INDEPENDENT SCHOOLS INSPECTORATE
INTEGRATED INSPECTION MAGDALEN COURT SCHOOL
© Independent Schools Inspectorate 2014
INDEPENDENT SCHOOLS INSPECTORATE Magdalen Court School
Full Name of School
Magdalen Court School
DfE Number
878/6045
Address
Magdalen Court School Victoria Park Road Exeter EX2 4NU
Telephone Number
01392 494919
Email Address
[email protected]
Headmaster
Mr Jeremy Bushrod
Proprietor
Mr & Mrs J Jenner
Age Range
5 to 18
Total Number of Pupils
78
Gender of Pupils
Mixed (43 boys; 35 girls)
Numbers by Age
5-11:
33
11-18:
45
Number of Pupils
Total:
78
Inspection Dates
25 to 28 November 2014
© Independent Schools Inspectorate 2014
PREFACE This inspection report follows the ISI schedule, which occupies a period of four continuous days in the school. The previous inspection was in February 2011 and was undertaken by OFSTED. The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the purpose of inspecting schools belonging to the Independent Schools Council (ISC) Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2010, as amended. The range of these Regulations, which replace those first introduced on 1 September 2003, can be viewed on the website www.legislation.gov.uk. Additionally, inspections will consider the school’s accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment introduced by the School Standards and Framework Act 1998. The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership. The inspection of the school is from an educational perspective and provides limited inspection of other aspects, although inspectors comment on any significant hazards or problems they encounter which have an adverse impact on children. The inspection does not include: (i) an exhaustive health and safety audit (ii) an in-depth examination of the structural condition of the school, its services or other physical features (iii) an investigation of the financial viability of the school or its accounting procedures (iv) an in-depth investigation of the school’s compliance with employment law. Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be referred to in the published report but will have been considered by the team in reaching their judgements. Both Ofsted and ISI inspect and report on the Independent School Standards Regulations. However, they apply different frameworks and have different criteria for judging school quality that are suited to the different types of schools they inspect. Both use a four point scale when making judgements of quality but, whilst the ISI terminology reflects quality judgements that are at least equivalent to those used by Ofsted, they also reflect the differences in approach. ISI reports do not provide a single overarching judgement for the school but instead give a clear judgement on each aspect of the school’s work at the beginning of each section. These headline statements must include one of the ISI descriptors ‘excellent’, ‘good’, ‘sound’ or ‘unsatisfactory’, and where Achievement is ‘exceptional’ that term may be used for the top grade. Elsewhere in the report, inspectors may use a range of different adjectives to make judgements.
© Independent Schools Inspectorate 2014
INSPECTION EVIDENCE The inspectors observed lessons, conducted formal interviews with pupils and examined samples of pupils’ work. They held discussions with senior members of staff and with the proprietor, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the school.
Inspectors Mr Michael Buchanan
Reporting Inspector
Mr Andrew Edwards
Team Inspector (Headmaster, ISA school)
Mrs Angela Clancy
Team Inspector (Senior Teacher, HMC school)
© Independent Schools Inspectorate 2014
CONTENTS Page
1
THE CHARACTERISTICS OF THE SCHOOL
1
2
THE SUCCESS OF THE SCHOOL
2
(a) Main findings
2
(b) Action points
3
3
(i) Compliance with regulatory requirements
3
(ii) Recommendations for further improvement
4
THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS
5
(a) The quality of the pupils’ achievements and learning (b) The contribution of curricular and extra-curricular provision (including community links of benefit to pupils)
5
(c) The contribution of teaching
7
4
9
THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT
6
(a) The spiritual, moral, social and cultural development of the pupils
9
(b) The contribution of arrangements for pastoral care
10
(c) The contribution of arrangements for welfare, health and safety
10
5
THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT
12
(a) The quality of governance 12 The quality of leadership and management, including links with parents, carers (b) and guardians 12
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1.
THE CHARACTERISTICS OF THE SCHOOL
1.1
Magdalen Court School is a small co-educational school for children aged 5-18 located near the centre of Exeter. It seeks to provide a rich curriculum for its pupils leading to high academic performance and personal development. It aims to recognise and cater for the individual needs of each child by providing a range of extra-curricular opportunities to assist character building and to develop leadership. The school was established in 1991 and is owned by the Jenner Family Trust. There are five members of the trust and three are closely involved in the daily operation of the school. A separately registered nursery, Kindercare, part of Kindercare Day Nurseries, admits children aged from birth to five; it is situated on the same premises and there is co-ordination and co-operation between the school and the nursery. Children attending the nursery are not registered as pupils of the school.
1.2
There are 78 pupils in total with 76 in the main school and 2 in the sixth form, one of whom is also completing an apprenticeship in the nursery and so is studying parttime. Many pupils are in mixed-age classes covering more than one National Curriculum (NC) year. The pupils range in ability on entry, with most being from average to below the national average. There is a roughly equal balance of boys and girls. A few pupils have backgrounds from ethnic minorities or are recently arrived in the UK. Most pupils are from local business and professional families and live in the wider Devon area.
1.3
The number of pupils requiring support for special educational needs and/or disabilities (SEND) is 12. All have statements of special educational needs. They require support with a wide range of disabilities including dyslexia and dyscalculia. Two pupils have English as an additional language (EAL) but do not receive specialist support.
1.4
National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The group nomenclature used by the school and its National Curriculum equivalence are shown in the following tables. School Form 1 Higher Transition Juniors GCSE Year 10 Year 11 Sixth Form
NC name Year 1 and Year 2 Years 1-5 Years 5-8 Years 7-9 Years 9-10 Years 9-11 Y12
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2.
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THE SUCCESS OF THE SCHOOL
2.(a) Main findings 2.1
The quality of the pupils’ academic and other achievements is sound but variable across the school. Overall, the school meets its aim of recognising and catering for the individual needs of each pupil. The youngest pupils make insufficient progress with literacy and numeracy because of weaknesses in the curriculum and teaching. Attainment in the junior section is judged to be below the national average for maintained primary schools, though with a wide range of variation for individuals. Overall, older pupils in the junior section make satisfactory progress. The youngest pupils make unsatisfactory progress as the curriculum for these pupils does not give sufficient attention to literacy and numeracy and, thus, does not meet requirements. Attainment at GCSE is good when compared to the national average for maintained secondary schools. Pupils at this level make good, and sometimes excellent, progress in relation to prior attainment as a result of the flexible curriculum provided and the close personal support they receive. The very small number of sixth form pupils also make good progress in the personalised courses they follow. Pupils with SEND and EAL, including those with statements, make good progress overall relative to their ability as a result of the specialist support provided. Able pupils do not always progress as well as they should when the work given is not demanding enough. In most lessons, pupils work well with good levels of perseverance, motivation, enjoyment and organisation. They are willing to do what is asked of them but rarely use their initiative, even when given the opportunity to do so. The curriculum is sound, with a particular strength in the good range of outdoor pursuits available. T he quality of teaching is sound overall. Most teaching, particularly of older pupils, meets the needs of the wide range of pupils’ ability and provides appropriate challenge. In a small minority of lessons, especially with the youngest pupils, teachers lack the knowledge and skills to teach the subjects assigned to them and in others planning is limited and lessons do not demand enough of the pupils. As at the time of the previous inspection, teaching quality varies too much and assessment is not used well enough to raise standards.
2.2
The quality of the pupils’ personal development is good as shown by their respectful and confident relationships with adults and with each other. Pupils show an awareness of the non-material aspects of life and have a keen sense of right and wrong. The cultural awareness of pupils is good. Pupils of differing cultures and faiths work harmoniously and respectfully side by side. Staff provide carefully tailored and effective support and guidance. The school is effective in promoting good behaviour. By the time they leave, all pupils, including those with SEND or EAL, are well prepared to deal with life beyond school. Arrangements for welfare, health and safety are unsatisfactory. The safeguarding of pupils, including the checking of staff at appointment, does not meet requirements. Exterior lighting is inadequate. Admission and attendance registers are not properly kept.
2.3
The effectiveness of governance, leadership and management is unsatisfactory. The proprietor and leadership of the school have failed to ensure that the statutory requirements for the safeguarding of children in the school are met. The required recruitment checks on staff have not been undertaken in a thorough and careful manner. The single central register is both inaccurate and incomplete, and an annual review of safeguarding has not been undertaken. The proprietors and leadership have made limited progress in implementing the recommendations from the previous inspection with respect to improving the consistency of teaching and
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learning. They are highly reactive in addressing concerns on a day-to-day basis but have limited insight into the quality of the education provided by the school and fail to provide a clear vision for the future. The mechanisms for monitoring and evaluating the quality of the provision are limited and largely unsuccessful, and as a result regulatory standards have not been met in a number of areas. These include providing adequate learning resources and appropriately experienced staff to ensure all pupils have the opportunity to learn and make progress according to their needs. The school maintains good relationships with parents who show high levels of satisfaction with the education provided.
2.(b) Action points (i) Compliance with regulatory requirements 2.4
The school does not meet all the requirements of the Independent School Standards Regulations 2010, and therefore it is required to:
ensure teaching involves well-planned lessons and effective methods in all sections of the school [Part 1, paragraph 3.(c), under Quality of education provided];
ensure teaching of the youngest pupils shows a good understanding of the their needs and that these are taken into account in planning; that teaching demonstrates appropriate knowledge and understanding of the subjectmatter being taught and utilises an appropriate range of resources, involves well-planned lessons and effective methods, that subject matter appropriate to the ages and aptitudes of the pupils is provided so that they have the opportunity to make progress, that teaching utilises effectively classroom resources of an adequate quality, quantity and range [Part 1, paragraph 2.(b) and (i) and paragraph 3.(c), (d), (e) and (f) under Quality of education provided];
ensure that an annual review of safeguarding arrangements is undertaken by the proprietors and provide suitable induction training for all new staff [Part 3, paragraph 7 (a)&(b), under Welfare, health and safety];
obtain references and undertake prohibition from teaching checks, and ensure that gaps in employment history are appropriately followed-up [Part 3, paragraph 7 (a)&(b), under Welfare, health and safety];
undertake all required recruitment checks, including of the barred list, enhanced criminal record checks, identity, right to work and overseas checks and obtain declarations of medical fitness [Part 4, paragraph 19.(2)(a), (b), (c), (d) and 19.(3) under Suitability of staff, supply staff and proprietors, and also Part 3, paragraph 7 (a)&(b)]
ensure the admissions register is kept up to date with the required information including the contact details of parents and the address of the pupil’s previous school and that it is backed up monthly and stored for three years [Part 3, paragraph 17, under Welfare, health and safety];
ensure that any amendments to the admission and attendance registers are annotated with the date, reason and identity of the person making the change [Part 3, paragraph 17, under Welfare, health and safety];
ensure that a suitable explanation is entered in the attendance registers following an absence [Part 3, paragraph 17, under Welfare, health and safety];
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ensure that the single central register of appointments accurately and completely records the required checks including checks of identity, right to work in the UK, overseas checks, barred list and prohibition checks [Part 4, paragraph 22.(2)(a), (b), (d), (e) and (f), under Suitability of staff, supply staff and proprietors];
ensure effective external lighting is provided in the car park to ensure people can safely enter and leave the school [Part 5, paragraph 23E(b), under Premises and accommodation].
(ii) Recommendations for further improvement 2.5
In addition to the above regulatory action points, the school is advised to make the following improvements. 1.
Establish effective governance and leadership across the school that provides and maintains clear educational direction and full compliance with all statutory requirements.
2.
Ensure that pupils are always taught by suitably skilled or experienced staff, and that those staff are provided with appropriate guidance, support and oversight.
3.
Provide a suitable range of appropriate learning and other resources to support staff in meeting the needs of the pupils.
4.
Monitor the implementation of plans, policies and procedures, and evaluate the outcomes of the educational and personal development of the pupils.
5.
Improve the levels of literacy and numeracy of the youngest pupils.
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3.
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THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS
3.(a) The quality of the pupils’ achievements and learning 3.1
The quality of the pupils’ achievements and learning is sound.
3.2
The school meets its aim of nurturing and developing the strengths, talents and aptitudes of its pupils. Many, but not all, pupils use language well, picking up vocabulary and phrases with ease when learning a foreign language, for example, or participating with enthusiasm in drama and historical role-plays. A number are capable speakers when presenting to others or in conversation. The older pupils write to a high standard in relation to their abilities, with some good examples of extensive, creative writing in books. The literacy skills of the youngest pupils are unsatisfactory with low standards and slow progress in reading and writing as a result of lack of guidance and support provided to the staff teaching these pupils. Older pupils achieve well in mathematics; the youngest pupils are not achieving in line with their abilities. Pupils apply mathematics to their work in other subjects effectively. On leaving the school many pupils are successful in gaining places at a variety of further education colleges or going into apprenticeships after GCSEs.
3.3
Pupils achieve well in creative areas such as art and photography with some of them choosing to pursue GCSEs in these and other subjects whilst in the lower section of the senior school. Pupils acquire good skills in design and technology as a result of working with different materials and on varied projects. The pupils’ achievements in information and communication technology (ICT) are weak, both in terms of computer science knowledge and in the standards in their work across the curriculum. In sport and physical education, their skill levels are low as a result of the limited time given to this area. Their ability to lead and work in teams is constrained by the small number of pupils who participate outside formal lessons. A number successfully participate in the demanding outdoor education programme provided by the school including the Ten Tors expedition.
3.4
The pupils’ attainment in the junior section cannot be measured in relation to the average performance in national tests as the pupils have not taken such tests throughout the period. On the evidence available from observations in lessons, work books and interviews, attainment is judged to be below the national average for maintained primary schools, although a wide range of attainment was seen. The following analysis uses the national data for the years 2011-2013. These are the most recent years for which comparative statistics are currently available. At GCSE, performance has been good overall and sometimes excellent in relation to the national average for maintained schools. In 2014, this attainment has been maintained for the small number who took examinations. On the basis of evidence seen during the inspection, the small number of sixth form pupils that remain at the school attain at levels that are in line with, or below, the national average.
3.5
The progress of the pupils is satisfactory. From the evidence seen in lessons and work books, and from discussions, pupils in Year 1 through to Year 6 generally make satisfactory progress across the junior school given their starting points, although the youngest pupils make insufficient progress in their first years with literacy and numeracy because of weaknesses in the curriculum and teaching. Attainment at GCSE and in work seen during the inspection indicate that pupils in the secondary section make good, and sometimes high, rates of progress relative to the average for pupils of similar ability. This is as a result of the flexible curriculum and close personal care they receive at this stage. Evidence from observations and
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pupil interviews indicates that the small number of sixth form pupils also make good progress in relation to their abilities in their highly individualised courses. The work and examination results of pupils with SEND indicate that these pupils make good progress in relation to their abilities as a result of the support that they receive. In some lessons, the more able pupils are not given sufficient work or a level of work that is sufficiently challenging and as a result their progress less strong but satisfactory overall. Students with EAL make good progress and those with statements meet the targets set for them. 3.6
Pupils have satisfactory attitudes to learning. In most lessons, the older pupils work well independently with good levels of perseverance, motivation, enjoyment and organisation. Where this is not the case, it is as a result of them being given undemanding tasks or little opportunity to work at their own pace. They are willing to do what is asked of them but do not often use their initiative, even when given the opportunity to do so. The younger pupils’ approaches to learning are more varied. For example, some pupils are unable to work and make progress without the constant and direct attention of a teacher.
3.(b) The contribution of curricular and extra-curricular provision 3.7
The contribution of curricular and extra-curricular provision is sound.
3.8
The curriculum is adequate overall for the ages, abilities and needs of the pupils. It supports the aims of the school. In Year 1 to Year 6, provision for the key areas is satisfactory overall given it covers the requisite areas but weaker for the youngest pupils as a result of the wide range of ages and abilities within a single class. The curriculum for these youngest pupils is not well-balanced with insufficient time being spent on developing skills in literacy and numeracy. Pupils of this age do not have appropriate opportunities to learn and make suitable progress as a result of the school requiring staff to work in areas where they are inexperienced and without support or guidance. The school does not comply with regulatory requirements in this area as a result. The school successfully personalises the GCSE programme on the basis of student needs and choice. The pupils are satisfied with the options available to them. The school provides a satisfactory range of GCSE courses for all pupils and there is scope for individual pupils to pursue their interests and to take GCSEs early. The very small number of sixth form pupils benefit from suitable, highly individualised courses which meet their needs.
3.9
Personal, social and health education (PSHE) is effectively provided to older pupils through specific, regular lessons and for pupils of all ages in assemblies, science and religious education. In Year 1 to Year 6, coverage of PSHE is unsystematic and weak. Regular lessons for all pupils in design technology contribute well to developing the technological knowledge and skills of the pupils, although it is not a subject generally offered for GCSE. There are few opportunities for pupils to develop their expertise in the use of ICT. Regular opportunities to perform in concerts or in school drama productions provide satisfactorily for the creative and expressive arts. However, there are few pupils learning or playing a musical instrument and few regular opportunities for pupils to participate in choirs or groups. Pupils with SEND and EAL have suitable provision. Specialist support for these pupils is good, being provided both within lessons and by the teaching of individuals and small groups withdrawn from lessons. The school meets the conditions that are set out in the statements of special educational need for those pupils who hold them.
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3.10
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The school aims to inspire and challenge its pupils through a wide range of extracurricular opportunities. This aim is achieved very effectively by the school’s outdoor education programme. There is a good number of expeditions, trips and activities which pupils can opt to take part in and there is a good record in training children over many months to participate in the Duke of Edinburgh’s Award scheme and demanding events such the Ten Tors Challenge. In addition, pupils enjoy good opportunities for residential trips, including camping and trips abroad such as a recent visit to Sri Lanka. A minority of pupils expressed dissatisfaction in the questionnaire about the range of school-based activities available. Inspectors agree that the pupils have the opportunity to participate in a limited range of clubs at school, mostly at lunchtime. The curriculum is well supported by links with the community which mean, for example, that pupils have swimming lessons in the nearby university pool and younger pupils take part in events staged by the local police and ambulance services as well as visiting the city museum, the cathedral and the local library.
3.(c) The contribution of teaching 3.11
The contribution of teaching is sound.
3.12
Much of the teaching, particularly of the older pupils, is effective in supporting the school’s aims in challenging and inspiring pupils and in creating a secure, happy and active learning environment which supports every individual. Such lessons are given by teachers with relevant subject knowledge, are well planned, providing pupils with an appropriate level of challenge resulting in good or better progress. In these lessons, the teaching meets the needs of pupils of varying ages and abilities, teachers have high expectations and classroom assistants are used to good effect. A small minority of the teaching, particularly but not exclusively of the youngest pupils, is less successful because teachers lack the necessary knowledge and skills for the material being covered, lessons are not effectively planned, are undemanding in pace and challenge or do not employ varied and effective methods. As a consequence, the pupils are limited in what they able to do and achieve. For example, more able pupils have to wait for others to finish before being given the opportunity to progress further. The opportunities for pupils to take the initiative and show independence are limited.
3.13
In some lessons, teaching and learning are limited by a lack of appropriate resources such as computer equipment or suitable up-to-date text books in some subjects. A minority of pupils expressed dissatisfaction with how interesting their work is and how useful they found their homework. Inspectors agree that this is sometimes the case when tasks or lessons are not well-matched to their needs or make use of limited resources. However, the vast majority of pupils expressed happiness at the progress they were making, the help provided to them and the concern shown for them by teachers who know them well.
3.14
Assessment is not used sufficiently well to support learning. The school has recently started to collect standardised measures of abilities and of attainment but this data is not yet being used systematically throughout to set targets, track progress or to help with lesson planning. Useful oral feedback is often given to pupils as to how they are doing in their work. However, the marking of pupils’ books rarely includes constructive advice on how to improve. Some teachers use their own assessment information well to plan further teaching, but this is not consistent across subjects, with some pupils’ progress not being tracked adequately.
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3.15
At the time of the previous inspection, a number of recommendations were made aimed at developing the teaching. Since then, displays in the classrooms and around school have been improved and now provide good stimulation to learners. However, little progress has been made to improve the consistency of teaching and learning across the school or in ensuring that pupils are more involved in their learning. The inadequate use of assessment information remains a weakness in the least successful teaching.
3.16
Teaching generally matches the provision set out in statements of special educational need. In some instances, however, the implementation of the provision is ineffective because of the haphazard organisation of specialist sessions, which mean pupils do not always make as much progress as they might.
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THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT
4.(a) The spiritual, moral, social and cultural development of the pupils 4.1
The pupil’s spiritual, moral, social and cultural development is good.
4.2
The pupils are confident and mature for their age, in keeping with the school aims. They are sensitive to the needs of others and respectful of the property and possessions of others. Almost all pupils expressed satisfaction in the pre-inspection questionnaires at the progress they are making and like being at the school.
4.3
Spiritual and moral development are good. Pupils show good self-confidence and self-esteem, and the school’s work in outdoor activities is a significant factor in developing these attributes. Pupils show an awareness of the non-material aspects of life, for example actively participating daily in assembly in response to thoughtful presentations on topics such the Ebola crisis in West Africa. Pupils reflect on and talk sensitively about their experiences. They have a keen sense of right and wrong. They are courteous and polite, greeting visitors with confidence and happily conversing with them. They are interested in ethical issues and are involved in ecological initiatives such as recycling waste from the school. In some lessons, older pupils confidently discuss moral and social issues connected with books they are reading or debate on a range of topics such as life without adults and authority. A reasonable programme of outside speakers, for example, from a Christian charity and a representative from a local children’s hospice, allows for pupils to engage with a range of moral and social dilemmas. Pupils develop an understanding of the overarching character of the criminal and civil law of England.
4.4
The social development of pupils is good. Pupils make satisfactory contributions to wider society through charitable fund raising, for example when taking the lead by holding cake sales. Some older pupils help out with clubs for the younger age groups and a few have carried out work experience in the nursery. Beyond these examples there are limited opportunities to take responsibility in school and this is an area of dissatisfaction raised by a small minority of pupils in the pre-inspection questionnaire. A few also did not agree that teachers are fair in the use of rewards and sanctions. The inspection found that the use of rewards and sanctions by teachers was appropriate and considered. For example, a celebration assembly took place where children received certificates for good manners and improved work. The pupils develop a suitable knowledge of the public institutions and services in England, for example thorough presentations in assembly and visits to local services.
4.5
The cultural awareness of pupils in the school is good. Pupils develop a good appreciation of, and respect for, the achievements of those from other cultures or faiths. For example, pupils celebrate Chinese New Year and other cultural anniversaries with displays and pupils from different countries given the chance to speak and answer questions about their culture and background. Pupils have a clear understanding of fundamental values such as the rule of law, individual liberty, respect and tolerance gained from thoughtful interactions with adults in the school and through assemblies. Pupils of differing cultures and faiths work harmoniously and respectfully side by side. The school is even-handed when presenting alternative political views.
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By the time they leave, pupils are well prepared to deal with life beyond school. Pupils with SEND or EAL are equally well-prepared as a result of the same opportunities and the support they receive.
4.(b) The contribution of arrangements for pastoral care 4.7
The contribution of the arrangements for pastoral care in the school is good.
4.8
Staff provide carefully tailored and effective support and guidance in accordance with the school’s aims to develop fulfilled, successful and happy children who leave as young adults confident in their ability. Relationships between adults and pupils are warm, positive and harmonious. Pupils are confident that they know who to turn to if they have any concerns or difficulties. The pupils are generally supportive of each other and get on well together. In lessons pupils happily work in pairs or small groups. They are well guided in their choices of GCSE and sixth form options, being encouraged to have high aspirations for the future.
4.9
There is an effective approach to healthy living. Pupils are given guidelines about what to bring in their packed lunches and this is informally overseen by the school. The school works hard to support the physical activities of the pupils by, for example, using links with the local tennis club to provide sporting opportunities. There are opportunities for some lunchtime sports clubs but these are limited and not always well attended.
4.10
The school is effective in promoting good behaviour. In response to the questionnaire and in interviews, pupils expressed confidence that bad behaviour and incidents of bullying are infrequent and swiftly dealt with. Pupils are actively involved in writing the code of conduct in consultation with staff. The same effective approach to positive discipline applies to pupils with SEND; clear boundaries of acceptable behaviour are set and achieved. Results of the pre-inspection questionnaire show that nearly all parents are happy with the care, progress and guidance their children receive and that their child is happy and feels safe at the school.
4.11
The school seeks the views of the pupils through the school council which consists of staff and pupil representatives. Pupils recognise that some of their views and requests have been acted upon. The responses to the questionnaire suggest that a very small minority of pupils would like more opportunity to have their views considered. The inspection judged that the school takes reasonable steps to respond to their opinions.
4.12
The school has a suitable plan to improve the educational access for pupils with special educational needs.
4.(c) The contribution of arrangements for welfare, health and safety 4.13
The contribution of the arrangements for welfare, health and safety is unsatisfactory.
4.14
The required recruitment checks on staff have not been undertaken in a sufficiently thorough, careful and comprehensive manner prior the start of employment. These include checking the identity of staff, their right to work in the UK, whether they are barred from working with children, enhanced criminal record checks and prohibition orders on those engaged in teaching. In addition, suitable references and medical checks have not been received or have not been received prior to the start of employment and gaps in employment have not been questioned and responses
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recorded. Most staff, but not all, have undertaken suitable training in safeguarding as part of their induction. As a result of the inspection, all staff have undergone checks to show that they are not barred from working with children and the school is working to complete other required checks. The extent of the shortcomings constitutes significant failure to comply with the statutory requirements concerning the safeguarding of pupils and the safe recruitment of staff. 4.15
The proprietors take appropriate steps to reduce the risk from fire. Drills are undertaken at regular intervals and suitably recorded. Risk assessments are carried out in many areas but are not always kept up to date. Suitable risk assessments are undertaken for trips, including those overseas. The exterior lighting of the site is insufficient in some areas of the car park at the front entrance of the school. The accommodation for the care of sick and injured pupils now meets the regulatory requirements following improvements made during the inspection.
4.16
Gaps were found in the admission register, including missing contact details and the address of the pupil’s previous school; these were corrected during the inspection. The attendance registers are correctly completed except where amendments have been made; these are not annotated with the date, reason and person who made the amendment. A back up of the admission register is not taken sufficiently frequently. Registers are suitably stored for three years.
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THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT
5.(a) The quality of governance 5.1
The quality of governance is unsatisfactory.
5.2
The proprietors are closely involved in the day-to-day operations of the school and deal directly with parents, staff and pupils. They are highly reactive in addressing concerns on a day-to-day basis yet have limited insight into the quality of the education provided by the school. They fail to provide a clear vision and stimulus for the future. Priorities are not effectively set and communicated. Leadership at this level is unclear. There are limited and largely unsuccessful mechanisms for monitoring and evaluating the quality of the provision and of teaching. The curriculum is limited and is sometimes constrained by the resources selected by the proprietors. Appraisal of staff is not systematic or thorough and hence the needs of staff are unidentified and unmet. Staff are deployed in areas outside their areas of expertise and are not provided with suitable training, direction, support and oversight.
5.3
The proprietors have made limited progress in implementing the recommendations from the previous inspection with respect to improving the consistency of teaching and learning across the school, ensuring that pupils are more involved in their learning and developing the use of assessment information to ensure that gaps in pupils’ learning are clearly understood and are addressed in lesson planning.
5.4
The proprietors have not discharged their responsibilities with regard to safeguarding and child protection. The required recruitment checks on staff have not been undertaken in a thorough and careful manner. These failures in meeting the statutory requirements include a range of pre-appointment checks. The single central register is incomplete and inaccurate. The safeguarding policy is up to date as a result of work undertaken during the inspection. The proprietors have not conducted the required annual review of safeguarding arrangements.
5.(b) The quality of leadership and management, including links with parents, carers and guardians 5.5
The quality of leadership and management, including links with parents, carers and guardians is unsatisfactory.
5.6
Those in leadership and management positions are hardworking and wellintentioned but often overwhelmed with a multiplicity of responsibilities. They are not always effective in implementing policies to ensure they successfully raise the achievement of pupils in line with the school’s aims. Policies are detailed and very lengthy and, consequently, they do not provide useful guidance to staff. They are not always updated in a timely manner, are often not observed in practice and their implementation is not closely monitored. Leadership roles are ill-defined and ambiguous, and there is not a clear educational direction for the work of the school. For example, there is a lengthy and comprehensive development plan for the school with many targets, but few are known to the staff and many remain unaddressed. The quality of teaching and learning is not regularly monitored and evaluated. For example, scrutiny of pupils’ work and sharing of good practice is inconsistent across the school. Staff are given few opportunities for professional dialogue in order to make their lesson planning and delivery more effective and suitable for the needs of
© Independent Schools Inspectorate 2014
Magdalen Court School
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pupils of all abilities. In some areas, staff are not suitably trained or experienced to do the job asked of them. Some are required to work in areas where they do not have expertise and are not provided with suitable direction, support and oversight. This has an adverse effect on the progress made by pupils. 5.7
The leadership and management have failed to carry out and record the required checks when appointing staff. Most staff, but not all, undertake suitable training in safeguarding as part of their induction but appropriate updating training is provided when required. Limited progress has been made in addressing the recommendations from the previous inspection with respect to improving the consistency of teaching and learning across the school.
5.8
Links with parents are good. The school maintains good relationships with parents which support the school’s aims well. Parents generally show high levels of satisfaction with the education provided as reflected in their responses to the preinspection questionnaire. They appreciate the ease with which they are able to raise queries and concerns directly with the proprietor and staff. A few parents expressed concern at the quality of the leadership and management of the school; inspection evidence supports these concerns. A high proportion of parents are pleased with the progress their child is making and all who responded to the questionnaire agree that their child is well looked after and receives appropriate support at the school. Most would recommend the school to another parent. Parents have good opportunities to participate in the life of the school through daily contact with staff and through events such as concerts and trips such as skiing. They receive detailed reports on their child’s progress which indicate levels of achievement and areas for improvement. Parents of current and prospective pupils are provided with the required information about the school. There is a suitable policy for handling complaints, and concerns are handled in accordance with published procedures.
What the school should do to improve is given at the beginning of the report in section 2.
© Independent Schools Inspectorate 2014
