SUMMARY REPORT
Main Findings
Overall Summary
St Christopher’s School provides a warm, caring, happy environment in which all pupils are treated as individuals and are nurtured so that they fulfil their potential. The groups in the pre-school, children aged 1 1/4 to 4 3/4, are carefully graduated to ensure that the children progress well developing confidence and self-esteem. By age 5 they all achieve the early learning goals across all areas of learning. Pupils in the pre-prep department, aged 4 3/4 to 9 years have individual learning plans and their levels of attainment are commensurate with their capabilities and circumstances. They make good progress both in lessons and as they move up through the school. Teaching is good and all pupils are keen to learn.
What the School Does Well
Personal development is excellent. Pupils are given an outstanding grounding in spiritual, moral, social and cultural attitudes and values.
Pastoral care, support and guidance are very good. The school effectively provides for all its pupils’ well being, development and safety.
The school has strong and effective links with parents. Parents receive detailed reports and relations with individual teachers are very good.
Provision for all pupils is based on individual needs. Those pupils requiring special educational provision are particularly well catered for.
The ethos of the school is excellent. It succeeds in creating an atmosphere of happiness, balance and sensitivity.
What the School Should Do Better
Pupils do not receive enough tuition in basic computing skills.
The curriculum in the pre-prep department is unbalanced. More time should be given to information and communications technology and science.
The science elements in the topic work in Forms 1 and 2 are not as clearly identified, as they should be.
Teaching staff in the pre-prep department have not been given responsibility for co-ordinating core subjects. Job descriptions should cite individual responsibilities and be linked to staff development.
Standards of Attainment and Progress in Subjects
Standards of attainment of the children in the pre-school are good. They reach all the early learning goals and by age 5 they are following Key Stage 1 of the National Curriculum. Pupils in the pre-prep forms are reaching standards commensurate with their abilities and circumstances. All pupils both in the pre-school and the pre-prep departments make good progress both in lessons and as they move up through the school. Pupils are well prepared for the next stage of their education.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
The pupils’ attitudes to learning are good. They are competent learners, being generally well motivated and interested. They listen carefully to teachers and are keen to ask the answer questions. Their recall of prior learning is particularly good. Pupils are happy, courteous and polite and relate well to each other and to staff in the school. Behaviour in class and around the school is good, natural and controlled.
The Quality of Teaching
Teaching is good. The needs of all pupils are met through the use of individual plans and carefully differentiated materials. Teachers have good subject knowledge and the flexibility to respond to the interests and contributions of the pupils. Lessons are generally well planned and in the main expectations are high. Some lessons could be more imaginative and stimulating. The use of time is not always maximised especially in the long afternoon sessions. Teaching resources are well chosen to enhance learning although there is insufficient use of information and communication technology across the curriculum.
Other Aspects of the School
Attendance
The level of attendance is very good and enables the pupils to take full advantage of the opportunities provided by the school. Pupils are punctual, arriving at school and lessons on time. The admission register complies with statutory requirements. Registration takes place morning and afternoon and registers are completed in accordance with DfES regulations.
Assessment and Recording
Procedures for assessment and the recording of achievements, needs and progress of all pupils are sound. A baseline test in literacy is used in Form 1 and standardised reading tests in Forms 2 and 3. Individual mathematics assessments are part of the mathematics scheme but there is no standardised mathematics assessment. There is no standardised assessment in science. Assessment and recording of pupils who require special educational provision is good.
Curriculum
The curriculum in the pre-school is good and it is satisfactory in the pre-prep department. In the early years it is broad and balanced and based on the early learning goals. There are strong cross-curricular links. In the pre-prep department not enough time is given to science and the timetable does not contain any ICT skills lessons. Curriculum planning shows progression particularly for English and mathematics, but in science and some of the other subjects the curriculum documents need updating. Science is a priority for this term.
Teaching and Non-teaching staff
The number, qualifications, and experience of staff are good. Teaching and support staff are deployed effectively and make a positive contribution to the quality of education and the standards achieved. The child to adult ratios meet current legislation at all times. The school has a positive approach to professional development and a good level of in-service training takes place. This training could be more sharply focused on curriculum issues in the development plan particularly with regard to science.
Resources for Learning
The quantity and quality of resources are good. ICT provision is adequate, there being a computer in every room. The provision of televisions, videos, CD and tape recorders is good and they are well used to help children’s learning. Form rooms are generally well stocked with teaching material and books. Pre-school classrooms are equally well provided but limited storage means that some resources are not readily accessible to the children.
Libraries
The library room is a good facility and plans are in hand to introduce more comfortable furniture. The range, quality and accessibility of library books are sufficient to effectively support pupil’s attainment, progress and quality of learning. All pre-prep pupils have timetabled library periods but would benefit from more guidance in choosing books and greater stimulation of their interest in reading.
Premises and Accommodation
The premises are good and make a very good contribution to the curriculum and the pupils’ personal development. The buildings are well maintained, the classrooms light and airy creating a good environment for learning. The outdoor area is imaginatively designed to stimulate the learning of the children and to maximise the opportunities for adventurous play. The school makes very good use of local swimming pools.
Links with Parents and the Community
The school has very good links with parents and this is a strength of the school. Parents receive comprehensive information and parents’ evenings are held every term. Reports are detailed giving clear indications of what the children, know, understand and can do. They would be even better if targets for improvement were included. Parents say how approachable the teachers are and feel that the school has a unique family atmosphere. Parents are heavily involved in the life of the school.
Personal Development
Personal development is excellent. The provision for spiritual, moral, social and cultural development is well planned and the foundations for life skills and attitudes are well laid. Assemblies, essentially Christian in character, also respect other beliefs and encourage the children to think of others especially those less fortunate than themselves.
Pastoral Care (including welfare, health and safety)
Pastoral care is very good. The school effectively cares for all its pupils’ well-being development and safety. The provision made for the support advice and guidance and the monitoring of pupils progress and development at every stage is a strength of the school. The school fosters a caring and sensitive approach among pupils themselves and between pupils and staff. The measures to safeguard pupils’ health and well being are successful The welfare of pupils is a high priority in the school. They are encouraged to have a healthy diet and life style.
Governance and Management
The leadership and management of the school are effective. The principal and headteacher provide clear educational direction for the school. There is no middle management tier and the form teachers in pre-prep department would benefit from having designated responsibility for the co-ordination of a core subject, that is, English, mathematics or science. The ethos of the school is excellent and it succeeds in its purpose of nurturing and enriching each child’s inherent potential. Its aim of creating an atmosphere of happiness, balance and sensitivity is achieved. The school development plan is sound but it does not contain any indications of costs or success criteria. Communications both within the school and outside are good and routine administration is effective. Resources are well deployed to support learning. All statutory requirements are met.
Achievement and Quality in Activities
Few extra-curricular activities are offered but this is not surprising given the size of the school and the age of the children. Three club activities are offered after school in addition to individual piano tuition. Pupils are very successful in achieving swimming awards.
Progress Made by the School since its Last Inspection
The school was last inspected in March 1995. The school has addressed all the recommendations following that inspection. The hazards noted regarding the premises have been attended to and control and management of resources is much improved. In the pre-prep forms there is more individual teaching to meet clearly stated needs but opportunities are also taken to encourage pair and group work. The pace of learning, especially in the afternoons is still not as brisk as it could be. Staff who attend in-service courses now cascade their learning. The school development plan includes staff development but more consideration could be given to the personal professional development of staff. The curriculum is being reviewed and appropriate up-to-date documents are being introduced. Significant developments have taken place over the last year with the appointment of the current headteacher. Overall the school has made good progress since the last inspection.
