ISI Report 2008

Full Name of the School: Francis Holland School, (Clarence Gate)

DCSF Number: 213/6037

Registered Charity Number: 312745

Address: Ivor Place, Clarence Gate, London NW1 6XR.

Telephone Number: 020 7723 0176

Fax Number: 020 7706 1522

Email Address: admin@fhs-nw1.org.uk

Head: Mrs Vivienne Durham

Chairman of Governors: Mrs Catherine Longworth

Age Range: 11 to 18

Gender: Girls

Inspection Dates: 21st to 24th April 2008

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 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 as amended with effect from January 2005 and May 2007.

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.

© Independent Schools Inspectorate 2008

CONTENTS

1. INTRODUCTION
---Characteristics of the School.......................................................1
2. THE QUALITY OF EDUCATION........................................................3
---The Educational Experience Provided.............................................3
---Pupils' Learning and Achievements.................................................4
---Spiritual, Moral, Social and Cultural Development of Pupils..................5
---The Quality of Teaching (Including Assessment)...............................7
3. THE QUALITY OF CARE AND RELATIONSHIPS....................................9
---The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
---The Quality of Links with Parents and the Community.......................10
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT.................12
---The Quality of Governance..........................................................12
---The Quality of Leadership and Management....................................12
5. CONCLUSIONS AND NEXT STEPS...................................................14
---Overall Conclusions....................................................................14
---Next Steps...............................................................................15
6. SUMMARY OF INSPECTION EVIDENCE.............................................16
---List of Inspectors.......................................................................16

Francis Holland School, Clarence Gate

1. INTRODUCTION

Characteristics of the School

1.1
Francis Holland School, Clarence Gate, was founded in 1878 as a Church of England foundation and moved to the present site in 1915. The school educates girls between the ages of 11 and 18. The school is governed by the Francis Holland Trust, which is also responsible for a sister school in Graham Terrace, in south-west London. Although the school views its Anglican foundation as significant, and maintains a close relationship with the local parish church, pupils from a wide range of cultures and traditions are welcomed.

1.2
The school aims to provide a broad and balanced academic education, enabling pupils to develop self-confidence and extend their skills and talents across a range of different areas. It sees its religious foundation as providing a moral basis for its work, assisting pupils to develop their personal values within a friendly and supportive environment. The school expects pupils to play a part in the life of the school community, according to their individual strengths and interests, at the same time fulfilling their individual potential.

1.3
The school occupies purpose-built accommodation in central London, close to Regents Park. Since the last inspection in 2002 laboratories and a new suite of music rooms have been added, alongside refurbishment of the gymnasium and hall. The school recently acquired an adjacent former public house, development of which will be completed in September 2008, providing additional facilities for art, a performance space, classrooms and extra administrative facilities.

1.4
The school currently has 421 pupils, of whom 78 are in the sixth form (Years 12 and 13). All are day pupils.

1.5
Entry to the school is by selective examination and interview, together with a reference from the pupil's current school. Standardised tests of ability show that, on entering the school, slightly over three-quarters of pupils are of well above average ability nationally, with a quarter far above average. If pupils are performing in line with their abilities their results will be well above the average for all maintained schools. In the sixth form standardised tests show that over half of pupils are of above average ability nationally. If pupils are performing in line with their abilities their results in public examinations will be above the average for maintained schools.

1.6
Pupils come from central London and the surrounding boroughs. There is a very small number of pupils who come from families where English is not the principal language. No pupil has a statement of special educational need. Thirty-two pupils have been identified as having learning difficulties or disabilities (LDD). About two-thirds of pupils aged 16 currently continue into the sixth form, with those pupils who leave proceeding to other independent schools.

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.
School NC name

Thirds: Year 7
Lower Fourth: Year 8
Upper Fourth: Year 9
Lower Fifth: Year 10
Upper Fifth: Year 11
Lower Sixth: Year 12
Upper Sixth: Year 13

2.THE QUALITY OF EDUCATION
The Educational Experience Provided

2.1
The educational experience provided by the school is good. It provides a very wide range of educational opportunities, well suited to the interests, aptitudes and needs of all pupils. The curriculum has been extended and strengthened since the last inspection, as has the range of activities offered, with concerns expressed at that time about provision for design, personal, social and health education (PSHE), and information and communication technology (ICT) addressed well. The school successfully meets its aim to provide a broad and balanced academic education, enabling pupils to develop self-confidence and extend their skills across a range of different areas.

2.2
The variety of elements within the education provided by the school contributes to ensuring that pupils' experience is consistent with the its aim that they should be expected to play a part in the life of the school community, according to individual interests and strengths, at the same time as fulfilling their individual potential. Since the last inspection this has included enhanced provision for design, particularly in Year 7, and an excellent, newly-designed PSHE programme which encompasses careers support. Opportunities to acquire and develop skills in ICT as a discrete study, across the curriculum, and in activities, have been greatly expanded. The school has added a humanities subject to the compulsory core of options in Year 10 and 11, and has introduced additional subjects in the sixth form, for example by extending theatre studies at A2 level and introducing critical thinking at AS level.

2.3
The curriculum is flexible and is broad and well balanced. The curriculum in Years 7 to 9 provides an effective core of subjects which ensure that pupils gain good experience in mathematical, scientific, aesthetic and creative areas, providing the basis for informed choices to be made in later years. The range of linguistic experience offered is good overall, but the system of rotating the languages studied in Year 8 offers limited preparation for making an informed choice of a second language for study in Year 9. Most pupils study ten subjects for examination at GCSE level, and in the sixth form most study four subjects at AS level, proceeding to further study in three subjects at A2, although some study as many as five. The inclusion of debating across all ages encourages pupils to become both articulate speakers and attentive listeners. Despite the restrictions of the school's location, imaginative use of resources ensures that opportunities for pupils' physical development are good. The school's provision for art and music is a particular strength.

2.4
Careers guidance is comprehensive. Guidance is given within the PSHE programme, to which work experience and the opportunities provided by activities such as the Young Enterprise teenage entrepreneurial competition also contribute. Pupils receive guidance on GCSE and A-level choices and excellent guidance for university applications, for projects for the year between school and university, and for employment, including a biennial careers evening for all sixth formers. Pupils commented appreciatively on the monitoring and advice that they receive. Work experience is organised for all pupils in Year 11, affording the opportunity for them to experience a range of placements in the local and wider community. Pupils in Year 9 participate in a ‘take your daughter to work day' project, enhancing their ICT skills in producing a record of their first work experience.

2.5
The range of extra-curricular activities offered by the school is excellent; they form an imaginative adjunct to the curriculum, and they are valued by pupils and greatly enrich their experience. They include clubs for film and travel alongside the opportunity to learn Mandarin Chinese and signing for the aurally impaired. There are regular music tours and concerts with other schools, as well as sports tours at home and overseas. Many pupils take part in Duke of Edinburgh's Award scheme, which is offered at all levels. This, together with other, independent activities, results in widespread opportunities for pupils' involvement in community service and voluntary work.

2.6
There is a detailed curriculum policy and the curriculum review committee meets regularly. Departmental schemes of work are detailed and effective. Setting in mathematics and French facilitates appropriate teaching for pupils of specific abilities, including the more able, which enhances their learning. The needs of individual pupils are met with flexibility in the curriculum. Pupils benefit from being taught in small groups, particularly in the sixth form, allowing additional scope for emphasis on addressing individual need. Those pupils with LDD, and the very small number for whom English is an additional language, are supported by additional help outside lessons from specialist staff. These pupils felt well supported by the arrangements made to assist their learning.

2.7
The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils' Learning and Achievements

2.8
Pupils' achievement is good, and often outstanding, in relation to their abilities. They achieve well in lessons and in public examinations in GCSE and at A level, maintaining the high standard noted at the time of the last inspection. All pupils, including those with LDD, and those for whom English is an additional language, receive a firm grounding of knowledge, skills and understanding in their subjects and activities, and make good, often rapid progress. They learn to apply these skills effectively. The school is successful in meeting its aim to enable pupils to extend their talents and skills across a range of different areas.

2.9
Pupils are highly articulate, and, mostly, they listen well, and demonstrate excellent reading and writing skills. Their critical thinking is developed well, for example in a Year 8 English lesson where pupils studying Of Mice and Men showed good perception and in-depth understanding of character. Pupils' creative thinking is demonstrated well in a range of subjects, particularly in imaginative projects in A-level art. Standards of musical performance throughout the school are outstanding. In mathematics, pupils develop a strong level of competence, and they apply this well in other subjects, such as chemistry, where Year 13 pupils studying spectroscopy showed good numerical skills. The use of ICT by pupils has developed significantly since the last inspection and they use it well across a variety of subjects in written work and extended projects, through activities such as the animation club, and in assembly presentations.

2.10
Pupils of all ages achieve well or better, in all subjects, including those with LDD and those for whom English is an additional language. More able pupils achieve high levels of understanding and knowledge, particularly in English, French, history and the sciences in the sixth form.

2.11
Pupils' attainment in GCSE is good in relation to their abilities. Results over the last three years for which comparative data is available have been far above the national average for all maintained schools. Overall they are above the average for maintained selective schools. Pupils' progress to GCSE is above national norms. At A level, pupils' attainment is good; their results over the last three years for which comparative data is available have been well above the national average for all maintained schools. Overall they are comparable with the average for maintained selective schools.

2.12
Individually, and in teams, pupils achieve well in activities, often outstandingly so, as in performance examinations in music, drama and public-speaking, and subject challenges such as mathematics and chemistry Olympiads. Pupils have achieved success in national competitions in ice skating and skiing, and have had portraiture displayed in a national gallery.

2.13
In work books and in lessons pupils demonstrate a good capacity to take notes. They study well, and their work is highly organized. Sixth formers in particular are adept at note-taking, much of it independent of teacher direction. Pupils make good use of techniques such as spider diagrams, used to focus revision of specific topics in music, and internet research, as seen in current affairs projects and preparing for assembly presentations. Pupils use the library well for private study as well as for desk top publishing.

2.14
Pupils work well together in general and cooperate effectively. Paired work in languages is notably successful, and excellent cooperative work was seen in religious studies in Year 9, and in a Year 13 economics lesson on government labour market policies. The ‘head girl's team' works well together, both in discussion with the head on the planning of future events, and in presenting assemblies. Sports teams make a good and diverse contribution to the achievements of pupils, as do regular drama productions and festivals, and musical ensembles, highly effective both in rehearsal and concert.

2.15
For the most part, pupils make much of the opportunities made available to them, settling down to work hard in lessons. As at the time of the last inspection, pupils participate in activities with much enthusiasm. In discussion, pupils said how much they appreciate them, participating actively in school based clubs, enjoying their contact with those from the wider community, and looking forward to the varied tours and trips organised by the school.
Spiritual, Moral, Social and Cultural Development of Pupils

2.16
Pupils' spiritual and social development is good and their moral and cultural development is outstanding. They are confident, tolerant and considerate to others, morally aware, and show high levels of interest in the wider world. Their development in these areas has been strengthened and enhanced since the last inspection. The school's aims to enable pupils to develop self-confidence, and to benefit from the moral basis inherent in the school's religious foundation are met well.

2.17
A good sense of self-worth and identity is evident in most pupils. In lessons, assemblies and activities the high level of articulacy shown by pupils demonstrates appropriate confidence in their own abilities and views. Whole-school and form assemblies offer good opportunities for pupils to celebrate each others' achievements. Pupils are keen to participate in these and enjoy preparing for them collaboratively. Pupils freely ask questions about the world around them and are actively encouraged to do so by the school, particularly in lessons in religious education and science. The school's Christian foundation is reflected in links with the neighbouring church, including services held at regular intervals throughout the year, and there are plans to develop these still further. Pupils show a strong interest in, and capacity to understand, the belief systems of others. Festivals and celebrations within other world faiths are marked in form assemblies, and arrangements are made for pupils of different religions to fulfil their obligations when required. Strong performances in music, thought-provoking artwork reflecting diverse topics such as race and consumer values, and enthusiastic participation in games all reflect the significant spiritual dimension in many pupils' lives.

2.18
Pupils show a high level of moral awareness, particularly those in the older year groups. They have a strong sense of what is just, and often take active steps to promote wider awareness of issues they consider morally questionable, instigating assemblies on issues such as prisoners of conscience and political oppression. They understand school rules and consider them fair. Within the curriculum pupils discuss and evaluate ethical and moral issues to good effect, as in a Year 13 lesson where pupils engaged in serious discussion on the ethics of the death penalty in French. The school promotes active consideration of environmental issues and this is reflected in displays around the school and activities such as the carbon footprint club.

2.19
The social development of pupils is good, and in the sixth form it is outstanding. Older pupils in particular show great respect for both their peers and their teachers. Occasionally, younger pupils lack consideration for each other when in large groups, but in general pupils are well behaved and courteous. Pupils are actively encouraged to consider their behaviour both in and out of school, whether travelling on public transport or engaged in work in the community. They make good use of opportunities to represent their peers on the school council and to take leading roles in assemblies and activities. Older pupils enjoy and make excellent use of the opportunity to serve as part of the ‘head girl's team', working well with younger pupils on projects such as the organisation of a time capsule to be planted in the new school extension. The school's expectation that pupils should play a part in the life of the school community is met well overall. Pupils are given excellent opportunities to gain awareness and understanding of civic institutions through the PSHE programme, and through events such as the running of a mock election for Mayor of London. Their responses on a board designed to publicise suggestions on how to improve life in London showed maturity and keen social awareness.

2.20
Pupils have an excellent appreciation of their own and other cultures. Pupils' respect for the varied cultural backgrounds within the school is strong, and is mirrored in their close involvement in the diverse life of the local community. Pupils enjoy working frequently with the elderly, and also meeting regularly with pupils from a local school who have particular needs. Recent projects such as a summer camp for children in local authority care have resulted in strong competition amongst the school's pupils to participate. Pupils extend their awareness of other cultures through charitable activities linked to Tanzania and through tours and trips to Europe and further afield. Many pupils are highly accomplished performers who enrich the cultural dimension of the school through their participation in concerts and plays, as do the many displays of art work around the school. Pupils enjoy and make good use of the many opportunities afforded by the school's position in central London to visit theatres, concerts and museums.

2.21
The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Including Assessment)

2.22
The quality of teaching throughout the school is good overall, and it is often outstanding. The good quality of teaching seen in the last inspection has been maintained and strengthened. Teaching is characterised by good understanding of pupils as individuals. Pupils are inspired by the enthusiasm and deep knowledge of the teachers. The school amply fulfils its aim to provide teaching which enables pupils to fulfil their individual potential.

2.23
Teaching enables all pupils, including those with LDD and the more able, to acquire new knowledge and to make steady, often rapid progress in their understanding and in the development of appropriate skills. The best teaching stimulates and excites, as in a Year 7 English lesson on The Ballad of Charlotte Dymond, where pupils performed a radio play they had written, the teacher then leading pupils on to a delighted exploration of the poem's rhythms, resulting in a rapid increase in understanding.

2.24
Most teaching encourages pupils to take a pride in their work, and to think and learn for themselves. In an art lesson in Year 10, pupils were inspired to use previously learnt techniques in individual and creative ways, with excellent and often original results. Teachers have high expectations of pupils, but pupils said they were confident that they could ask for help if they found work hard. In a Year 7 history lesson, well-chosen materials and clear but demanding questioning stimulated a high level of reasoning and analysis by pupils as they considered why the Black Death spread during the Middle Ages.

2.25
Teachers have clear expectations of acceptable behaviour, and, for the most part, pupils respond appropriately; in most lessons they work attentively and with enthusiasm. A good example is set by teachers' love of their subjects and their excellent subject knowledge. In a Year 9 science lesson pupils were encouraged to capture and share the teacher's ideas on thermal energy during a lively exchange of questions.

2.26
Time is used well in lessons for the most part, with lessons planned productively, and employing a range of activities. These include discussion, practical assignments, investigation and group work. In a small number of lessons where there was too much talking by the teacher, or presentations lacked animation, pupils' attention was not caught and their progress was limited. Highly effective use of the target language in modern foreign languages enables rapid progress in many lessons.

2.27
Teaching is informed by good knowledge of pupils and their needs. Teachers give willingly of their time in and out of class to help those encountering difficulties. A balance is achieved in most lessons so that more able pupils continue to be stimulated but those who have uncertainties are not left behind. Pupils commented on the care that teachers took not to move on until their understanding was secure.

2.28
Space is limited within the school, but it is used well and often with imagination. Opportunities to teach in rooms dedicated to a particular subject are limited, other than in science, music and art, and teaching is shared around the classrooms that are available; good planning by teachers ensures that this does not affect the outcomes of lessons. The school has plans to extend teaching space when the new extension is opened. Equipment is used well to illustrate topics, with plentiful use of ICT resources by both teachers and pupils characterising many lessons. The library is well stocked and used effectively by pupils for independent research as well as reading for pleasure. The school makes good use of neighbouring Regents Park and other external sports facilities for teaching physical education (PE).

2.29
Marking is regular and accurate, and in some cases very thorough. The best marking includes detailed comments, and suggestions for improvement, but this was not always seen. Each department has a marking policy, informed by the whole-school policy, but these vary in detail, as does the consistency with which the guidelines are followed.

2.30
Arrangements for monitoring pupils' progress are satisfactory. The school holds regular internal examinations to monitor pupils' achievement against its own aims. All pupils are screened in Years 7 and 9 to obtain information about any aspects of LDD which need to be addressed. Standardised tests of ability are used in Year 7 and on entry to the sixth form, and the results are made available to teachers, but the use of the results to evaluate pupils' progress against national norms and to inform teaching is not yet fully developed. Recent appointments to the senior management team have been designed to address current inconsistencies in marking and the use of assessment information, and some staff training has been initiated.

2.31
The school meets the regulatory requirements for teaching [Standard 1].

3. THE QUALITY OF CARE AND RELATIONSHIPS

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

3.1
The quality of pastoral care shown for pupils is outstanding. It remains a strength of the school, as at the time of the last inspection, and has been enhanced by recent changes to structures for pastoral care. Appropriate child protection measures are in place and are in the process of being further strengthened. Provision for the welfare, health and safety of pupils is good. The school fulfils its aim of providing pupils with a friendly and supportive atmosphere with resounding success.

3.2
Pupils of all ages universally acknowledged the excellent support and guidance provided for them by staff. They spoke with pride of the fact that: ‘anybody can go to any teacher, anywhere, at any time'. The school's generous daily allowance of time given to the pastoral care of its pupils is central to its success in meeting its aim of providing a friendly and supportive atmosphere. This level of care is seen in guidance on choices for GCSE, A level and university, which are all of high quality and both pupils and their parents commented on how much they value the advice given.

3.3
A new pastoral structure of year heads, leading a team of form tutors and deputies, overseen by a member of the senior management team, is strengthened by clear guidelines that enable all involved to provide extremely effective pastoral support. Regular visits by a counsellor underpin the school's commitment to the care and welfare of its pupils. This service is made known to pupils by prominently displayed notices and through form tutor briefings, and is appreciated by them.

3.4
Relationships amongst pupils, and between pupils and staff are excellent in general. Sixth form pupils spoke warmly of a positive rapport with their teachers. Occasionally younger pupils treat each other and teachers with a lack of courtesy and consideration, for example in form periods and in a few lessons. Pupils mix well across all ages; sixth form pupils coach younger age music ensembles and help with activities. Younger pupils spoke enthusiastically about activities such as gym club where they mix freely with older pupils.

3.5
A suitable policy is in place to deal with bullying and effective anti-bullying notices are prominently displayed in all rooms. Pupils felt that instances of bullying were rare, and were dealt with effectively and quickly by pastoral staff. School rules are considered to be fair by pupils and appropriate sanctions are available, and used, for serious breaches. A system of merit stickers is used to encourage pupils in their work, and assemblies provide opportunities for success in all manner of fields to be recognised, including fund-raising for charity, sporting success and enhancing the life of the school community in less overt ways.

3.6
The designated officer for child protection and named deputy have both undergone required training recently. All staff have received appropriate training in child protection at suitably regular intervals. New staff receive training on the school's policy during their induction day and this is reinforced for newly qualified teachers in their regular professional meetings.

3.7
Precautions to guard against fire and other hazards are good. Appropriate checks have been made by a qualified agency to reduce the risk from fire, and to assess risk from other hazards, with appropriate safety measures being taken. Due care is taken to safeguard pupils on trips and visits outside the school, including when using the park for sport, leisure and recreation, and when touring abroad.

3.8
Health and safety arrangements are good and the school has due regard for all health and safety requirements. The excellent PSHE programme includes well-presented sessions designed to make pupils aware of the personal risks in their daily lives as young people in central London, and how they can minimise these risks. The school has appropriate plans in place, with time-scales, to develop access to the curriculum as well as physical access for those with disabilities to its premises and facilities. The school maintains an up-to-date and comprehensive admission register. Arrangements for the registration of pupils are appropriate and are carried out effectively, and attendance is good.

3.9
Arrangements to promote healthy eating habits and pupils' fitness are excellent. An appropriate medical room is provided for those who feel unwell, and a good number of staff are trained in first aid. The school dining room provides a good range of meals with literature displayed to assist pupils to make healthy choices. The PSHE programme includes sessions on diet and fitness, pupils regularly walk the 15 minutes to and from the games facility, and the PE department encourages physical recreation for health as well as promoting competitive sport.

3.10
The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].

The Quality of Links with Parents and the Community

3.11
The school's relationship with parents is good, and links with the community are excellent. The effective partnership with parents noted in the last report has been maintained and has continued to develop. The worthwhile links with the community identified during the last inspection have blossomed into a significant aspect of the school's life, providing a new area in which pupils develop their skills and talents in accordance with the school's aims.

3.12
Parents' responses to a pre-inspection questionnaire showed a high level of satisfaction overall with the education provided by the school. Particularly strong satisfaction was expressed with regard to the manner in which teaching enables pupils to make progress.

3.13
The school welcomes parents to its activities, regularly providing refreshment at after-school events. Forthcoming events are publicised in various ways, including in regular newsletters and on the school website. Some parents, in their responses to the questionnaire, expressed concern at the level of encouragement given them to become involved in the life of the school. Inspectors found no evidence to support this concern. The Parents' Association is an active group, providing opportunities for parents to meet with other parents, and with staff, at social functions. Parents and other family members often participate in school activities, such as the cookery club, in concerts, or as visiting speakers.

3.14
Parents receive information from the school about pupils' progress at least once each term, either as a full written report, a grade assessment sheet, or at a parent-teacher meeting. Reports provide good quality information, although some inconsistencies occasionally occur between grades given and accompanying comments, and sometimes reports lack clear targets for pupils to focus upon. Parents' evenings are well attended, and parents are further welcomed to information evenings, such as that on preparing for higher education held for Year 12 pupils.

3.15
Parents feel that the school handles any concerns well overall. Issues raised with the head are responded to promptly and logged appropriately. The school has an appropriate procedure to handle complaints which is communicated to all parents, but it has not needed to be implemented recently.

3.16
The quality of the school's links with the community is outstanding. Charitable giving and fund-raising is strong throughout the school. Pupils raise money for a wide range of causes, often on their own initiative, and coordinated with the head, through events such as sponsored walks and fashion shows. The school has active links with a project to build a school in Tanzania, raising money through various activities and corresponding regularly to exchange information. It has instigated a summer camp for children in local authority care, where they mix with teachers and pupils, and long-lasting friendships have ensued. Sixth form pupils, in conjunction with the art department, work with elderly members of the local community who come into school regularly to create large-scale mosaics. All sixth form pupils are encouraged to undertake voluntary work, visiting local primary schools, hospitals and neighbourhood care centres. A particularly strong relationship exists with a school for those with particular needs, whose pupils look forward to their regular visits to the school, enjoying the friendliness with which they are greeted at discos and other events.

3.17
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].

4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
The Quality of Governance

4.1
Well-focused and effective governance provides good oversight of the school. The governing body has provided excellent support for recent developments and guides the school with informed scrutiny, and a good level of challenge towards meeting its aims.

4.2
The governing body includes a good balance of academic, financial, educational and pastoral expertise. Governors' meetings consider the position of both schools for which it has responsibility. Appropriate steps are taken to ensure that the school at Clarence Gate is given an adequate focus at each meeting, and the school appreciates the mutual benefits which accrue when discussion is informed by the experiences of both schools. The committee structure is clearly defined and governors are now aware of their responsibilities for child protection matters and health and safety, enabling them to maintain appropriate oversight. Appropriate oversight of staff recruitment is channelled through regular agenda items.

4.3
The governing body has played a significant role in recent developments to the school buildings. Planning for the forthcoming year is methodical and, overall, shows good general awareness of contemporary developments. A strategy group meets twice a year to plan for the future, although detailed long-term plans are not currently required of the school. The bursary operates centrally for both schools, delegating detailed budgetary allocation to the head, although provision for some services is managed centrally, to good economic effect. The recent appointment of a marketing officer to serve both schools has provided a focal point for the extension of this area of the school's development. Good provision has been made recently to ensure that funding for the day-to-day running of the school is suitably maintained in a period of much development.

4.4
Governors are provided with good information by the head at regular intervals. Relationships between governors and staff within the school are good. Governors pay regular, planned visits on an individual basis to see work in academic departments, and there are regular opportunities for informal social contact prior to governors' meetings and through attendance by governors at school events. This contact enables governors to offer appropriate advice and support informed by a variety of experiences of the school's activities.
The Quality of Leadership and Management

4.5
The quality of leadership and management is good overall. The school is led well by those in senior management positions. The head provides strong leadership which seeks to create a supportive environment within which pupils receive a broad and balanced education, successfully meeting the school's aim to enable pupils to fulfil their individual potential. Those in positions of responsibility have well-defined roles, and these are performed to good effect. Development planning is detailed, although currently published only with reference to short timescales. Planning at departmental level is generally good, and the implementation of policies is effective overall, although not always consistent. The secure management of the school noted in the last inspection report has been enhanced by recent expansion of, and changes to, senior management structures.
4.6
The head leads the school with integrity, and a determination to sustain the values of the school's founders, giving them renewed relevance to contemporary life, particularly with regard to supporting the individual needs of each pupil. This is expressed clearly in the school's strong ethos of care for pupils. Recent revision of senior management structures has resulted in a team which is well suited to respond to the aspirations of the school's development plan. The introduction of year heads since the last inspection has strengthened structures for pastoral care.

4.7
The school has a detailed development plan related to short-term needs, and the drawing up of appropriate policies is generally effective. Careful planning in recent years has led to the successful completion of the current building programme. Individual departments produce subject-related development plans, some of good quality, but, at present, there is a limited structure for these to feed into whole-school planning for the long term. Heads of academic departments throughout the school put appropriate policies into practice well and often show clear leadership. The monitoring of some policies, such as for assessment and marking, is not always consistent. Financial planning is good, with budget bids submitted to the head, and funding allocated with clarity, although development planning currently lacks detail of financial implications.

4.8
The school secures well-qualified teachers, with many demonstrating a high level of scholarship, together with a good range of support staff who contribute well to its activities. A systematic process for the appraisal of teachers is operated effectively on a two-year cycle, giving good opportunities for discussion between staff at all levels, monitoring teaching and the leadership of departments, and identifying useful areas for individual professional development. Mutual observation as part of the system enables teachers to share good practice and new approaches to teaching and learning both within and between departments. This has provided a strong basis for recent developments in the areas of teaching and learning, and the further strengthening of pastoral care. Arrangements for checking the suitability of staff, supply staff and proprietors are appropriate, and arrangements for the induction of new teachers are good. Arrangements are in place for newly qualified teachers to be monitored and trained under the appropriate national scheme and are put into practice effectively.

4.9
The school's secretarial, administrative and support staff work closely with teachers to provide support for pupils, both academically and in further enhancing the ethos of care which characterises the school. They provide efficient and effective administrative support for the school's day-to-day operation.

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 strong leadership of the head, supported by those in senior management positions, enables the school to meet its aim of enabling pupils to fulfil their potential according to their individual strengths and interests. Pupils develop as highly articulate individuals, adept in learning, and with excellent writing and reading skills. Pupils, particularly in the sixth form, reach consistently good, and often outstanding, levels of achievement in academic work. This is reflected in their achievement in activities, particularly musical performance. They are friendly, generous and, for the most part, show good spiritual and social development, and outstanding moral and cultural development. Strong relationships between pupils and staff, and caring friendships between pupils are common. Pastoral care of pupils is outstanding. Standards of teaching are good, and often outstanding, but good practice in marking and assessment is not always consistent across all subjects. The use of the results of standardised testing to inform teaching and measure progress is not yet fully developed. The leadership of heads of department and of those with pastoral responsibilities is generally good, as is the implementation of policies. Development planning within departments produces effective ideas but there are limited structures to enable these to contribute to whole-school development planning, particularly in the long term. Links with parents are good and those with the local community are excellent. Governors' effective oversight and secure knowledge of the school enables them to give good support to large-scale developments and to provide appropriate levels of challenge.
5.2
Since the last inspection in 2002 the school has made good progress. The curriculum at all ages has been strengthened through increased provision of subject choices at both GCSE and A level, alongside appropriate opportunities to develop design skills. The school's programme for PSHE has been revised to excellent effect. The academic achievements of pupils have been maintained at a high level. Provision for ICT has been strengthened across the school, and these resources are used well by both staff and pupils. A refurbished gymnasium and hall, alongside new laboratories and music rooms, have enhanced the school's facilities. Arrangements for staff review have been strengthened to produce a consistently operated programme. Careful strategic planning has resulted in the acquisition of neighbouring premises to form an extension to existing buildings. A detailed short-term development plan is in place, informed by the school's aims, although lacking detail of the resources needed to implement it. Monitoring of the effectiveness of policies and procedures has been strengthened at senior management level, but monitoring by heads of departments is not always consistent. Senior management has been restructured, alongside arrangements for oversight of pastoral care, both to good effect.

5.3
The school meets all the regulatory requirements.

Next Steps

5.4
No major aspect of the school is weak, but in order to improve its provision further it should:

1. Continue to develop assessment and marking policies and procedures, to achieve greater consistency within and between subjects, and to strengthen the use of standardised testing to evaluate pupils' potential, monitor their progress, and inform teaching;

2. Review development planning to strengthen the links between individual departmental plans and whole-school planning for both short- and long-term development.

5.5
No action is required in respect of regulatory requirements.