OFSTED 2010
BSI Report November 2010
This inspection was carried out under section 162 (A) of the Education Act 2002 as amended. Bridge Schools Inspectorate (BSI) has been approved by the Secretary of State in the Department for Education (DfE) to undertake inspections in designated independent schools within membership of the Christian Schools Trust (CST) or the Association of Muslim Schools UK (AMSUK).
DfE number: 865/6032
Association: CST
Date of inspection: 4th-7th October 2010
Lead Inspector: Mrs E McAndrew
Team inspectors: Mrs M Mitchell
Mr R Evans
Age range of pupils: 5-16 years
Number on roll: 56
Full-time: 33 boys and 23 girls
Number of pupils with a statement of special educational need:None
Proprietor: Emmaus School Ltd
Head teacher: Mrs M Wiltshire
Address of school: School Lane
Trowbridge
Wiltshire
BA14 6NZ
Telephone number: 01225 782684
Email: info@emmaus-school.org.uk
The purpose and scope of the inspection
The main purpose of the inspection is twofold. It is to advise the DfE whether the school continues to meet the requirements for registration, and to determine whether the school’s religious ethos continues to meet the expectations of its association. Ofsted monitors the work of independent inspectorates, including a sample of inspections, and you can find the latest evaluation of the work of The Bridge Schools Inspectorate on the Ofsted website.
Information about the school
Emmaus is an independent co-educational Christian day school for pupils aged five to sixteen. It was established in 1997 and registered by the then Department for Children, Schools and Families (DCSF) in 2003. It is situated in Staverton on the outskirts of Trowbridge in Wiltshire. Some pupils live locally but other pupils travel up to 25 miles to attend the school. Admission is non-selective. No pupil has a statement of special educational need. The school accepts pupils in the Early Years Foundation Stage (EYFS) but at the time of the inspection there were no pupils of that age on roll. The school welcomes pupils from all faith backgrounds or none.
The school’s aim is ‘to educate children to a high standard, in preparation for contemporary society, in a supportive and happy family orientated environment which caters for the needs of the individual.’
Evaluation of the school
Emmaus School works with wholehearted commitment and dedication to achieve its aim and provide a good quality of education. The distinctive Christian ethos pervades all aspects of the school’s life, helping pupils to feel recognised as children of God, cherished as individuals and valued as members of the school family. Good teaching and assessment result in pupils making good progress and becoming effective learners who are highly motivated and apply themselves well to the tasks they are given. The spiritual, moral, social and cultural development of pupils is outstanding. Procedures to safeguard pupils’ welfare are good. Pupils enjoy school. Their behaviour is outstanding and attendance is high. The accommodation is very limited but teachers make good use of the available space. Parents are overwhelmingly supportive of the school, pleased with the education their children receive and believe they make good progress.
The school meets all but one of the regulations.
Quality of education provided
The school successfully ensures a good quality curriculum inspired by the teachings of the Bible and guided by Christian principles. It provides a secure framework within which pupils learn effectively and make good progress. The broad learning experience has regard to the subjects of the National Curriculum and also includes religious education (RE), French for all pupils from Key Stage 2, and Latin and Spanish for more able pupils.
Long-term planning in each subject provides an overview of the topics which will be covered in each key stage and schemes of work set out in greater detail what pupils in each year group will study. Schemes of work are in different formats but all are suitable for their purpose. Some, like geography and history, have extensive lists of topics, making it difficult to study any specific area in depth. Teachers show skill and flexibility in planning curricular coverage, so as to avoid unnecessary repetition or omission in classes all of which have pupils of mixed age and ability. The school uses a range of national and specifically Christian text books and materials which effectively support curricular planning.
Literacy and numeracy are given a high priority and this emphasis contributes strongly to the pupils’ good progress and achievement in these areas. These skills allied to their outstanding social development contribute to their future economic responsibility. Support for pupils who may experience learning difficulties is good. Personal development is strongly fostered through the pervasive Christian ethos, the curriculum, RE and assemblies, and the daily life of the school, contributing significantly to pupils’ outstanding development in this area.
Despite its small size, the school successfully maintains the broad curriculum established in the primary classes so that pupils at Key Stage 4 are able to study a sufficient range of subjects at GCSE. Distance learning, where pupils are supported by on-line tutors, is well established and enhances and supports the curriculum in geography, biology, physics and information and communication technology (ICT). The Key Stage 4 curriculum provides effective preparation for the next phase of pupils’ education as former pupils testified in their writing for the school’s Yearbook. The school regularly considers the possible extension of the choices it offers so as to give pupils of differing abilities courses which are intrinsically interesting and worthwhile. All pupils are expected to take English, mathematics and science at GCSE level and though numbers each year are small, individual pupils consistently achieve good grades in up to eight subjects.
Careers education and guidance are good and this represents a significant improvement since the last inspection. Productive links have been established with the Connexions service. All pupils have the opportunity of a week’s work experience and the school has begun an initiative to introduce all pupils from Year 7 and beyond to the world of work.
Teaching throughout the school is predominantly good and sometimes very good with significant strengths overall. The teachers display a high level of expertise and use their previous experience to good effect. Their knowledge of the subjects taught is good. As a result pupils of all abilities make good progress. From Key Stage 1 through to Key Stage 4 teachers assiduously develop pupils’ capability to take responsibility for their learning. Similarly, they foster pupils’ increasing habits of diligence and independence in their work. The flexible organisation which groups pupils by age, ability or particular need, especially in the secondary Class 4, is a considerable achievement and results in effective provision for all pupils. This fluid approach to the composition of teaching groups also helps to maximise specialist teaching which contributes significantly to the overall quality of teaching.
Schemes of work provide guidance on topics to be studied often organised on a weekly basis. Lesson planning varies from detailed to minimal. The most effective planning identifies specifically what pupils of a particular age are expected to know and understand by the end of the lesson. Less effective planning refers briefly to the topic to be covered or the task to be undertaken, making it more difficult to ensure specific progress for pupils of a particular age over time, especially when staff changes occur. The strong focus on speaking and listening helps pupils to become increasingly articulate and confident speakers. From Key Stage1 particular attention is paid to the systematic development of reading and handwriting and in consequence the standards of pupils’ reading, handwriting and presentation are good. In some subjects in class 4, there is an overuse of photocopied worksheets which gives teachers too little information about what pupils have learned and misses opportunities for pupils to use their good literacy skills to learn across the curriculum. Pupils become increasingly competent users of ICT routinely using their skills to support and enhance their work. In their study of earth science, one pupil in Year 8 compiled a high quality presentation on the technical aspects of tsunami. It displayed clear knowledge and understanding of the subject, competence in computer use and an awareness of the environmental and human consequences of such a disaster.
Teachers enjoy teaching and believe that pupils should enjoy learning. Their enthusiasm is palpable and results in pupils who love coming to school and are able to work with increasing levels of concentration and motivation. Relationships within classes are such as to build trust and confidence, encouraging pupils and enabling them to ask questions about anything they might not understand. As a consequence pupils believe that they can make progress. The number of pupils in each class is small and teachers know individual pupils well, so they are able to give them swift and direct support. Pupils of all ages are lively and enthusiastic learners, able to concentrate for extended periods and take satisfaction from their achievement.
Assessment procedures are good. Teachers carry out a baseline assessment on entry and this provides a basis from which to measure progress. Teachers are adept at using assessment information to inform planning for groups and individuals. Marking is regular and conscientious but in some subjects the quality is variable. In the best examples, teachers’ comments make it clear to pupils why their work is good and gives clear advice about the next steps. Less effective marking is limited to ticks. Throughout the school, teachers are often able to give pupils precise oral feedback on their work within lessons because numbers in classes are small.
All pupils do regular tests in literacy and numeracy and end of topic tests in other subjects. The school makes good use of standardised tests in reading and spelling enabling teachers to track individual pupils’ progress over time and to shape the curriculum to meet identified needs. These standardised tests also allow teachers to compare pupils’ performance with that of pupils of the same age nationally. The results of tests are shared with parents. Cognitive ability tests are carried out every year from Year 4, helping teachers to be continuously aware of individual strengths and potential needs. These tests also have a predictive element which provides a useful set of indicators for individual pupils’ projected attainment at the end of Key Stage 2 and at GCSE.
Spiritual, moral, social and cultural development of pupils
Pupils’ spiritual, moral, social and cultural development is outstanding. ‘God at the centre’ is implicit in the ethos of the school and the pupils’ attitudes to school are exceptionally positive. From their entry to school, pupils are taught that they are uniquely created individuals and are part of God’s plan. This is particularly important for pupils who transfer from other schools and who may arrive believing they are failing. Creation is taught as part of a three year cycle and pupils learn that they are all of one blood and are encouraged to think beyond their own horizon to see themselves as part of a much wider Christian community.
The pupils develop their self knowledge, esteem and confidence from Key Stage 1, as was evident from Scripture lessons, assemblies and the work planned in the science curriculum. Pupils are confident at work and play, knowing they are valued as individuals. Testimonies of past pupils in the yearbook made this very evident. Pupils have a sense of the life of the spirit which is part of their person and this gives them a natural confidence. Pupils pray unselfconsciously. Some lessons contain direct reference to faith so that pupils can understand how their faith relates to all aspects of their learning. Displays throughout the school are creative and imaginative, celebrating pupils’ work and promoting spiritual reflection.
Pupils have a growing understanding of right and wrong, pondering on such questions as ‘Where does sin start?’ The answer came from one child ‘In my head?’ Moral values are reinforced through all aspects of school life but more overtly in assemblies, lessons, Scripture and at play. Pupils’ moral development is supported and encouraged by the excellent role models of the headteacher and staff. The history curriculum considers God’s Law in the Ten Commandments and moves chronologically through to the British Constitution helping pupils to place their own moral conduct within the context of society.
Pupils’ behaviour throughout the school is excellent. They are encouraged to use their initiative and take responsibility for their own conduct and this permeates all aspects of school life. They treat each other with respect and their friendly, mature interactions are impressive. Pupils are swift to help and support each other in class and at play, as for example, in a mixed age lesson in physical education, where older secondary pupils engaged helpfully and patiently with younger ones. Pupils are able to take turns, listen to each other, work co-operatively in groups and participate in lessons with confidence.
Pupils play an active part in the community and staff create opportunities for members of the community such as police officers, careers advisors and nurses to visit school to extend pupils’ understanding of how the community works. Pupils share their talents with others and perform musical productions for other schools. Individuals take part with considerable success in competitions such as the Maths Project and excel in certain sporting events, including girls’ football, outside school. The school joins other groups and charities such as Samaritan’s Purse, Robin Hood Ministries and Morning Star, to support their work.
Pupils gain a broad knowledge of public institutions and services in England through work in history. During the General Election the whole school held its own election which generated excitement and debate as well as interesting booklets.
Pupils’ cultural development is outstanding. The older pupils study other major world faiths such as Islam and Buddhism, considering how different beliefs and values affect the way people live. Other cultures, including some from Africa, India and Australia, are studied so that pupils develop knowledge and understanding as well as an appreciation of cultural achievements. In one class pupils were learning about the beauty of Aboriginal art and made their own totems with animals representing God’s values. Strategies to encourage tolerance and harmony include learning from the experience of missionary sources from Thailand and the Logos Ship, and helping pupils to become aware of the dimension of service in this charitable work.
Welfare, health and safety of pupils
Provision for pupils’ welfare, health and safety is good. Policies are effectively implemented and help to ensure that the pupils are safe and well cared for. All the required safeguarding procedures are in place. All staff have undertaken child protection training but the designated Child Protection Officer’s training is just out of date. Appropriate updating training has been booked for later in the term. Policies and practice in relation to behaviour and anti-bullying are effective. In discussion, pupils indicated that they would turn easily to teachers if they have any problems. There is no indication of any bullying in the school, confirmed by the secondary pupils’ questionnaire and by the younger pupils who added that in the event of such, they know what to do. Pupils from Year 7 to Year 11 who had come from other schools to Emmaus, were unanimous in saying that ‘the major difference in this school is the teachers and the way they listen and talk to pupils’.
A named teacher has responsibility for fire safety and the fire-fighting equipment is serviced regularly by a specialist company. First-aid procedures are well organised, and consistently implemented. The school has five appropriately trained teachers whom pupils know carry that responsibility.
The school contributes actively to healthy eating initiatives and encourages the pupils to think about healthy ways of living through the science curriculum and general pastoral care. Parents are encouraged to send pupils to school with healthy packed lunches. Pupils know that regular exercise contributes to health and are aware of the dangers to health from tobacco and the misuse of drugs.
The school fulfils its obligations under the Equality Act 2010.
Suitability of staff, supply staff, and proprietors
All staff, volunteers and governors have been subject to satisfactory clearance with the Criminal Records Bureau at an enhanced level. The school’s effective employment procedures ensure that all required checks are carried out prior to appointment. The single central register meets requirements.
Premises of and accommodation at schools
The school occupies premises which were formerly the village school. The accommodation has been expanded through the addition of a demountable classroom. Since the last inspection another good quality classroom has been added to the main building. The area of the school site is very limited, and while adequate space exists for recreational play, a nearby local facility is also used to allow a wider range of physical activities as part of the curriculum.
Classrooms are very limited in size but are adequate for the numbers of pupils in each class. The hall area in the main building serves effectively as two classrooms, one for the junior class and the other is used for teaching groups of secondary pupils. Similarly, the flexible organisation of the classroom for the secondary pupils works successfully. Varied displays of pupils’ work across the curriculum create stimulating environments and celebrate and promote pupils’ learning.
The school makes provision for pupils who may become ill but the school is aware that these do not meet regulations. Plans for the new building include these facilities.
Provision of information
The provision of information to parents is good. Parents are an integral part of the school life and are made very welcome in the school. They receive regular information on day-to-day activities through a variety of methods, written and oral including e-mail.
Parents are informed of the ethos, aims and policies of the school through the parent handbook and website which contain all required information. Parents support and contribute to school life in many ways, as for example, when one father ran a marathon in Namibia to raise funds. Others are involved in school productions and sports events. All sections of the school family, parents, grandparents, staff families and former pupils, all play a valued role in the life of the school.
Parent who responded to the pre-inspection questionnaire were overwhelmingly supportive of the school. One parent commented that ‘Emmaus has worked tirelessly and in the most caring way to enable my very shy and reluctant son to participate in all the activities in school. Without their sympathetic and proactive approach, he would not be the confident, happy, high achieving child he is today.” A significant number of the parents who responded to the questionnaire, wished there to be more visits out of school. The inspectors considered this matter and agreed with the school’s concern that the financial implications of additional visits might be onerous for some parents.
Parents receive detailed annual reports which cover all aspects of their child’s academic, social and emotional development. These are of good quality giving parents detailed information about their children’s progress and achievements across these areas of development.
Manner in which complaints are to be handled
The school’s complaints policy and procedures comply fully with regulatory requirements. There were no complaints during the last year.
Compliance with the regulations
The school meets all but one of the regulations for registration.
In order to meet fully the regulations in part 5, premises of and accommodation at schools, the school must:
· provide facilities for pupils who are ill in accordance with the Education (School Premises) Regulations 1999 (Regulation 23(k)).
The school meets the requirements of the Equality Act 2010
Meeting the expectations of CST
The school’s religious ethos continues to meet the expectations of CST.
What the school could do to improve further
As part of future development the school might wish to consider reviewing the schemes of work for history and geography to reduce the number of topics so remaining topics can be studied in greater depth. All the teachers at Emmaus School were highly impressed by the quality of the inspection carried out by BSI.
In a letter to BSI the Head teacher wrote, “The rigorous and thorough inspection of Christian schools by BSI can only raise the standards and practice of all such schools, with the result that parents can be confident that their children are receiving a high quality of Christian and academic education in schools that are safe, well managed and compliant with current regulations. Emmaus School is proud to be part of such a group of schools. Inspections by BSI are of the highest quality and standard that Emmaus School has ever experienced.”
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