class pupils read regularly to the teacher and take their reading books home three times a week.

Mathematical Development

8.4Mathematical development is good. Pupils can count from one to ten confidently before the end of the foundation stage. A variety of activities is included in the curriculum to develop mathematical skills. Pupils were observed matching and sorting objects, doing puzzles, making patterns with paint sponges and joining in songs. In one reception class they were taught the meaning of one more and one less, using a spinner and a dice and a dramatised version of 'Ten Green Bottles'. In the nursery class they know the names for shapes such as circles, squares and triangles and used this knowledge to create a picture of a clown's face by sticking the appropriate shapes onto a paper plate. When questioned, some of them could also identify 3D shapes such as a cube. Work books show that by the end of this stage pupils can express addition in the form of a simple sum using the signs for plus and equals. They can use everyday words to describe positions such as 'behind' and 'in front of' when lining up and 'sit beside' when they are asked to move to the carpet for circle time.

Knowledge and Understanding of the World

8.5Pupils are enthusiastic about their topic work. They eagerly record the weather and, in discussion, they begin to understand the characteristics of the changing seasons. They use their knowledge of colour to paint autumn leaves. Activities such as baking cakes and biscuits help them to understand how combining ingredients and cooking them, makes a difference to the appearance and smell. A nursery group observed using their senses to investigate a pineapple, commented that it was prickly, that it smelt sweet and tasted 'yummy'. A reception class was observed drawing pictures to illustrate Mary and Joseph's journey to Bethlehem. During the earlier part of the lesson they talked about the different kinds of weather in other countries and tried to imagine what it would be like to travel for miles without a car. The pupils begin to have a sense of time by making up a chart showing in which month each pupil's birthday falls, and their written work shows that they understand something of their own development as they record what they could do as a baby or a toddler, what they can do now and what they would like to do in the future. They learn about religious festivals in other cultures, for example in some topic work on Diwali. They understand some of the uses of modern technology as they operate a computer and they know that switches control machines.

Physical Development

8.6Physical development is good. Pupils make positive and productive use of the indoor and outdoor space. They enjoy using the large toys in the playground and the go-karts are particularly popular. Mini gym is clearly one of the high spots of the week and there was delightful photographic evidence of pupils using the range of equipment to jump, balance and slide. During an indoor session in the hall the pupils were playing traditional games involving chasing, suddenly 'freezing' in a particular position and singing action songs during which they moved different parts of their bodies. They recognise that exercise can make them hot and want to take off their jumpers when they have been moving energetically. They are aware of the importance of washing their hands before touching food and after using the lavatory.

Creative Development

8.7Creative development is good and the pupils enjoy the opportunities given to them for free play when they can choose both activities and resources. These opportunities are specifically timetabled in the nursery classes, whereas in reception, they are more frequently used by the whole class at the end of the lesson or by pupils who have completed an individual task. Classroom displays provide attractive examples of pupils' creative work, including some interesting self portraits in which digital cameras had been used to provide the model. A good range of resources for creative work includes modelling clay, construction kits, paints and crayons, sand and water. They enjoy musical activities such as singing and percussion and know the various traditional songs and nursery rhymes by heart. During a music lesson nursery pupils sang tunefully and mastered the art of rhythm using percussion instruments.

Other Aspects of the Foundation Stage

8.8Teaching is very good in these classes and is one of the school's strengths. Staff have a sound understanding of the six areas of learning for this particular age group and they use appropriate and varied strategies. The assistants make a most valuable contribution to the pupils' learning. The staff know their pupils very well and this enables them to manage their classes efficiently with patience and firm control. They never lose their sense of fun and this is communicated to the pupils who respond with enthusiasm to every learning situation. Thorough long-term and short-term planning, according to the six areas of learning in both the nursery and reception classes, ensures that the pupils have a broad and balanced curriculum.

8.9The quality of pupils' behaviour is nearly always very good. They are enthusiastic and are learning to concentrate for longer periods of time. They develop very good relationships with their teachers and often work well with one another in pairs or in groups. They take turns and share resources and will often help one another with tasks. In a reception class one pupil pointed out to another that he had a matching number counter in front of him that would enable him to gain another point in the game, and she deftly leaned over and moved it for him. Pupils are good listeners, especially at story time and they are gradually learning to listen to one another as well as their teacher.

8.10There is a thorough and effective recording and assessment procedure in the foundation years. A detailed profile of each pupil includes many colourful photographs to illustrate his or her progress in all the six areas of learning: this file also includes dated examples of their work. Tick lists for individual skills and reading records are also kept. These assessments are continuous and used to monitor individual progress so that as pupils move up to the reception class the teachers know exactly what level they have reached.

8.11Currently the head of nursery is a member of the senior management team, but there is no designated head of the foundation stage. The school has appointed a head of the pre-preparatory department who is due to take up her post in January 2005.

8.12The nursery and reception classrooms are well resourced with suitable equipment for this age group. Tables and chairs are of appropriate size and there is a reasonable amount of low level storage so that pupils can access resources for themselves. There are books in the classrooms and some are set aside in the school library for this age group. There is no running water in the reception classrooms and this adversely affects some aspects of teaching and learning.

8.13Links with parents are very good. Parents of the younger pupils usually come into the classrooms on a regular basis at the beginning and ending of the day and have opportunities to talk to teachers. All parents are encouraged to attend special events and are given details of the curriculum on a regular basis. A nursery newsletter, in addition to the general school newsletter, is sent each term and new parents receive a helpful and informative letter prior to their child starting at the school. Reports are compiled in a format which allows parents to see their child's progress in all six areas of the curriculum.

8.14The nursery and reception classes are now working more closely in their planning, assessment and reporting. When they move into the proposed new building, it will be easier for them to see themselves as one continuous unit.

English

8.15Attainment in all aspects of English at the end of Key Stage 1 is good and the pupils make good progress. At the end of Year 6 pupils' attainment is well above average and results in national tests at age 11 are commensurate with pupils' abilities; 100 percent of pupils achieved level 4 and 70 per cent achieved level 5 in 2004, which far exceeds the national norm.

8.16By the age of 7 nearly all the pupils read fluently and with good expression. They speak clearly, are articulate and confidently take part in discussions. This was demonstrated in a Year 1 class using a Big Book to tell and predict the storyline. In Year 2 the majority of pupils have joined up handwriting and the standard achieved is high. By the end of the year the majority of pupils can write a story of some length using interesting vocabulary and with a good use of basic punctuation. Poetry in connection with colour was a good example seen in Year 2, with appropriate use of creative vocabulary. Spelling is taught systematically and most pupils spell accurately, using phonics to help build words.

8.17Pupils read well and with understanding in Years 3-6. They are confident in their communication and this is reflected in both their oral and written work. Pupils discuss well and are willing to listen and to consider each other's opinions.

8.18A Year 5 class worked in groups to convey imperative writing in a cross-curricular literacy lesson where instructions had to be devised for mummification.

8.19Work is well presented with sound use of grammar. Pupils use dictionaries and thesauri to support their work.

8.20Pupils make sound progress through Years 1 and 2 and good progress through Years 3-6, although work set for the more able pupils was sometimes insufficiently demanding. In lessons seen, progress was always sound and sometimes rapid. Extra support for some pupils from teaching assistants and teachers ensured that the less able could progress in most lesson areas.

8.21Pupils relate well to their teachers. In class they are nearly always well behaved and co-operative. They enjoy learning and react positively to challenges given. A Year 4 lesson involving a good deal of discussion over a cartoon style of writing, showed good independent word skills. Pupils work independently and have respect for each other and the staff.

8.22The quality of the teaching is sound. Teachers are secure in their knowledge and the most successful lessons are well planned and brisk in pace. Teachers generally make objectives clear to the pupils. In most cases the teachers' expectations are high and the pupils respond well to this.

8.23Pupils experience a variety of written styles, but opportunities for creative writing are not always taken to extend all pupils' learning, especially the more able. By relating to the pupils' enthusiasm, teachers make the more mundane exercises interesting. Year 6 pupils, for example, worked on a spelling test with individual targets quite apparent. Homework is set regularly and project work extends to the holidays. Both relate to classroom work.

8.24Marking is accurate and often includes words of encouragement and targets on how to improve, although these are, at times, insufficiently specific. Teachers do not grade the work, but spelling tests record a score. Records of results of regular standardised tests are kept centrally and by class teachers.

8.25The English curriculum takes full account of the National Curriculum and required areas of the literacy hour. The schemes of work are detailed and assist short, medium and long term planning. Opportunities for ICT and the provision of differentiated work in most classes, however, have not yet been fully incorporated into planning. The English policy, updated in March 2004, is clear and detailed.

8.26The subject is taught by class teachers. The Key Stage 1 and 2 co-ordinators currently order resources and meet colleagues to discuss matters arising. They do not monitor or evaluate the teaching and learning within the department, and in order to do so effectively require more time.

Mathematics

8.27At the end of Years 2 and 6 most pupils' attainment is above national expectations and at a high level in relation to their ages, although not always as high as might be expected given the apparent ability level of the pupils. The most recent Key Stage 2 results at 11 years, showed 98 per cent of pupils reaching level 4 or higher, with 68 per cent attaining level 5.

8.28Throughout all key stages, levels of basic numeracy are very high. Pupils benefit from practice to develop mental calculation strategies as well as from the emphasis upon computation. Pupils are encouraged from an early age to use correct mathematical language and respond enthusiastically to the opportunities provided for practical work and problem solving.

8.29The progress made by pupils as they move through the school builds upon the solid groundwork in the foundation stage. At all ages, pupils make at least satisfactory progress within lessons, and in Years 5 and 6 they make rapid progress.

8.30At times, the lack of differentiation in tasks set prevents the most able pupils from reaching their full potential whilst the less able struggle to understand the concepts being taught. This was noticeable in a Year 2 lesson investigating circle diagrams and the criteria used for inclusion and exclusion. However, in a Year 5 lesson about angles, the use of computers assisted the development of understanding angle sizes which had not been evident using more traditional methods.

8.31Pupils' learning and behaviour were judged to be good or very good in the majority of lessons. They concentrate hard and are well motivated to succeed, enabling them to complete a considerable volume of well presented work. When given the opportunity, pupils collaborate well and are prepared to help and encourage each other. A very positive learning ethos is evident in this subject which extends beyond the classroom and into the homework.

8.32The quality of the teaching was good or very good in the majority of lessons and was never less than sound. Some very good teaching was observed in Years 5 and 6 where clear expositions were given and pertinent questioning promoted careful thought and thorough understanding. Noticeably in the better lessons, pupils are keen to answer and are not afraid of failure. At all times teachers expect high standards of their pupils and genuine praise is given when it has been earned. In lessons observed, there were very good relationships between teachers and pupils.

8.33Whilst all teachers have secure knowledge of their subject, differentiated work is not often prepared to challenge the most able pupils or to support the less able. An exception to this was in a Year 5 lesson on shapes, in which, after making certain quadrilaterals, the more able pupils were presented with the challenge of making their shapes rigid.

8.34The marking of pupils' work is thorough and detailed with much help, praise and encouragement provided in the comments. Regular assessments of pupil performance and communication of information to the pupils make important contributions to the high standards of achievement across the whole age range. However, the school lacks a whole-school assessment tracking system making use of the ICT facilities. This would enable the tracking of progress of individual pupils, to be undertaken more effectively.

8.35The curriculum is broad and balanced. Schemes of work are clear and detailed. Mathematics is well resourced with books and equipment. Unfortunately, some of the classrooms are very small which poses tremendous challenges for teachers when space is required for practical work.

8.36The subject is enthusiastically managed by the two Key Stage co-ordinators who have worked hard to plan, resource and develop a curriculum which is based upon National Curriculum requirements but has also been adjusted to suit the needs of the school. However, overall management is not yet fully effective. Appropriate provision is needed to enable essential monitoring and evaluation of the teaching and learning and to allow the best practice that is such a feature of much of the teaching in this subject, to be shared more widely.

Science

8.37Pupils' attainment at the age of 7 is sound and in line with their abilities and at the age of 11 their attainment is good. In the national tests for 11- year- old pupils, the pupils' performance is above the national average for all schools. In 2004, most pupils achieved level 4, with 59 % reaching level 5.

8.38In Year 2, pupils have a sound understanding of the appropriate topics in the National Curriculum. They are keen to express themselves as scientists and are able to conduct simple tests. By Year 6 they have developed investigative skills and know how to ensure that their investigations are rigorous, applying criteria that result in a fair test. The best pupils are able to draw thoughtful conclusions from their experimental work and express themselves concisely using scientific vocabulary.

8.39Overall, pupils' progress is good. Pupils in a Year 2 lesson particularly enjoyed trying to work out for themselves how to make a successful electric circuit. They made very good progress because they had been given the opportunity to be independent learners. Excellent cross-curricular links to this work were seen in an English lesson the following day which clearly demonstrated the progress the pupils had made. Marked progress in the presentation of written work was seen in Year 4 notebooks, and Year 6 pupils had progressed to recording results and handling data in a variety of ways. However the restriction of the allocation for time in science hinders even better progress.

8.40Pupils' learning and behaviour present an inconsistent pattern. Most pupils are attentive, enthusiastic, well-motivated learners who listen carefully to their teachers and work in a focused manner. Some pupils lose concentration when the pace of lessons is inappropriate and occasional disappointing behaviour temporarily hindered learning. In a Year 3 lesson, pupils enjoyed working in pairs to predict the behaviour of magnets and supported each other well when discussing and recording the results.

8.41Overall, the quality of teaching is sound. Lesson planning is thorough and teachers are clear with their objectives. The lack of specialist teaching results in inconsistencies in expectation within year groups and the way in which the subject is taught. Activities are mostly well selected, but opportunities to extend and challenge the more able pupils are sometimes missed and lack of differentiation can lead to those with special needs being unable to complete their tasks successfully. In some lessons and work books, an over prescriptive approach limits pupils' ability to develop ways of recording, and some worksheets are of low quality, adding little to the learning. The teachers have a secure knowledge of the subject, and in the best lessons, they are able to build on pupils' responses to questions so that their ideas and suggestions are developed.

8.42The subject is well led by the co-ordinator who is enthusiastic to develop the role. The policy document provides a good framework and detailed planning documents help teachers to plan an appropriate curriculum with clear progression from Years 1 to 6. Good assessment procedures have been started to ensure better consistency and continuity for planning, for individuals and groups. Marking revealed inconsistencies, and books contained few examples of pupils being set specific tasks to improve their work. The co-ordinator is able to request extra time within the school day for carrying out her duties, especially for monitoring standards in science and disseminating information to the large number of science teachers. Reports to parents however, lack detail. The best reports give clear information about pupils' progress and standards, with targets set for improvement. The new report format is likely to provide better opportunities for informative reporting.

8.43The lack of a dedicated room for science restricts the practical opportunities available to pupils, as they are unable to undertake the full range of work in a safe and appropriate environment. The two science storage cupboards are well stocked and very well organised, but their location in the basement means that staff have to carry bulky or heavy equipment up and down several flights of stairs before and after lessons. As a result, pupils are unable to access equipment for themselves and opportunities for spontaneity in lessons are thwarted.

Special Educational Needs

8.44Pupils who receive lesson support achieve good standards throughout the school. Pupils' needs are well supported by the special educational needs co-ordinator. By the end of Year 6 pupils' standards are above those to be expected nationally and most pupils transfer to independent senior schools of their first choice.

8.45In all lessons observed, pupils received support on a one-to-one or small group basis and progress was clearly evident. Learning new skills and confidently employing them was the benchmark in all lessons. Pupils gained confidence in a one-to-one and small group situation and were prepared to attempt new words and strategies.

8.46Pupils are happy and confident, and obviously trust and respect the teacher. Pupils arrive promptly for lessons and most arrive with their books, papers and cards, ready for the lesson.

8.47The teacher's knowledge is secure. Notes are made for each pupil during the lesson so that 'follow up' sessions, can be appropriately planned. All pupils entering the school outside the usual points of entry have an initial 'report of concern' so that they can be carefully monitored during their first term. After this, pupils with perceived l difficulties are put onto the SENCO's list for support, and individual educational plans are drawn up. These plans are available for staff to see and act upon but not all members of staff are yet using them effectively when planning their own lessons. A modified spelling list was worked on with a small group of boys in Year 5 and this was in conjunction with the class teacher.

8.48Support lessons are normally held in the school library but this restricts the use of the library on three days a week. A small number of in-class support sessions take place.

8.49Resources are adequate, many of which have been specifically made for individual pupils by the teacher.

8.50All policy and lesson plans are detailed and thorough.

ICT

8.51Overall standards in ICT throughout the school are good. Pupils clearly feel at home with computers and enjoy working with them, and class teachers are keen to foster their use both to develop specific ICT skills and to integrate ICT into the wider curriculum. The recently refurbished ICT suite allows pupils in Years 3-6 access to up- to- date facilities. Good use is made of the school's knowledgeable and experienced ICT technician who is on hand to guide both pupils and teachers as required. Relocating the original, older machines in the classrooms has enhanced the overall provision for the younger children.

8.52Levels of attainment at Key Stage 2 at the end of Year 6, are good. Years 3 and 4 demonstrated their competence at handling digital images and text boxes, using Word Art, to produce display material, including 'Wanted' posters and a record of the recent visit of a Roman Legionary in full battle dress. Year 5 was constructing a database for the instruments of the orchestra, while Year 6 was busy preparing multimedia presentations of a geography topic on rivers: a further good example of the use of ICT in the wider curriculum. Levels of attainment in the pre-preparatory classes and in Years 1 and 2 inevitably reflect the fact that these classes are not yet able to access the dedicated ICT suite, but good use of the classroom computers was observed during the inspection.

8.53Progress was good or better in nearly all the lessons seen, especially in Years 3-6 where pupils were excited by the new facilities, challenged by the tasks set and gratified by their achievements.

8.54Learning and behaviour are generally good. Pupils show good powers of concentration, are well motivated and work well together when necessary. They are quick to assimilate new concepts and there was considerable evidence of independent learning, as when a group of Year 6 pupils brought into school their instruments to record their own soundtrack for their multimedia presentations.

8.55An effective partnership between class teachers and the ICT technician enables each teacher to lead as much of the technical instruction as they feel confident with, knowing that expert support is always available. Together, teacher and technician are then able to monitor the work of the class, ensuring that no query goes unanswered and thus making a major contribution to the pupils' successful progress and continuing interest.

8.56Sound schemes of work derived from Qualifications and Curriculum Authority are in place and there is a clear and coherent development plan for the subject. The planned ICT facilities for the younger pupils are likely to enrich and broaden their curriculum, and then ICT will be as notable a strength of the whole school as it already is for the pupils in Years 3-6.

French

8.57Standards of attainment are good throughout the school. French is taught by a specialist teacher and lessons are based mainly on oral work, incorporating games and activities, using conversation, questions and basic vocabulary. However, worksheets are used occasionally in all year groups. French customs and traditions are also incorporated into the lessons. The French teacher, who is a French national, is contracted from a commercial agency which specialises in the teaching of French. A relevant commercial course is followed and themes for each year group are used on a rotating basis. The target language is used throughout the majority of each lesson, supplemented by appropriate explanations and translation, to support the children's learning and understanding. By the end of Year 6, pupils show a good knowledge of basic vocabulary and conversation. Vocabulary is extended and questions, answers, conversational phrases and activities increase in complexity from year to year.

8.58Progress was satisfactory in all lessons observed. Pupils in Year 2 display a sound vocabulary and know the correct names for several parts of the body and some clothes. They understand a variety of requests, instructions and responses in the target language. In Year 6, they are able to recall a broad range of vocabulary, respond to more complex instructions and discuss the spelling of some vocabulary, and the sounds of letters in French, and also to pronounce them in the target language. A lack of discipline in some lessons however, resulted in less rapid progress being made.

8.59Pupils' learning and behaviour were never less than sound and in some lessons were good. Most pupils enjoy the activities and contents of the lessons. Although comprehension is generally good, some pupils in Year 6 did not readily volunteer answers.

8.60The quality of teaching was never less than sound. All lessons moved at a brisk, challenging pace. Pupils were encouraged and supported and informal differentiation in question style was evident throughout.

8.61No use was made of ICT during the inspection to support the learning of French. Lessons for all classes take place in form rooms where a lack of space limits the activities taking place.

8.62The French policy is satisfactory and the commercial syllabus appropriate and well structured. Documented pupil records are maintained for internal use. Comments to parents are incorporated into the general school reports, but an additional report on each individual is also forwarded to parents annually. The school does not undertake any visits to France.

Music

8.63Pupils generally achieve good standards in music throughout the school. In some lessons and activities, attainment was high, as in the string group when pupils were playing in three and four parts. In all lessons and activities observed, attainment was more than sound. In some lessons seen, it was very good.

8.64All classes receive music lessons at least twice per week. Musicianship and listening skills are developed throughout all years. An awareness of rhythm and pitch, together with the reading of simple rhythmic notation and singing using tonic sol-fa, form much of the curriculum in Year 1. In Year 3 all pupils learn to play the recorder and are able to write their own simple compositions. By the end of Year 3 pupils have a good understanding of dynamics and by Year 6 they have an appreciation of a variety of music, an awareness of the music of some other cultures and knowledge of the instruments of the orchestra. Improvisation and composition, using a variety of rhythmic and tuned percussion instruments, begin in Years 1 and 2 and continue through to Year 6. At all ages, pupils listen critically and learn to evaluate their own and others' performances. Pupils are encouraged to perform at both formal and informal gatherings. Music lessons are taught by a specialist teacher and are much enjoyed by pupils throughout the school. A wide range of individual instrumental tuition is offered by peripatetic instrumental teachers. More than 100 pupils have individual instrumental lessons and most sit the Associated Board of the Royal School of Music examinations.

8.65Progress is never less than sound and in most lessons it is good. In one lesson it was rapid, when Year 5 pupils displayed very good improvisatory skills whilst compiling a tone poem to depict an animal of their choice.

8.66Pupils' learning and behaviour are good in most lessons. In one lesson, Year 2 pupils worked collaboratively to read and play rhythmic patterns on their chosen instruments and then performed to the remainder of the class enthusiastically, but with control. Pupils respond well to each other and the teaching.

8.67Lessons are well planned and all pupils are involved in activities from the outset. The quality of teaching was never less than sound. In one lesson it was very good and, in the majority, it was good. In all lessons a good rapport with pupils was evident and pupils were involved, praised, encouraged and challenged according to their abilities. The teaching in observed extra-curricular activities and peripatetic lessons, was good.

8.68The head of department is assisted by nine peripatetic teachers who offer a variety of instrumental tuition. The progress of individual, instrumental pupils is recorded and informal meetings take place between instrumental teachers and the head of department. The music policy is sound; the syllabus, comprehensive and formative assessment takes place during the course of the lessons. Although report comments are sent to parents, no formal written records of pupils' progress are kept for school information and use.

Physical Education and Games

8.69Attainment in physical education and games is good and exceeds national standards and expectations.

8.70By the end of Year 2 pupils can copy, remember, repeat and explore simple actions. A significant number are able to use skills, actions and ideas appropriately, applying them with co-ordination and control, as seen in a gymnastics lesson to refine rolling and landing techniques from different heights.

8.71By the end of Year 6 pupils can link skills, techniques and ideas. In a football practice, Year 6 pupils were able to put together a sequence of passing, control, dribbling and shooting. Even as early as Year 3, pupils in a netball practice were exhibiting mastery of bounce passes appropriate to the defensive strategy encountered. Also, in a Year 5 hockey practice, pupils were showing good stick control and effective tackling technique.

8.72Pupils make good progress in PE and games. They are enthusiastic, keen to learn and listen carefully to the teacher's instructions. Pupils generally behave well and high levels of discipline are achieved within a relaxed, yet purposeful context with appropriate humour playing an important part in the very good relationships between pupils and teachers.

8.73The good quality of football teaching from school staff contrasts markedly with that of coaches brought in from an outside organisation. These lessons lacked planning and were poorly organised. The good quality of the teaching in all sports makes a major contribution to the standards achieved, considering the number of pupils who are not naturally talented and who appear to take no vigorous exercise outside school. Careful and detailed planning ensures that work is well matched to the wide range of ability present in each class. All members of staff who teach games are appropriately qualified and experienced with secure skills themselves to give effective demonstrations when introducing new techniques.

8.74The co-ordinator for the subject plans for curriculum continuity and monitors the teaching and its effectiveness. There is a breadth and balance to the curriculum with the wide range of sports, including gymnastics and swimming in the programme. Facilities at the school are limited for games but good use is made of a well-equipped hall and the outdoor all-weather playground. Pupils also travel by coach to use playing fields which are a short distance away, but the time spent travelling reduces the time available for their lessons. Resources for games are very good with enough equipment for all pupils to participate fully.

8.75There are no formal assessment procedures although informal assessment and feedback takes place naturally during lessons. A very high awareness of health and safety issues is built into the programme at all times and is rigorously monitored by the staff. A first aid kit and mobile phone are taken to the games field and all games are accompanied by a teacher with a first aid qualification.

Short Subject Reports
Short subject reports contain concise evaluation of the quality of teaching and learning and of provision in the school.
Art

8.76Two art lessons were observed. Pupils' work and displays were seen and a discussion was held with the art co-ordinator.

8.77Teaching was sound. It was effectively and efficiently managed, even though running water was not available in most rooms. The new artist in residence has proved very beneficial in helping the pupils and teachers in reception realise the potential in using ICT as a creative tool. Pupils had created collage pictures of a face using a digital camera and a computer; these were of good quality. Pupils responded well to their work and were proud of their colourful displays in their classrooms and around the school.

8.78Learning and behaviour in both classes, were good. Pupils were keen and enthusiastic. Resources were well used and of good quality. The subject is led by an enthusiastic teacher and subject documentation is detailed and clear. It is planned for the artist in residence to work with each class next term on a rotational basis.

History

8.79Four lessons were observed during the inspection and discussions were held with the subject co-ordinator and with other teachers. A range of pupils' work was scrutinised both in books and on display.

8.80Teaching was good. The best teaching was characterised by high expectations, imaginative planning, and an enthusiastic and varied delivery. In these lessons pupils made good progress. Pupils were generally competent learners: they settled quickly to their task, were well motivated and capable of maintaining concentration. Behaviour and learning were never less than sound and were often good.

8.81Overall standards in history are seriously compromised by the fact that, together with geography, the subject has only one lesson per week on the timetable. Most schools allocate at least two lessons to history. Lack of lesson time makes it difficult to cover a wide enough range of topics or to undertake extended work. In the lessons seen there was little opportunity for pupils to develop individual learning skills or carry out personal research.

8.82History is mainly taught by class teachers and the subject co-ordinator lacks time to monitor and evaluate the teaching. The use of ICT was not seen in the lessons observed, though examples could be seen on display around the school.

Religious Education

8.83Two lessons of religious education were observed and a small sample of work was scrutinised. A discussion was held with the subject co-ordinator and the policy document and scheme of work were also scrutinised.

8.84The quality of teaching was good. Teachers had a sound command of the subject matter and the lessons were well planned. Judicious use of probing questions led to some very thoughtful class discussion.

8.85The quality of learning and behaviour was good. Pupils concentrated well and showed interest in the subject. They worked thoughtfully on individual tasks such as analysing biblical extracts to decide whether a literal or metaphorical interpretation was appropriate.

8.86The newly introduced scheme of work ensured a broad coverage of this subject. The subject co-ordinator, whilst giving colleagues an element of choice in their selection of topics, maintains a careful record to ensure that there is no duplication. A limited amount of written work is required and much of it is confined to filling in worksheets or copying notes. A few examples of more creative work were observed, for example some personal harvest prayers and pupils' own suggestions for school and classroom rules. Resources were rather limited, however further resources are due to be introduced to this department, including ICT.

Achievement and Quality in Activities

8.87The achievement and quality of teaching and provision of activities is generally good. The range of extra-curricular clubs is largely appropriate for the personal development of the pupils from Year 1-6, for example Story Club for Years 1-2 and String Group for Years 3-6. These activities take place in classrooms, the school hall and on the playground. The choice is largely of a sporting/musical nature with aesthetic and cultural opportunities such as ballet, Spanish and art through ICT.

8.88Year 6 and Year 3 pupils go on residential trips to Stackpole and Sayers Croft respectively, both environmental centres. A skiing trip for pupils and their families has been arranged during the Easter break in 2005.

8.89The curriculum is enriched by many educational visits to such places as the Globe Theatre, Museum of London, Bromley Field Centre and Dulwich Picture Gallery. The school offers 29 different activities. A majority of the parents who responded to the pre-inspection questionnaire reported a good range of activities. However, a few felt that the range was too narrow. This criticism is justified in so far as two thirds of the activities are either musical or sporting opportunities.

8.90Nearly all the pupils take part in an activity and some have asked for new clubs to be started and added to the list. Attendance is high and commitment positive.

8.91Activities are not assessed. Sporting and musical successes are celebrated, displayed around the school and appear in the newsletters.

Summary Of Inspection Evidence

The inspection was carried out from 15th-19th November 2004. The following subjects have short reports: art, history and religious education. Owing to the constraints of the timetable, no lessons in geography or PSHE were observed. The inspectors visited 87 lessons, examined samples of work by pupils of different abilities in each year, held formal meetings with staff and informal meetings during the week with parents, pupils and support staff. A number of extra-curricular activities were attended including musical, dance and sporting events. Two assemblies were attended and daily morning and afternoon registration periods in different year groups. A total of 186 responses to the parents' questionnaire were analysed and a wide range of documentation made available by the school.

List of Inspectors

Mrs W H Holland Reporting Inspector and former head of an IAPS school
Mrs M Blake Former head of an IAPS school
Mrs A Jones Head of the Junior Department of a GDST school
Mrs J Jones Head of an IAPS and HMC school
Mr S Reid Former head of an IAPS school
Mr D Watson Former head of an IAPS school