INDEPENDENT SCHOOLS INSPECTORATE

1. = ; INTRODUCTION

Characteristics of the School

1.= 1 = N= orthwood Preparatory School = was founded in Northwood in 1910 by Francis Terry and was known originally as ‘Terry’s’. = The school opened with six boys in the vestry of St. John’s Presbyterian Church. In 1955 the school became a charit= able trust and it moved to its present location in 1982. Since then, considerable building = work has been undertaken to convert the existing barns on the site and to add further accommodation in keeping with the character of the site, which is o= f significant historical importance. A significant amount of building has taken place since the last inspection.

1.= 2 = The school caters for boys aged three to thirteen a= nd for girls aged 3 to 4. Three hundred and twenty-eight boys attend the main school and nursery. At present no girls attend the nursery. Forty-nine boys are = in the Foundation Stage (Nursery and Reception) and sixty-eight boys are in Years 1 and 2. One hundred and fifty = boys are in Years 3 to 6 and sixty-one are in Years 7 and 8. Pupils are drawn mainly from North= wood, Rickmansworth, and the surrounding area.&n= bsp; Approximately sixty per cent of the pupils come from a wide range of ethnic backgrounds.

1.= 3 = Christian principles underpin the work of the school which is designated by the DfES as being a school with a religious character. Governors and teac= hers seek to provide a caring environment in which pupils are valued for themsel= ves, in which each is given the opportunity of full development, and in which all concerned, pupils, staff and governors strive for excellence. In order to achieve this aim the s= taff places emphasis on:

· the promotion of a love of learning and the development of intellectual curiosity;

· providing a curriculum that draws on the core requirements of the national curriculum as a minimum and is broad, relevant, and flexible to take account of individuals’ talents and aptitudes;

· the promotion of pupils’ spiritual, mo= ral, cultural, physical and aesthetic development;

· preparing pupils to contribute to society as responsible citizens;

· the acquisition of skills of independent learning;

· the promotion of pupils’ respect for t= heir own achievements and for those of others.

1.= 4 = Children entering the Foundation Stage are given informal assessments, as are pupils who enter the school at other times. The purpose of the assessments is = to ensure pupils have the potential to thrive and flourish in the school’= ;s learning environment.

1.= 5 = Standardised tests show that pupils’ average ability is above that of the national average and if pupils are performing = in line with their abilities their results in national tests will be above the average for all maintained primary schools. Of the 328 pupils, 20 are receiving support for their learning difficulties but no pupils have a statement of special educational needs. A majority of pupils speak a range of other languages as well as English, and= the seven for whom English is not their first language are supported in develop= ing their skills in spoken English.

1.= 6 = National Curriculum nomenclature is used throughout this report to refer to year groups in the school.

2. = ; THE QUALITY OF EDUCATION

The Educational Experience Provided

2.= 1 = Pupils enjoy a rich educational experience which is varied and interesting, and which strongly meets the school’s aims, especially to ensure that ‘everyone is someone’. The emphasis in the aims on achiev= ing excellence and providing attention to the individual is reflected in the br= oad curriculum and the very extensive range of activities provided. These opportunities enable pupils = to have a rewarding experience as well as reaching the intellectual and physic= al standards, and making the personal and aesthetic development required for t= hem to enter the senior school of their choice. Considerable attention is paid to nurturing their physical development. The curriculum has improved since the last inspection, for example through the inclusion of drama.

2.= 2 = The Foundation Stage curriculum is highly organised with good attention given to all six areas of learning, with an emphasis on= the development of children’s literacy and numeracy. Very good attention is given by all teachers across the school to the skills particular to each subject but als= o to the essential skills of speaking and listening, literacy, numeracy, and information and communication technology (ICT).

2.= 3 = The curriculum is very well planned with comprehens= ive and thorough schemes of work and is highly organised and monitored carefull= y by the senior leadership team. Considerable attention is given to ensuring that the curriculum is relevant to pupils’ needs, for example through the wide ranging and imaginative life skills lessons. In line with the aim of having ‘a world class outlook’, detailed attention is given to the development of the curriculum by the senior leadership team with appropriate input from teachers with subject responsibilities. Information= from research projects conducted by individual teachers is used to very good eff= ect in the development of the curriculum. In addition, all staff have an opportunity to contribute to the development of the curriculum through membership of the Strategic Committee= , a think-tank owned by teachers other than senior leaders.

2.= 4 = Inclusion is the keystone of the curriculum. Great attention is paid to ensurin= g that all pupils have opportunities to participate fully in all the school’s activities. Comprehensive sup= port is provided for pupils with learning difficulties, both in lessons and on occasion with a specialist teacher. A ‘Reading Recovery’ programme as well as computer aided= mathematical support provide additional support for these pupils. Subject clubs or clinics provide e= xtra support when needed by individual pupils.&= nbsp; Of particular note is the arrangement where pupils in Year 8 have opportunities to ‘tutor’ pupils in Year 7. This range and quality of support = is a considerable improvement since the last inspection. More able pupils are challenged an= d this often results in them achieving highly in their entrance and scholarship examinations to senior schools. Pupils the school has identified as talented have good opportunities= to develop their talents, for example in languages, sport and music.

<= span style=3D'mso-list:Ignore'>2.5&= nbsp; &nbs= p; Helpful support is provided for the few pupils for = whom English is an additional language.

2.= 6 = Preparation for the move to senior schools is meticulous. Detailed analysis= of test and examination data ensures that tightly focussed attention is paid to ensuring that pupils maintain their strengths but also improve in the areas that have been identified. Th= is information is used very effectively to help pupils and their parents in choosing their senior schools. Very positive comments from senior schools reflect this high quality preparation= .

<= span style=3D'mso-list:Ignore'>2.7&= nbsp; &nbs= p; Lessons are complemented by a very extensive and va= ried range of extra-curricular activities. A striking example of the rich variety is the Year 7 ‘Company Project’ where pupils have set up and run a company. Regular visits to places of educat= ional interest, as well as a good number of residential visits enrich the curricu= lum.

<= span style=3D'mso-list:Ignore'>2.8&= nbsp; &nbs= p; The school meets the regulatory requirements for th= e curriculum [Standard 1].

Pupils’ Learning and Achievements

2.= 9 = Pupils are well educated in line with the school’s aims. They are well-grounded in knowledge, skills and understanding in all subjects and activities and learn to apply them effectively. Pupils make good progress and achi= eve good standards in relation to their abilities. The strengths reported in the last inspection have been maintained.

2.= 10 = Pupil’s attainment in national tests is high. The results of the nati= onal tests in Years 2 and 6 over the past three years show that standards overall have been far above the national average.&= nbsp; By the end of the Foundation Stage, children have made good progress= and achieve good standards.

2.= 11 = When they leave for the senior school of their choi= ce, pupils of all abilities, including those with learning difficulties, have achieved well in relation to their abilities in all areas of the education provided by the school. The n= umber of more able pupils attaining scholarships has increased since the last inspection. Pupils with a particular gift or talent are encouraged and thrive. Their successes are displayed in t= he ‘Hall of Fame’ in which all pupils take pride.

2.= 12 = Learning skills are developed very well. Pupils reason, think for themselve= s, and are highly articulate. In les= sons, they listen very attentively to their teachers and to each other. In discussions, they carefully arg= ue their points; for example in a life skills lesson where pupils brought arti= cles from a recent newspaper and discussed the issues raised within them. Across the school, pupils read flu= ently for their ages. They write at length, accurately, fluently and neatly for a wide range of purposes and in= a suitable range of styles.

2.= 13 = In numeracy, pupils attain good standards. In Year 2 they competently use mon= ey, giving the correct change; in Year 6 they correctly solve algebraic equatio= ns; and in Year 8 they show a good understanding of calculating speed from trav= el graphs. Pupils apply their mathematical skills competently in other subjects, such as science and technology. They develop good skills in ICT, which are usefully employed in subjects such as geography and history. Pupils enjoy their w= ork, as they have excellent relationships with their teachers who want them to do well and make lessons interesting and relevant. Pupils settle very quickly in less= ons, concentrate well and work hard.

<= span style=3D'mso-list:Ignore'>2.14= Pupils successfully undertake research both at home= and at school. Older pupils have constructed their own web site and others have prepared computer presentati= ons about world faiths. Pupils sh= ow good skills in making notes, both in lessons and when researching using the internet. Pupils work success= fully independently, and co-operatively, when given the opportunity.

2.= 15 = Pupils show considerable achievement is a wide rang= e of activities. In mathematics, p= upils have done well in the Junior Maths Challenge. Having been Olympiad silver medall= ists in 2003, they won a gold medal in 2005.&nb= sp; In addition, the pupils have won the Merchant Taylors’ School mathematics challenge for preparatory schools in three out of the last four years. Pupils have been award= ed distinctions in the Times Educational Supplement Newspaper Day and Website Day. In 2006, they won the Key Stage 3 event. Pupils’ achievements in sport include county honours in cricket, squash, tennis and rugby.

Spiritual, Moral, Social and Cultural Development of Pupils

2.= 16 = Throughout the school, pupils demonstrate outstandi= ngly spiritual, moral, social, and cultural awareness. The school’s values are to be found in all aspects of its work. The aim that ‘everyone is someone’ is very well met. A spirit of respect and tolerance = is reflected throughout the school, which encourages pupils to treat everyone = with consideration and respect whatever their beliefs. The strengths reported on at the l= ast inspection have been successfully maintained.

2.= 17 = The school’s Christian ethos is very evident = and it sensitively takes account of the wide range of pupils’ faith backgrounds. Pupils are provided with regular opportunities for spiritual reflection, especially in religious education lessons and assemblies. For example, in an outstanding les= son in Year 8, pupils seized the opportunity to discuss spiritual and moral values= in the twenty-first century. The= ethos of the school is one where similarities are celebrated rather than differen= ces identified. Pupils successful= ly develop their self-esteem and their sense of identity. Visits to places of religious wors= hip such as a mosque and a Hindu temple enhance pupils’ understanding of other faiths. The pupils resp= ond well to such experiences and are interested in learning from each other. One boy commented that ‘lear= ning about other faiths helped him to understand his own faith better’. The thorough personal, social, hea= lth education and citizenship (PSHEC) programme enables pupils to talk about, a= nd reflect on their own feelings.

2.= 18 = Pupils show a highly developed sense of what is rig= ht and wrong, not just in terms of obeying rules but also in doing what is mor= ally right. In a conversation, a p= upil in Year 6 was heard to comment that the reporting of a bully who was also a friend would prove a moral dilemma. The ‘Fair Rules’ are firmly rooted in the school’s ethos and are respected and understood by the pupils who contribute to their formulation. In conversation a pupil commented that ‘the rules are for our benefit’. Pupils are courteous to each other= and to their teachers and visitors. All staff provide pupils with good role models in their relations with each oth= er and with the pupils.

2.= 19 = Pupils show a high degree of social awareness which= is evident from the youngest age. Children in the Foundation Stage are encouraged to take account of others by taking turns and sharing resources. As pupils move through the school,= they are given responsibilities which they undertake conscientiously; for example they act as ‘buddies’, ‘ambassadors’ and peer tutors. Pupils make their vie= ws known through the pupil forum. Significant support is provided for local, national and international charities. Appropriate attent= ion is given to developing pupils’ knowledge and understanding of what it me= ans to be a citizen, for example through a recent visit by the local Member of Parliament. The regular resid= ential visits enhance pupils’ social awareness and development.

2.= 20 = The school ensures that effective use is made of the pupils’ wide-ranging cultural backgrounds both in the curriculum and through the ethos it creates. Pupils have a secure understanding and appreciation of their own cul= ture as well as those of others. Cultural values and experiences are effectively broadened through subjects such as drama, music, art, and languages, including Latin. Regular visits to places of educat= ional interest add considerably to pupils’ cultural awareness.

2.= 21 = The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Inc= luding Assessment)

2.= 22 = Strong teaching is reflected in pupils’ good levels of achievement and their success in examinations for entry to senior schools. Teaching is good acr= oss the whole school and a significant proportion of teaching is excellent in l= ine with the school’s aims. Underpinning the quality of the teaching is the good quality of the assessment of pupils’ work. Teaching = has improved since the previous inspection.

2.= 23 = Teaching encourages pupils to make the most of their intellectual, physical and creative talents. Pupils are given useful opportunit= ies to think for themselves and to increase their understanding. Through their excellent relations = with the pupils, teachers create an atmosphere of mutual trust. This ethos, together with industry, leads to good quality learning.

2.= 24 = Teachers know their pupils very well. Well-planned and very effectively organised teaching, that takes proper account of what pupils have learnt before, is at the heart of pupils’ achievement. For example, in an outstanding his= tory lesson taught in the school’s learning resource centre, pupils used well-organised resources, including ICT, to research the topic being studied very effectively. Teachers ma= ke it clear at the start of a lesson what it is the pupils are to learn and pupils concentrate hard on the focus of the lessons. All teaching is well-supported by = a wide range of resources which are of good quality. Teachers make effective use of the interactive boards. The pupils comment that they find learning easier when these boards are used in lesson= s. Teachers hold very high expectatio= ns of pupils’ behaviour. The excellent behaviour in lessons and around the school is regarded by teachers and pupils alike as the norm.

2.= 25 = The pace in lessons is brisk, and effective use is = made of time; as a result pupils make good progress. In the strongest teaching, not a m= inute is wasted and lessons are imaginative and very dynamic. For example in a science lesson ab= out solubility, ‘Rosie’, a dog, had ‘messed’ with the materials to be used prior to the lesson and pupils were challenged to sort= the mixture without using their hands. Teachers make effective use of questioni= ng, both to challenge pupils and also to consolidate their learning. In an outstanding French lesson, v= ery good questioning, excellent pace, together with imaginative use of body language, enabled pupils to improve their skills considerably when stating their preferences of school subjects.

2.= 26 = Teachers have a secure command of the subjects they teach. In the Foundation Stag= e, teachers have a good understanding of the needs of young children and of the Foundation Stage curriculum. = This understanding was very apparent in a very effective lesson where children w= ere learning positional language in mathematics. Specialist teaching is very effect= ively used with older pupils. The combination of specialist physical education teachers and a professional co= ach in a games lesson that was observed enabled older pupils to improve their skills in playing rugby considerably.

2.= 27 = Well-defined support is provided for pupils with learning difficulties, both in lessons where classroom assistants are deplo= yed to good effect and, where necessary, through support from a specialist teacher. Appropriate support = is provided for the few pupils who are still developing fluency in spoken Engl= ish. Good attention is paid to the need= s of pupils the school has identified as being more able. Older pupils are taught in classes= based on their abilities, and in the case of mathematics, from Year 3 onwards. In lessons, work set is challengin= g and appropriate support is provided for the pupils the teachers know will need it. In the best teaching, tea= chers skilfully pose open-ended questions such as ‘explain your thinking= 217; or ‘what makes you think that?’ In these successful lessons, pupils’ ideas are picked up by teachers and used to good effect.

2.= 28 = Teachers regularly and thoroughly assess their pupils’ work. In the Foundation Stage, effective use is made of the National Foundation Stage Profile. Across the school a = wide range of assessments is used, including the nationally standardised tests at the end of Years 2 and 6. Excellent analysis is undertaken of the results of national tests, entrance examinations, and tests set by the school. The information is used to very go= od effect, to plan and develop the curriculum, and especially in the preparati= on of pupils for their entrance examinations to senior schools. Across the school, targets are set= for pupils to aim for and in the ‘senior school’ these are discussed with parents and pupils together.

2.= 29 = Teachers’ marking is thorough and undertaken conscientiously. Good attenti= on is paid to providing praise and encouragement. Pupils report that advice about improvement is often given orally. Pupils are not always clear about the meaning of the grades they are given, as a degree of inconsistency exists between the systems employed in different subjects.

2.= 30 = The school meets the regulatory requirements for teaching [Standard 1].

3. = ; THE QUALITY OF CARE AND RELATIONSHIPS

The Quality of Pastoral Care, and the Welfare, Health= and Safety of Pupils

3.= 1 = The care that the staff give to the wellbeing of th= e pupils is outstanding, in line with the school’s declared aims. Very conscientious attention is pa= id to pupils’ welfare, health and safety.&= nbsp; Excellent relationships and a caring atmosphere prevail throughout t= he school, which has successfully built on the good provision reported at the = last inspection.

3.= 2 = The school is very successful in creating a caring environment where ‘everyone is someone’. All staff provide pupils with high quality support and guidance. Parents are very appreciative of this. Pupils are keen to support each ot= her and take pride in their achievements and those of others. In conversations with inspectors, = pupils spoke well of the school and were proud of it. They commented that the school was= very caring and very friendly. ‘Staff make a real effort to be kind to us and they want us to= do really well’ commented older pupils.

3.= 3 = The effectiveness of the school’s arrangements for pupils’ care, is seen in the way in which pupils from a wide rang= e of cultural backgrounds and faiths, work and play together exceedingly well.

3.= 4 = Pupils readily indicated that they would be willing= to confide in an adult should they be experiencing difficulties. All staff, including teaching and = other staff, provide very good role models for the pupils through their strong teamwork and positive relationships. The headmaster and his wife give very freely of their time. Through their hard work and dedica= tion, they provide an excellent model of the caring and family nature of the scho= ol.

3.= 5 = Very effective pastoral arrangements are implemented consistently, and overseen thoroughly by the pastoral care group. Nothing is left to chance, a hallm= ark of the school’s organisation. Excellent arrangements promote good behaviour and these are underpin= ned by the ‘Fair Rules’. Pupils follow these and are proud of them, as they have helped to formulate them. The code of c= onduct is supported effectively by arrangements such as ‘the word of the week’ to further promote the school’s ethos. For example in Year 1, pupils and = their teacher tried to make butter by shaking cream in order to demonstrate the v= alue of ‘perseverance’, the current word.

3.= 6 = Thorough and conscientious attention is paid to guarding against bullying and harassment.&= nbsp; Pupils are confident of the school’s response should an incide= nt take place. The pupils showed= that they were familiar with the school’s procedure and knew what to do. A number of pupils commented that ‘we are a telling school.’

3.= 7 = Emphasis is placed on healthy living. Food is carefully prepared to be nutritious and also to respect pupils’ religious backgrounds. Teachers and kitchen staff monitor= what pupils have to eat. Healthy lifestyles are highlighted in the science and physical education curriculum. A recent innovati= on has been the construction of a fitness trail and fitness club.

3.= 8 = Successful arrangements are in place, and implement= ed very effectively, to safeguard and promote pupils’ health, safety and wellbeing. Attendance registe= rs are completed correctly. Prompt c= hecks are made should a pupil be absent without an explanation.

3.= 9 = Very conscientious attention is given to child protection. Significant impro= vement has taken place since the last inspection.= Detailed procedures are in place and implemented effectively. The policy is up-to-date and used = consistently by staff who have received the necessary training. Child protection is an element of = the induction provided to all staff new to the school. Criminal Records Bureau checks hav= e been made on staff and these checks are central to the school’s recruitment arrangements.

3.= 10 = Fire protection is thorough and overseen very effectively by the site manager. All appliances and evacuation procedures are tested regularly. Fire risk assessments are up-to-date. Effective use of = an external consultant, together with the implementation of well constructed procedures ensure that secure arrangements are in place to ensure health and safety and to eliminate risk wherever possible. Thorough risk assessments are made= for educational visits, including residential visits.

3.= 11 = The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].

The Quality of Links with Parents and the Community

3.= 12 = Parents are overwhelmingly supportive of the educat= ion their children receive and value the excellent links they have with the school. Productive links with= the community have been developed by the school to the benefit of the pupils. Improvement has been made to the information provided for parents, and the strengths highlighted in the prev= ious report have been successfully maintained.

3.= 13 = In their replies to the questionnaire sent out prio= r to the inspection, parents showed their particular appreciation of the teaching and the progress their children make, the curriculum, the attitudes and val= ues promoted, the standards of behaviour, and the extra-curricular activities.<= span style=3D'mso-spacerun:yes'> No concern was raised by a signifi= cant number of parents. Inspection evidence confirms parents’ positive views.

3.= 14 = Useful opportunities are provided for the involveme= nt of parents in the life of the school. Parents’ particular expertise is used effectively in the curriculum. For example an osteopath and a physiotherapist came to talk to pupils during national ‘Back Week’. Pare= nts help with educational visits and with sporting fixtures. An energetic Parents’ Associ= ation organise social and fundraising events.&nb= sp; Money raised benefits the charities the school supports and also the pupils through the purchase of equipment.

3.= 15 = High quality, regular and frequent information is provided for parents. The sch= ool goes to considerable lengths to keep parents well informed, even to the ext= ent of texting them in bad weather. Parents comment that communication with the school is excellent and = that they find the school’s website user friendly and helpful. Detailed curricular information is = to be found on the website so that parents know what is to be covered in the curriculum in each specific year group.&nb= sp; Frequent and well-produced newsletters, reflecting to no small extent the hard work of the headmaster’s wife, keep parents up-to-date with = the life of the school. Very informative parent handbooks are provided for the nursery, and jun

IN= DEPENDENT SCHOOLS INSPECTORATE
IN= SPECTION REPORT ON
Northwood Pre= paratory School

Full Name of the School	Northwood Preparatory Schoo= l
DfES Number	919/62= 25
Registered Charity Number	312647=
Address	Moor F= arm, Sandy Lodge Road, Rickmansworth, Herts, WD3 1LW.<= /p>
Telephone Number	01923 = 825648
Fax Number	01923 = 835802
Email Address	office= @northwoodprep.co.uk
Headteacher	Dr Tre= vor Lee
Chair of Governors	Dr Oli= ver Bangham
A= ge Range	3-13 y= ears
Gender	Boys 3= -13; Girls 3-4
Inspection Dates	6^= th to 9^{th November, 2006}

		Page
1=	INTROD= UCTION	1<= /p>
2=	THE QU= ALITY OF EDUCATION	2
	The Educational Experience Provided=	2<= /p>
	Pupils’ Learning and Achievements	3<= /p>
	Spiritual, Moral, Social and Cultural Developm= ent of Pupils	4<= /p>
	The Quality of Teaching (Including Assessment)=	5<= /p>
3=	THE QU= ALITY OF CARE AND RELATIONSHIPS	7
	The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils	7<= /p>
	The Quality of Links with Parents and the Comm= unity	8<= /p>
4=	THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT	10
	The Quality of Governance	10=
	The Quality of Leadership and Management<= /o:p>	10=
5=	CONCLU= SIONS AND NEXT STEPS	12
	Overall Conclusions	12=
	Next Steps	12=
6=	INSPEC= TION EVIDENCE	13

&n= bsp;

INDEPEN= DENT SCHOOLS COUNCIL