INDEPENDENT SCHOOLS INSPECTORATE

Transcription

1 INDEPENDENT SCHOOLS INSPECTORATE CHAFYN GROVE SCHOOL STANDARD INSPECTION

2 INDEPENDENT SCHOOLS INSPECTORATE Chafyn Grove School Full Name of School DCSF Number 865/6014 EYFS Number Chafyn Grove School EY Registered Charity Number Address Chafyn Grove School Bourne Avenue Salisbury Wiltshire SP1 1LR Telephone Number Fax Number Address Headmaster Chairman of Governors Mr E J Newton Age Range 2½ to 13 Total Number of Pupils 313 Gender of Pupils Mr G S C Osmond Mixed (216 boys; 97 girls) Numbers by Age 0-2 (EYFS): : (EYFS): : 41 Number of Day Pupils 268 Capacity for flexiboarding: Number of Boarders Total: 45 Head of EYFS Setting EYFS Gender Full: 45 Weekly: Nil Mrs Rowenna Burnett Mixed Inspection date/eyfs 2 Feb 2010 to 3 Feb 2010 Final (team) visit 1 Mar 2010 to 3 Mar 2010 Nil

3 PREFACE This inspection report follows the STANDARD ISI schedule. It consists of two parts: an INITIAL two-day inspection of regulatory requirements followed by a three-day FINAL (team) inspection of the school s broader educational provision. The previous ISI inspection was in May The Independent Schools Inspectorate (ISI) is the body approved by the Government 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 2003 as subsequently amended with effect from January 2005, May 2007 and February The range of these Regulations is as follows. (a) The quality of education provided (Curriculum) (b) The quality of education provided (Teaching) (c) The spiritual, moral, social and cultural development of pupils (d) The welfare, health and safety of pupils (e) The suitability of staff, supply staff and proprietors (f) The premises and accommodation (g) The provision of information (h) The manner in which complaints are to be handled Legislation additional to the welfare, health and safety Standard is as follows. (i) (ii) (iii) The Special Educational Needs and Disability Act (SENDA). Race, gender and sexual discrimination legislation. Corporal punishment. The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership. ISI is also approved to inspect the Early Years Foundation Stage (EYFS), which was introduced in September 2008 and applies to all children in England from birth to 31 st August following their fifth birthday. This report evaluates the extent to which the setting fulfils the requirements of the Early Years Foundation Stage Statutory Framework published by the Department for Children, Schools and Families (DCSF) and follows the requirements of the Childcare Act 2006 as subsequently amended. The inspection of boarding was not carried out in conjunction with the Children s Directorate of the Office for Standards in Education (Ofsted), and the report does not contain specific judgements on the National Minimum Standards for Boarding Schools. 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 Ofsted report refers to an inspection in November 2007 and can be found at under Inspection reports/boarding schools. 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.

4 CONTENTS Page 1 THE CHARACTERISTICS OF THE SCHOOL 1 2 THE SUCCESS OF THE SCHOOL AND ACTION POINTS 2 (a) Main findings 2 (b) Action points 2 (i) Compliance with regulatory requirements 2 (ii) Recommended action 3 3 THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS 4 (a) The quality of the pupils achievements and their learning, attitudes and skills 4 (b) The contribution of curricular and extra-curricular provision (including community links of benefit to pupils) 4 (c) The contribution of teaching 5 4 THE QUALITY OF THE PUPILS PERSONAL DEVELOPMENT 7 (a) The spiritual, moral, social and cultural development of the pupils 7 (b) The contribution of arrangements for welfare, health and safety 7 (c) The quality of boarding education 8 5 THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT 9 (a) The quality of governance 9 (b) The quality of leadership and management 9 (c) The quality of links with parents, carers and guardians 10 6 THE EFFECTIVENESS OF THE EARLY YEARS FOUNDATION STAGE 11 (a) The overall effectiveness of the early years provision how well the school meets the needs of children in the Early Years Foundation Stage 11 (b) The effectiveness of the leadership and management of the Early Years Foundation Stage 11 (c) The quality of the provision in the Early Years Foundation Stage 11 (d) Outcomes for children in the Early Years Foundation Stage 12 INSPECTION EVIDENCE 13

5 Chafyn Grove School STANDARD INSPECTION 1 1. THE CHARACTERISTICS OF THE SCHOOL 1.1 Chafyn Grove School was initially founded in 1876 as a grammar school in Salisbury. It became a prep school in 1916 and was renamed Chafyn Grove School after Julia Chafyn Grove, by whom it had originally been endowed. The pre-prep department was opened in 1949 and the school became co-educational in It now occupies a fourteen-acre site near the centre of Salisbury. It is a charitable trust overseen by a board of governors. The present headmaster has been in post since At the time of the inspection, the school had a total of 313 pupils, of whom 216 were boys and 97 girls. Of these, sixteen full-time pupils were in the Early Years Foundation Stage (EYFS), for pupils from two and a half to five, along with twentyseven part-time pupils. The 270 older pupils are divided between the pre-prep department, for pupils in Years 1 and 2, and the main school, for pupils in Years 3 to 8. Pupils come largely from the surrounding area with some of the 45 boarders living overseas. Almost all are from a white British home background. About a quarter of pupils move at the age of eleven to grammar schools in Salisbury with the remaining pupils moving at the age of thirteen to senior independent schools, mainly as boarders. 1.3 Most pupils are admitted without assessment and standardised data indicates that the range of pupils abilities is, overall, above the national average. At the time of the inspection, 44 pupils had been identified as having learning difficulties and/or disabilities (LDD), though none had statements of special educational needs. Four pupils received support for English as an additional language. 1.4 The school believes that by learning basic traditional values such as courtesy, honesty, kindness and respect for others, pupils will develop into personable and articulate young adults. It aims to provide a varied and exciting education, a high standard of education in small classes and an ethos of excellent atmosphere and relationships. 1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.

6 Chafyn Grove School STANDARD INSPECTION 2 2. THE SUCCESS OF THE SCHOOL AND ACTION POINTS 2.(a) Main findings 2.1 From EYFS onwards pupils make good progress and achieve good standards, preparing them for success in senior school examinations and enabling them to become well-educated young people, as the school aims. They speak fluently, solve problems and make sensible deductions from evidence. They achieve high standards in art, music and sport. Good progress is supported by considerable application and perseverance. Teaching is good, though some lessons allow pupils to be too passive and marking is not of consistently high quality. The broad curriculum is enhanced by extensive activities. Information from assessment is used more fully than at the last inspection. Both information and communication technology (ICT) facilities and use have been significantly improved, and pupils hugely appreciate the library. 2.2 Pupils excellent personal development enables them to grow into confident and friendly young people who enjoy responsibility. Relationships are excellent, as are arrangements for pastoral care and welfare. Pupils were highly positive about the school and the way in which it cares for them, though a few were critical of homework, rewards and punishments and how the school listens to them. Significant improvements have been made since the last inspection to the pastoral and tutor system. There is little mention of bullying amongst pupils and any instances are dealt with immediately. However, although access for pupils with disabilities is good, the school had not yet devised a plan for further improvement at the time of the initial inspection, though it has done so since. Boarding promotes pupils personal development extremely well. There have been significant improvements since the last ISI inspection and issues raised by Ofsted have been addressed. Relationships are relaxed and friendly, a good range of activities is available and accommodation is warm and homely. 2.3 Governors give high levels of support, take a keen interest in the quality of education and are effective in overseeing welfare, health and safety. They are well informed. School leadership has clear priorities. Since the last inspection, the roles of heads of department have been clarified and the curriculum extended. However, there are still areas of inconsistency in teaching and room to develop excellence further. Links with parents are strong and they are overwhelmingly positive about all that the school does; there were no areas of significant concern. Excellent teamwork informs all that the school does. 2.(b) Action points (i) Compliance with regulatory requirements (The range of the Independent School Standards Regulations is given in the Preface) 2.4 At the time of the initial visit, the school did not meet all the requirements of the Independent School Standards Regulations 2003, as subsequently amended, and therefore it was required to: produce a plan with timescales for improving access for disabled pupils [other legislation]. 2.5 At the time of the final team visit, the school had rectified the above shortcoming, as noted in the text of the report.

7 Chafyn Grove School STANDARD INSPECTION The school s registered provision for childcare met the requirements of the Early Years Foundation Stage and the Childcare Act 2006 and no action was required. (ii) Recommended action 2.7 The school is advised to make the following improvements: 1. further develop monitoring by heads of department and senior managers to further improve the consistency of teaching and marking; 2. the EYFS setting should incorporate more of children s own work in displays.

8 Chafyn Grove School STANDARD INSPECTION 4 3. THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS 3.(a) The quality of the pupils achievements and their learning, attitudes and skills 3.1 From the EYFS onwards, pupils achieve good standards in academic work and activities, becoming well educated young people who are well prepared for their future education, as is the school s aim. From an early age, pupils show good levels of knowledge, understanding and skill. They speak fluently and are careful listeners, who become increasingly able to argue confidently and present their ideas to others. Older pupils write across a range of genres. They work carefully to solve problems in mathematics and grasp key ideas in subjects such as geography and history well. They make sensible deductions from evidence in science, reflect carefully on issues in personal, social and health education (PSHE), and learn new skills in physical education and music quickly. The wide range of art work shows a high degree of imagination combined with equal skill in execution. In language, pupils show a good grasp of grammar and accurate pronunciation. 3.2 Pupils of all ages apply themselves diligently to the task in hand. They are confident in making suggestions, help devise class assemblies, join fully in discussion and produce well-presented written work. Whether in lessons, sport, music or drama, they work well together and enjoy each other s contributions. They reflect positively on the quality of their work, refining what they do as a result of reasoning and discussion. Pupils good ICT skills are now well used, both in whole class activities and in individual work. Pupils particularly enjoy opportunities for practical and independent work, describing the library as fantastic. They are well behaved both in class and around the school. 3.3 The school s many team and individual successes reflect the quality of teamwork, coaching and direction. For example, a significant proportion of pupils taking music examinations obtain merits or distinctions. The school has recently reached the finals of a national prep school history competition and been successful in a variety of regional and national sports competitions. Pupils achieve a high level of success in both scholarship and entrance examinations to senior schools, reflecting the good progress they make throughout the school in relation to their above average ability. 3.(b) The contribution of curricular and extra-curricular provision (including community links of benefit to pupils) 3.4 The curriculum is broad and well balanced, covering all aspects of pupils learning. It is enhanced by creative subjects such as art, design and technology, drama and music and offers a good range of languages which includes French from Year 1, Latin and Spanish from Year 5 and a Greek activity in Years 7 and 8. It is well planned and carefully tailored to suit all ages, abilities and needs, enabling pupils to be well educated in accordance with the school s aims. PSHE supports pupils personal development well. 3.5 In the lower part of the school, a creative cross-curricular approach is adopted. For example, Year 4 pupils studying World War II were walked to Salisbury station dressed as refugees with their gas mask boxes to board a train to their host families. This enhanced their understanding of the period and enabled them to write moving accounts of their experiences. Older pupils learning is extended by cross-curricular non curriculum days, such as one focusing on Darwin. These use a more investigative approach to learning and are well received. The curriculum is further

9 Chafyn Grove School STANDARD INSPECTION 5 enhanced by educational visits and trips, for example to the Eden Project and Brownsea Island. 3.6 ICT resources have greatly improved since the last inspection through the installation of interactive whiteboards and projectors, the building of an ICT suite, the provision of additional computers in the library and staff training. As a result, ICT is used well to support the curriculum. Pupils value the library as a stimulus for independent research and for private reading. 3.7 The curriculum is enhanced by an extensive range of extra-curricular activities. These use the excellent sports facilities and encourage musical and dramatic participation at all levels. The range of activities ranges from Indian embroidery to model boat making, from stir fry cooking to a variety of sport, and from chess to ICT. 3.8 Pupils benefit from links with the local community. Year 8 pupils are involved in community projects such as local river clearance, and both the jazz band and school choirs entertain in the local community. The school uses its close proximity to the centre of Salisbury to organise many educational visits. 3.9 The school provides well for pupils individual needs. Those with LDD receive oneto-one support and assistance in class. Twice yearly assessments lead to individual educational plans backed up by effective liaison with class and subject teachers. The very few pupils with EFL are assessed and supported by a specialist teacher. The most able pupils are identified early and taught a specialised curriculum at an accelerated pace including a variety of scholarship work. In addition they benefit from activities such as chess and Greek, as well as having many opportunities to excel in sport, music and other activities. 3.(c) The contribution of teaching 3.10 Pupils achievements are supported by teaching which is almost always of at least good quality and often outstanding. It is based on thorough subject knowledge and equally good knowledge of pupils and their needs, enabling pupils of all abilities to progress well. Teachers have excellent classroom relationships with pupils and this enables pupils to seek help when they need it, reflecting the school s view that effective learning is strengthened by the school s caring ethos and sense of community. This level of support is appreciated by both pupils and their parents. Resources, including interactive whiteboards, are used well bringing pupils learning to life and helping to make the curriculum accessible to all The majority of lessons are well planned with brisk pace and careful use of questioning to check and extend pupils understanding. Teachers are firm but friendly using their understanding of pupils needs to provide individual support and attention in the small classes. In some, but not all, lessons, extension activities meet the needs of more able pupils. In outstanding teaching, the level of challenge for the most able pupils is particularly high, and those with learning difficulties are also well provided for. As a result all pupils are fully engaged. When teaching is less effective, work is less well matched to pupils differing needs, is based too much on the use of worksheets and provides little opportunity for pupils to take responsibility for their own learning.

10 Chafyn Grove School STANDARD INSPECTION The best marking provides clear guidance as to how pupils should improve their work, with a sense of dialogue between pupil and teacher. Elsewhere work is sometimes marked briefly, with only a congratulatory comment A suitable range of in-school examinations and assessments supported by standardised testing ensures that individual pupils abilities are well known and their progress tracked. Staff meet regularly to discuss pupils academic progress and refer to tracking data held on the network. Internal exams are now better targeted to match pupils future school applications making results more useful to staff, parents and pupils.

11 Chafyn Grove School STANDARD INSPECTION 7 4. THE QUALITY OF THE PUPILS PERSONAL DEVELOPMENT 4.(a) The spiritual, moral, social and cultural development of the pupils 4.1 Pupils personal development is excellent. They are confident and friendly, are excellent listeners and are polite and welcoming. The school is successful in its aim to develop the pupils into rounded young people, able to express themselves and respectful of others opinions. 4.2 Pupils have a highly developed sense of the spiritual. Regular assemblies offer the opportunity of sharing Christian hymns and prayers, while religious studies offers a glimpse of other religions. Pupils show self awareness, whether in discussing their progress in an academic exercise or in reflecting on their changing experience and standing in the boarding community. Pupils responded with empathy and awe to the experiences of those who trekked in the Antarctic with Scott, and through a range of creative writing. 4.3 Pupils moral development is equally excellent; they show enthusiasm when raising money for charity and generate fund-raising ideas readily. Pupils from pre-prep onwards are aware of golden rules and the school motto of do as you would be done to is often quoted and well understood. Pupils report intolerance of inappropriate behaviour and an understanding of what is acceptable. 4.4 The recent redefinition of Eights leaders has allowed all senior pupils to taste responsibility; the system is well supported by senior staff. The school council provides pupils with a voice at an early stage of development, and has been successful in areas such as suggesting more playground games equipment for Year Pupils social development is outstanding. Relationships amongst pupils and between staff and pupils are warm, with a healthy balance between the formal and the relaxed, leading to a degree of trust and mutual understanding that underpins the special atmosphere of the school. The PSHE programme provides pupils with an understanding of public institutions and services in England, for example through a visit to the House of Lords, and involves leavers in a strong programme of preparation for the next stage of their education. 4.6 Pupils show a mature awareness of people of different cultures, faiths and backgrounds. Their tolerance and understanding towards other cultures is enhanced by a range of trips and visitors to the school. They take advantage of opportunities in subjects such as art to become aware of a range of cultures, for example when looking at the history of mosaics. Art teaching is supported by a range of artefacts from different parts of the world. 4.(b) The contribution of arrangements for welfare, health and safety 4.7 Arrangements for pupils pastoral care and welfare are excellent. The school s stated aim to assist in the full development of each student is well met. Significant improvements since the last inspection include the appointment of a member of the senior management team (SMT) with responsibility for pastoral care and continued development of a more rigorous and structured tutor system. In Years 3 to 5, the form teacher is responsible for the welfare of pupils in their classes. In Years 6 to 8 this responsibility is shared with a second class tutor, allowing both academic and pastoral issues to be discussed. Pupils say they are willing to consult tutors on

12 Chafyn Grove School STANDARD INSPECTION 8 personal issues and are confident they will be listened to; this reflects the excellent relationships throughout the school. Pupil and parent questionnaires revealed an almost total trust and satisfaction in the care and guidance pupils receive, and in the relationships promoted. Twice-weekly tutorial periods reinforce the positive behaviour which is promoted in PSHE and across the curriculum. 4.8 There is little mention of bullying amongst pupils and any rare instances are dealt with immediately. A pattern of merits and demerits promotes good behaviour and a Headmaster s Commendation is a prized award. In questionnaires, children see teachers as overwhelmingly fair in their application of sanctions, and parents report they are happy with the support and guidance for pupils on the one hand and with high standards of behaviour on the other. 4.9 The school has appropriate policies, procedures and training for dealing with child protection issues. It gives careful consideration to health and safety and to the risk of fire. Both day and boarding pupils receive appropriate medical care when needed. The school now has viewing windows in all doors where teaching takes place, and registration is completed properly. Admission and attendance registers are completed correctly and stored as required. However, although access for pupils with disabilities is good in many areas, the school had not devised a plan to improve access further at the time of the initial inspection, though it has done so since Pupils say how much they enjoy school meals. A choice of hot and cold dishes is available. These include salads and fruit, encouraging pupils to put what they learn about healthy eating into practice. Pupils take part in a wide range of exercise activities each week. 4.(c) The quality of boarding education 4.11 The excellent boarding experience promotes pupils personal development and education extremely well and is a considerable strength of the school. Since the last ISI inspection there have been significant improvements. The facilities have been redecorated, the evening and weekend activities more carefully coordinated and a system of appraisal has been created for all staff involved in boarding. Issues raised by Ofsted in their most recent inspection have all been addressed Relationships are relaxed and friendly so that boarders see boarding as an extension of family life; they recount shared experiences and anticipate those of younger pupils yet to join. Houseparents are well supported by the high ratio of adults to children from the end of the school day to bed time. Boarders come from differing backgrounds and for differing reasons into the community; these different groups mix well A good range of activities is available in the evening and at weekends, coordinated centrally by the house-parents to ensure equality of access and opportunity. Pupils were particularly full of praise for the Sunday provision. On a weekday evening, the sports hall, design and technology room, library and ICT suite are open. Every attempt is made to replicate a home environment through the increasing tolerance of technology such as mobile phones without losing the sense of community The accommodation is freshly decorated and homely and the pupils appreciate their surroundings. Bright colours, tuck boxes and warm radiators reinforce the homely atmosphere.

13 Chafyn Grove School STANDARD INSPECTION 9 5. THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT 5.(a) The quality of governance 5.1 The school is well governed and staff appreciate the high level of support and interest they experience from members of the board. Governors are effective in overseeing welfare, health and safety; they take a keen interest in the standard and quality of education the school provides through the work of the education committee. Governors bring to their work a good range of relevant experience and expertise, deployed through an efficient committee structure as well as through frequent informal contact. Financial matters are managed well, with considerable focus on a high staffing ratio. In addition, careful investment over the years has provided the school with excellent facilities, with clear ideas as to how these may be improved further as funds allow. 5.2 Staff say that governors have a good insight into the school, as a result of frank reports from the headmaster, presentations by heads of department and informal contact. Links with members of the SMT are less fully developed. Governors have clear priorities, expressed mainly through their management of the headmaster and through careful school development planning. Issues from the last inspection have been largely addressed. 5.3 Governors take a keen interest in the school s child protection and health and safety arrangements. They appreciate the contribution that parents can make to their deliberations and ensure that some governors are past or present parents. 5.(b) The quality of leadership and management 5.4 The good leadership of the school shows a clear sense of the school s priorities in caring for and supporting pupils, so that they learn traditional values and grow into personable and articulate young people. It is successful in these aims as well as in giving pupils a broad education that equips them well for the move to senior school. 5.5 The school is a well-ordered, well-led and well-managed community in which all staff work hard for the benefit of pupils and parents. There is a strong sense of common purpose at all levels in knowing and supporting pupils. There is good use of selfevaluation in key areas, such as personal development. School policies are, in general, well implemented though inconsistencies remain in marking. The SMT works together well under the leadership of the headmaster, who in turn has a strong sense of areas for future development. Since the last inspection, much progress has been made in clarifying the roles of heads of department and a number of initiatives to extend the curriculum have been introduced; heads of department are now increasingly active in monitoring the quality of teaching. However, there are still areas of inconsistency in teaching and marking, and room to develop excellence further. 5.6 The school s finances are well managed and in good order. As a result it is well equipped and enjoys excellent facilities. The school has a detailed development plan showing a clear understanding of its strengths and the challenges it faces; this is supported by development planning within individual subjects. However, at the time of the initial visit the school did not have a plan for improving access for disabled pupils. Careful attention is given to the recruitment of staff, including the necessary checks on their suitability. Staff appreciate the opportunities for

14 Chafyn Grove School STANDARD INSPECTION 10 professional development and appraisal which they are offered. They receive suitable training in their roles in safeguarding, welfare, health and safety. 5.(c) The quality of links with parents, carers and guardians 5.7 The school has excellent and co-operative relationship with parents. In the preinspection questionnaire, parents were overwhelmingly positive about the school and their children s education. Many areas showed complete support for what the school is doing and there were no areas of significant concern. They are very committed to the school s aims. 5.8 Parents are actively involved in the school and in their children s education. In response to the previous report, they now receive an informative curriculum overview at the beginning of every year. The introduction of text messaging and has been well received. This ensures accurate messages can quickly be relayed to parents and it is easier to contact staff. Parents receive an informative handbook and regular newsletters. 5.9 The active Friends of Chafyn Grove organises fund raising activities and parents socials. The parents representatives for each form meet with the headmaster and his wife to discuss a range of issues. Parents often accompany trips; some have come into school to talk to pupils about careers. Boarding parents are invited to informal social events, such as the bonfire party and summer open day Parents receive detailed and useful written reports twice yearly, supplemented by effort and achievement grade cards and consultation evenings. Reports contain information about the work covered, pupils attitudes and their progress. They often include recommendations for improvements Parental concerns are responded to quickly and honestly by the headmaster. The school has demonstrated a willingness to adapt its practice in light of concerns raised. What the school should do to improve is given at the beginning of the report in section 2.

15 Chafyn Grove School STANDARD INSPECTION THE EFFECTIVENESS OF THE EARLY YEARS FOUNDATION STAGE 6.(a) The overall effectiveness of the early years provision how well the school meets the needs of children in the Early Years Foundation Stage 6.1 The EYFS is highly effective and fully meets its aim to provide a stimulating learning environment where children are independent, confident, happy, and display exemplary behaviour within a community ethos that gives them a sense of belonging. Outcomes are consistently good and exemplary in many elements. All major aspects of the provision are at least good and excellent in most respects. Highly effective partnerships established with parents are strong and trusting, and this ensures individual children s needs are met and their protection assured. The parents are extremely happy with the outcomes of their children s learning and welfare, as was evident in the parental feedback. Leadership and management, including the capacity for sustained improvement are outstanding. The quality of teaching and assessment is good enabling continuous progression in children s learning. Appropriate risk assessment provides effective support to the welfare of EYFS children. Since the previous inspection the outdoor facilities for children s play and ICT facilities have been improved. 6.(b) The effectiveness of the leadership and management of the Early Years Foundation Stage 6.2 The leadership and management of the EYFS are outstanding. The quality of selfevaluation is exceptionally good and takes into account the views of parents. Training opportunities are provided for staff. All relevant policies are in place to safeguard each child and careful records of medical provision are kept. Wellconstructed profiles of each child s learning are accessible to parents and teachers are available for discussion when needed. Resources are very good and are used effectively both indoors and outdoors in all weather conditions. The local environment is effectively used as a learning resource for visits. 6.(c) The quality of the provision in the Early Years Foundation Stage 6.3 The overall quality of the provision is outstanding. Staff have good knowledge of the learning and development requirements of the EYFS, which promotes children s learning, social and physical well-being. A welcoming environment, a caring ethos and manageable policies and procedures ensure that children are protected and well supported. The good balance between adult-led and child-initiated activities provides a wide range of educational experiences. All staff are effectively deployed to support children s learning and welfare and very effective teamwork between the Nursery and Reception classes are important contributory factors to the smooth running of the EYFS. Adults offer good models of safe practice, showing children the importance of walking sensibly within the extensive grounds. Staff ask open questions and use praise appropriately to encourage learning. High-quality planning and organisation ensures that children are suitably challenged by the learning experiences provided but displays do not incorporate enough of children s own work. Children were observed using ICT effectively and demonstrated competence in using a reading programme. The uniqueness of each child is well respected.

16 Chafyn Grove School STANDARD INSPECTION 12 6.(d) Outcomes for children in the Early Years Foundation Stage 6.4 The outcomes for children in the EYFS are good and most children demonstrate outstanding progress in developing the skills that will help them in the future. Children play a dynamic role in their learning, taking initiatives and responding to challenges with great enthusiasm. They communicate exceedingly well with each other particularly in sharing resources and problem solving, where they demonstrate exceptionally positive behaviour and high levels of self-control. They are able to make independent choices and demonstrate curiosity, imagination and concentration. They are confident to share concerns with adults at the school. Relationships are very strong at all levels and children feel safe and secure, enjoying the experience of being at school. Complaints since the last inspection Since the last inspection there have been no complaints made to Ofsted that required any action to meet national requirements. What the Early Years Foundation Stage should do to improve is given at the beginning of the report in section 2.

17 Chafyn Grove School STANDARD INSPECTION 13 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 chair of governors and other 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 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 Ian Newton Mr Christian Heinrich Ms Susan Hilton Mrs Julie Lowe Ms Anne McConway Reporting inspector Junior Team Inspector (Head, IAPS) Junior Team Inspector (Deputy Head, IAPS) Junior Team Inspector (Head of School (Pre-prep), IAPS) Early Years Lead Inspector