ISI Inspection Report
| INDEPENDENT SCHOOLS COUNCIL
(ISC) ******* INSPECTION OF NEW HALL SCHOOL CHELMSFORD, ESSEX By the INDEPENDENT SCHOOLS INSPECTORATE (ISI) on November 8 to 12 2004 SUMMARY REPORT ****** |
||
|
|
||
|
|
||
| INDEPENDENT SCHOOLS
INSPECTORATE SUMMARY INSPECTION REPORT ON New Hall School |
| Full Name of the School
DfES Number Address |
New Hall School
881/6001 Boreham, Chelmsford, Essex CM3 3HS |
|
| Telephone Number
Fax Number E-mail Address Name of Principal Chairman of Governors Age Range Gender Senior School: Junior School: Number of Pupils Number of Boarders Inspection Dates |
01245 467 588
01245 464 348 admin@newhallschool.co.uk Mrs Katherine Jeffrey Mr Patrick Jennings 3-18 Girls Co-educational 720 160 November 8 to 12, 2004 |
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 163(1)(b) of the Education Act 2002, under the provisions of which the Secretary of State for Education and Skills has 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.
The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils' education and development in general.
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 2004
MAIN FINDING
Overall Summary
The pupils of New Hall achieve high academic standards, particularly at GCSE and A level, thanks to their own efforts and the very good teaching they receive. They are very well cared for and in turn demonstrate a high level of care and concern, not only for other pupils in the school but for those less fortunate than themselves, both in the local community and throughout the world. Sixth-form students leave school happy well-adjusted young women who are a credit to themselves and the school. A major factor in the recent success of the school has been the strong, committed leadership of the principal and the personal example that she sets. Areas for improvement are assessment, monitoring and reporting.
What the School Does Well
The school has many good features, of which the most important are:
What the School Should Do Better
A few features require some attention:
Standards of Attainment and Progress in Subjects
Overall, pupils achieve high standards; their attainment in GCSE and A-level examinations is high in relation to their abilities. It has been well above the national average for all maintained secondary schools in GCSE and above the average for these schools at A level.
In the Foundation Stage, standards are good and most pupils are on course to achieve, and many to exceed the Early Learning Goals. At age 11, standards have been good particularly in science and PE.
Over the last three years, GCSE results have been very good, well above the average for all maintained schools, and in line with those for selective schools. Results have been particularly high in the large-entry subjects of English language, mathematics, science and French. A-level results have been very good in relation to students' ability, above the average for all maintained schools and in line with those of selective maintained schools.
Standards observed during the inspection were in line with examination results. In the Foundation Stage, standards are above average, and in the Infant and Junior School they are above average in science and physical education. In the Senior School, at age 14, standards are good in science, history and geography. In Year 11, standards are highest in Spanish, mathematics, geography and history. In Year 13, the strongest subjects are religious studies, chemistry, physics, biology, history, geography, French and English.
Standardised measures of progress indicate good progress up to age 11 and very good progress up to age 16 and 18. Pupils with special educational needs make very good progress. The most able pupils, on the other hand, are not always challenged sufficiently, particularly in the Junior School and Years 7 and 8. Pupils coming into the school without English make good progress.
The Quality of Pupils' Learning, Attitudes and their Behaviour
The quality of pupils' attitudes to learning and their personal development and behaviour is very good for their ages, abilities and aptitudes and make a significant contribution to learning throughout the school. Pupils are highly motivated and responsive; they work well together and acquire good independent-learning skills, particularly in the Senior School. Relationships among the pupils and between pupils and staff are very good. Behaviour is very good and, in keeping with the ethos of the school, their sense of responsibility and their concern for others are of a high order.
The Quality of Teaching
The overall quality of teaching is very good and makes a major contribution to the standards reached. In more than nine out of 10 lessons the teaching was good or better; in nearly half it was very good, and in almost one lesson in 10 it was excellent. The best teaching was seen in physics, design and technology, modem foreign languages, physical education and geography. No unsatisfactory teaching was observed. From a good start made in the early years, teaching improves through the school and is strongest in Year 10 to 11 and Years 12 to 13. In general, the teaching meets the needs of individual pupils very well, particularly those who have learning difficulties; the most able, however, are not always sufficiently extended by the tasks they are set. Planning is good and teachers make good use of time and resources.
Other Aspects of the School
Attendance
Levels of attendance are good and there is no unauthorised absence. Pupils are punctual and registration is carried out efficiently. The admission register is well kept.
Assessment and Recording
Procedures for assessing and recording pupils' attainment and progress are sound overall; they are very good in the Nursery class and are more systematic and effective in the Senior than in the Junior School. Good use is made of nationally recognised standardised assessments to establish baselines and evaluate pupils' progress throughout the school.
Marking is regular and encouraging but is more thorough and informative in the Senior School. The use of assessment data to inform curriculum planning is an area for development in the Junior School.
Curriculum
The curriculum is good and contributes well to the intellectual, physical and personal development of the pupils. It offers a generally good, broad and balanced education, suited to pupils across the full age and ability ranges, although the provision of design and technology and choice of languages for GCSE are limited. Sensitively planned religious education (RE) enriches the curriculum throughout the school. Provision for pupils with a special educational need is very good.
Teaching and Non-teaching Staff
The overall quality of staffing is good. The number, qualifications and experience of the teaching and non-teaching staff are appropriate, and contribute very well to the quality of education provided and to the educational standards achieved. Administrative, technical support, catering and maintenance staff all make a considerable contribution towards the day-to-day running of the school. Staff are hardworking and committed to the school's ethos. Arrangements for professional development are very good and the performance management scheme is effective. Statutory checks are carried out on all teaching and non-teaching staff before an appointment is confirmed.
Resources for Learning
The quantity, quality and organisation of books, equipment and materials are good and are used effectively. ICT resources are satisfactory and are being used with increasing confidence. Resources to support learning for those with special needs are good.
Libraries
Library provision is very good. The stock of fiction and non-fiction is very good and the senior library, in particular, is well provided with periodicals, non-book resources and computers. The library is very well used for research and independent learning. However, there is no library committee.
Premises and Accommodation
The buildings, accommodation and other facilities are very good; they are appropriate for the numbers, abilities, ages and gender of the pupils. They are well used and enable the curriculum to be taught effectively.
The extensive landscaped grounds are very well-maintained by a dedicated staff and provide an environment conducive to the peace and calm of the school's spiritual ethos. This is echoed by the chapel, in its central position, and the Barn, as a quiet retreat. The excellent sports facilities give superb provision for the school and the local community. All the buildings are very well used and the historic areas exude a sense of belonging and permanence.
Links with Parents and the Community
Links with parents and the community overall are very good. The partnership between parents and school is good, and the links the school has with the community are excellent. Opportunities for parents to become involved in school are available and the school has a very wide range of links with the local, national and international communities. The quality of these links is one of the strengths of the school.
Nearly two-thirds of parents responded to the pre-inspection questionnaire - a good return, and the great majority were pleased with the education their children received; just six percent of the replies were negative. Parents were particularly pleased with the values promoted by the school, the behaviour and attitudes of the pupils, pastoral care and guidance, and the academic standards. There were no major areas of concern. Some parents were unhappy at the withdrawal of home economics and the school is looking at ways of maintaining the subject either as an extra-curricular activity or a life-skills course. The school is addressing concerns about the provision for boys, extra-curricular activities in the Junior School and the extent of competitive sport.
Pupils' Personal Development
The provision for the spiritual and moral development of the pupils is excellent; their cultural and social development are very well promoted.
Pastoral Care
The quality of pastoral care is very good, and in the nursery it is excellent. The school cares effectively for the well-being and development of all its pupils through its arrangements for support, guidance, welfare, and health and safety procedures. Tutors in the Senior School and class teachers in the Junior School provide very effective pastoral care, which is based firmly on Christian principles. Effective child protection measures are in place. The school's health and safety policy and codes of practice are clear, comprehensive and well managed. Medical arrangements are excellent and school meals are of a good standard
Boarding Standards
No Commission for Social Care Inspection team took part in the inspection.
Governance and Management
The quality of governance and management is good and makes for a school that is highly successful in achieving its aims in terms of the ethos of the school and the provision of a high quality of education, both academically and in the personal development of the pupils. The principal provides very clear leadership and a sense of purpose that are well respected by pupils, teachers and parents.
Achievement and Quality in Activities
Achievement and quality in the activities provided are satisfactory in the Junior School and very good in the Senior School for the ages and abilities of the pupils concerned. The quality of provision results in appropriate personal development of the pupils. There is a wide range of activities overall and pupils are encouraged to participate. The methods used to manage the programme are appropriate. A large number of teaching and non-teaching staff take part, and the systems used for recording and reporting participation are efficient.
Progress Made by the School since its Last Inspection
The progress made by the school since it was last inspected in November 1998 has been good. In the intervening period, three out of the six members of the senior management team have been appointed, including the appointment of the first lay headmistress in 2001, and two other members of the senior management team have changed to new roles. In addition, the Junior School has an entirely new senior management team. The school's high academic standards have been maintained or have improved, and 2004 is one of the most successful years in the history of the school. Numbers have increased significantly. Pastoral care, personal development and the ethos of service for others are as strong as ever. Leadership and management have been strengthened in the senior school and a new structure is in place in the junior school. Following consultation, a comprehensive and thorough performance management scheme has been introduced. Financial management has improved following the appointment of the current bursar in 1995. Almost all of the issues raised in 1998 have been dealt with successfully, although subject co-ordinators in the Junior School still do not have enough time to carry out their functions.
Compliance with the Regulations for Registration
| DfES Standard | Does the school meet the regulatory requirements? |
| 1 Quality of education:
___1.(2) Curriculum |
Yes |
| ___1.(3)-(5) Teaching | Yes |
| 2 Spiritual, moral, social and cultural development of pupils | Yes |
| 3 Welfare, health and safety of pupils | Yes |
| 4 Suitability of proprietors and staff | Yes |
| 5 Premises and accommodation | Yes |
| 6 Provision of information | Yes |
| 7 Manner in which complaints are to be handled | Yes |
Actions Required for Compliance with the Regulatory Requirements
No action is required.
However, the school is asked to address any issues highlighted in What the School Should Do Better. These are set out as recommendations for the school in Section 2 of the report.
Please click here to view the Full Report on the ISI website.
