INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON DOLPHIN SCHOOL

DfES Number 8726010

Inspection Dates 15th – 19th March, 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 school must not quote the report selectively in the school prospectus or other promotional literature.

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.

1. 1. MAIN FINDINGS

Overall Summary

1.1 1.1 Dolphin School has developed a distinctive, child-centred educational philosophy which permeates its curriculum and all its structures for personal development and pastoral care. It provides an intellectually challenging yet supportive environment in which its pupils grow to become confident, well-rounded, socially mature and articulate young people. Academic standards are high. The central role afforded to the ambitious programme of excursions, trips and walking tours and the importance of drama as both a curricular and extra-curricular activity helps pupils to develop personal awareness, creativity, sensitivity to others, and knowledge of the wider world.

What the School Does Well

1.2 1.2 The distinct strengths identified by the inspection were:

• • The school provides a broad and stimulating curriculum with many distinctive and unusual elements, foremost of which are its ambitious trips and expeditions programmes;

• • Under the leadership of the principal and the headmistress all members of staff give dedicated service to the school and consistently promulgate its special philosophy;

• • The quality of the relationships between all members of the school community and the good behaviour of the pupils are outstanding;

• • The pupils acquire a genuine love of learning;

• • Drama enriches the life of the school and makes a significant contribution to the personal development of the pupils.

What the School Should Do Better

1.3 1.3 The school has very few weaknesses. The most significant identified by the inspection were:

• • Accommodation does not provide the best conditions for teaching and learning in some areas and departments of the school;

• • The library does not fully support teaching and learning;

• • The school does not meet all the regulatory requirements under health and safety.

Standards of Attainment and Progress in Subjects

1.4 1.4 The attainment of both boys and girls is good for their abilities and aptitudes. It is very good in English, mathematics, science, art and design technology and physical education. By the age of five, the overall level of attainment is good and it is excellent in oral communication and in personal, social and emotional skills. At the age of 11, standards are very good. Over the past three years, results in the national tests at the age of 11 have placed Dolphin School in the top five percent of broadly similar maintained schools for English and science and in the top quartile for mathematics.

1.5 1.5 Standards of literacy and in science are high. Standards in numeracy are good and they are high amongst the older pupils. Written work is good in most subjects and very good in English, science and art and design technology. Pupils have good information and communication (ICT) skills.

1.6 1.6 Progress is good across the age range and in all subjects. Pupils of all abilities, including those with special educational needs, make good progress in relation to their aptitudes.

The Quality of Pupils’ Learning, Attitudes and their Behaviour

1.7 1.7 The quality of learning and behaviour throughout the school is very good. Pupils are highly motivated and keen to learn. They form constructive relationships with each other and with their teachers and are confident, assured and articulate. They are successful independent learners. The majority sustain concentration well, even when tasks are challenging, and can evaluate their work to good effect. Pupils are courteous, attentive and co-operative and express respect and consideration for the feelings, beliefs and values of others.

The Quality of Teaching

1.8 1.8 The quality of teaching is good. Teaching meets the needs of the range of pupils’ ability well, including those with special needs, and serves the needs of gifted and talented pupils particularly well. The school’s significant use of specialist teachers, even with younger pupils, enriches the teaching of the curriculum. Teaching is characterised by very high expectations, often well beyond what might normally be considered appropriate to pupils’ ages. Teachers develop very good relationships with their pupils. They make good use of assessment data and of teaching assistants. Most lessons proceed at good pace.

Other Aspects of the School

Attendance

1.9 1.9 Levels of attendance are satisfactory. The school has no unauthorised absence. The school’s admission and attendance registers comply with regulatory requirements. Pupils are punctual in arriving at school and for their lessons and activities which ensures that they make best use of the opportunities the school provides.

Assessment and Recording

1.10 1.10 Policies and procedures for assessing and recording pupils’ achievements, progress and needs are good. Based on the school’s philosophy that the pupil, and not the task, is at the centre of the assessment process, procedures are efficient, effective and appropriate for pupils’ ages and abilities. Systems provide clear information for pupils, parents and staff. The school makes good use of its assessment data to track pupil progress and refine curriculum planning. Marking is generally sound, but varies between departments. Assessment of pupils with special educational needs is good.

Curriculum

1.11 1.11 The curriculum is very good; it is very broad and includes some unusual and distinctive elements. It is well balanced and appropriate to the ages and needs of the pupils. The curriculum provides challenging and stimulating work and contributes effectively to pupils’ intellectual, cultural, physical and personal development. The nursery curriculum provides a very good base for pupils’ future learning. The school breaks down the barriers between fields of knowledge through its emphasis on cross-curricular links and its extensive programme of trips and residential visits. Drama is a particular strength within the curriculum; it promotes all the fundamental values of personal development which lie at the heart of the school’s philosophy.

Teaching and Non-teaching Staff

1.12 1.12 The provision of teaching and non-teaching staff is good. Staff are well qualified and experienced for the roles they are required to undertake. Both teaching and non-teaching staff contribute very well to the school’s high standard of education; all are fully committed to the philosophy of Dolphin. Staffing ratios and deployment of teaching staff are good. The use of subject specialists from an early age ensures that pupils are taught by enthusiasts who have very good background knowledge. Staff make good use of the opportunities they are afforded for professional development.

Resources for Learning

1.13 1.13 The range, quality and accessibility of resources to support learning are satisfactory. Provision for ICT is generally good. Resources for other subjects are satisfactory, though storage presents problems, particularly in music. Resources are used effectively to support teaching and learning. The school adds to its provision significantly by making use of the rich resources offered by its programme of trips and expeditions.

Libraries

1.14 1.14 Library provision is unsatisfactory. A start has been made on improving library facilities, but they do not yet offer appropriate support for the curriculum, nor do they serve pupils well for research purposes or for recreational reading. Access to the main library is limited by the short opening hours and to the reference library because it is used as a teaching room. The fiction library is small and does not provide pupils with space to sit, read and work. Departmental libraries are mostly well resourced, but pupils do not always have easy access to materials.

Premises and Accommodation

1.15 1.15 The overall quality of accommodation is sound. It is adequate and appropriate for the ages and numbers of pupils and supports teaching and learning effectively. A number of teaching rooms are cramped when occupied by the larger classes, but teachers cope with this well and pupils do not let lack of space hinder their learning. Subject specialist rooms in the new building, are bright and spacious. Sports facilities are generally good, though use of the hall is limited. Standards of decoration and maintenance are good.

Links with Parents and the Community

1.16 1.16 The school maintains good links with parents and the community. Parents are kept regularly informed about school activities. Reporting is clear and helpful. Parents are encouraged to become actively involved in the school and many do. The school has proper systems in place to deal with parental complaints. Good and developing links have been established with the wider community.

1.17 1.17 Parents’ responses to the pre-inspection questionnaire were very positive. More than 90% of responses expressed approval for the school’s work and provision. Parents regard the school as a happy place which promotes worthwhile values. Inspectors concurred with this positive view. No concerns were shared by more than a very small minority of parents.

Pupils’ Personal Development

1.18 1.18 Pupils’ personal development is very good. The school provides a very wide range of suitable opportunities through which pupils can develop a system of spiritual beliefs and a clear moral code. Its rich provision of social and cultural experiences makes a strong contribution to pupils’ personal development. Pupils’ spiritual awareness and moral development are good, their cultural development is very good and their social development is excellent. The school produces delightful, caring, independent thinking, confident and well-balanced young people.

Pastoral Care

1.19 1.19 Pastoral care is very good. The school cares very effectively for all its pupils’ well-being and welfare through its comprehensive arrangements for pastoral support and guidance. The quality of support, advice and guidance from all staff is very good. The promotion of good behaviour is very effective. Measures to promote pupils’ health and well-being are successful in almost all respects.

Governance and Management

1.20 1.20 The management of the school is good. It ensures that the school’s aims are met and that a good quality of education is provided and that planning is efficient to secure adequate resources for teaching and learning. The principal and head lead all staff in promulgating a strong, clear and consistent philosophy for the school and set its distinctive ethos which is reflected in all its policies and practices. The senior management team ensure that administration and organisation are efficient and effective. Leadership of the Foundation Stage is less strong. Heads of department are given considerable autonomy; subject development planning is more effective in some departments than others.

Achievement and Quality in Activities

1.21 1.21 The excellent range of activities on offer is a major strength of the school. The school has an extensive programme of residential, cultural visits and a comprehensive schedule of day trips through which it fulfils its aim to break down the barriers between fields of knowledge. The school also offers a substantial programme of walking trips, both in the United Kingdom and overseas. Pupils reach high standards in drama, which plays a major role in the extra-curricular programme. A good range of sporting activities is provided and pupils have many opportunities to represent their school in competitive fixtures.

Progress Made by the School since its Last Inspection

1.22 1.22 The school was last inspected in 1997. The inspection report made a number of main recommendations and the school has made considerable progress in respect of almost all of them. The hall is no longer used as an ordinary classroom. Equipment for physical education is now good. Staff now have adequate amounts of non-teaching time to fulfil their many duties. There are now two deputy heads, each of whom has sufficient non-teaching time. A head of pre-prep has been appointed to the senior management team, but work remains to be done to establish the identity of the Foundation Stage as a single unit. Specialist teaching is working well, even with the younger pupils. Personal, social and health (PSHE) education is now well established within the curriculum, but religious education is still afforded little curricular time. Information and communication technology (ICT) teaching is well represented within the curriculum and the use of ICT in other curriculum subjects is growing. Assemblies remain few in number, but those that the school holds are high in quality. Changing facilities remain inadequate as they do not afford pupils sufficient privacy.

1.23 1.23 The nursery was inspected by Ofsted in October 1999. The school has addressed the only key issue for action raised in this report, that staff should develop greater awareness of the Code of Practice and the stages used in the identification of children with special needs.