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Independent Schools Inspectorate Inspection Report on Winterfold House School

Full Name of the School Winterfold House School
DfES Number 885-6008
Address Chaddesley Corbett, Worcestershire DY10 4PW
Telephone Number 01562 777234
Fax Number 01562 777078
E-mail Address head@winterfoldhouse.co.uk
Name of Headmaster W C R Ibbetson-Price MA
Chairman of Governors David Fletcher Esq
Age Range 6 months to 13 yrs
Gender Boys and girls
Number of Pupils 333 plus 40 in Woodhouse Nursery
Number of Boarders: NA
Inspection Dates: 26th to 30th April, 2004

This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 163(1)(b) of the Education Act 2002, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.

The school must not quote the report selectively in the school prospectus or other promotional literature.

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. Main Findings

Overall Summary

1.1 Winterfold House offers a wide ranging and high quality education for day pupils aged 6 months to 13 years old. A warm, friendly, purposeful and caring Christian ethos pervades the school, in which pupils can grow and develop in a happy and secure atmosphere. The curriculum is broad and enriched by a very good programme of activities; pupils achieve good standards of attainment and much effective teaching prepares them successfully for entry to a wide range of well respected senior boarding and day schools. The standard of pastoral care is high and the school setting and range of facilities are excellent.

What the School Does Well

1.2 The particular strengths of the school include the following:

• The quality of pupils’ learning, their behaviour and attitudes, and their opportunities for personal development are very good.
• Through their commitment and high standards, the very hardworking teaching staff provide a very high level of pastoral care in all sections of the school and much good teaching. Teachers are very well supported in lessons and activities by the class assistants and GAP students; and the non-teaching staff very effectively promote the welfare of teachers and pupils alike.
• Pupils benefit from very good extra-curricular activities and the excellent range of facilities provided in a very fine setting.
• The school’s links with parents are very good and parents are able to be fully involved in their children’s education.
• The school is well led, both overall and in each of its sections. Overall management is increasingly effective in supporting teaching and learning, and in particular in sustaining the very important Catholic ethos which is at the heart of the school.

What the School Should Do Better

1.3 The school has no significant weaknesses but it is suggested that attention could usefully be given to the following aspects of the school’s provision.

• While staff are aware of the need to provide opportunities to extend the learning of the most able pupils, and often this is well done, the challenge offered to these pupils is sometimes less than it might be. The teaching and quality of learning of some pupils in particularly wide ability sets are also not always fully satisfactory.
• The workload and deployment of some managers, teachers and support staff are in need of review.
• As the school is aware, some of the accommodation is at present less than satisfactory; for example the lack of a staff room in the Woodhouse Nursery, the small size of some classrooms in the Pre-prep, the lack of a dedicated base for some subjects in the Prep, and the lack of an appropriate sick room.
• The policy and arrangements for Child Protection are at present inadequate.

Standards of Attainment and Progress in Subjects

1.4 Pupils achieve good standards in relation to their abilities. In national tests at the end of Years 2 and 6, pupils’ results are above and usually well above the national average for broadly equivalent maintained primary schools. At 11+ and 13+, pupils are successful in Common Entrance, scholarship and other examinations for entry to senior schools. More than 20 scholarships to a variety of senior schools have been gained in the last five years.

1.5 Attainment in the Woodhouse Nursery and in the Foundation Stage in the Pre-prep is good. Attainment overall in the rest of the Pre-prep, in lessons and in written work, is also good in relation to pupils’ ability. Particular strengths are in literacy development. Attainment in almost all subjects in the Prep is satisfactory and in many it is good in relation to pupils’ ability; in art, in music and in PE and games it is very good. Literacy and numeracy skills are usually good for pupils’ ages at all levels in the school, and oracy skills are strong.

1.6 Progress is good overall in relation to pupils’ abilities. Progress in English is particularly strong in the Pre-prep and in the top two years in the school; in information and communications technology (ICT), although attainment at present is only sound, progress being made by pupils is rapid. Although staff are aware of the need to provide opportunities to extend the learning of the most able pupils, and often this is well done, opportunities are not taken as often as they might be to challenge these pupils; and in some classes with a particularly wide ability range, the progress of some pupils is also less than it could be. Those pupils with special needs are given the help they need and their progress is good.

The Quality of Pupils’ Learning, Attitudes and their Behaviour

1.7 The quality of pupils’ learning is good. Pupils are competent learners and they respond very positively in lessons. They work well together and are keen to take responsibility for their learning. Behaviour in class and around the school is very good. Pupils are polite, open and welcoming. They look out for each other and are happy, confident and proud of their school.

The Quality of Teaching

1.8 The quality of teaching contributes very effectively to pupils’ attainment and progress. In three-quarters of lessons seen across the school the quality of teaching was good or better and in nearly a third it was very good. Only rarely was it less than satisfactory. In the Pre-prep, the quality of teaching is particularly good. Teachers know the children very well and relationships are excellent. In the Prep, teaching is nearly always satisfactory and often good or better. In most subjects, expectations of pupils are appropriate; in art, music and ICT expectations are very high and the progress made reflects this. Time and resources are mostly used well. Teachers have a good knowledge of their subject.

Other Aspects of the School

Attendance

1.9 The level of attendance is good and enables pupils to take full advantage of the opportunities offered. Pupils are punctual to lessons, and to other events and activities during the school day. Daily registration is efficiently managed and complies with statutory requirements, and appropriate information on admissions is maintained on computer and in individual files.

Assessment and Recording

1.10 The systems for assessment and recording are appropriate for the ages of the pupils, and promote their attainment and progress. Methods used for assessing and recording pupils’ achievements, progress and needs are effective overall, and very effective in the Pre-Prep. Significant effort is made to ensure that the data is used well, both by individual teachers with pupils and as a contribution to curriculum planning. The special educational needs co-ordinator (SENCO) assesses pupils with learning difficulties. Teachers’ marking is frequent and mostly accurate, effective and consistent. Form teachers and tutors are involved in discussing grades and progress with children, and pupils understand the assessment criteria.

Curriculum

1.11 The curriculum in the school as a whole is broad and well balanced, and it contributes effectively to pupils’ intellectual, physical and personal attainment and development. It is appropriate for the ages, abilities and gender of the pupils and prepares them well for their next stage of education. A good balance is achieved at the Foundation Stage and in the rest of the Pre-prep but the lesson time allocated for music and ICT in the Prep is quite low. The curriculum is effectively planned to provide smooth development and progress across the years and planning is especially good in the Pre-prep. The curriculum is greatly enriched by extra-curricular activities and sport.

Teaching and Non-teaching Staff

1.12 The number and qualifications of the teaching staff are good, and they contribute well to the quality of education provided and to the high educational standards achieved by pupils. These staff generally are deployed effectively but in some cases the amount of non-contact time is quite low so that the ability to meet all responsibilities well may be compromised. The provision of non-teaching classroom support staff is good. The administrative, grounds and domestic staff work very effectively, and do much to ensure the welfare of both teachers and pupils. All staff have been checked by the Criminal Records Bureau.

Resources for Learning

1.13 The quality of resources overall is satisfactory. ICT resources, and their use to support teaching and learning across the whole school, are currently less than satisfactory, although considerable progress is being made and continued advances are planned. Books, equipment and materials support teaching and the curriculum well. Departmental resources are generally good, and improving. Budgets are quite generous and the budget system encourages departmental planning. Display of pupil work is of varying quality in the school. It is of a very high standard in the Pre-prep areas.

Libraries

1.14 The library provides appropriate support for the curriculum and it is used effectively by all year groups. The range, quantity, quality and accessibility of books and other resources is good and improving. Facilities are sufficient, although a little limited in terms of space. There is no access to ICT in the library for research, and there is limited access to ICT in the classrooms and ICT suite for this purpose. The library is very well and enthusiastically managed. Liaison with other teaching staff is good and parents help to run it. Smaller collections of books are held in a number of classrooms.

Premises and Accommodation

1.15 The buildings, accommodation and other facilities are adequate and appropriate for the numbers, abilities, ages and gender of the pupils; they are used well. A programme of new building and refurbishment has already made considerable improvements. Overall some areas offer very good provision: such as parts of the Pre-prep, the art department, the grounds, the drama facilities in the hall and the sports hall. Where rooms or facilities are less good, these are already scheduled in the school’s development plan for refurbishment or replacement. Nonetheless, the premises and accommodation overall adequately support curriculum provision, teaching and learning, and make a positive contribution to pupils’ personal development, behaviour and welfare.

Links with Parents and the Community

1.16 The school has a strong and effective partnership with parents. In a recent questionnaire the parents of pupils at Winterfold showed strong support for the school and the information provided to parents about their children’s progress is good. Reports are frequent and comprehensive, and regular meetings are held for parents with staff. Parents are made to feel very welcome and often provide invaluable help and support in a number of ways. A parents’ committee arranges social events throughout the year. The school has worthwhile and growing links with the community.

Pupils’ Personal Development

1.17 The school provides a very good range of opportunities for pupils’ personal, social and cultural development, through which they can consolidate a system of spiritual beliefs and a moral code. The Catholic faith and strong Christian tradition are central to the ethos of the school, and spiritual development is fostered well throughout the school within and beyond the curriculum. The staff give strong moral leadership. Personal, social and health education (PSHE), form times and religious education (RE) lessons provide an effective range of planned opportunities for pupils to reflect on moral issues. Pupils are expected to behave with respect for others and develop an increasing awareness of a moral code. Through art, literature and music, pupils’ knowledge of Western European culture is developed well, and increasingly pupils learn to appreciate cultural diversity. Good relationships are well established and pupils are encouraged to be supportive of one another. Frequent opportunities are provided for pupils to take responsibility. In Year 8, prefects effectively offer support and guidance to younger pupils.

Pastoral Care

1.18 The school cares very effectively for the well-being, development and safety of all its pupils through its very good arrangements for pastoral support and guidance, and for their welfare, health and safety. Pastoral care is very good. Relationships between staff and pupils are strong, and pupils are valued as individuals. The class teacher or form tutor play a central role in the pastoral care, support and guidance of pupils. The provision of meals is very good, and health arrangements are also good although the sick room in the Prep is less than ideal. Health and safety matters are very well managed. The arrangements for child protection are not yet fully satisfactory.

Governance and Management

1.19 The high quality of governance and management ensure that the school’s aims are met, and sufficient resources are provided for teaching and learning so that all pupils receive a good quality of education. The school is well led, both overall and in each of its sections. The standards achieved particularly reflect the excellent and distinctive Catholic ethos that has been so well established and which is a feature of the school. Increasingly, heads of subject and co-ordinators are being encouraged to lead the development of their subject and staff are directly involved in the school’s development planning through the three strategy groups. The bursar very effectively manages the school finances, premises and estate, and the headmaster’s wife takes good care of the domestic arrangements.

Achievement and Quality in Activities

1.20 Achievement and quality in the activities provided are very good for the ages and aptitudes of the pupils concerned, and the quality of provision strongly supports the personal development of the pupils. The activities are a strength of the school.

Progress Made by the School since its Last Inspection

1.21 The previous review inspection was before the school’s transformation to a trust. A great many changes, to the structure as well as to the facilities and organisation of the school have been made since then. The last Nursery inspection, in 1999, reported that the school’s provision was very good. The minor recommendations made in it have been addressed.

Compliance with the Regulations for Registration

DfES Standard		Does the school meet the regulatory requirements?
1. Quality of education:	1.(2) Curriculum	Yes
	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		It meets almost all of the requirements
6. Provision of information		Yes
7. Manner in which complaints are to be handled		Yes

Actions Required for Compliance with the Regulatory Requirements

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

• Put in place appropriate arrangements for child protection [Regulation 3.(2)(b)].
  These matters are now in hand.
• Provide a more suitable sick room in the Prep [Regulation5.(l)].

1.23 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.