Inspection Report
INDEPENDENT SCHOOLS COUNCIL
(ISC)
*******
INSPECTION OF
THE PERSE SCHOOL
By the
INDEPENDENT SCHOOLS INSPECTORATE
(ISI)
on
October 11th-15th, 2004
SUMMARY REPORT
********
| The preparatory and pre-preparatory schools were not inspected at this time. | |||
| DfES Number | 873 6010 | ||
| Address | Hills Road, Cambridge CB2 8QF | ||
| Telephone Number | 01223 568300 | ||
| Fax Number | 01223 568293 | ||
| E-mail Address | office@perse.co.uk | ||
| Name of Headmaster | Mr Nigel Richardson | ||
| Chairman of Governors | Dr K J R Edwards | ||
| Age Range | 11-18 | Gender | Boys + 6th Form Girls |
| Number of Pupils | 642 | Number of Boarders | n/a |
| Inspection Dates | 11-15 October 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 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.
MAIN FINDINGS
Overall Summary
This high attaining school has now achieved a better balance than when it was last inspected in the education it provides through the development of very good pastoral care and the wide-ranging extra curricular programme. The substantial contribution of the staff and the responsiveness of the pupils support education of the highest quality. Pupils also benefit from a pleasant environment and excellent relationships with their teachers. Examination results are very good and above the average for maintained selective schools at General Certificate of Secondary Education (GCSE), and well above at Advanced level. Improvements in the library and in Information Communications Technology (ICT) are needed to support an increase in independent learning. The school develops well-rounded, assured and articulate young people.
What the School Does Well
The school is outstanding in many respects but the most notable are listed below:
- the system of pastoral care which supports the personal development of the pupils;
- the quality of learning and teaching;
- the level of academic attainment;
- the provision of extensive extra curricular activities;
- the development of well-rounded, assured and articulate young people
- the leadership of the headmaster, the management of the senior team and the strategic support of the governors.
What the School Should Do Better
The school is aware that the following could be improved.
- The library is short of space and up-to-date stock. The use of the libraries is unsatisfactory. Plans for a learning resources centre incorporating an improved library, private study and ICT facilities should be implemented.
- The arrangements for performance management and professional development should be monitored and made more rigorous.
- A comprehensive data base, which stores all information needed for monitoring pupil development, should be established.
- A strategy should be devised for developing further the ICT facilities and their use.
Standards of Attainment and Progress in Subjects
Attainment at the Perse is among the highest in the country. Levels of examination performance are often well above the pupils’ ages and abilities. Advanced (A) and Advanced Subsidiary (AS) level results are well above those achieved in maintained selective schools. No pupil has failed an A level subject in the last three years and the proportion obtaining A or B grades is far above that of selective schools. At GCSE the A*-A grade proportions are well above those achieved in selective schools. Attainment in class is high relative to pupils’ abilities and the standards of literacy, numeracy and oracy are similarly high. ICT competence is good and this skill is reflected in pupils’ working habits. Pupils make rapid progress at all stages of the school and the most able take GCSE early in French and mathematics. Those on learning support, receiving help in a wide range of subjects, also make good progress. Compared with the national cohort, nearly all subjects add value above the norm, and especially so in physics, German and mathematics. Virtually all pupils progress to the university of their choice and nearly a quarter go to Oxford or Cambridge. Almost all parental responses to the questionnaire and at the meeting were at least satisfied with the attainment and progress of their children.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
The quality of pupils’ learning, attitudes and behaviour is very good. Pupils are highly motivated and enthusiastic about their lessons. Relationships with their teachers and with each other are constructive and positive. The high level of cooperation with their teachers is conducive to good learning. They are focussed on success and are highly competent learners.
The Quality of Teaching
The quality of teaching is very good but some inconsistency is evident within some departments. Nearly all teachers have a wide knowledge and understanding of their subjects. Teaching meets the needs of all pupils including those with special educational needs (SEN). Planning and organisation of lessons are very good. ICT is used well in some departments but insufficient coordination and breadth of use affect the quality of teaching.
Other Aspects of the School
Attendance
The level of attendance is good. Punctuality for lessons and other activities is mostly satisfactory. The school is improving the afternoon registration of the sixth form.
Assessment and Recording
The assessment and recording of pupils’ progress and attainment are good. The school makes effective use of assessments to monitor progress. Departmental criteria for assessment are mostly consistent with the school’s grading policy but the criteria for grades could be more clearly defined. The lack of a common database for departmental recording and external testing inhibits the monitoring of pupil development. Full assessment grades are given in end of term reports to parents, but they are not communicated to parents nor are activities fully recorded at the October half term.
Curriculum
The curriculum is good. It contributes well to a broad and balanced education across the age range. The curriculum reflects the highly academic character of the school and makes good provision for high fliers. Breadth of formal education is supplemented by the generous provision for games, PSHE and extra curricular activities. Children with special educational needs (SEN) receive learning support and teachers are kept informed of their needs. ICT skills are taught within subjects across the curriculum but provision for this is limited in some subjects such as history and mathematics.
Teaching and Non-teaching Staff
The quality of staffing is very good and it is effectively deployed. Staff carry out academic and non-academic responsibilities efficiently. The teachers are well qualified and many have outstanding expertise and knowledge. The staff is well balanced in terms of age and experience. Systems exist for performance management and professional development but these are not rigorous enough. Educational support staff make a good contribution to pupils’ development; loyal and good-humoured non-teaching staff provide good services from which pupils and teachers benefit.
Resources for Learning
The school has good resources which are efficiently and effectively used to support teaching and learning. Resources are appropriately distributed across departments. The school is endeavouring to meet the growing demand for ICT. The lack of a clear strategy is inhibiting departmental aspirations to develop their ICT provision.
Libraries
The library is unsatisfactory. The support it offers for the curriculum is limited and the stock is unevenly distributed between subjects. While it is well situated it occupies a relatively small space and could not accommodate much more than the current inadequate stock of books. The departmental libraries are not included in a central catalogue and issuing system: this makes monitoring of usage impossible. Whilst the library building is used for private study, the resources are underused by pupils and make little impact on pupils’ learning. Some worthwhile initiatives have been launched to promote library borrowing and reading. The librarian’s development plan is sound but departments give little support and whole school planning is lacking.
Premises and Accommodation
Most of the premises and accommodation are good. The well-maintained buildings and grounds provide an environment that is conducive to learning. A new sports centre and the music school extension have greatly enhanced the work of the school. Most departments have adequate space but an increase in the number of pupils is causing pressure in corridors and other areas. In some subjects rooms are not grouped together and this is particularly disadvantageous in modern foreign languages. The sixth form centre is currently not large enough for the increased numbers at the top of the school, but extra space will be provided imminently; the staff common room is too small and scope exists for additional improvements to the technology centre when funds allow.
Links with Parents and the Community
Links with parents are very good and links with the community are sound. Improved links are a central part of the school’s mission. Regular newsletters provide parents with information and a strong pastoral system gives access to teachers if problems arise. Written reports are usually concise and informative. The school values community liaison; increased emphasis on charitable giving and plans to create some aspects of partnership with a local maintained school are just two recent initiatives. However, community service has been curtailed by curriculum demands and this should be reviewed.
Pupils’ Personal Development
Pupils’ personal development is very good and encouraged through the range of opportunities provided to enrich their personal, social and cultural development. Pupils recognise these opportunities and their responsibilities. They also support each other’s achievements and are concerned for the welfare of others. They enjoy the school, benefit from the education and respect the code of conduct. They exercise responsibility and develop leadership skills through the prefect system and such activities as explorer scouts and combined cadet force (CCF). The personal, social and health education (PSHE) programme aids their moral development. The chaplain and religious assemblies help spiritual development. Pupils develop into well-rounded, assured and articulate young people.
Pastoral Care
Pastoral care is very good and a strength of the school. Both pupils and parents said that after several years of improvement, the school now cared well for pupils’ welfare. Pastoral leadership is good at all levels. Pastoral staff are easily contactable by parents. Tutors are the first-line providers of pastoral care and monitor academic progress effectively. The tutorial system works well. Pupils are screened for SEN and good support is provided for those who need it. Other support is available for the gifted and talented. Suitable guidance is given on careers and university entrance. Discipline is dealt with appropriately and good work is commended. Medical arrangements and meals are satisfactory. Child protection procedures are in place. The school works hard to provide a safe environment and meets the relevant requirements. However the cramped nature of some parts of the school means special care has to be taken over unattended bags.
Governance and Management
Governance and management are very good. A former university vice chancellor chairs a distinguished board of governors who give good support to the headmaster and the school. In turn the senior managers keep the board well briefed, essential at a time of possible major change in the structure of the school. The school is aware that decisions must be made quickly. Leadership provided by the headmaster and his senior team is excellent, and teachers, parents, pupils and governors acknowledge this. Management of change, particularly on the pastoral side, has been very good.
Achievement and Quality in Activities
The overall range and number of activities is very good and the quality of most is good. The programme forms an integral part of school life, and provides opportunities for pupils that greatly enhance their development. The level of achievement and participation is high and the activities are well suited to pupils’ ages, aptitudes and abilities.
Progress Made by the School since its Last Inspection
The review of the structure and operation of senior management has been so effective that this is now one of the strengths of the school. The quality of middle management has been improved but their responsibility for performance management and professional development is still not strong enough. The appraisal system has been introduced but is not yet sufficiently extensive and rigorous. Professional development is still too narrow and mutual lesson observation is not frequent enough. Assessment, recording and reporting systems have been reviewed but there is scope for further development. The review of the curriculum and its implementation through the timetable should continue. PSHE is properly coordinated. The rewards system and the PE and games system are now satisfactory. The library remains the most significant weakness.
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.
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.