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The Family School at Larkhall Independent School Standard Inspection Report

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The Family School at Larkhall Independent School Standard Inspection Report The Family School at Larkhall Independent school standard inspection report DfE registration number 208/6000 Unique Reference Number (URN) 137017 Inspection number 393264 Inspection dates 20–21 June 2012 Reporting inspector Flora Bean The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. This publication is available at www.ofsted.gov.uk/publications/090070. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: [email protected] W: www.ofsted.gov.uk No. 090070 © Crown copyright 2012 Purpose and scope of the inspection This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.1, 2 Information about the school The Family School at Larkhall is a small co-educational independent school currently situated in temporary accommodation in Brixton, South West London. This is pending the construction and completion of a purpose-built school on land in Julian's Farm Road, Streatham, already owned by the trustees. The school is registered to admit 20 pupils aged between four and eleven years. There are currently six boys and five girls on roll, aged between five and nine years who attend the school four days a week and are educated at home on the fifth day. No pupil currently has a statement of special educational needs. Early Years Foundation Stage provision is provided but there are currently no children in this phase. Almost half of the pupils have English as a second or third language. Pupils are predominantly of English and European origin. Parents and carers are actively involved in the school, committing themselves to 44 hours per term of voluntary support. During the past four years, the trustees have been working with a small number of families who are home educators. The home-stay learning was established in September 2008 and has been developing and increasing its provision since that time. The school aims to provide ‘a fulfilling experience, one which fosters a love of self, a love of learning and a love of life’. This is the school’s first inspection since its registration in May 2011. Evaluation of the school The school provides a good quality of education and successfully meets its aims. As a result of good teaching and a varied and worthwhile curriculum, pupils make good progress. Pupils’ spiritual, moral, social and cultural development, including their behaviour, is good. Provision for pupils’ welfare, health and safety, including safeguarding arrangements, is outstanding. At the time of registration visit in May 2012, the school did not provide hot water in the room provided for those who were ill. This weakness has been addressed effectively and all regulatory requirements for independent schools are met. 1 www.legislation.gov.uk/ukpga/2002/32/contents. 2 www.legislation.gov.uk/ukpga/2005/18/contents. 3 Independent school standard inspection report Quality of education The curriculum is good. The curriculum policy provides a clear framework for promoting teaching, learning and pupils’ personal and social development. It ensures that the required areas of learning are covered and its guidance is effectively implemented. Central to the school’s philosophy is the emphasis on child-chosen activities. Pupils achieve well through the guidance provided by adults, and by participating in a wide range of visits to places of interest and outdoor environments, both locally and further afield. Pupils’ learning is suitably supported by satisfactory assessment procedures that appropriately direct pupils towards their next steps in learning linked to an appropriate activity. Team discussions, before and after the school day, ensure that the curriculum being provided, as well as resources, meet the learning needs of all the pupils. Personal, social and health education is taught effectively and is an integral part of the curriculum. Pupils’ interest is captivated at the start of the day, when in morning meetings the pupils are involved in planning the day ahead so that they know what must be achieved. Subjects are brought to life through a diverse range of interesting, practical activities that pupils enjoy. Subjects are suitably linked to make learning more meaningful and coherent. For example, in English, the storytelling of the mythical Pegasus brought about the creation of a play which the pupils performed by themselves. In mathematics, pupils learned to use weights and measures and to measure liquids when baking for the morning break. Storytelling is a key part of each day, with older pupils often reading to younger ones. Such activity helps to further develop pupils’ listening, reading and comprehension skills. Numerical skills are frequently developed through games and puzzles. In French, pupils enjoy learning games and then continue to play them spontaneously and speak French when doing so. In art, pupils experiment with cardboard to make sculptures and made Roman helmets after a museum visit. Information and communication technology (ICT) is taught effectively in small groups and pupils’ computer skills are developing well. Pupils’ physical skills are developed effectively through swimming, basketball and a wide-ranging programme of visits to outdoor parks and centres with climbing equipment. The quality of teaching and assessment is good. As a result, pupils’ progress is also good. There are times in child-chosen activities when opportunities to further develop pupils’ literacy and numeracy skills are missed. The school aims to develop a love of learning and it does this very successfully. Where learning is most effective, pupils are fully engaged in their chosen activity, work is interesting and challenging and pupils cooperate with each other and make good progress. Clear direction and challenging questioning ensure activities move along at a good pace and there are good gains in learning. Where learning is less effective it is mainly because of missed opportunities to challenge and direct pupils. Pupils move too quickly between activities, so learning is not always suitably consolidated or reinforced and consequently less progress is made, particularly in literacy and numeracy. The older pupils demonstrate excellent reading skills and read avidly. Pupils ask for help when 4 Independent school standard inspection report they require it and staff are very supportive, intervening appropriately to help pupils’ decoding skills and understanding. Staff have good subject knowledge and, for the most part, the teaching activities are imaginative and creative, with different tasks tailored to meet the needs of different age groups. The staff encourage positive attitudes and behaviour and provide good role models by showing respect to the pupils. This encourages pupils to do the same to each other and creates a very positive climate for learning. Pupils are encouraged to express their views, and articulate clearly their plans, for learning and their goals. Pupils’ engagement and attitudes to learning are good. Pupils confirm that they enjoy learning, and they are curious about the world around them. They willingly ask questions and explore ideas to consolidate previous learning and to extend their knowledge and understanding of new topics. Pupils cooperate well together and work equally well independently. Classroom resources are plentiful and there is sufficient equipment for each age group and for the full range of ability. The staff are very inventive in creating resources to meet the demands of the curriculum. Assessment is used effectively to inform lesson planning and to generally ensure work is matched to pupils’ capabilities. There is a high ratio of staff to pupils and teachers know individual pupils’ strengths and weaknesses very well. All pupils are regularly monitored with observation data recorded and analysed to inform the next steps in learning. Individual learning plans are put in place as required and completed on a semi-regular basis. Pupils talk highly of the support that they receive from teachers and responses in questionnaires received from parents and carers are overwhelmingly appreciative of the support given to their children. Pupils are confident in discussing their progress and feedback from teachers and others makes clear what must be achieved. They work well in pairs and in groups and offer constructive and helpful comments to each other to achieve their goals. The curriculum and assessment arrangements for the Early Years Foundation Stage, which are not currently operational, are good. The arrangements are fully compliant with statutory requirements. Spiritual, moral, social and cultural development of pupils Pupils’ spiritual, moral, social and cultural development is good.
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