ISI Inspection Report 2007

Dear Parents,

I am delighted to attach the full and outstanding Independent Schools Inspectorate’s Report of 2007 on Rydes Hill Preparatory School. This is also available on the ISI website. The governors, staff and I hope you enjoy reading it and recognise the many positive observations of the team. The report concludes:

‘Rydes Hill aims high for its pupils and they flourish. All aspects of the school’s work are good and some are outstanding. In a calm, caring and purposeful environment, with major strength in aspects of pastoral care, the school achieves remarkable academic success.’

Some of the key points from each assessment section are as follows:

QUALITY OF EDUCATION

2.1 The strength of the educational provision contributes significantly to the overall improvement since the last inspection.
2.7 Curriculum planning is thorough and effective, with subject booklets which contain a policy written to an agreed, common agenda, and schemes of work which sensibly reflect the needs of the subject.
2.11 Pupils are well educated for their age and ability. They achieve similarly high levels of knowledge, skills, understanding and application to those displayed at the last inspection and show enthusiastic yet disciplined attitudes together with good skills for work and study. All learn well across the curriculum and age range, demonstrating excellent behaviour and caring and supportive attitudes towards each other. The school effectively meets its aim of achieving a disciplined and purposeful learning environment.
2.12 Throughout the school pupils are very well grounded in knowledge, skill and understanding in the subjects and activities they undertake.
2.14 The school takes the national tests at age 7 and 11. Results in these national tests over the last three years have been far above the national average for all maintained primary schools. Given the small numbers, which might be expected to produce substantial variation between years, and the lack of an academic requirement for entry, this represents a considerable achievement.
2.16 Pupils are articulate and listen effectively, both in class and in discussion with inspectors.
2.16 They enjoy the creative aspects of English and are motivated to achieve high standards through effective target setting, particularly in Year 6.
2.16 Pupils learn to reason and argue cogently and to think for themselves very effectively.
2.21 Behaviour is consistently excellent throughout the school day. Pupils settle well to work, tackle tasks with enthusiasm and persevere with things they find difficult. In class and around the school they are particularly helpful, courteous and caring to adults and each other.
2.21. Pupils’ spiritual, moral, social and cultural development is a major strength of the school. Pupils take an active part in school life and assume responsibility from a young age. They show a clear moral understanding through courtesy and consideration for others and derive spiritual support from the secure, tranquil, and happy atmosphere which enables the school to meet its stated aims.
2.21 The previous inspection report refers to the good provision for spiritual, moral, social and cultural development of the pupils: These standards have been enhanced and pupils benefit greatly. The school’s aim of encouraging tolerance and recognition of personal dignity is well met.
2.23 Pupils have a sense of belonging and are very supportive of each other. This enables them to feel free to speak knowing they will not be judged.
2.23 Pupils display self-confidence based in an understanding of their own worth: all age ranges were articulate in conversations and were always keen to contribute in class.
2.24 Great importance is attached to pupils’ moral development and as a result they reliably differentiate between right and wrong. Pupils consider school rules to be fair and think they make school a better place.
2.24 Pupils and staff treat each other with respect and consideration and around the school pupils demonstrate an excellent standard of behaviour.
2.25 Pupils develop excellent social skills. Throughout their time at the school pupils are encouraged to take on responsibilities and think of the needs of others. 2.26 Cultural understanding and respect are very strongly developed
2.26 Pupils work together very happily
2.28 Overall, the quality of teaching throughout the school is good. On occasions it is outstanding. The school has improved the standard of the teaching since the last inspection and effectively meets its aim of developing academic success
2.29 Teaching enables pupils of all abilities to make rapid progress. Pupils are interested in their work and improve their skills and understanding as they gain new knowledge. They are given clear targets and find that comments from their teachers help them to make progress. As a result, pupils enjoy the experience of learning. Work is frequently provided at different levels within a single classroom topic. Extension work for the more able and worksheets which take account of different abilities or disabilities are much in evidence, allowing pupils to learn successfully at their own level. Good management and effective support in and out of the classroom also help less able pupils attain their learning goals.
2.31 Lessons have a good pace, are well planned and provide a variety of activities for pupils to engage in.
2.32 Pupils’ needs are well understood and taken into account by teachers. The small class sizes mean that teachers know their pupils very well and so have a good understanding of both their needs and their aptitudes.
2.32 Marking is regular, thorough and helpful, and either written or oral feedback is given to the pupils to help encourage them to improve. The school has reviewed and improved its assessment arrangements since the last inspection and these are now very thorough.
2.32. Pupils feel that tests are good because they show both what they can do and where they need to improve

QUALITY OF CARE AND RELATIONSHIPS

3.1 The quality of pastoral care in the school is very good: some aspects are now outstanding.
3.1 The quality of care meets well the school’s objectives of providing a caring family atmosphere.
3.2 Teachers care about pupils’ happiness.
3.2 Classrooms provide a pleasant environment and teachers strike the right balance with their pupils between care and straightforwardness.
3.3 The quality of relationships is outstanding. The pupils are polite and friendly to each other as well as to teachers and visitors. They feel able to talk freely to their form teachers. The measures to promote discipline and behaviour are effective. Pupils like their work and behaviour to be celebrated in the ‘silver’ and ‘gold’ books and they wear the girdles and merit badges, awarded each week through the house system, with great pride. These positive awards help to develop pupils’ self-esteem and self-confidence: very evident as they greet visitors around the school.
3.4 Pupils’ achievements in academic and other areas are regularly celebrated in school assemblies and through the school newsletters. This serves to strengthen the school’s values and ethos. The result of this is that the pupils are well motivated, self-disciplined and supportive of each other.
3.9 The school has excellent links with parents and the local community, improving on those seen at the time of the previous inspection and as set out in its aims of ensuring good relationships with parents, the local parish and community
3.10 Parents are very well satisfied with the education provided by the school, a view with which inspectors concur. An extremely high proportion of those parents who expressed an opinion on aspects of the life of the school did so positively, and an unusually large number of parents took the opportunity to respond.
3.11 The Friends’ Association, the parents’ association for the school, is a great asset in many ways.
3.12 Pupils’ work and achievements are celebrated in a weekly newsletter of very high quality which also gives current information.
3.14 These relationships are also reflected in the way the school handles the concerns of parents. The staff are fully accessible and can easily be contacted for discussion, whilst the headteacher also readily makes herself available to parents at the start and finish of each day.

EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

4.1 Governance is exceptional. Governors know the school well and use their own specialist knowledge, acquiring additional skills where necessary. As at the last inspection, they provide strong and effective support to the school in meeting its aims.
4.5 The leadership and management of the school are of high quality, effectively ensuring that the aims set down are met and taking the school on from the good report of the last inspection.
4.6 ,b>Rydes Hill benefits from strong and inspirational leadership. The school’s aims are being effectively met through the quality of the education and care of the pupils within the school.
4.7 Planning is effective at all levels
4.8 Consultation is thorough and decisions are crisply put into practice

OVERALL CONCLUSIONS

5.1 Rydes Hill aims high for its pupils and they flourish. All aspects of the school’s work are good and some are outstanding. In a calm, caring and purposeful environment, with major strength in aspects of pastoral care, the school achieves remarkable academic success. Pupils are well-motivated, courteous and hard-working and their personal development is excellent. They grow in spiritual and moral understanding, developing their social and cultural knowledge as they progress through the school. Teachers have close and outstandingly effective links with parents who feel a welcome part of the school community. ....The curriculum is broad and well supported by extra-curricular activities.5.1 The governors and headmistress provide leadership of very high quality and management is clear, crisp and supportive.

It is a joy to read this report on our school. It takes many years to build a great school and this report is truly the result not just of the last year but of the last six years and also of over sixty years of success and hard work by many teachers and staff.

We are happy and proud of Rydes Hill Preparatory School and shall continue to build on the traditions and dedicated teaching in the spirit of our Founder Sister Patricia. Here is to Rydes Hill now and in the future!

Stephanie Bell, Headmistress

Mrs Stephanie Bell, M.A. (Oxon)
Headmistress

Rydes Hill Prep School ::