November 21st - 25th 2005

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. MAIN FINDINGS

Overall Summary
1.1 Hilden Oaks School provides a good education. The pupils attain good standards and make good progress. They are competent learners and are well behaved. The quality of teaching is good and the school has a very good ethos that contributes well to pupils' personal development. The quality of governance and management is good. Good leadership is provided by the recently appointed headmistress, in part to address weaknesses in the co-ordination and management of curricular subjects. Parents are very supportive of the school.

What the School Does Well
1.2 The school has many strengths and outstanding among these are the following.
  "   Pupils' attainment and progress are good overall in the subjects inspected.
  "   The quality of pupils' learning and behaviour is very good.
  "   The quality of teaching is good.
  "   Relationships and the ethos of the school are very good.
  "   The quality of pastoral care is very good.
  "   The school enjoys very good support from its parents.

What the School Should Do Better
1.3 The school has few weaknesses, though attention should be paid to the following.
  "   Subjects are not led and managed by co-ordinators, which adversely affects the quality and monitoring of curricular planning, teaching and standards.
  "   The wealth of information from assessment is insufficiently reflected in curriculum planning and provision to meet pupils' different needs.
  "   The school development plan is insufficiently detailed and objectives are not prioritised.

Standards of Attainment and Progress in Subjects
1.4 Pupils' attainment and progress are good overall in the Foundation Stage and at ages 7 and 11. In a number of subjects at ages 7 and 11, pupils' attainment is high and rapid progress is made. The overwhelming majority of parents who responded to the pre-inspection questionnaire were pleased with the quality of their child's attainment and progress.
1.5 At the Foundation Stage, children achieve good standards. Standards are high in personal, social and emotional development. They are good in communication, language and literacy; mathematical development; physical development and creative development and are satisfactory in knowledge and understanding of the world.
1.6 Pupils aged 7 took externally audited national tests of reading, writing and mathematics up to 2004. In the three years to 2004, pupils' average results at Level 2 and above were well above the national average for all maintained primary schools and at Level 3 they were far above. In writing, the results at Level 2 and above were well above the national average and at Level 3 they were above. In mathematics, pupils' results at Level 2 and above, over the three years to 2004, were well above the national average for all maintained primary schools and at Level 3 they were far above.
1.7 At age 7, pupils attain high standards in mathematics, science, and physical education (PE) and games. Attainment is good in English and satisfactory in art. Insufficient work was inspected to make a reliable assessment of standards in history and music at age 7.
1.8 At age 11, pupils' attainment is high in English, mathematics, science, music and PE and games. It is good in history and satisfactory in art.
1.9 The attainment of pupils with special educational needs is good in relation to their ages and abilities and pupils for whom English is not their first language also attain good standards.
1.10 Children make good progress in the Foundation Stage. The pupils make rapid progress throughout Years 1 to 6 in mathematics, science and PE and games; good progress in English and satisfactory progress in art. In Years 3 to 6, pupils make rapid progress in music and good progress in history.

The Quality of Pupils' Learning, Attitudes and their Behaviour
1.11 The quality of pupils' learning, attitudes and behaviour is very good. Pupils are competent learners who respond very positively in lessons. They are well motivated, apply themselves to their work, sustain concentration and respond very enthusiastically to the expectations of the teachers. However, there was little evidence during the inspection that pupils are developing their capacity for personal study. Pupils form constructive relationships with each other and work well individually and in groups. Relationships between pupils and teachers are very good.

The Quality of Teaching
1.12 The quality of teaching is good overall. In more than a third of lessons the teaching was very good. The teaching meets the needs of the substantial majority of pupils, including those who require special provision. It contributes to pupils' attainment and progress at all stages. Teachers have good subject knowledge, pupils and high standards of discipline are achieved. Most of the teaching is characterised by high expectations so as to challenge the pupils and deepen their knowledge and understanding. The planning and organisation of teaching is usually appropriate to curricular objectives.

Other Aspects of the School

Attendance
1.13 Pupils' attendance is good. In the term before the inspection, there was no unauthorised absence. Admissions and attendance registers comply with requirements, and the pupils attend school and lessons punctually.

Assessment and Recording
1.14 The quality of assessment and recording is good. Methods for assessing and recording pupils' attainment and progress are accurate and comprehensive. A wide range of formal tests and assessments is used to check pupils' achievement. The quality of record keeping is good throughout the school and most teachers maintain thorough records. Informative pupil profiles are passed between year groups and the assessment and recording procedures have a positive influence on classroom management and organisation. Most teachers mark pupils' work regularly and in accordance with the recently agreed marking policy. However, the wealth of information from assessment is insufficiently reflected in curriculum planning and provision to meet pupils' different needs.

Curriculum
1.15 The quality of the curriculum is good. It provides a broad and balanced education suited to the needs and abilities of the pupils and contributes effectively to their development. The curriculum reflects the high priority placed on English and mathematics. It is supported by policy and planning documents for all subjects though these are not presented in standardised form and are varied in detail. The various subjects are not managed by co-ordinators who could monitor teachers' curricular planning. On occasions, teachers' planning pays insufficient attention to provision for pupils' different abilities. Pupils have equality of access to the curriculum, which is enriched by extra-curricular activities, outings and visitors.

Teaching and Non-teaching Staff
1.16 The provision of teaching and non-teaching staff is very good. The number, qualifications and experience of the teaching staff are appropriate for the roles they undertake. Staff are effectively deployed and contribute well to the quality of the education provided and to the standards achieved by pupils. Specialist teachers and instructors enhance the teaching of the curriculum in many subject areas. Classroom assistants contribute valuably to the provision. The school operates an appraisal scheme and the budget for in-service training was recently increased. Non-teaching staff contribute valuably to the smooth-running of the school.

Resources for Learning
1.17 The books, equipment and materials needed to support the teaching, learning, study and recreation of pupils are good in quantity, quality, accessibility and organisation. They are used effectively in all areas of the curriculum inspected. Resources for information communication technology (ICT) are satisfactory. The three-year ICT development plan aims to enhance the range of equipment and extend the use of ICT to support pupils' learning. The provision of resources outdoors is very good. Staff and the bursar reported that reasonable requests for equipment are met.

Libraries
1.18 The quality of the library is good. It is generously resourced with a good selection of fiction and non-fiction books. The library is managed capably. The librarian provides guidance for staff on developing pupils' library skills. Books are attractively displayed, sections are clearly demarcated and levels of borrowing are high. Arrangements for checking books in and out are efficient. The library is open all day but accessibility is impaired as it is often used for other purposes. Classroom and subject libraries complement the main library provision.

Premises and Accommodation
1.19 The buildings, accommodation and other facilities are very good. They are very appropriate for the numbers, abilities, ages and gender of the pupils and make a positive contribution to pupils' attainment, progress, personal development and behaviour. The excellent accommodation includes provision for under-fives and a range of very good specialist rooms. Almost all classrooms are of a good size and all are well furnished and equipped. Standards of cleanliness, maintenance and decoration are very high. Excellent use is made of outside space and the grounds are very well maintained.

Links with Parents and the Community
1.20 Links with parents and the community are very good. A high proportion of parents indicated that they were happy with their child's attainment, progress and teaching, and they felt the school actively encourages them to be involved in its life and work. A complaints procedure is in place and a good range of information is provided for parents. Reports are regarded as informative by parents, though many focus insufficiently on what was learned during the reporting period. The work of the school is enriched by links with the community.

Pupils' Personal Development
1.21 The provision for pupils' personal development is good. A good range of opportunities is provided through which pupils can develop a system of spiritual beliefs and a moral code, as well as developing personally and culturally. Provision for spiritual development is good. Assemblies are held regularly and all pupils are expected to attend. The provision for pupils' moral development is very good, and members of staff are good role models. The social development of pupils is very good, and pupils show tolerance and respect towards each other. The provision for cultural development is good, and pupils are taught to appreciate different cultures and traditions.

Pastoral Care
1.22 The overall provision for pastoral care, including pupils' welfare, health and safety is very good. Pupils are carefully supervised and pastoral care is a strength. Pupils expressed confidence that the school would handle sympathetically any of their concerns. Effective measures are taken to promote good self-discipline and behaviour. The pupils are polite, courteous, friendly and a credit to the school. Pupils' health, safety and well-being are promoted effectively and a child protection policy is in place. All reasonable measures are taken to ensure pupils' safety.

Governance and Management
1.23 The quality of governance and management is satisfactory overall. Good and sensitive leadership is provided by the recently appointed headmistress. Governance and management ensure that the aims of the school are met and that adequate resources are available. Management arrangements are undergoing change and roles are becoming better defined. The headmistress has formed a supportive management team and effected a number of changes that contribute to better management. The expertise of the board of trustees benefits the school. The chair of trustees maintains good contact with the headmistress and bursar.
1.24 High value is placed on a broad range of academic, creative and sporting achievement. However, the various curricular subjects are not led by curriculum co-ordinators who could provide leadership at middle management level. The quality of strategic development planning is sound, though at present the school has only an insufficiently detailed draft development plan. Routine administration and organisation are efficient and effective and a good range of policies is in place. Material resources are carefully monitored by the headmistress and bursar and human resources are monitored through the appraisal system.

Achievement and Quality in Activities
1.25 Pupils' achievement in activities is good for the ages, abilities and aptitudes of the pupils who participate. The broad programme of activities is managed well. Pupils attain good standards, and are highly motivated, enthusiastic and mutually supportive. Activities extend the scope of the curriculum and the provision is strongly appreciated by parents.

Compliance with the Regulations for Registration

DfES Standard - Does the school meet the regulatory requirements?
1. Quality of education:
  1.(2) Curriculum - Yes
  1.(3)-(5) Teaching - Yes
2. Spiritual, moral, social and cultural development of pupils - Yes
3. Welfare, health and safety of pupils - Yes
4. Suitability of proprietors and staff - Yes
5. Premises and accommodation - Yes
6. Provision of information - Yes
7. Manner in which complaints are to be handled - Yes

Actions Required for Compliance with the Regulatory Requirements
1.26 No action is required.

The school opens from 08.30 to 15.30, with the Nursery open from 12.00 to 15.30, and the Kindergarten and Transition classes from 08.30 till 12.00. Some children in these classes, though, stay until 15.30.

Staff have experience of working with children who have special needs. At present, one child has English as an additional language.
The head teacher and eight staff work with the children, seven of whom have appropriate early years qualifications. The children also attend sessions with specialist teachers in French, Music, Games and Computer Skills. The nursery receives support from an advisor from the Early Years Partnership.

INSPECTION OF THE NURSERY EDUCATION PROVISION FOR FUNDED THREE AND FOUR YEAR OLDS.

How effective is the nursery education?

Hilden Oaks School provides high quality nursery education overall which enables children to make very good progress towards the early learning goals.

The quality of teaching is very good. Staff are secure in their understanding of how children learn, and plan an exciting range of activities to cover all areas of learning. They provide good support for the children in individual and group activities, and are clear about the learning intentions of different activities. Staff are enthusiastic, good humoured, and provide good role models for the children. Staff know the children well and are sensitive to their needs, helping children to think for themselves. Behaviour is very good. The new, extended system of assessment and record keeping is thorough, enabling staff to monitor children’s learning closely and differentiate activities so that all children are sufficiently challenged. At present, though, written evaluations of activities are not incorporated into this new assessment system. Effective procedures are in place to support children with special educational needs and those who speak English as an additional language.

Leadership and management are very good. Staff are well supported by a committed head teacher. They work together as a strong team for the benefit of the children and the improvement of the educational provision. Regular evaluations are made to review the effectiveness of the curriculum, and there are frequent staff appraisals.

Partnership with parents and carers is very good. This contributes significantly to children’s progress. They share regular meetings to discuss children’s progress and achievements and to plan their next steps in learning. Parents value the friendly and caring staff.

What is being done well?

• Staff’s clear understanding of the early learning goals leads to well planned activities which ensure a broad and balanced educational programme.

• Staff value, praise and reinforce good behaviour. They encourage the children to share and be considerate. As a result, children’s behaviour is good and they know their boundaries.

• The environment provided for the children, both indoor and outdoor, provides an excellent range of opportunities for them to take part in adult-directed and self-initiated activities. The rooms are carefully organised with well defined areas, each with good quality resources promoting different areas of development. Children are confident to try new experiences with the expert help of qualified, experienced and specialist staff.

• The good links in continuity in the progression through the classes in the early years building has a positive effect on children’s self confidence.

• Children’s individual personalities and achievements are valued and they are made to feel good about themselves. Staff listen to and value the contributions made by the children. As a result children are confident and happy.

What needs to be improved?

• There are no significant weaknesses to report, but consideration should be given to improving the following:-

• Systems for sharing the written evaluations of activities with all members of staff.

What has improved since the last inspection?

Following the last Ofsted inspection there were no significant weaknesses to report, but the setting was asked to consider the following point for development in the action plan:-use the established system of monitoring, reviewing and evaluation to ensure that the high standards already achieved are maintained.

The school has made very good progress since the last inspection. They have further developed the assessment procedures so children’s progress can be monitored even more closely. Monitoring systems in place ensure staff can clearly track children’s progress in all areas. Excellent co-ordination and direction from the head teacher ensures all staff work together to support and extend children’s learning.

SUMMARY OF JUDGEMENTS

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement:   Very Good

Children are happy, settled, well behaved, eager to learn and excited about what they do. As they follow a consistent daily routine, they learn to make choices, take initiatives, concentrate and persevere. Staff value each child’s efforts, which helps them gain confidence and self respect; for example, when changing in preparation for gym lessons. Children take good care of their environment, for example spontaneously place chairs under tables and putting rubbish in bins.

COMMUNICATION, LANGUAGE AND LITERACY

Judgement:   Very Good

Children communicate very well with each other and show good listening skills. Staff provide good opportunities to extend children’s vocabulary throughout the day. Letters and sounds of the alphabet are effectively introduced. The classroom environment reflects the importance of language through notices, signs and books. Children recognise that print carries meaning when ‘reading’ and sharing books. Some are writing recognisable letters and forming their own names simple words.  

MATHEMATICAL DEVELOPMENT

Judgement:   Very Good

Children count confidently to ten and beyond. Staff encourage children to use mathematical language and recognise shapes as part of daily activities, for example when working with play dough and in the sand and water trays. They have good opportunities to develop an understanding of addition and subtraction in activities like counting the features on ‘Boris the Bear’, and through number rhymes.

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement:   Very Good

Children are encouraged to make predictions and examine difference in a variety of activities, for example, by comparing the impressions of their

finger prints in soft clay. They grow and tend herbs, cultivated in boxes in the outdoor Potting Shed. Children talk about past events, such as adventures involving Snuffy, the toy dog. They are learning about information technology through planned computer instruction and daily use of computers in their own classroom.

PHYSICAL DEVELOPMENT

Judgement:   Very Good

Children’s movement, control and co-ordination are improved both through independent challenges and planned activity sessions where they develop a good sense of space. They learn to balance balls on racquets, and climb with confidence and in safety. Fine manipulative skills are developed well as children display very good skills when cutting, rolling, pouring and constructing.

CREATIVE DEVELOPMENT

Judgement:   Very Good

Children experiment with a wide range of media and use their imaginations well in art, dance, music and play. Examples of their own art work are displayed and valued. They enjoy singing and explore rhythm and sound using instruments such as chime bars. Enthusiastic and supportive staff allow the children to learn through their senses creatively.

Children’s spiritual, moral, social, and cultural development is fostered appropriately: Yes

OUTCOME OF THE INSPECTION

The provision is acceptable and is high quality. Children are making very good progress towards the early learning goals. The next inspection will take place in three to four years time.

WHAT THE SETTING NEEDS TO DO NEXT

(Key issues or points for consideration for improvement in nursery education)

There are no significant weaknesses to report but consideration should be given to improving the following:-

extending the written evaluations of the activities so they are incorporated into the new assessment system.

The registered person must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents, and to the Local Authority is required. An evaluation of the action taken will form part of the next combined inspection.