Inspection Reports

“Leaders’ vision and values inform all aspects of the school’s work and support an environment which promotes pupils’ wellbeing effectively.”

“Academic and pastoral leaders work collaboratively. They communicate effectively with each other about pupils’ pastoral and academic needs so that pupils’ intellectual and emotional wellbeing are supported in a way which also encourages independence even for the youngest pupils.”

“Governors provide efficient support and challenge to senior leaders, who in turn evaluate the school effectively and take action when required.”

“Effective self-evaluation is used to translate the school’s aims and ethos into actions which have pupils’ wellbeing and achievement as their focus.”

“Pastoral leadership across the school, including in early years, is highly effective.”

“Pupils enjoy their learning. They typically experience lessons where teachers’ subject knowledge, skills and enthusiasm enable all groups of pupils to achieve success and find the work interesting.”

“The school’s democratic ethos and strategic work on encouraging pupils to voice their perspectives has resulted in pupils who are confident and sophisticated in their verbal exchanges with adults and each other, who contribute freely to class discussion and are prepared to take risks in their learning.”

“Pupils across the school experience a broad and creative curriculum which is appropriate to their abilities and needs and which covers all the required subject disciplines.”

“Pupils’ achievement and participation in creative and performing arts courses is high.”

“The extensive extra-curricular programme allows for a wide range of interests to be stimulated and nurtured.”

“Pupils’ emotional wellbeing is very well supported by the systems leaders have put in place to track any pastoral matters and ensure that staff supporting the pupils are well informed about their pastoral needs.”

“Behaviour is good, bullying rare and pupils are confident that systems exist to deal fairly with issues should they arise.”

“Leaders shape an ethos of mutual respect where pupils appreciate the individuality of others.”

“Counselling services within the school provide pupils with emotional support should they need it.”

“Children in the early years learn how to live healthily, for example by cooking simple dishes in a specialist kitchen in their building or by growing vegetables in the school allotment.”

“Pupils proceed to universities and employment across the world, benefitting from effective, balanced and personalised careers advice that prepares them effectively for their next steps. Leaders give mindful attention to transition points within the school so that pupils are confident in progressing to the next stage of their education”

“The school enables pupils to develop their sense of responsibility to those around them and the wider world.”

“Leaders utilise the school’s international curriculum to promote a global outlook and appreciation of diversity and respect for fundamental British values such as mutual respect and individual freedom.”

“Leaders provide multiple opportunities for pupils from a young age to experience responsibility and leadership.”

“Belonging and kindness are key values and are encouraged through the taught curriculum, policies, the topics of assemblies and the PSHE programme.”

“Pupils actively engage with the local community through, for example, creating workshops on nutrition for pupils at a partner primary school, organising a clothing and toy donation drive for re-homed refugee families and supporting the organisation of a science and technology day at an amusement park.”

“Safeguarding is a whole school priority.”

“Governors and leaders monitor the school’s safeguarding arrangements regularly to ensure their sustained effectiveness.”

“Staff are well trained and understand what actions to take if concerns arise.”

“Pupils feel safe in school and secure about how to report worries about themselves or others.”