1.              MAIN FINDINGS

Overall Summary

1.1            Rishworth and Heathfield provide a good education for the pupils in their care.  The governors, headteachers and management provide clear leadership; they create an ethos in which values such as integrity, industry and respect for others are well developed.  The curriculum is enriched by a good range of extra-curricular activities to which pupils, and especially boarders, respond enthusiastically.  Pupils attain well and are well prepared for the next stage in their education.  Habits of independent learning need further encouragement.

What the School Does Well

1.2            The school has many strengths, the most notable of which are:

·         The foundation stage is a strength of the junior school.

·         The junior school offers an exceptional range of good quality activities.

·         In both schools:

·         Links with parents and the community are both varied and strong.

·         The pastoral care and personal development of pupils is of a high standard.

·         The very good behaviour of the pupils, throughout the whole of the age range, is a credit to the schools.

What the School Should Do Better

1.3            The school has few weaknesses, but should note the following:

·         The middle management of the senior school should improve its monitoring processes, with particular reference to assessment policy and the provision in class for pupils of differing abilities.

·         The senior school should develop a wider range of teaching styles, and both schools should encourage a greater degree of independent learning.

Standards of Attainment and Progress in Subjects

1.4            Overall attainment and progress in both senior and junior schools are good, and are appropriate for the ages, abilities and aptitudes of the pupils concerned.

1.5            Pupils enter both schools with generally average attainment.  Their results in national tests in Years 2, 6, 9, 11 and 13 are generally above the national average for all maintained schools.  Over the past three years, results at age 7 show that the school has done better than average in reading and writing and is in line with the national average in mathematics.  At age 11, results in national tests in both English and mathematics are in line with the national average, and above this in science, which has markedly improved since 2002.  Pupils are well prepared for the next stage of their education.  In Year 9 assessments over the last three years pupils achieved above the national average in English and in mathematics, while in science Year 9 pupils have shown improvement since 2001, scoring well above the national average in subsequent years.  By GCSE pupils have scored above national averages in each of the last three years, doing particularly well in French, history, mathematics, music, Spanish and physical education (PE).  Results in geography and home economics were weaker.  In A and AS levels, in the past three years, students have consistently scored above the national average for all maintained schools.  Results at A level have been generally better than the national average, but slightly below in the sciences, geography and English, although above in mathematics and history and well above in Spanish and PE.

The Quality of Pupils’ Learning, Attitudes and their Behaviour

1.6            The overall quality of junior pupils’ learning, attitudes and behaviour is good, while in the senior school it is very good.  In class pupils are well motivated and cooperative.  They have a positive attitude to their work, although they have too few opportunities for independent learning.  Pupils are respectful of the feelings of others, happy to accept responsibility, and aware of the standards expected of them.

The Quality of Teaching

1.7            The overall quality of teaching is good, although in both schools more detailed planning for the most and least able pupils is needed.  Much very good teaching was observed at Foundation Stage.  In Years 1 to 6 teaching is good overall.  The quality of teaching in the senior school is good and contributes to good progress and learning, although in some lessons the reliance on teacher-led activity and a lecturing style result in a lack of independent learning.  Consistently good or very good teaching was seen in drama, modern foreign languages, art, music, craft design and technology (CDT) and PE.

Other Aspects of the School

Attendance

1.8            Attendance at both Heathfield and Rishworth is good, enabling pupils to benefit fully from the education offered.  Levels of absence are low, and unauthorised absence is negligible.

Assessment and Recording

1.9            The overall assessment and recording of pupils’ progress is good for pupils at all stages of the junior school.  Procedures are appropriate, accurate and consistent, particularly in the core subjects of English, mathematics and science.  A useful tracking system is in place.  In the senior school sound methods are used for assessing and recording pupils’ achievements, progress and needs.  They are efficiently administered and some are related to national data.  Methods used to track pupil progress are developing.

Curriculum

1.10         The quality of the curriculum in both the junior and senior schools is good, offering pupils a broad and balanced education, suited for their needs and preparing them well for the next stage of their education.  Provision for pupils with particular learning needs is very good.  The curriculum is further enhanced by a variety of extra-curricular activities.

Teaching and Non-teaching Staff

1.11         The quality of the teaching and non-teaching staff is good.  Staff are well qualified and suitably experienced for their rôles, and they are well deployed.  Induction procedures for newly qualified staff are implemented according to statutory requirements.  Induction policies for all members new to the school staff aid the process of integration into the school community.  The checks required by legislation are carried out unfailingly.  The staff provision contributes well to pupils’ attainment and well-being.

Resources for Learning

1.12         Resources for learning are very good in the junior school, and good in the senior school.  The books, equipment and materials support teaching, learning and recreation effectively.  Information and communication technology (ICT) provision is good throughout, although little use of it was seen in the senior school during the inspection.

1.13         Good access to ICT throughout the junior school from Foundation to Year 6 enables pupils to acquire and use computer skills appropriate to age, ability and subject.  Suitable programs and activities, involving word-processing, databases and spreadsheets, assist pupils in their investigations. ICT provision in the senior school is also good with a large number of computers and other equipment available to pupils and staff.  Pupils have good access to these facilities in the computer rooms, the library, and in boarding houses, but ICT technical support is limited.  Plans to enhance on-line resources are in place.

Libraries

1.14         Library facilities in both the junior and senior schools offer good support for the curriculum, but access to the junior library is limited, thereby diminishing the effect of this facility.  In the senior school library facilities are good, offering effective support for the curriculum.  The senior library is adequately funded and the book stock exceeds the Library Association minimum for a school of this size.

Premises and Accommodation

1.15         The buildings accommodation and other facilities are very good in the junior school and good in the senior school.  They are appropriate for the numbers, abilities and gender of the pupils; they are well used and enable the curriculum to be taught effectively.  They make a positive contribution to pupils’ personal development, behaviour and welfare.  Recent renovation work has greatly improved many areas of the school.

Links with Parents and the Community

1.16         The junior school has developed very good links with parents and the community.  In the senior school these links are excellent.

Pupils’ Personal Development

1.17         The quality of pupils’ personal development in both junior and senior schools is very good with regard to their moral, cultural and social education.  Opportunities to develop a system of spiritual beliefs are sound in the senior school and good in the junior school.

Pastoral Care

1.18         The overall quality of pastoral care, support, guidance and safety is very good and fully supports the academic and personal welfare of all pupils.  Pupils are well known to staff and are confident when approaching them for help.

Boarding Standards

1.19         No Commission for Social Care Inspection team took part in the inspection.

Governance and Management

1.20         The good governance and management of both the junior and the senior school ensure that the school’s aims are met, a suitable quality of education is provided and that there is sufficient planning to secure adequate resources for teaching and learning.

1.21         The governors are closely involved in the school; they exercise a comprehensive and thorough overview, helped by frequent reports from the headmaster and headmistress.  Within the governing body a wide range of professional expertise is useful in all aspects of the governors’ work.  The chairman is in regular contact with the headmaster and with the head of the junior school, and is in touch with local views of the school.  Good future planning has resulted in some well-refurbished buildings, and excellent use of the whole site.  A very good working relationship exists between the chairman of governors and the headmaster, which enables them to work effectively together to promote the aims of the school.  Good communication exists between the headmaster, the junior school headmistress, the bursar, and the chairman of governors.  High standards of financial management are underpinned by the excellent procedures the bursar has established within his department.

1.22         The school is very well led by the headmaster, who in turn receives very good support from his senior management team.  His total commitment to the school and his energy and enthusiasm contribute much to the school’s increasing success.  The high levels of motivation of the various teams within the school, including in boarding, administration and maintenance, are a clear indication of the headmaster’s qualities as a manager.

1.23         The strong leadership of the junior school headmistress, gives clear vision, aims and a sense of direction for the future development of the school.  The core management works effectively with subject coordinators. Good delegation of curriculum responsibilities involves all teaching staff.

Achievement and Quality in Activities

1.24         Achievement and quality in activities are very good in the junior school and appropriate for the ages, aptitudes and abilities of the pupils.  An extensive range of clubs and activities takes place every lunchtime and every evening after school.

1.25         The quality of activities in the senior school is good.  The provision of sporting and musical activities in particular is very good.  Many pupils take part in school teams and ensembles and in the regular tours abroad.  The Duke of Edinburgh scheme is available, currently at bronze level.  Boarders benefit from their full programme of activities.

Progress Made by the School since its Last Inspection

1.26         The school has made very good progress on all the recommendations of the last report.  While addressing these, the school is also addressing the recommendations of the last Commission for Social Care Inspection report of February 2004.

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

1.27         No action is required.

1.28         In addition to the actions set out above, 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.