Independent Schools Inspectorate

INDEPENDENT SCHOOLS INSPECTORATE

DERWENT LODGE SCHOOL

STANDARD INSPECTION

Derwent Lodge School

The other two schools forming the Schools at Somerhill, Somerhill Pre-Prep and Yardley Court, were inspected at the same time and a separate report published covering both these schools. Full Name of School Derwent Lodge School DfE Number 886/6042 Registered Charity Number 1002212 Address Derwent Lodge School Somerhill Tonbridge Kent TN11 0NJ Telephone Number 01732 352124 Fax Number 01732 363381 Email Address [email protected] Headteacher Mrs Samantha Michau Chair of Governors Mr Philip Thomas Age Range 7 to 11 Total Number of Pupils 129 Gender of Pupils Girls Number of Day Pupils Total: 129 Inspection dates 09 Nov 2010 to 10 Nov 2010 06 Dec 2010 to 08 Dec 2010

This inspection report follows the STANDARD ISI schedule. The inspection consists of two parts: an INITIAL two-day inspection of regulatory requirements followed by a three-day FINAL (team) inspection of the school’s broader educational provision. The previous ISI inspection was in November 2004.

The Independent Schools Inspectorate (ISI) is the body approved by the Government for the purpose of inspecting schools belonging to the Independent Schools Council (ISC) Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2010*. The range of these Regulations is as follows.

(a) Quality of education provided (curriculum) (b) Quality of education provided (teaching) (c) Spiritual, moral, social and cultural development of pupils (d) Welfare, health and safety of pupils (e) Suitability of staff, supply staff and proprietors (f) Premises and accommodation (g) Provision of information (h) Manner in which complaints are to be handled

*These Standards Regulations replace those first introduced on 1 September 2003.

Legislation additional to Part 3, Welfare, health and safety of pupils, is as follows.

(i) The Special Educational Needs and Disability Act (SENDA). (ii) Race, gender and sexual discrimination legislation. (iii) Corporal punishment.

The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership.

The inspection of the school is from an educational perspective and provides limited inspection of other aspects, though inspectors will comment on any significant hazards or problems they encounter which have an adverse impact on children. The inspection does not include: (i) an exhaustive health and safety audit (ii) an in-depth examination of the structural condition of the school, its services or other physical features (iii) an investigation of the financial viability of the school or its accounting procedures (iv) an in-depth investigation of the school’s compliance with employment law.

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1 THE CHARACTERISTICS OF THE SCHOOL 1

2 THE SUCCESS OF THE SCHOOL 2 (a) Main findings 2 (b) Action points 3 (i) Compliance with regulatory requirements 3 (ii) Recommendation(s) for further improvement 3

3 THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS 4

(a) The quality of the pupils’ achievements and their learning, attitudes and skills 4 (b) The contribution of curricular and extra-curricular provision (including community links of benefit to pupils) 5 (c) The contribution of teaching 6

4 THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT 7

(a) The spiritual, moral, social and cultural development of the pupils 7 (b) The contribution of arrangements for welfare, health and safety 7

5 THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT 9

(a) The quality of governance 9 (b) The quality of leadership and management 9 (c) The quality of links with parents, carers and guardians 10

INSPECTION EVIDENCE 11

1. THE CHARACTERISTICS OF THE SCHOOL

1.1 Derwent Lodge is a day preparatory school for girls aged from seven to eleven. It is one of the Schools at Somerhill, which share a large Jacobean mansion set in substantial grounds, south of Tonbridge. The other schools are Somerhill Pre-Prep, a co-educational school for day pupils aged from rising three to seven, and Yardley Court, for day boys from the ages of seven to thirteen. Recent developments have included a new dining hall and indoor swimming pool. The schools have been a charitable trust since 1991.

1.2 Derwent Lodge was founded in 1952 in Tunbridge Wells and moved to join the other schools in 1993. It shares a board of governors, principal, over-arching senior management team, head of teaching and learning, and bursarial and administrative staff with the other schools. However, the headteacher of Derwent Lodge, who has been in post since January 2009, is responsible for the leadership and management of this school in almost all respects.

1.3 At the time of the inspection, the school had 129 girls, with two classes in each year. Pupils are drawn from villages to the south and east of Tonbridge, Sevenoaks and Tunbridge Wells, and most are of white British origin. They are admitted without academic selection, with the majority coming from Somerhill Pre-Prep at the age of seven. Their ability is, overall, above the national average. Twelve pupils have been identified as having learning difficulties and/or disabilities (LDD), of whom eleven receive support. No pupils have statements of special educational needs, or need support for English as an additional language. Girls leave at the age of eleven, the great majority to attend local grammar schools or secondary independent schools in the area.

1.4 In common with the other Schools at Somerhill, the school aims: to provide a high quality education in a happy environment; to encourage all pupils to strive for their full intellectual, social and physical potential; to provide a broad education; to value a sense of community with its emphasis on respect and manners; and to work and play hard while enjoying both.

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

2. THE SUCCESS OF THE SCHOOL 2.(a) Main findings

2.1 Pupils’ excellent achievement means that they attain excellent standards in lessons, in the scholarships and places they gain at senior schools, and in national tests. Girls work together exceptionally well and show considerable imagination, independence of thought and flair. They ask pertinent questions, apply themselves with enthusiasm and enjoy strong, positive working relationships with their teachers. They achieve considerable success in an excellent range of sporting and creative activities. Literacy, numeracy, creative and physical skills are developed well, alongside self-confidence. Pupils with LDD are well supported, as are the most able. Information and communication technology (ICT) teaching is well related to the rest of the curriculum. Although the use of ICT has increased, this use is not monitored systematically. Pupils’ excellent progress is supported by excellent teaching. Lessons are imaginative; pupils’ individual needs are met efficiently and their interest is stimulated. Marking and assessment are effective.

2.2 Pupils’ outstanding personal development reflects their excellent relationships with each other, and similar relationships between pupils and staff. Pupils develop considerable self-confidence, coupled with respect and care for others. They take their responsibilities seriously. Behaviour is exemplary and pupils say that there is almost no bullying; occasional incidents are dealt with appropriately. Derwent Lodge is a community at ease with itself, where pupils feel safe. Child protection measures are effective and staff are suitably trained. In pre-inspection questionnaires, pupils were overwhelmingly positive about their experiences at school.

2.3 The school has excellent links with parents, who were highly positive in the pre- inspection questionnaire. A minority expressed concern about support for pupils with LDD, but this was not borne out during the inspection. Parents are kept well informed and reports are excellent. Governance, leadership and management are also excellent. Governors bring much experience and expertise. They know and oversee the school well; they discuss key educational issues as well as overseeing business and welfare. Appropriate care is taken over staff recruitment. Within the school, the sharp focus on developing independence has improved pupils’ learning significantly, whilst maintaining the strong sense of community and commitment. Excellent leadership at all levels, coupled with the strong collegiate approach to school improvement, enables staff to share common goals and to work towards them extremely well.

2.(b) Action points (i) Compliance with regulatory requirements (The range of the Independent School Standards Regulations is given in the Preface)

2.4 At the time of the initial visit, the school met all the requirements of the Independent School Standards Regulations 2010. (ii) Recommendation for further improvement

2.5 The school is advised to make the following improvement.

1. Monitor the use of ICT more fully, to ensure that the excellent practice in ICT teaching continues to spread across the curriculum.

3. THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS 3.(a) The quality of the pupils’ achievements and their learning, attitudes and skills

3.1 Pupils’ achievement is excellent and they are extremely well educated. The school achieves its aim for pupils to realise their intellectual, social and physical potential. Pupils achieve excellent levels of knowledge, understanding and skill in both curricular and extra-curricular activities. Their written work is well presented; they ask pertinent questions and respond fluently. They read, listen and use mathematics well. Their language and ICT skills are good. Pupils work well together; in lessons ranging from English to music and drama, they worked effectively and efficiently in teams to a high level of achievement. Equally, independent thought, investigation and intellectual risk-taking are successfully encouraged. Girls make full use of the library, as shown by detailed library statistics. Their physical skills are well developed as a result of the physical education and games programme.

3.2 Both individuals and teams achieve much success in local and regional competitions in a wide variety of games including netball, hockey, rounders and cross-country. The creative and performing arts form a vibrant and successful part of the school’s programme, with many pupils achieving very high standards. A large proportion gain certificates for external music examinations, and in Year 5, pupils talked enthusiastically about writing their own compositions based on the pentatonic scale. High quality art work is on display and a number of leavers gain scholarships in one of the creative arts to their senior schools. Year 4 pupils listened attentively while their peers acted out their parts in a pantomime poem based on Roahl Dahl’s Cinderella. Pupils enjoy writing poetry, entering competitions with considerable success.

3.3 This analysis uses data from the years 2007 to 2009. These are the most recent three years for which comparative statistics are currently available. Results in national tests at the age of 11 have been excellent when compared with the national average for maintained primary schools. The pupils are also highly successful in their 11+ examinations to local grammar schools, and in entrance and scholarship tests to senior independent schools. The results of standardised tests demonstrate the exceptional progress that pupils make in relation to their ability, also borne out by their progress in day-to-day work.

3.4 Pupils enjoy their lessons and the wide range of opportunities provided. They apply themselves with enthusiasm and show considerable interest in their work. Their behaviour is exemplary, and they enjoy strong, positive relationships, both amongst themselves, and with their teachers and other staff. Pupils’ success owes much to their positive attitude towards all areas of school life.

3.(b) The contribution of curricular and extra-curricular provision (including community links of benefit to pupils)

3.5 Pupils’ learning is supported by an excellent curriculum and range of activities, reflecting the school’s aims. Pupils write that activities are ‘fun, exciting and educational’, and parents are equally positive The broad and well-balanced curriculum places a strong focus on literacy skills, enabling girls to produce well- crafted writing that shows much imagination, combined with the skilful use of language. Teachers create good opportunities for pupils to use their numeracy skills, for example when analysing their observations of birds. Teaching in ICT lessons is carefully related to pupils’ work in other subjects, and it is used increasingly well across the curriculum. However, as this use is not monitored systematically, in some years it is more limited. The pupils’ creative skills are well supported by excellent provision of art, drama and music. Their physical development benefits from the exceptional sports and physical education facilities that include a sports hall, indoor swimming pool, several hard courts and an all- weather pitch.

3.6 Careful preparation for entrance examinations does not prevent the pupils’ development of a broader range of skills and enjoyment of a wider range of experiences. Independent work is strongly encouraged, and the library is used well. Planning of teaching is both detailed and thorough. Pupils’ preparation for the next stage of their education is enhanced considerably by a well-planned and imaginatively delivered programme of personal, social and health education (PSHE). A wide range of special events, such as Victorian workshops and mathematics investigation days, visiting lectures and trips outside school extends pupils’ learning and stimulates their interest further.

3.7 Formal education is supported by an exceptional range of activities, ranging from science, art and Spanish clubs, through jazz dance, recorder and orchestra, to drama, journalism and many sports. These are well supported and contribute much to pupils’ personal development. The pupils’ education is enhanced by extensive links with the local community, and they raise funds for specific charities. The school has a close association with a number of local churches, one of which is the venue for the Junior Carol Service. Pupils also gain an understanding of the wider world from visitors to the school.

3.8 Pupils with LDD are carefully identified and well supported, both in individual lessons and in class. Equally careful arrangements are made to ensure that gifted and talented pupils are fully supported within the rich, broad and varied opportunities available to all.

3.(c) The contribution of teaching

3.9 Teaching is excellent and promotes pupils’ learning and progress well, whilst taking account of their individual needs. It supports the school’s aims and has improved since the last inspection. Teaching fosters considerable interest, excellent behaviour and a positive attitude to learning in the pupils. The excellent rapport between teacher and pupils, coupled with challenging and imaginative planning, leads to high quality learning. Staff have strong subject knowledge and make effective use of the good range of resources available, including interactive whiteboards and the extensive grounds. For instance, in a Year 6 geography lesson, the use of detailed maps was combined with aerial film of the same area. Teachers plan imaginative lessons with care, and thus capture pupils’ interest. In a Year 4 history lesson, for instance, the teacher dressed as Henry VIII, the pupils did a Tudor dance to period music and they then watched a short, acted video clip of the Boar’s Head Carol.

3.10 Teachers are well informed by the learning support department. This enables them to plan lessons which meet pupils’ individual needs. The needs of more able pupils are met well through the variety of rich experiences offered, both in and out of lessons. Individual pupils are well supported in lessons. For example, in a Year 6 mathematics lesson, excellent one-to-one support was provided.

3.11 Marking is effective, giving pupils a clear indication of their progress and targeting areas for further development. Although there were a few examples of marking that did not suggest improvement, pupils say they find marking helpful. They have a clear idea of their progress, and they usually know the areas they need to work on. Assessment is managed well. The system for tracking pupils makes good use of standardised data to monitor the progress both of individuals and of groups; it has played a significant part in the overall improvement of teaching since the last inspection.

4. THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT 4.(a) The spiritual, moral, social and cultural development of the pupils

4.1 The pupils’ spiritual, moral, social and cultural development is outstanding, reflecting the school’s aim that pupils should develop socially and value community. Pupils show considerable self-confidence and courage. For example, they willingly perform on stage or speak in assemblies. They show empathy, listening carefully to each other, and value one another’s achievements. As a result, they develop a sense of self-esteem and self-worth which enables them to be at ease with themselves. They are inspired by art, music and drama, for example creating colourful paper-woven art work based on the work of Fauvre to form a vibrant display in the art room.

4.2 The pupils have an extremely well-developed moral sense and distinguish right from wrong at an early age. They reflect on their actions in PSHE lessons, and in religious education they discuss moral issues. They respect each other’s needs, interests and views in the way that they listen to one another and share their school experiences.

4.3 The pupils’ social development is excellent. Some explained that ‘team’ stood for ‘Together, Everyone Achieves More’. They had applied this to writing a script for The Happy Prince, which they illustrated, filmed and recorded on a CD. Pupils have plenty of opportunities to contribute to the way the school is run. The school council introduced a ‘friendship bench’ for girls needing a friend at playtime. Throughout the school, pupils are given responsibilities. All Year 6 pupils hold positions of responsibility, ranging from food committee representatives to prefects, on a rotation basis to provide opportunities for all.

4.4 The pupils’ cultural development is excellent, supported by a wide variety of cultural activities in which they participate fully. They relate to culture in the community. For example, they sing regularly at a care home for the elderly and participate in a carol service in the local parish church. Their understanding of cultures other than their own is developed through the links the school has established with schools in Rwanda and Nepal. It is also developed through the curriculum. In religious education they study the main faiths represented in Britain, and then link these with the wider community and its experience of faith. Their understanding is also enhanced by assemblies on global themes. 4.(b) The contribution of arrangements for welfare, health and safety

4.5 Staff provide excellent care and guidance for pupils. Positive, warm and caring relationships exist between staff and pupils. Staff give a great deal of time to pupils, whatever their needs. Form times are friendly, open and positive occasions in which there is plenty of laughter and fun. Pupils appreciate the way staff monitor their progress, and the feedback they receive. Parents appreciate the easy contact they enjoy with form staff. They say: ‘the whole system runs well because of good relationships’.

4.6 Throughout the school behaviour is outstanding, as are relationships amongst pupils. There is a pleasant, friendly ‘buzz’ of chatter, play and games. The school has appropriate behaviour and anti-bullying policies. Pupils say that bullying is extremely rare and well handled when it occurs. They enjoy the personal responsibility they are given, and respond well when provided with issues to think

about. Older pupils take responsibility for younger ones, learning key skills through teamwork games and challenge days.

4.7 Measures to safeguard and promote pupils’ health and well-being are secure. Child protection arrangements are effective and staff are well trained. Pupils are carefully briefed about internet safety and related matters. They are well supervised at break and lunchtimes. All necessary measures to reduce risk from fire and other hazards have been taken, and any pupil who is ill is well cared for.

4.8 The pupils are encouraged to be healthy through developing good eating habits and taking regular exercise. They generally enjoy the wide choice of food provided and particularly like the themed food days each term. Admission and attendance registers are accurately maintained. The school has appropriate plans for developing access for those with disabilities.

5. THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT 5.(a) The quality of governance

5.1 Excellent governance supports the school in the successful achievement of its aim of providing a high quality education in a happy environment. Governors bring a wide range of experience and expertise to their work, enabling them to give effective support to all areas of school life. The world of education is particularly well represented. Governors spend a good deal of time getting to know staff, both through informal contact and through the attendance of senior staff at the education committee. The governing body has shown considerable ingenuity in exercising its responsibilities. Governors ensure that the school is both exceptionally well maintained and well resourced, and that the grounds in which it is set continue to provide an outstanding environment in which pupils can grow up and develop.

5.2 Governors have good oversight of the school’s finances and quality of education, as well as of matters of regulation, welfare and staff recruitment; they oversee safeguarding well. Well-focused reports from the headteacher identify key issues clearly and provide an excellent picture of the quality of education girls receive. The resulting discussion enables governors to share with senior staff the responsibility for maintaining high standards and to provide a valuable stimulus for future development. 5.(b) The quality of leadership and management

5.3 Excellent leadership and management at all levels provide a sharp focus for further improvement as well as on-going support for continued high standards, as set out in the school’s aim for all pupils to strive for their intellectual, social and physical potential. This combination of excellent standards with a strong sense of community is a key strength of the school. The co-ordination of the three schools as a group under single overall leadership is excellent, maintaining appropriate autonomy for each head, whilst they work effectively together through the Schools at Somerhill senior management team and in other ways. More recently, new academic leadership is providing a greater focus on the monitoring of teaching and learning across all three schools, encouraging staff to share good practice and resources. Shared leadership of the provision for pupils with LDD also makes good use of staffing.

5.4 Within Derwent Lodge, the clear priorities that have recently been established ensure that all work together to the common purpose of helping girls to become more independent learners, prepared to tackle challenging tasks. A widespread programme of induction, appraisal, peer review, work scrutiny and subject discussions maintains a strong focus on both personal and school development, which staff appreciate. In-service training is well supported by the school. The strong collegiate quality of staff relationships, coupled with effective delegation to post holders and imaginative use of staff meetings, involves all staff in working together towards shared goals. Educational issues are at the top of the agenda for meetings of staff, and main priorities are drawn together effectively in the school development plan. Co-ordinators and heads of subject play a key role in developing the teaching of their subjects, and communication between those working in each area is good. For example, staff who teach in a year group share their preparation time. Leadership of pastoral issues is equally strong.

5.5 Appropriate attention is given to matters of pupils’ welfare, with suitable training in child protection and safeguarding, and the careful recruitment of staff. Policies are implemented fully and reviewed regularly. Both buildings and grounds provide an exceptional and inspiring environment in which pupils can learn, and the school is well resourced. Finances are well managed. Pupils benefit greatly from the hard work and commitment of teaching and non-teaching staff, and from the ethos they create. Both pupils and parents said that they appreciate the strong management of the school. 5.(c) The quality of links with parents, carers and guardians

5.6 The quality of links with parents and carers is excellent, based on constructive, warm and supportive relationships. In the pre-inspection questionnaire, parents were overwhelmingly positive about the school. They were particularly pleased with the quality of education, the standards achieved, the support for their children, the attitudes and values promoted, and the leadership of the school, views with which inspectors concur. A minority of parents were concerned about support for pupils with LDD, but inspectors found that the arrangements for them are good. Parents particularly appreciate the fact that the heads of all three schools attend parents’ association meetings, and commented that this relationship fosters the community of the school.

5.7 Parents are provided with extensive information about the school, and receive clear and useful reports about their children’s work and progress. Parents appreciate the fact that reports are published prior to parents’ evenings and that the targets within these reports are helpful indicators of how their children should improve further. Parents say that staff are approachable and that they are always available through email contact or by appointment. The excellent website provides quick access to news and regular information on the school’s operation. Parents speak favourably of the excellent communications they receive from the school, such as in snowy weather.

5.8 Parents have good opportunities to be actively involved in the work and progress of their children. Every pupil has a home-school diary that serves as a useful tool for easy communication with parents. The active parents’ association includes all parents, and the funds raised from a variety of events are used to support the schools and to benefit pupils in a number of ways. The school handles the concerns of parents with care and has an appropriate complaints policy, though it is rarely needed.

What the school should do to improve is given at the beginning of the report in section 2.

INSPECTION EVIDENCE

The inspectors observed lessons, conducted formal interviews with pupils and examined samples of pupils’ work. They held discussions with members of staff and with the chair of governors and other governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the school. Inspectors

Mr Ian Newton Reporting Inspector Mr Martin Bates Former Deputy Head, ISA school Mr Paul Brewster Headmaster, IAPS school Mrs Sarah Counter Former Head, ISA/IAPS school