ISI Inspection Highlights
The following are extracts from the ISI Inspection that was carried out at Chandlings in November 2006.
Click here to download the full report.
Conclusions
Chandlings provides a well-integrated, broad and stimulating education for its pupils. It is highly successful in several important areas: in the educational experience it provides, pupils’ learning skills and personal development, the quality of pastoral care, links with the community, and the leadership of the school. Children in the Early Years receive an excellent start to their education. Pupils are proud of their school and behave responsibly. They are well cared for and, as a result, their personal development is outstanding. Relationships across the community are very strong and the sense of purpose is tangible.
The school fully meets its aims to provide an academic education in a happy atmosphere in which all children are treated as individuals. Achievement levels are high in academic, practical, creative and physical activities. These achievements across the board are the result of successful leadership and management, high quality and often outstanding teaching, the dedication and commitment of the staff and the wide ranging opportunities available to pupils.
The Quality of Education
The Educational Experience Provided
The school provides an excellent all-round education, consistent with its declared aims and philosophy. All aspects of a pupil’s needs are extremely well-catered for, resulting in pupils achieving high academic standards in a caring environment where each is treated as an individual.
The school provides a wide-ranging, stimulating curriculum across the school, which allows every pupil the opportunity to develop their full potential in language, mathematics, science and technology. Their creative, aesthetic and physical development is carefully nurtured throughout the school and is considered a vital part of their education. Thorough curriculum planning throughout the school enables pupils to increase their knowledge and understanding.
In the Early Years, children experience a broad programme of activities giving them a thorough grounding in the basic skills for learning and study. Linguistic development is particularly emphasised and as a result, pupils answer and ask questions confidently.
An excellent range of extra-curricular and sporting opportunities in which pupils participate enthusiastically, provide for individual interests and contribute strongly to the pupils’ educational experience and personal development. High-quality instrumental tuition complements an orchestra, choir and exceptional brass, harp and string ensembles. Drama and dance productions are highly polished and creative.
Exceptionally well-managed provision for pupils with learning difficulties and disabilities (LDD) is in place, with clear procedures and early intervention.
Pupils’ Learning and Achievements
Pupils learn exceptionally well, with high achievement in academic, sporting and creative subjects, fulfilling the aims of the school in providing an excellent all-round education. Pupils are well-grounded in knowledge, skills and understanding and can apply these in a variety of academic contexts. Literacy and linguistic skills become progressively well-developed, with children reading and speaking fluently. Numeracy skills are built upon firm foundations, and pupils can both think and act critically and creatively. ICT skills are well-developed and these are applied to other areas of the curriculum.
Boys and girls attain very good results at Common Entrance at 11+, and a number achieve scholarships each year.
Pupils’development of the essential skills for work and study is very successful in all areas. They aim to work hard and their hard work is rewarded, resulting in a very positive response to the high expectations of their teachers.
Pupils are highly articulate throughout the school. They listen well to their teachers, and demonstrate a diverse range of vocabulary and high-level reading skills. Well-developed writing skills are put to good use in all curriculum areas; the standard of creative writing is very high.
On many occasions pupils reason and argue a point cogently. Pupils think for themselves and are challenged to make choices. Chandlings pupils take a pride in their work. The high quality of their independent work is evident.
Pupils settle quickly to their tasks; they are motivated, encouraged by staff, and want to get on with the challenges that face them, however difficult. They support each other and in interviews they emphasised the support they received from their teachers.
Due to the firmly embedded Chandlings values, there is mutual respect between adults and pupils and responsible behaviour is much in evidence. Pupils are articulate yet reflective, ambitious yet considerate. Co-operative working starts in Reception and continues throughout the school.
Chandlings pupils show an evident sense of purpose; they are determined to make the most of the opportunities presented to them and consequently strive to achieve their best for themselves and their school.
Spiritual, Moral, Social and Cultural Development of Pupils
Pupils’ personal development is of a high quality. The ethos of the school allows many opportunities for spiritual experience in the classroom, in the grounds and in many day to day activities particularly through music, dance, art and poetry which are celebrated throughout the school.
Self-esteem and self-confidence are considered to be very important and everyone celebrates each other’s successes. Staff praise and inspire the children and there is mutual respect for everyone.
As a result of their excellent moral development, pupils learn to distinguish between right and wrong. They appreciate the Chandlings Values which provide a valuable structure for behaviour. Pupils have extremely well-developed social skills. They are polite and respectful to both staff and to peers. All staff lead by example and show respect for colleagues and pupils alike.
The Quality of Teaching (Including Assessment)
Chandlings aims to create an environment where the individual child receives a strong educational foundation through inspired teaching, challenging work and where a love of learning is fostered. This is achieved by the appropriate deployment of well-qualified and highly motivated teachers and by support staff.
Pupils are strongly encouraged to take a pride in everything they do, and to become independent learners. Through skilled questioning, praise and encouragement, pupils are enabled to expand their knowledge and make good progress. Creativity is valued in drama, music and in practical subjects such as art, music and DT where pupils show a considerable degree of concentration, enabling high achievement. This was also observed in dance, gymnastics and games throughout the school.
Lessons are well-planned and move at a brisk, but appropriate, pace; learning objectives and individual targets are clear and teachers take account of individual educational programmes (IEPs) where necessary. A variety of teaching methods is employed to support a range of learning styles: auditory, visual and kinaesthetic. Because pupils are interested and motivated, they behave well.
Teaching is supported by a range of quality resources, including an attractive well-stocked library, interactive whiteboards in all classrooms from Year 2 upwards, well-equipped ICT suites, other specialist teaching rooms and extensive playing fields.
Excellence is encouraged. Younger pupils describe their teachers as kind and caring; older ones appreciate the support they receive and say they really enjoy their stimulating lessons.
The Quality of Care and Relationships
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
The school is outstanding in achieving its aim of giving children the best pastoral care in a safe, happy environment. Staff work together with parents to create a strong partnership for the benefit of pupils. This is a special quality of the school.
Pastoral care enables all pupils to feel safe and protected and to thrive, whatever their abilities or needs. They feel they are known and valued as individuals. An ethos of happiness and high selfesteem is apparent throughout the school from the youngest to the oldest. Pupils know they can rely on their teachers to help them. They also commented on the strong element of mutual respect between themselves and the staff.
Relationships between all members of the community are open and outgoing. In the playground, in lessons and in activities, pupils interact as good friends.
Parents feel that they can talk to staff about their children and that they will be listened to.
Behaviour policies emphasise the positive and staff are quick to praise. The recent emphasis on Chandlings Values has been enthusiastically welcomed by pupils who felt them to be helpful in encouraging the right behaviour. They underpin the philosophy of the school, by outlining in simple terms, the key aspects of a happy and supportive community and giving pupils responsibility for their own behaviour. Staff are good role models and make sure that they are seen to emphasise these values.
Pupils trust their teachers and, as a result, thrive both in and out of the classroom.
The school encourages healthy eating and provides well balanced, tasty meals and snacks which are enjoyed by children. Meals are well organised and orderly.
Parents commented on the safe environment.
The Quality of Links with Parents and the Community
Throughout the school, there are strong links with both parents and the community, in line with the aim of developing a partnership with parents. Parents particularly appreciate the quality of teaching, the approachability of the staff, the range of the curriculum, the guidance their children receive and the attitudes and values the school instils.
Parents have frequent opportunities to be involved in the work and progress of their children and in the life of the school.
Frequent newsletters, notice boards and a most informative, pictorial annual magazine keep all parents fully in touch with events and celebrate the successes of their children.
Parents feel they are made very welcome, and appreciate the school’s open door policy. They are very happy with the way in which their concerns are addressed and commented on the general helpfulness of the staff.
Charities are very well supported. These activities add breadth to pupils’ personal development and help them to understand citizenship through community and service to others.
The Effectiveness of Governance and Management
The Quality of Governance
The school is well governed by the Cothill Educational Trust. It is committed to the aims of the school and to its continuing development.
The Quality of Leadership and Management
Leadership and management are extremely successful in fully supporting the school’s aims, particularly those of providing a high quality, all-round education with every pupil treated as an individual. The headmistress provides excellent, well-informed and enthusiastic leadership and this is reflected in the dedication of the senior management team and staff, and consequently the high quality of education and care of the pupils.
The leadership of the school is highly regarded by parents, as stated in their questionnaire. All members of the senior management team make a significant contribution to the management of the school, are clear about their responsibilities and constantly strive to make things better.
The extremely thorough school development plan covers all areas of school life.
The school is very well resourced and these resources, together with the extensive DT, ICT and games facilities make a valuable contribution to pupils’ learning experiences. The high staffing levels and small classes enable full support to be given to all pupils. Staff appraisal is effective and the dedicated and hardworking staff feel valued for what they achieve.
The administration of the school is very efficient. The friendly, and involved administrative, catering, ground and cleaning staff work together to provide high quality assistance upon which the efficient running of the school depends. Communication within the school is good.
The school is a very welcoming place which provides a secure, happy environment for pupils. The beautiful grounds are appreciated by children and adults alike. Colourful and skilful displays create a stimulating and attractive learning environment.
Pupils and staff are clearly proud of the school.
Next Steps
The school has no major weaknesses but to continue to improve its present high quality of educational provision it should: continue to develop the roles of subject co-ordinators to ensure that all teaching and marking reaches the predominantly high standards.