Inspection Report
The School was inspected in November 2003 by the Independent Schools Inspectorate (ISI) and by the National Care Standards Commission (NCSC). The ISI inspected all aspects of the school, whilst the NCSC concentrated on the boarding and the general welfare of the children.
The ISI produces two versions of its report, a “Summary Report” and a “Main Report” which includes the summary version. The former has been sent to all parents as a matter of course (and is printed below), and the latter is made available to anyone who requests it. Both versions contain a summary of the NCSC’s main findings.
Click here to link to the ISI website for the "Main Report". The reports on other independent schools can be viewed on the same site.
Click here to link to an extract from the latest boarding inspection report (November 2004), which gives the children's views.
MAIN FINDINGS
Overall Summary
Port Regis is a very happy school with many strengths. The leadership of the school is excellent. Pupils benefit from the very good teaching, the high quality facilities and the very good curriculum. Consequently pupils achieve high standards in relation to their abilities and their personal development is very good. The governance and management is very good and ensures that all staff are valued and work effectively together for the benefit of the pupils who speak well of their school.
What the School Does Well
The school has many strengths. The following are the most significant:
- The pupils achieve high standards in relation to their abilities.
- The quality of teaching and learning is very good and pupils make good progress.
- The excellent leadership of the headmaster, ably supported by senior staff, ensures that pupils succeed.
- The quality of assessment and recording of the standards and progress made by pupils is very good and the information gained is used very effectively.
- The very good levels of pastoral care and pupils’ personal development that come from the very positive school ethos and from the commitment of the hard working staff to do the best for the pupils in their care give pupils confidence to learn.
- The curriculum is very good.
- The resources for learning are very good.
What the School Should Do Better
The school has no major weaknesses. The following areas, however, could be improved:
- A small but significant number of pupils do not arrive punctually for lessons.
- The curriculum in the Foundation Stage lacks a secure well-structured outdoor area.
Standards of Attainment and Progress in Subjects
- The standards that pupils achieve are high in relation to their abilities. In reception, all children are well on track to meet, or exceed, the standards children are expected nationally to reach by the end of the reception year. Although pupils in Year 2 and Year 6 take the national tests in English and mathematics, it is not possible to make comparisons with equivalent maintained primary schools, as the results are not moderated externally. Most pupils in Year 2 attain high standards in reading, writing and mathematics. The standards attained overall by pupils in Year 6 are high in relation to their abilities. By Year 8 standards are high in most subjects.
- Across the school pupils make good progress in relation to their abilities. Boys and girls attain broadly similar standards. The more able pupils make good progress, especially in Years 6, 7 and 8 where they are taught in classes according to their ability. Those pupils that the school has identified as having a learning difficulty are very well supported through the Education Support Unit (ESU) and make good progress. The small minority of pupils with English as an additional language have good support and make good progress.
Quality of Pupils’ Learning, Attitudes and Behaviour
- The overall quality of pupils’ learning is very good. The consistency of this quality in the pre-prep and prep is a measure of the very good management of the school.
- Pupils enjoy their work and are very keen to learn. They are happy and have very positive attitudes towards their learning, their teachers and towards the school as a whole. Pupils are proud of their school and speak well of it. The responses to the questionnaire completed by the pupils prior to the inspection reflect these very positive views of their school. The relationships between pupils are very good, as are those between pupils and teachers. Pupils across the school, as a whole, concentrate hard on the tasks in hand.
- Standards of behaviour are very good. Pupils behave very well both in lessons and around the school. The school is very orderly. It conforms to legal requirements in respect of corporal punishment.
The Quality of Teaching
- Teaching is very good throughout the school, including the Foundation Stage, and this contributes significantly to the high standards pupils achieve. No unsatisfactory teaching was observed. Teaching is consistent in both the pre-prep and the prep and has many strengths. The enthusiasm of the teachers, who expect pupils to do well, is at the heart of the very good teaching. Planning is detailed and thorough, and it makes very effective use of the readily available information from assessment of the standards and progress made by pupils.
- Teachers make skilful use of the very good premises and equally good resources and this enhances pupils’ learning. Effective use is made of specialist teaching and leads at times in Years 3 to 8 to teaching that is excellent. Good teamwork between the teachers and the teaching assistants in the classes in the pre-prep makes a significant contribution to the standards pupils achieve. Very effective collaboration between the ESU, tutors and teachers ensures that pupils with learning difficulties are very well supported. Good support is provided for pupils with English as an additional language who need extra help with spoken English.
Other Aspects of the School
Attendance
The level of pupils’ attendance is very good and enables them to take full advantage of the opportunities provided by the school. Pupils arrive at school punctually; however, a small but significant number of pupils arrive late at lessons. Registers are completed accurately and excellent use is made of information and communication technology (ICT) to keep data up to date. The school meets almost all of the regulatory requirements. In order to meet all the requirements, the school must keep admission registers in the required format for three years.
Assessment and Recording
- The assessment and recording of pupils’ achievements, progress and needs are very good. Excellent use is made of ICT, especially for recording examination results and keeping detailed and informative pupil profiles up to date. Information gained from a wide range of assessments is used very effectively to guide planning.
- Assessment and recording in the Foundation Stage is very good. The performance of pupils aged five and under is assessed using a good and comprehensive system based on national guidelines. Detailed analysis of the results of national tests taken in Years 2 and 6 is not undertaken, nor are the Year 6 tests validated externally.
- Throughout the whole school teachers’ marking is frequent, accurate and consistent and follows the clear explanations in school policy documentation. It is often accompanied by encouraging and useful comments that help pupils to improve their work.
Curriculum
- The curriculum is very good. The breadth in the curriculum is a strength and comes from the very good range of subjects offered to pupils, augmented by a wide range of sport and extra-curricular opportunities. The curriculum for children in the Foundation Stage is good overall. One strength is the effective planning ensuring good continuity and progression between nursery and reception. Whilst children in the Foundation Stage have a shared place to play, they do not have access to a well-structured outdoor curriculum. The balance in the curriculum in the school as a whole is good overall, supported by well-thought-out planning in subject departments. The equality of opportunity and access that pupils have to the curriculum allows all pupils to learn and make good progress.
Teaching and Non-teaching Staff
The provision of teaching staff and for their professional development is very good. The teaching and non-teaching staff make a major contribution to the high standards pupils attain and to their very good personal development. All teachers are suitably qualified or experienced. They are well deployed. In the pre-prep, the very effective teamwork between teachers and teaching assistants enhances pupils’ learning. The teamwork between all staff is very good. Teachers are highly professional in their teaching and provide good role models for their pupils. Pride in their membership of a very fine team is characteristic of all the numerous non-teaching staff who support the work of the teachers. An outstanding feature of the school is the very good communications between staff through the sophisticated and effective use of ICT.
Resources for Learning
Overall, resources for learning are very good and are well used to promote pupils’ learning. The provision of ICT is generous and is used very effectively to support pupils’ learning. Other resources are very good. The pupils in the pre-prep, including those in the Foundation Stage, have a good range of resources appropriate for the age of the children and they are used effectively.
Libraries
Library provision is good. A great strength is that the main library is always open: pupils are trusted to borrow books whenever they please. The library is well managed. Class libraries give immediate access to sets of books for groups of pupils to read. In the pre-prep, books are helpfully colour-coded so that children relate them to the main areas of the curriculum. The pre-prep library is thoughtfully managed.
Premises and Accommodation
The school has very good premises that are used to good effect to foster pupils’ learning and personal development. Much of the teaching accommodation is excellent, notably that for science, music, design technology, and physical education. The excellent dining hall has a very positive effect on pupils’ social education. Overall, the accommodation of the pre-prep is good. The children in the nursery and reception class do not have access to a well-structured outdoor area. This limits their curriculum. Plans are in hand to provide such an area.
Links with Parents and the Community
Links with parents and the community are good. Parental responses to the questionnaire prior to the inspection showed that parents are very supportive of the school. They particularly appreciate their children’s attainment and progress, the attitudes and values promoted by the school, the pastoral care, the provision made for boarders and the range of extra curricular activities. The school provides very good information for parents about the school and about their children’s work and progress. Very good links exist between the parents and staff, especially the tutors. School reports are detailed and thorough.
Pupils’ Personal Development
The school makes very good provision for pupils’ personal development. The provision for spiritual development is good. The very positive ethos shared by all members of the school community effectively supports pupils’ spiritual development. Very good provision is made for pupils’ moral development. Pupils know right from wrong, not just in terms of keeping the rules, but also in doing what is morally right. The provision for social development is also very good. The ethos of the school is one of developing pupils’ independence. Provision for cultural development is again very good. The curriculum provides good opportunities for pupils to experience others’ cultures. Pupils are confident about sharing each others’ culture.
Pastoral Care
- The quality of pastoral care, support and guidance is very good. It is well managed. Port Regis is a very happy school. This is apparent amongst staff and pupils alike who are clearly at ease with each other. A sense of mutual trust is apparent. From the very youngest children in the pre-prep, the utmost care and attention is provided to produce a caring ‘home from home’ atmosphere.
- The quality of support and guidance from all staff is very good. Very good support and guidance is provided in the pre-prep. The tutor system in Years 3 to 8 is very good and is at the heart of the very good pastoral care. The promotion of good behaviour is very effective and all staff make a valuable contribution. Pupils have a good understanding of the high levels of good behaviour that are expected of them. Very good measures are taken to safeguard and promote pupils’ welfare and health and safety. The school is safe for pupils and staff. A detailed policy on child protection is effectively implemented by the staff. School meals are excellent. They are well balanced, and nutritious and pupils said how much they liked them.
Boarding Standards
- A National Care Standards Team took part in the inspection. This section consists of a summary of the NCSC report, which has been agreed with ISI.
- This inspection serves as an audit against the National Minimum Standards for Boarding Schools and showed that the school exceeded the standards in twelve key areas and met the standards satisfactorily in all but three. This is considered a remarkable achievement. The overall management and development of boarding is considered to be high.
- Boarders felt listened to, named a variety of adults they could turn to if in distress, loved the huge amount of activities and really enjoyed life at the school. The commitment to consultation with the children, resulting in action being taken, forms an intrinsic part of school life. Strong leadership and effective lines of accountability ensure consistency and good practice throughout the school.
- Good levels of staffing exist to meet the needs of the boarders. Staff show an immense sense of enthusiasm and commitment to ensuring the needs of the boarders are met within a nurturing and homely environment. Procedures for recruitment were in the process of being honed to meet the National Minimum Standards, but in the main were seen to be thorough.
- The catering provided at the school is considered exemplary by boarders and parents alike.
Governance and management
Governance and management are very good and ensure that the school’s aims are met. The school has clear aims that are reflected in its policies and organisation. The headmaster provides excellent leadership. This is seen in the effective implementation of the detailed policies that ensure consistency, and in the very good teamwork amongst all the staff. An effective team of senior managers ably supports the headmaster. The management of the school is very good. The governors have a wide experience that is used to good effect. The pre-prep is given substantial freedom to manage its own affairs, which it does to good very effect under the leadership of the headmistress. A feature of the school is the excellent use of ICT for communication amongst the staff that enables senior staff to have up-to-date and detailed information about the work of the school. Quality is constantly being monitored. The school development plan is comprehensive and sets a clear direction for the school’s future, based on a very good understanding of the school’s strengths and weaknesses. The administrative arrangements are very effective and ensure that the every-day-running of the school is very good.
Achievement and Quality in Activities
The standards and quality in activities are very good. They complement the academic curriculum and make a valuable contribution to the pupils’ personal development. The range of activities is very good for a school of this size, well managed, and enables the pupils to develop talents and interests, broaden their experience and achieve personal and team success. Pupils have access to a remarkable range of hobby activities. Their participation in activities is accurately recorded on the school’s database and carefully monitored by their tutors. Achievement is very closely monitored in sports and games. Opportunities are provided to take part in a very wide range of sports suitable for all ages and levels of ability. The school has a good record in competitive sport with other schools. Every pupil has a good chance to represent school or house in matches, and almost all of them manage at some time to be selected for a team, even though at a modest level.
Progress Made by the School since its Last Inspection
The provision for pupils aged four in the nursery class was inspected by OFSTED in 1999. The standards have been maintained and good improvement made on the minor recommendations.
Compliance with the Regulations for Registration
The Independent School Standards Regulations apply from the beginning of September 2003, but schools have had relatively little time to implement them. This applies especially to the detailed Regulations for providing parents with information and for establishing a parental complaints procedure.
DfES Standard |
Does the school meet the regulatory requirements? |
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1. |
Quality of education: |
1.(2) Curriculum |
Yes |
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1.(3)-(5) Teaching |
Yes |
2. |
Spiritual, moral, social and cultural development of pupils |
Yes |
|
3. |
Welfare, health and safety of pupils |
It meets almost all of the requirements |
|
4. |
Suitability of proprietors and staff |
Yes |
|
5. |
Premises and accommodation |
Yes |
|
6. |
Provision of information |
Yes |
|
7. |
Manner in which complaints are to be handled |
Yes |
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Actions Required for Compliance with the Regulatory Requirements
In order to meet all the requirements, the school must:
- Ensure that admission registers are kept in the required format for three years.
In 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.