INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
358 6000 |
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Address |
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Telephone Number |
0161 928 1862 |
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Fax Number |
0161 929 6893 |
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E-mail Address |
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Name of Headteacher |
Miss M Stockwell |
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Chair of Governors |
Dr J Berry |
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2.5 -16 |
Gender |
Mixed |
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Number of Pupils |
204 |
Number of Boarders |
Nil |
Inspection Dates |
31 January |
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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.
1.1 Pupils reach good standards in relation to their ability and their attainment is above that for schools with a similar ability range. They also reach excellent standards in their personal development. The support of individual pupils and the dedication of the staff in creating a positive ethos are key factors in the success of the school. The school has few weak features. The libraries do not support the work of the school.
1.2 The school has many strengths, the clearest being:
· The warm and supportive relationships between all staff and pupils and between pupils themselves are key elements in the success of the school.
· The school is highly successful in preparing pupils for academic achievement at 11+ examinations and is remarkably successful in promoting achievement at GCSE.
· The very strong pastoral support of individuals and provision for personal development in a happy community atmosphere confer great benefit on even the most hesitant pupil.
· The close working relationships between the governors and the senior management team and the strong leadership in the school are giving the school a powerful foundation on which to build its future growth.
What the School Should Do Better
1.3 The school has a few weaknesses. The following areas should be improved:
· The library provision does not support the work of the school and is unsatisfactory.
· Daily attendance registers do not comply with legal requirements.
· The size and design of some teaching rooms restricts the activities that can be carried out in them.
Standards of Attainment and Progress in Subjects
1.4 Pupils achieve good standards, and make good progress in their learning. Pupils in the Foundation Stage achieve good standards in relation to their abilities. Pupils’ attainment is high in relation to their abilities in national tests at age 7 and 11 and good in national tests at age 14. Results in national tests at age 7 and 11 over the last three years have been far above national averages in English, mathematics and science for maintained primary schools and well above the national averages for secondary schools in England in national tests at age 14. Results in GCSE over the last three years have been in line with the national averages for all maintained secondary schools. There was a significant improvement in performance in GCSE in 2004 with results that were well above the national averages for all maintained secondary schools.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.5 The quality of pupils’ learning, attitudes and behaviour is good at all stages of their schooling. Pupils show a good level of maturity appropriate to their age in the manner in which they respond in lessons and behave around the school. Pupils show a keen interest in their work, are well motivated and eager to improve. Pupils' responses to teachers in lessons are very good. Pupils are most supportive of each other.
1.6 The quality of teaching throughout the school is good. In over three quarters of the lessons seen the quality of teaching was good or very good.
1.7 The teaching meets the needs of all pupils, including those who require special provision. These pupils are given very good support particularly in the Senior school. Teachers in lessons are aware of the needs and abilities of all their pupils and support their learning in a very positive manner. Teachers in the Senior school are helped in their planning and teaching by pupil profiles built from the assessment information gathered at the start of Year 7.
1.8 The level of pupils’ attendance is very good and enables pupils to take full advantage of the opportunities provided by the school. The admissions register fulfils legal requirements. Attendance registers are not kept properly and do not fulfil the legal requirements.
1.9 Methods used for assessing and recording pupils’ learning needs, achievements and progress are good. They are efficient, thorough and appropriate for the pupils’ ages, needs and stages of development.
1.10 The school provides a good broad and balanced curriculum suited to pupils across the age range and of all abilities. The curriculum makes a significant contribution to achieving the aims of the school. The school’s curriculum is preparing the pupils very well for the next stage of their education and for life as adults.
Teaching and Non-teaching Staff
1.11 Teaching and non-teaching staff throughout the school contribute effectively to the quality of education provided and the educational standards achieved. At each stage, teachers are sufficient in number, qualifications and experience to maintain the breadth and depth of the curriculum. Staff-pupil ratios are favourable at all stages and particularly in the Foundation years. The teaching staff is well balanced in terms of age and experience and deployed to good advantage throughout the school. Induction procedures are effective. Appraisal has been started and will be the basis for a more structured professional development programme.
1.12 Resource provision in the Foundation Stage is good. In mathematics, science, art, physical education (PE), music, home economics and languages in the Senior school the resource provision is good. Resources for religious education, history, geography and English are sound. Resources in Years 1 to 6 are sound.
1.13 The library facilities do not offer appropriate support for the curriculum. While the main library is housed in an airy, light room, adequately equipped with tables and chairs, the range of books is limited and much of the stock is old and inappropriate. There are no daily newspapers or up-to-date periodicals. There is no clear or consistent method of classification.
1.14 The buildings, accommodation and other facilities within the school are adequate and appropriate for the numbers, abilities, ages and gender of the pupils; they are well used and enable the curriculum to be taught effectively.
Links with Parents and the Community
1.15 The school has a good partnership with parents and some worthwhile links with the community. An ISI questionnaire was distributed to parents in advance of the inspection. 115 were completed and returned. The majority of parents who returned their questionnaires are very pleased with most aspects of the school and think highly of the attainment, teaching, academic progress and high standards of behaviour. The inspectors uphold these views but found no evidence to support the small minority of issues raised over the provision for children with learning difficulties and extra-curricular activities.
1.16 The school provides a good range of opportunities through which pupils can develop a system of spiritual beliefs and a moral code, as well as developing culturally and socially.
1.17 The school’s overall provision for pastoral care, support and guidance is very good. The school promotes the personal and academic development of all pupils effectively through the tutorial and pastoral guidance offered. The school has developed comprehensive policies to ensure that the welfare of the pupils is fully safeguarded and all health and safety regulations are suitably met.
1.18 The governance and management of the school are very good and ensure that the school’s aims are fully met and a good quality of teaching is provided.
Achievement and Quality in Activities
1.19 Considering the small size of the school and the many demands on pupils' time, the range of extra-curricular activities offered is satisfactory and make an appropriate contribution to the personal development of those who participate.
Progress Made by the School since its Last Inspection
1.20 The school has made good progress since its last inspection in 1999.
Compliance with the Regulations for Registration
DfES Standard |
Does the school meet the regulatory requirements? |
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1. |
Quality of education: |
1.(2) Curriculum |
Yes |
1.(3)-(5) Teaching |
Yes |
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2. |
Spiritual, moral, social and cultural development of pupils |
Yes |
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3. |
Welfare, health and safety of pupils |
It meets almost all the requirements. |
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4. |
Suitability of proprietors and staff |
Yes |
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5. |
Premises and accommodation |
Yes |
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6. |
Provision of information |
Yes |
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7. |
Manner in which complaints are to be handled |
Yes |
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Actions Required for Compliance with the Regulatory Requirements
1.21 To meet all the requirements the school must;
(1) ensure that it completes attendance registers in accordance with legal requirements.[Regulation 3 (9)]
1.22 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.
2.1 The action needed to comply fully with the regulatory requirements is specified in paragraph 1.21 of the report. This report identifies a number of points for action that are intended to aid the school’s development. The main recommendations are listed below.
R1 The book stock in the Senior school library should be updated and time should be allowed for proper management of the library as a learning resource.
R2 The Preparatory school library should be upgraded to make it a more inviting place.
R3 When resources allow, the school should accelerate its plans to refurbish those classrooms where the size of the design restricts the activities of the teachers and pupils.
3.1 Culcheth Hall is a day school for girls between the ages of 4 – 16 with a Pre-Preparatory school for boys as well as girls. The school is situated in the borough of Trafford near
3.2 The school is divided into three sections. In the Pre-Preparatory school girls and boys between the ages of two and a half to four years are taught in two classes. In the Preparatory school, girls only between the ages of 4 – 11 are taught from reception class through to Year 6. In the Senior school girls between the ages of 11 – 16 are taught in Years 7 to 11. At the time of the inspection there were 39 pupils in the Pre-Preparatory classes, 13 boys and 26 girls. There were five pupils in the reception class and 82 in Years 1 – 6. There were 85 pupils in Years 7 to 11.
3.3 The majority of pupils in the Pre-Preparatory school are from the local area around the school. Pupils entering the Preparatory school at age four are drawn from a wider catchment. The majority of girls who enter the Senior school are drawn from the Greater Manchester conurbation. A very small number of pupils come from families where English is not the only language in the family, although in most cases English is spoken by at least one parent. Parental backgrounds include a wide variety of social and professional backgrounds.
3.4 One pupil has a statement of special educational need and a further 14 girls receive some form of learning support. The school has established support for pupils identified with learning needs.
3.5 Entry to the Pre-Preparatory school does not require any diagnosis of attainment on entry. Many of these pupils leave to enter reception classes in local primary schools. For entry to the Preparatory school prospective pupils are invited into the school for a morning where they join the appropriate class and their levels of English and mathematics are assessed by the class teacher. In the early years of the Preparatory school they are observed tackling tasks and notice is taken of their social interaction. Records from other schools are considered. About 3 out of 10 pupils transfer from the Preparatory school to the Senior school. The remainder of the entrants into the Senior school is drawn from other Preparatory schools and maintained primary schools. Many pupils leave at that age 11 to attend local grammar schools because of the very high success rate of the Preparatory school in preparing pupils for the 11+ examination. Entry to the Senior school at age 11 is by entrance examination in English, mathematics and science. These examinations are internally set and marked. In all such cases a report from the applicant’s former school is requested. At 16+ all the girls proceed to further education.
3.6 The results of a variety of internal assessments carried out by the school during the early years in the Preparatory school show that the average ability of pupils is broadly in line with the national average. As a result, where pupils are performing in line with their abilities their results are expected to be broadly in line with that of all maintained primary schools. In the Senior school the average ability of pupils is broadly in line with the national averages. If pupils are performing in line with their abilities their results will be broadly in line with those in maintained secondary schools.
3.7 The school aspires to maintain the traditional core values which have remained unchanged since the school’s foundation. The highest moral standards, self-discipline, caring and respect for others and good manners are seen as essential if pupils are to be treated as individuals, and encouraged to reach their full potential. It is a stated aim of the school ‘to work in partnership with the parents to ensure that every pupil develops to their full potential in all aspects of school life in a caring environment.’
3.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school reflecting the usage of the school.
3.9 Externally audited National Curriculum Assessments at age 7 (Key Stage 1)
Most recent year (2004) |
Average for the last three years (2002 – 2004) |
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Subject |
Level 2 or higher (%) |
Level 3 or higher (%) |
Level 2 or higher (%) |
Level 3 or higher (%) |
100% |
43% |
100% |
41% |
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Writing |
100% |
63% |
100% |
37% |
Mathematics |
100% |
43% |
100% |
57% |
3.10 Externally marked National Curriculum Assessments at age 11 (Key Stage 2)
Most recent year (2004) |
Average for the last three years (2002 – 2004) |
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Subject |
Level 4 or higher (%) |
Level 5 or higher (%) |
Level 4 or higher (%) |
Level 5 or higher (%) |
English |
100% |
62% |
90% |
64% |
Mathematics |
100% |
85% |
95% |
62% |
Science |
100% |
54% |
97% |
56% |
3.11 Externally marked National Curriculum Assessments at age 14 (Key Stage 3)
Most recent year (2004) |
Average for the last three years (2002 – 2004) |
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Subject |
Level 5 or higher (%) |
Level 6 or higher (%) |
Level 5 or higher (%) |
Level 6 or higher (%) |
English |
92% |
77% |
94% |
63% |
Mathematics |
93% |
73% |
91% |
76% |
Science |
80% |
46% |
85% |
48% |
GCSE
Most recently completed Year 11 (2004) |
Average for the last three years |
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Entered for 5+ subjects (%) |
100% |
100% |
Achieved 5+ @ A* - C (%) |
100% |
75.3% |
Achieved 5+ @ A* - G (%) |
100% |
99.5% |
Average score per candidate* |
66.3 |
48.2 |
Average score per entry* |
5.7 |
5.2 |
* Scoring is 8 for GCSE grade A*, 7, 6, 5, 4, 3, 2, 1 for grades A – G.
3.12 Attendance for First Half of Autumn Term 2004
Authorised |
Unauthorised |
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Percentage absence |
2.24 |
0.18 |
3.13 Exclusions Over the Previous 12 Months
Temporary exclusions |
Permanent exclusions |
5 |
1 |
4. Educational Standards Achieved by Pupils at the School
4.1 Pupils achieve good standards, and make good progress in their learning. Pupils in the Foundation Stage achieve good standards in relation to their abilities. Pupils’ attainment is high in relation to their abilities in national tests at age 7 and 11 and good in national tests at age 14. Results in national tests at age 7 and 11 over the last three years have been far above national averages in English, mathematics and science for maintained primary schools and well above the national averages for secondary schools in England in national tests at age 14. Results in GCSE over the last three years have been in line with the national averages for all maintained secondary schools. There was a significant improvement in performance in GCSE in 2004 with results that were well above the national averages for all maintained secondary schools.
4.2 Pupils’ attainment throughout the school is good. Pupils in the Foundation Stage achieve good levels of attainment. Pupils’ attainment is very good by the time they leave the Preparatory school. In the Senior school by the time pupils leave, speaking, writing, listening and oral skills are well developed and attainment is good. Pupils’ attainment overall in mathematics by the time they leave school is good. In science pupils achieve standards that are very good by the time they leave the school. Pupils achieve good standards in information and communication technology (ICT) in the Senior school. Pupils who need learning support achieve good levels of attainment and the more able pupils achieve levels appropriate to their ability.
4.3 Pupils’ attainment in lessons throughout the school is good. In some lessons it is high. In the Foundation Stage attainment is high in communication, language and literacy and in mathematical development. Attainment in English, mathematics and science is good in the Preparatory school and good in English and mathematics in the Senior school and very good in science.
4.4 Pupils’ progress throughout the school is good and sometimes rapid. In most subjects at every age, good or rapid progress is evident in lessons in each section of the school. Pupils make good progress throughout the Foundation Stage and make good progress in English, mathematics and science in the Preparatory and Senior schools. Pupils of all abilities make good progress in reading, writing, listening and speaking. Progress in numeracy is good in all sections of the school. Overall, pupils make rapid progress in their learning skills and excellent progress in their personal development. Pupils who receive special educational support make good progress. Very able pupils make very good progress.
Quality of Pupils’ Learning, Attitudes and Behaviour
4.5 The quality of pupils’ learning, attitudes and behaviour is good at all stages of their schooling. Pupils show a good level of maturity appropriate to their age in the manner in which they respond in lessons and behave around the school. Pupils show a keen interest in their work, are well motivated and eager to improve. Pupils' responses to teachers in lessons are very good. Pupils are most supportive of each other.
4.6 The quality of learning is good and on occasions it is very good. Pupils respond positively in lessons encouraged by the positive relationships and supportive attitudes they experience from their teachers. Pupils, especially in the Senior school, grow in self-confidence as is seen in their willingness to participate in lessons and to share opinions and raise questions with their teachers. They quickly reach a stage where they are very confident as learners and are at ease working alone, or in pairs, or in small groups.
4.7 Pupils in all stages throughout the school, and across all subjects, demonstrate a good range of learning strategies and use them effectively and in a way that contributes to their making good progress. Numeracy skills are well used across the school. Pupils show good levels of literacy skills. They display very good listening and speaking skills. In lessons that involve practical performance or require pupils to work with others, they display very good levels of consideration and help for each other. Pupils’ ICT skills are well used as demonstrated in the considerable confidence and ease with which they use a range of equipment and software.
4.8 Behaviour in lessons and around the school is excellent. As the pupils mature, they display an ever-increasing sense of responsibility about their own behaviour. They show great respect for each other as is seen in the orderly way they go about the school and in the manner in which they listen carefully to opinions and observations when offered in lessons. The understanding and openness to the viewpoints and practices of others help create an atmosphere of support and respect for the individual. The quality of relationships among the pupils and between pupils and staff is very high and is one of the key elements in the success of the school.
4.9 The level of pupils’ attendance is very good indeed and enables them to take full advantage of the opportunities provided by the School. The admissions register fulfils legal requirements.