5th to 8th February 2007

Full Name of the School: The Junior King’s School, Canterbury
DfES Number: 886/6061
Registered Charity Number:307942
 
Address: Milner Court, Sturry, Canterbury, Kent CT2 OAY
Telephone Number: 01227 714000
Fax Number: 01227 713171
Email Address: head@junior-kings.co.uk
 
Headmaster: Mr Peter Wells
Chair of Governors: The Very Reverend Robert Willis
 
Age Range: 3 to 13 years
Gender: Mixed
 
Inspection Dates: 5th to 8th February, 2007 

This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI).  The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership.  It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.

The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards.  It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general.  The full CSCI report can be found at www.csci.org.uk.

The inspection does not examine the financial viability of the school or investigate its accounting procedures.  The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination.  Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.

1. INTRODUCTION
Characteristics of the School

1.1 The Junior King’s School was founded in 1879 as the Junior School for the King’s School which can trace its roots back to the sixth century when St Augustine arrived in Canterbury.  It is set in spacious grounds in the village of Sturry, outside Canterbury.  Its varied buildings, which have been imaginatively developed, include an unusual oast house and large tithe barn.  The school emphasises the value of its Christian foundation, its boarding community, the quality of its facilities and the opportunities for all pupils to take part in a wide variety of activities.  Almost all pupils gain places at their first choice of senior school, with the majority achieving entry to The King’s School Canterbury.  Each year a number of pupils gain academic and non-academic awards.

1.2 The school’s stated aims are to:
· encourage life in all its fullness within a Christian community;
· provide a safe, positive, stimulating and happy learning environment where pupils gain self-confidence and are ready for the opportunities, responsibilities and experiences of adult life.

1.3 Since the last inspection the school has reduced the length of the compulsory school day, broadened the curriculum and developed the information and communications technology (ICT) resources.  Administrative support has been enhanced.  The boarding accommodation has been extended and refurbished, and the tithe barn has been converted into a flexible space for drama and music.  The Pre-Prep department has gained two additional classrooms.

1.4 At the time of the inspection 398 pupils were on the roll, aged between 3 and 13 years (226 boys and 172 girls).  Of these, 44 were in the Foundation Stage (19 boys and 10 girls full-time and 10 boys and 5 girls part-time).  A total of 64 pupils were in Years 1 and 2 (40 boys and 24 girls) and 172 in Years 3 to 6 (94 boys and 78 girls).  There were 118 pupils in Years 7 and 8 (63 boys and 55 girls).  In all, 75 pupils were boarders (19 boys and 20 girls full-time, and 24 boys and 12 girls weekly boarding).

1.5 Entry to the Pre-Prep is non-selective.  Year 2 pupils are tested formally to ensure that they are within the range of ability to gain places in competitive examinations for transfer to King’s Senior School.  External candidates are also tested.  Judged from standardised tests, pupils’ average ability is above that of the national average.  A significant number are well above average and a few are far above average ability.   If pupils are performing in line with their abilities their results will be above the average for all maintained primary schools.  Pupils take national tests at the age of seven.

1.6 Pupils come predominantly from professional, business and landowning families who are keen to support their children’s education.  Nearly a fifth of the pupils come from ethnic minorities.  The school has identified 48 pupils who have learning difficulties, and 13 pupils have English as an additional language (EAL) although some of these are bi-lingual.

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

Pre-Preparatory Department

School	NC name
Doves	Nursery
Kingfishers, Magpies	Reception
Swallows, Swifts	Year 1
Ospreys, Kestrels	Year 2

Main School

School	NC name
Junior House1B, P,	Year 3
Junior House2 CL, M, R	Year 4
3D, H, T	Year 5
4GM, L, M	Year 6
5F, C, G, L	Year 7
6S, SK, B, ME	Year 8

THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1 The education offered to pupils successfully reflects the school’s aims and philosophy of creating a ‘stimulating environment where children enjoy learning’ within ‘a community where Christian values and beliefs are promoted’. The broad, balanced curriculum provides a wide variety of educational experiences in which pupils’ linguistic, mathematical, scientific, technological, human, social, physical, aesthetic and creative needs are well met. The school’s atmosphere and strong ethos is one in which pupils thrive. Pupils explain that they appreciate the opportunities provided by the school, and recognise that they are enabled to succeed as individuals both academically and personally.

2.2 Since the last inspection the curriculum has been broadened still further to include Spanish, and class drama lessons have been re-introduced. Much attention is paid to pupils’ personal and physical development. A full programme of personal, social, health and citizenship education (PSHCE) has been developed, and it is now regarded as a key part of pupils’ education. Design technology (DT) as well as ICT are taught throughout the school, and Latin begins in Year 5 with Greek available for the most able pupils in Year 8. The provision for ICT has been transformed. Many classrooms have interactive whiteboards and the school has a large ICT suite. Specialist French and physical education (PE) teaching now start in Reception. Some subjects are taught successfully on a rotational basis. However in Years 7 and 8, when pupils are preparing for examinations, their opportunities in some subjects are inevitably restricted. For instance, drama for Year 8 scholarship candidates only takes place after examinations. The school is aware of this difficulty, and is considering the impact of examination preparation on their pupils. However, overall, timetable arrangements work effectively so that pupils have a broad education.

2.3 Pupils have excellent opportunities to develop firm foundations in essential skills such as literacy, numeracy and listening. Considerable emphasis is placed on speaking skills throughout the school. Pupils read and speak at assemblies, house meetings and in regular public performances. As a result they are confident and articulate speakers. A significant proportion of pupils learn musical instruments, many sing in choirs or take part in musical ensembles, and all are involved in drama productions.

2.4 Within their lessons pupils in the Pre-Prep have an action filled day, which incorporates a wide variety of activities. From Year 3, an extensive variety of enriching extra-curricular activities is offered. High levels of pupil participation indicate their popularity and quality. Something is available for every pupil. For example, rowing, jazz dance, visual design, astronomy, technical theatre to name but a few.

2.5 Pupils are encouraged to participate in a wide range of sporting activities whatever their level of skill and aptitude and have the chance to play in teams for the school. Visits out of school are generously provided for pupils of all age groups to support the work in the classroom. These include local places of educational interest as well as residential visits to France and sporting trips this year to Ireland and Holland. Links with the local and global community are strong. Pupils are well prepared for the next stage of their education. Strong links with King’s Senior School are maintained, and preparation, both academically and socially, for all senior schools is taken seriously.

2.6 Curriculum planning is effective, on the whole, and inclusive. For example all pupils learn at least one modern foreign language and the very great majority learn two. Most departments produce useful and detailed long term and medium term plans. Almost all departments have strong curricular links across the school to ensure pupils’ progress is steady, but this is not quite consistent across the school. In a few subjects, pupils’ skills are not being built upon systematically. Many heads of department are effective at ensuring the monitoring of the teaching and learning of their subject by considering plans, observing lessons and ensuring that all pupils’ needs are carefully met. Excellent practice is evident in the Pre-Prep and Years 3 and 4, where planning includes work to match pupils’ different needs. However, this good practice is not consistent within and across subjects in the rest of the school. Management is aware that this is still an area for development. Strong cross-curricular links are made in a number of subjects which enhance and enliven pupils’ learning. For instance the art and drama departments worked closely during a production of ‘A Midsummer Night’s Dream’ as pupils designed and painted sets and programmes.

2.7 The last inspection report highlighted the need to identify pupils who have learning difficulties more efficiently, and to plan for their needs to be met in class teaching. This has been improved, but it is still not fully effective across the whole school. The school is aware of this, and the recently appointed director of studies is reviewing the provision for these pupils. Appropriate procedures exist to identify such pupils, and teachers have access to information and individual education plans (IEPs) for them. All pupils are well known by their teachers and any who are giving cause for concern are discussed by the whole staff which demonstrates the caring ethos of the school. The system of setting older pupils for different subjects is useful in providing work that matches pupils’ needs. However support for pupils with learning difficulties within class lessons is inconsistent. Pupils for whom English is an additional language and bilingual pupils are well looked after. Able and talented pupils are appropriately challenged and given plenty of opportunities to reach their full potential.

2.8 The school meets the regulatory requirements for the curriculum [Standard 1]. Pupils’ Learning and Achievements

2.9 The school is extremely successful in meeting its aims to provide an environment which enables pupils to achieve well across a broad range of subjects and activities. As at the last inspection, all pupils achieve good standards and behave well. They receive a thorough grounding in knowledge, skills and understanding in their subjects and they learn to apply their knowledge effectively and to think and act critically and creatively. They are well educated so that almost all gain places in competitive entry to their first choice of senior school and a proportion gain academic and non-academic awards.

2.10 By the end of the Foundation Stage, most pupils are achieving or exceeding the nationally recommended levels for children of their age. They make excellent progress and are well prepared for the work in Year 1. Pupils in Years 1 and 2 have good skills, learn and progress well and they are very confident as individuals, ready to move across into the main school.

2.11 Almost all pupils in Years 3 to 8 achieve well and progress appropriately. In a number of those lessons where work was not properly adapted, pupils with learning difficulties did not progress effectively. Also teachers were not always building on pupils’ previous knowledge and skills so that they did not achieve as well as they could. However by the time pupils leave the school, they are achieving well. Pupils of all ages demonstrate a strong interest and understanding of the content of their lessons by asking intelligent questions, and listening carefully to the answers. They learn to apply their skills both critically and creatively, especially in art, drama and design technology where thorough evaluations encourage good self-reflection about their own skills and work.

2.12 Pupils’ attainment in national tests at age seven is good in relation to their abilities. Results in national tests at age seven over the last three years have been far above the national average for all maintained primary schools. Pupils were successful in scholarship examinations and auditions in 2006.

2.13 Pupils achieve a significant level of success in a great variety of different fields: During the inspection week pupils were greatly excited about their participation in public performances in Canterbury, some singing in ‘Les Misérables,’ and others presenting extracts from Shakespeare in a local theatre. Pupils took part in the Young Engineer for Britain Competition in 2006. Their project, ‘Too Much Noise’, was the runner up from 80,000 in the national finals. Many pupils reach a high standard in individual instrumental and drama examinations. Sports teams often do well. An exciting, highly competitive match was observed in which the Under 13 girls’ netball team beat an older team from King’s Senior School. The Under 13 rugby team reached the final stage of the National Schools Rugby Tournament. For two years running, pupils from the school have won the Townsend-Warner History Prize for prep schools.

2.14 Pupils are highly articulate and listen effectively in and out of the classroom. At mealtimes it was noticeable that pupils engaged each other and the staff in conversation. All pupils read confidently and well. The success of the young engineers shows that pupils can apply their ideas effectively and they demonstrated their problem solving skills in some lessons. Their ICT skills are well developed. Older pupils were particularly enthusiastic about their animation work in art, and project work on historic battles and artists had benefited from internet access. However, in interviews, pupils explained that they did not use ICT in all subjects, which was partly due to timetabling constraints which inhibit access to the suite.

2.15 Pupils reason, argue clearly and think for themselves well. They contribute confidently in lessons and pupil interviews were a delight for all inspectors. Pupils are given some opportunities to work independently, and respond well to this challenge when offered, but such opportunities were not always obvious in all subjects. Many older pupils’ books had glued in worksheets rather than more independent methods of presentation. The school is aware of this lack of independent learning and senior staff are looking for ways to improve it. Pupils work collaboratively in class and in other ways work together to achieve success, particularly in teams.

2.16 In almost all lessons observed pupils settled quickly to work in an atmosphere conducive to learning. They showed determination to finish their tasks and to achieve their aims. In interviews they stated that they enjoyed their lessons and this was obvious during the inspection. A high point was when Year 2 set fire to their carefully made models of 17th century London in a re-enactment of the Great Fire! Spiritual, Moral, Social and Cultural Development of Pupils

2.17 As at the last inspection, the quality of the spiritual, moral and cultural development of the pupils is high. The school meets its aim of providing a happy secure and caring community in which pupils flourish. The strong Christian ethos, the support of the chaplaincy and the high quality relationships across all members of the community, combined with the PSHCE programme make an outstanding contribution to the personal development of all pupils.

2.18 Pupils have plenty of opportunities to develop a sense of spiritual awareness. The headmaster, strongly supported by the chaplains and the staff, leads by example. Thoughtful assemblies and services in church have a clear Christian message and encourage a good deal of self-knowledge and reflection. They give pupils time for prayer, singing and reflection. Pupils listen and participate well. In religious education (RE) and PSHCE, difficult issues are raised and pupils begin to know themselves, improve their self-esteem and develop self-confidence. Art, music and drama also foster pupils’ spirituality. As the Junior School of the King’s School, the school benefits from a special relationship with Canterbury Cathedral, which is used most successfully as an educational resource, as well as recognising its importance as a spiritual centre. Pupils attend festival services, and a significant number are prepared each year for Confirmation. Some were confirmed just before the inspection at a moving service led by the Archbishop of Canterbury. The strong sense of spirituality present in the school was exemplified by the sensitive and caring way in which the community coped recently with the death of a much respected and loved member.

2.19 Pupils have a well-developed moral sense. They understand right and wrong, not only in terms of keeping rules, but more importantly in doing what is morally right by making choices for the overall good. This underpins the school’s values. Pupils show respect for each other, all adults with whom they come into contact, and their school. Many opportunities are provided in the curriculum for moral development as moral and ethical issues are considered. Unusually, pupils receive professional training in mediation, and this enables them to provide excellent support for their peers.

2.20 The social development of pupils is excellent and owes much to the effective implementation of the PSHCE programme and the work of form tutors and class teachers. Pupils are given responsibilities, and prefects or house captains carry out their duties conscientiously. The staff provide excellent role models for pupils in the relations they foster with their pupils and by the way they work well together. At lunch, staff sit and eat with their pupils. They give enthusiastically of their time to extra-curricular activities, and help pupils with social problems.

2.21 Pupils develop considerable cultural understanding through the many opportunities they have to learn about their own traditions and those of others through the curriculum, educational visits as well as musical and art activities. All pupils are introduced to the traditions of other faiths in RE and are made aware of other festivals during the year. The varied ethnic mix of the school population promotes an understanding of these pupils’ different cultures and the atmosphere throughout the community is harmonious and happy. The whole school benefited recently from a visit by members of an African tribe following a link made by King’s Senior School. Pupils’ awareness of Europe is particularly strong. They learn two foreign languages and have pen pals in France and Spain, and they visit France regularly. They perform playlets in both languages and plans are in place for older pupils to visit Madrid.

2.22 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2]. The Quality of Teaching (Including Assessment)

2.23 The quality of teaching remains good, supports the school’s aims and enables pupils to learn and make progress. Some class teaching in Years 5 to 8 is not so successful in ensuring that pupils who have learning difficulties make the progress they might and achieve standards of which they are capable. Throughout the school pupils with EAL are well taught and achieve well. A significant number of highly stimulating lessons was seen. An important factor is that teachers’ subject knowledge and understanding of subject-specific skills is strong. In the few less successful lessons, expectations of pupils’ abilities were too low and the tasks were not well explained. All lessons were well organised and the time was used efficiently. Some variety was seen in the teaching methods used. However most teachers have high expectations of their pupils who respond well to the challenges given.

2.24 Throughout the school, teachers create very good learning environments. In the nursery, housed in the Oast House, a vibrant learning space has been developed through activity and play. The Pre-Prep and Years 3 and 4 classrooms are well-equipped and welcoming places. Throughout the school displays are of high quality, particularly in the Pre-Prep and Years 3 and 4, which not only provide a stimulus for learning, but also show off pupils’ work to advantage, supporting the school’s aims to build up individuals’ self-esteem.

2.25 Generous resources assist teaching, and they are usually used efficiently in most lessons. This includes the use of fortuitous resources, for example on the last morning of the inspection nursery pupils took full advantage of the unexpected arrival of snow, and the local community policeman was invited into their classroom to talk about his work in the community, which was linked to their current topic! Interactive whiteboards were used in many lessons, but their full potential as a teaching tool was not being exploited.

2.26 A significant number of classroom assistants provide excellent support for teachers and pupils. However, at times they are not always deployed efficiently. In some subjects such as DT or science, with large groups of pupils undertaking practical work, no assistance is available for vital preparation or class support.

2.27 All lessons are carefully planned and, overall, the content within them is balanced. However, it was noticeable that in some lessons the constraints of examination syllabi mean that certain aspects of some subjects received disproportionate attention whilst others are relatively neglected. For instance, in science, potential scholars have reduced exposure to practical work in Year 8. This was also evident in the written work scrutinised.

2.28 In a few lessons pupils were given opportunities to work independently and explore ideas of their own. Reception class pupils had made their own ‘Snakes and Ladders’ game while pupils in both Latin and modern language lessons were seen taking the initiative and consulting reference books. Past post-scholarship history projects were of a high standard. However, the balance between the very necessary learning of basic skills and the desire for the pupils to become more fully independent learners is tilted too much towards the former. The school acknowledges this and is seeking the means to improve the situation.

2.29 Teachers make good use of praise and encouragement to foster enjoyment of learning. They give their pupils much praise; this supports the school’s aims and contributes to the strong relationships enjoyed in lessons and the positive atmosphere. In interviews, pupils of all ages felt that they could always ask for help and had no reservations in doing so.

2.30 Assessment is thorough. An assessment policy is in place together with a regular programme of assessments both standardised and school based. Each pupil’s test results are recorded in a folder, which is seen by them and their parents. A detailed pupil tracking system is in the process of being set up on the electronic school management network to provide centralised additional information on pupil progress.

2.31 In the Pre-Prep and in Years 3 and 4, assessments are used well. They are closely and regularly monitored and are used for the future planning of lessons. In Years 5 to 8, the use of assessment is satisfactory, but there is room for improvement. Academic departments collect together test results and discuss their significance. Departments use these to inform the placement of pupils into sets. Overall, however, the use of assessment to assist in future planning is inconsistent. A recent development has been that in several subjects pupils complete regular and useful self-evaluations, and a few classes use target setting to encourage pupils to improve their work.

2.32 The standard of day-to-day marking is very variable, ranging from the good to the poor, despite a comprehensive marking policy. Scores, grades, useful advice as to how to improve understanding or the quality of a piece of work, and expressions of approbation are examples of one end of the spectrum. At the other, some work is unmarked. This lack of consistency means that pupils can find it difficult to know how to improve and make progress, a point confirmed in their interviews.

2.33 Since the previous inspection, systems for identifying pupils who have learning difficulties have been developed and these work well. The director of studies and the special education needs teachers provide detailed information to subject teachers about the difficulties pupils experience. A list of such pupils, together with details of their needs, is also posted on the school management system. IEPs are drawn up by the director of studies in conjunction with each pupil’s class teacher. These are also made available to their parents and subject teachers. Outstanding help is given to pupils with EAL, and the specialist teacher provides subject teachers with outlines of the difficulties pupils will experience in being taught in English.

2.34 However, the amount of support given by the provision in classrooms of different tasks to match the needs of pupils varied considerably. Overall, there is a lack of practical understanding of the problems that these pupils might be experiencing in accessing the curriculum. There were notable exceptions in the Pre-Prep and in Years 3 and 4. Also in a Year 6 history lesson a photograph with captions on an interactive whiteboard presentation was accompanied by a voice-over to facilitate access. The school is aware that this is still an area that needs improvement. 2.35 The school meets the regulatory requirements for teaching [Standard 1].

THE QUALITY OF CARE AND RELATIONSHIPS

The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils

3.1 The provision of pastoral care, welfare, health and safety continues to be a strong feature of the school.  It is a welcoming place, in line with its aims, where everyone takes responsibility for each other.  Parents are appreciative of the support that their children receive.  Boarding is very popular with both boys and girls.  In discussions with inspectors pupils commented favourably on the ‘friendly feel ‘of the school.  They felt that they were well supported in their learning and in their personal development.

3.2 The positive atmosphere in the school is effectively underpinned by high quality welfare policies and procedures that are implemented systematically by all staff.  Form tutors, section heads and the chaplains have an important role to play.  Excellent systems support the boarders.  The introduction of a special Junior House for Years 3 and 4 has greatly improved pupils’ confidence as they transfer into the main part of the school.  A system of Golden Rules has encouraged appropriate behaviour.  Importance is given to pupils making the right choices for themselves with concern for the common good.  An effective anti-bullying policy exists and bullying is not tolerated.  It is openly discussed, and Years 5 and 6 like to use the ‘worry box’ anonymously if there is a problem to be resolved.  A buddy system has been introduced, and in the Pre-Prep there is a friendship stop in the playground where pupils wait for a friend if they are feeling lonely.

3.3 The quality of relationships between staff and pupils is always warm and trusting.  These strong relationships create a caring and happy environment throughout the school in which both boarding and day pupils thrive.  Relationships between pupils are equally positive and pupils are open and considerate towards each other.

3.4 The school has appropriate child protection policies and procedures.  The governing body has not formally reviewed them however, to comply with statutory obligations.  Systems for the employment of staff are efficient and conform to statutory obligations with all staff in contact with pupils appropriately checked.  When necessary, pupils receive excellent support from the medical team.  Health and safety arrangements are very thorough and a committee meets regularly to review proper practice.  Risk assessment procedures are good, and appropriate arrangements have been taken to minimise the risks from fire and other hazards.  Fire drills take place regularly and equipment is regularly checked.  The DT room now complies with safety regulations and the storage of chemicals in the science laboratories is good.  Staff are aware of health and safety procedures.  This was seen when care was taken in a hockey lesson to ensure that all pupils had the correct safety equipment.  The recording of accidents and emergencies is thorough.  All staff, including administrative, maintenance, catering and support staff are an integrated part of the school community.  The school fully meets its aim to provide a safe environment.

3.5 Meals are nutritious, of a very high standard, and served by a dedicated team.  An outstanding range of both hot and cold choices is available at lunchtime and boarders are equally well served with a varied and healthy diet.  Mealtimes are highly civilised affairs.

3.6 The school meets almost all of the regulatory requirements for the welfare, health and safety of pupils [Standard 3].  In order to meet all the requirements, the school must:

(a) ensure that the governors review the school’s policies and procedures for child protection annually [Regulation 3.(2)(b)].

The Quality of Links with Parents and the Community

3.7 The quality of links with parents and the community is now outstanding.  At the last inspection it was judged sound, and clearly significant progress has been made in this area. In the response to the pre-inspection questionnaire, parents expressed overwhelming support for almost all aspects of the education and support provided by the school.  They acknowledge the breadth of the curriculum, the wide range of extra-curricular opportunities, the good provision for boarders, and the care taken to ensure that their children are well prepared for the next stage of their education.

3.8 Although a small minority of parents expressed concern in the pre-inspection questionnaire about the information provided by the school, not least on pupils’ progress and the opportunities to discuss it, the inspection evidence did not support this view.  Parents have many opportunities to be involved in activities in the school, not least through the Friends organisation, and they are able to take an active interest in the work and progress of their children.  Communication between parents and the school is excellent.  The website offers an ideal means of keeping in touch, even allowing boarders’ parents to see photographs and accounts of weekend activities, and regular newsletters, calendars and large plasma screens with daily news of school events all help to keep lines of communication open.

3.9 Some parents expressed concern about the effectiveness of the support provided for pupils with learning difficulties.  Pupils with difficulties are quickly identified and receive good individual tuition, but support in class lessons is less consistent.

3.10 Through the prospectus, a DVD, various parents’ handbooks and comprehensive information about the curriculum, the school offers extremely detailed guidance to parents.  Regular meetings are arranged for parents to visit the school to discuss their children’s progress.  They also receive regular and informative written reports.  The school rightly prides itself on excellent informal communication.  The inspectors witnessed this at first hand when parents were seen to be in relaxed discussions with teachers at the beginning and end of the day.  Parents who contact the school more formally, in writing, have their concerns handled promptly and with due care, but as the headmaster and staff are seen as very approachable, most concerns are dealt with face-to-face.  Written responses to concerns are sensitive.  The complaints policy is secure; it has not yet been used.

3.11 The school promotes positive links with the wider community too.  The local church provides an obvious point of contact and the community uses various school facilities, such as playing fields and the barn.  Several school members actively support village organisations and this provides a very useful link.  Further afield, the school has strong European links and a tradition of charitable work.  Parents and pupils have raised large sums of money for local charities as well as those in Africa in recent years.

3.12 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].

The Quality of Boarding Education

3.13 The quality of boarding education in the school has improved significantly since the last inspection and it is now outstanding.  The boarding community is at the heart of the school and the care and opportunities given to the pupils reflect the school’s aims.  The last inspection by the Commission for Social Care Inspection recognised the high quality of the boarding provision.

3.14 Relationships within the community are positive and supportive.  Quiet, strong leadership from the headmaster and his committed team of boarding staff creates an atmosphere of mutual respect and trust.  Staff know and care for the children extremely well.  Clear guidelines and procedures support their work.  All are valued, and boarders feel secure amid a genuinely family atmosphere.

3.15 Out of school time and at weekends there is an extensive range of activities offered and boarders appreciate this enormously.  Days are carefully balanced to allow children plenty of opportunity for directed activity as well as much needed free time with their friends.

3.16 The quality of accommodation, its state of repair and the range of resources available are outstandingly good.  Rooms are light and airy, furniture and furnishings are of a high quality and facilities for recreation are excellent.  Systems for laundry and medical care are excellent.  Boarders benefit from the high quality catering in the school.  They enjoy a healthy diet and there is always plenty to eat.

4.THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

The Quality of Governance

4.1 The school continues to be well governed.  The structure of the governing board, which is responsible for both Junior King’s and King’s Senior School, is clearly defined with appropriate structures to provide effective oversight of the education provided.  Meetings are properly minuted and effective investment has been made in human and material resources.  Governors support the headmaster in maintaining the ethos of the school and they undertake considered financial planning and control to ensure the future development of the school and its resources.  Governors are aware of their legal responsibilities.

4.2 The full board is kept well informed about the school as the headmaster reports to it in person.  However, much of the detailed governance work and direct monitoring of the Junior King’s has been delegated to a sub-committee which meets there each term.  Governors who are parents also provide a useful insight into the running of the school as well as an important awareness relating to the interests of the parental body.

4.3 The Junior School Committee provides strong support, advice and an appropriate level of challenge to the school.  Educational matters are considered in detail, with academic departments providing annual reports for scrutiny.  On occasions, members of staff give presentations on their specialist educational areas.  An annual review of the school strategic plan is considered by the committee as well as the full board.  Governors attend formal and informal events whenever possible, and the chair of that committee is a frequent visitor to the school.

The Quality of Leadership and Management

4.4 The headmaster provides strong yet approachable leadership and the school is well managed.  As was evident at the last inspection, he has a clear view of the aims for school, and the ethos which he is determined to sustain within it.  The education provided ensures that these aims are most effectively fulfilled as pupils are well looked after in a caring environment, and they are prepared successfully for their senior schools.  The headmaster is active around the school as a calm, thoughtful presence in support of the whole school community.

4.5 Since the last inspection the management structures have been strengthened by the creation of five administrative sections across the school.  This development, with clear guidelines on roles and responsibilities, works well.  They have provided a greater degree of support for pupils of all ages, as well as enabling efficient and regular communication across the whole school on all academic and pastoral matters.  Policies and procedures have been developed appropriately which reflect the ethos and aims of the school.

4.6 Senior managers involved the whole staff in developing a mission statement.  This has underlined the strong commitment of all to support the school ethos and the shared vision.  Full development plans have been drawn up which analyse and prioritise school needs efficiently.  The whole school strategic plan identifies major physical requirements over a ten-year period.  The school improvement plan incorporates departmental needs and areas for development.  These are reviewed regularly and ensure that management is well aware of the areas that need further development, such as improved classroom support for pupils who need additional support, the use of assessment for application in lesson planning and increased monitoring and consistency within and across departments.

4.7 Middle managers have a clear responsibility for monitoring and evaluating teaching and learning in their departments across the school to ensure that pupils’ skills and knowledge are built up in a systematic way.  This is not yet consistently carried out across the whole school.  Some efficient practice with lesson observation, the sharing of good teaching strategies and detailed scrutiny of work takes place, particularly in the Pre-Prep and Years 3 and 4.  However, some departments are not yet achieving this.  Senior managers are aware that this is an area for development.  All departments meet regularly to discuss issues and links with King’s Senior School are generally working well.

4.8 The formal appraisal system is in a state of transition.  The school identified that the previous system of peer appraisal was not efficient and a new two-year cycle is beginning in the term of the inspection.  However, all staff already benefit from an annual headmaster’s review; this gives the opportunity to discuss successes and areas for development in a less formal way.  Systems for the induction of new staff are efficient and they feel well supported.

4.9 Financial resources are well managed to secure high quality resources to support the school’s aims to provide many opportunities for pupils.  The extensive, attractive and well-maintained buildings and grounds are an important feature of the school.  However, although the tithe barn is a wonderful space for music and drama, it is extremely cold for much of the day.  Day-to-day administration of the school is efficient, greatly supported by the welcoming administrative team who respond to every request swiftly and kindly.

4.10 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].

4.11 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.

5. CONCLUSIONS AND NEXT STEPS

Overall Conclusions

5.1 The school meets its aims and aspirations to a high degree and it has made significant progress since the last inspection.  Strong, approachable leadership by the headmaster ensures that the school achieves its aims.  Pupils achieve places in competitive entry to their senior schools.  Parents are pleased with the education provided and feel fully involved in the life of the school.  Pupils are extremely proud of their school.  Management and pastoral systems have been strengthened, and pupils feel safe, greatly valued and enjoy their school life.  The boarding community is a key component of the school’s ethos.  Boarders’ presence, with their diversity and the outstanding provision for their care, enables the school to provide an excellent range of opportunities for all pupils.  They greatly appreciate them.

5.2 Teaching is good and on a significant number of occasions it is outstanding.  Regular assessment takes place, but this information is not yet fully exploited to the full in the planning of lessons.  Not all middle managers monitor the teaching and learning in their departments yet to ensure that the best teaching strategies are shared and that all pupils’ needs are effectively met.  Governors provide good support for the school.  Strong links have been developed with parents and the wider community.

5.3 ICT provision is now of a high quality and pupils demonstrate efficient skills in its use. However, not all teachers include it in their planning nor in their teaching.  Identification of pupils who need additional help now works well and they receive good individual teaching.  However in class lessons teachers are not always successful in providing appropriate tasks to match these pupils’ needs.  Teachers and managers do not always plan the most effective use of classroom assistants.

5.4 The school complies with almost all of the regulatory requirements, but does not at present meet Standard 3 (welfare, health and safety of pupils).

Next Steps

5.5 The school should take the following steps, which are suggested for particular consideration in order for the school to improve still further.

1. Strengthen the school’s provision for pupils who have learning difficulties by providing training for all teachers so that they understand the difficulties pupils experience and have appropriate strategies with which to support them in lessons, and that managers review deployment of classroom assistants to provide maximum benefit to pupils.

2. Strengthen the role of middle managers by ensuring that they all monitor and evaluate teaching and learning consistently within their departments so that pupils’ knowledge and skills are build up in a systematic way.

3. Continue to develop the use of assessment across the school to support individual pupils and for the future planning of lessons.

5.6  In order to meet all the regulatory requirements, the school must:

(1) ensure that the governors review the school’s policies and procedures for child protection annually [Regulation 3.(2)(b)].

6. Summary of inspection evidence

6.1 The inspection was carried out from 5th to 8th February, 2007.  The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils.  They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies.  Inspectors visited boarding houses and the sanatorium.  The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.

List of Inspectors

Lady Fiona Mynors Reporting Inspector
Mr. David Harris Head of Junior School, HMC School
Mrs. Marjorie Harris Former Head of Junior GSA School
Mrs. Evelyne Maynard Head of Department IAPS School
Mr. Jonathan Milton Head of IAPS School
Mr. Richard Pepys Head of IAPS School