Emmanuel Christian School

Transcription

1 Emmanuel Christian School Inspection report 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: 856/6018 Association: CST Date of inspection: 4 th - 7 th July 2011 Lead Inspector: Mr M Thirkell Team inspectors: Miss F Norcross Mrs H Aslam Age range of pupils: 4-13 years Number on roll: 26 Full-time: 12 boys 14 girls Number of pupils with a statement of special educational need: None Proprietor: Head teacher: Address of school: Miss P Wells Miss P Wells Didsbury Street Braunstone Leicester LE3 1QP Telephone number: leicesterchristianschool@yahoo.co.uk

2 The purpose and scope of the inspection The main purpose of the inspection is twofold. It is to advise the Department for Education (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 Emmanuel Christian School has been located in its current premises in the Braunstone Evangelical Free Church since it was established in It achieved final registration with the DfE as a school of special religious character in 2004 to provide places for a maximum of 20 pupils up to the age of 11 years. The DfE subsequently approved an increase in the maximum number of pupils to 40 and an age range increase of 4 to 14 years. Pupils travel to the school from across the city of Leicester. There are no pupils with statements of special education need, although varying degrees of learning support is provided for eight pupils. The school identifies 11 pupils as requiring support because English is not their mother tongue. The school has clearly expressed aims which include: to provide a Christian, Godcentred education; to provide a truly balanced education for pupils, aiding the development of each child s potential to the full, academically, physically, socially and spiritually; to recognise that parents are entrusted with the responsibility of raising children in God s way and to seek to support parents in this role; and to welcome families of any or no religious affiliation provided that they are willing to have their children s education founded on the school s doctrinal basis and purpose. The school was last inspected in 2008 by Ofsted. Evaluation of the school Emmanuel School is successful in meeting its aims and has made good progress since its last inspection. Pupils say that they enjoy being at the school and it has the unanimous support of parents. The quality of education provided is good and pupils of all ages and abilities, including those in the Early Years Foundation Stage (EYFS), make good progress. The broad curriculum provides a good basis for pupils intellectual and personal development as well as ensuring good opportunities to grow in their knowledge of God and their Christian faith. Teachers work hard to support the pupils and to provide interesting lessons and pupils say they appreciate their unstinting support and guidance. The provision for pupils spiritual, moral, social and cultural development is outstanding and their behaviour is exemplary. The pupils are well cared for. Well-established procedures and policies are consistently implemented and ensure that pupils are safe. The school meets all of the requirements for registration as an independent school. 1

3 Quality of education provided The quality of the curriculum is good and provides pupils of all ages and abilities with good opportunities to make progress and to develop their aptitudes. The school emphasises its belief that an understanding of the nature and character of God is central to our understanding of all areas of the curriculum. It is successful in providing a curriculum which supports its goal of integrating a faith perspective throughout the curriculum. The provision effectively meets the needs of pupils of all ages and abilities, including those in the EYFS. A whole school policy sets out the school s curriculum aims clearly and is supported by policies for each subject and by a range of schemes of work, as well as teachers own detailed short term planning. These are used effectively and are good working documents which reflect the school s practice of regularly reviewing the curriculum. Despite the strengths of the supporting documentation, the school is aware of the need to develop and reorganise some aspects of schemes of work further, for example to ensure continuity of learning when a teacher is absent. The curriculum which is based broadly on the subjects of the National Curriculum provides pupils of all ages and abilities with a wide range of learning experiences. Specific features include the provision of Spanish for all pupils in Key Stages 2 and 3 and the individual sciences of physics, chemistry and biology are taken by all pupils in Key Stage 3. Biblical studies are taught throughout the school. In the EYFS and Key Stage 1 class it is part of the His story programme, integrated into the humanities provision in Key Stage 2 and taught as a specific subject in Key Stage 3. Opportunities for creative development are provided for all pupils through English literature, art and craft, and music (music and movement in the EYFS and Key Stage 1 class). About one third of all pupils study a musical instrument through specialist music lessons provided by a visiting teacher. Strong emphasis is placed on literacy and numeracy as well as the development of pupils speaking and listening skills. In Key Stage 3 a lesson devoted to public speaking and debating provided effective support to the development of these skills. Emphasis was placed on the importance of presenting a balanced argument as well as listening to the views of others. Suitable opportunities are provided for sport and the school s own relatively limited facilities are augmented by use of nearby specialist public sports facilities. Good opportunities are provided for pupils personal development throughout the curriculum and through specific lessons in personal, social and health education (PSHE) in Key Stages 2 and 3. The PSHE course in Key Stage 3 is currently going through a period of review and reorganisation due to a change in staffing. A homeschool challenge initiated in Key Stage 3 emphasised sensitively the importance that the school places on the involvement of parents in their children s education and personal development, for example through encouraging them to speak together about how the parents met and how their love for one another developed. Other home school challenges involve pupils across the whole age range. Throughout the school, pupils personal development emphasises the development of character as part of their progress to maturity. The school does not provide a programme of extra-curricular activities currently, due in part to the distances most pupils have to travel to and from school. Nevertheless, a rich range of activities and visitors to the school provide good opportunities for enriching and extending the curriculum. For example, the Key Stages 2 and 3 pupils took part in activities during National Film 2

4 Week, and visits to local art galleries and an annual history trip linked to a curriculum topic. Visitors to the school include musicians, missionary groups, the church pastor, and parents who come to the school to take assemblies. Good provision is made for pupils who are identified as requiring learning support because they have special educational needs, for those for whom English is an additional language (EAL) and for those who have been identified by the school as being gifted or talented. A special needs co-ordinator maintains appropriate records of the progress of all three groups of pupils and effectively liaises with staff. They receive good support both in lessons and individually as required. A special lesson for two pupils supported their literacy, as well as progress in science as they examined spore patterns produced by mushrooms. The lesson was designed effectively to support and inform their transition from Key Stage 1 to Key Stage 2. It demonstrated a thorough understanding of their learning needs derived from effective monitoring. Support for pupils who have EAL is similarly well matched to their needs. Good strategies have been established to guide and support the most able. These include extended homework activities, suitably challenging work and the high expectations of teachers. Arrangements for the induction of new pupils to the school as well as transition between classes are of high quality. Pupils are well prepared for the next stage of their education reflecting the school s key aim to prepare pupils for future life and taking part in society, decision making, sharing the gospel and fulfilling their potential. Older pupils who know former pupils, and the limited evidence available in the school, indicate that pupils do well in the schools to which they transfer. The quality of teaching is good and some is outstanding. It ensures that pupils of all ages and abilities, including those in the EYFS, make good progress as they move through the school. Teachers plan and structure their lessons carefully which ensures that time is used effectively. The careful structuring of lessons is key to ensuring that pupils of all abilities within the mixed age classes receive the necessary support and guidance. Pupils say that they appreciate the unstinting support and guidance provided by their teachers both within and outside the classroom. Relevant aspects of the Christian faith and Biblical teachings are woven effectively into teachers planning and practice. Excellent communications between teachers ensure that they receive all the information they require about each pupil s needs and abilities which is used to support their curriculum planning. Although teachers have a good understanding of the learning needs of all pupils in their classes, written lesson plans do not consistently identify how teaching will take account of these individual needs. Teachers use of questioning techniques effectively ensures the involvement of all pupils in lessons. These techniques are also used well to challenge the most able and particularly well to encourage those who are less confident. Teachers listen carefully to pupils responses and what they have to say, thus ensuring that they feel valued and are encouraged to answer or express their views without fear of rejection. Lessons provide good opportunities for pupils intellectual development. Pupils, in particular the older ones, are given well planned opportunities to listen to argument objectively and to consider the structure of their responses. Teachers demonstrate effective classroom management skills. Behaviour and pupils 3

5 response in classes are invariably exemplary. The positive relationships that teachers have with their pupils are a key factor in their enjoyment of learning and their positive attitude in general to school life. It ensures that lessons are conducted in an atmosphere that is conducive to learning, enabling pupils to develop confidence. Pupils say that they trust their teachers. The school makes good use wherever possible of textbooks written with a Christian perspective. Strategies for assessment and monitoring pupils progress are good and in general well matched to the needs and size of the school. This represents a significant improvement since the last inspection. Teachers have a good knowledge of their pupils learning needs. The teachers share information effectively through regular formal and informal meetings to review pupils personal development and academic progress. The school has a clear framework for assessment. The assessment policy includes clear guidance on how pupils work is to be marked and is consistently implemented. Written feedback to pupils about their work is frequently of a high standard and provides helpful information about its quality and how it can be improved further. Pupils are assessed when they enter the school to determine their ability. Records of pupils progress are carefully kept and monitored by the key stage co-ordinators, with appropriate use of nationally recognised tests, but there is currently no central record to provide a whole school record of pupils progress. The recording sheets that have been devised take full account of the educational and Christian aims of the school. Spiritual, moral, social and cultural development of pupils The pupils spiritual, moral, social and cultural development is outstanding. The school s Christian ethos clearly fosters in pupils a sense of personal value and self worth. They are quietly confident about who they are and say that they feel part of a family where they are encouraged to be humble, to serve and to love God. The community feel of the school is very impressive. Parents are welcomed into assemblies and on particular occasions attend lessons to learn alongside the pupils. The school is founded on a rich Biblical foundation, which permeates every part of the school day and shapes the pupils thinking and understanding. They say that they learn something new about God daily and they clearly enjoy the opportunities they have to focus on Him. The oldest pupils are able to articulate their faith in a mature and straightforward manner; they are also learning to weigh new information and concepts in the light of their knowledge of God and to make informed decisions. An excellent example of this was seen in a debating session in Key Stage 3, where pupils studied the concept of God s mercy and then applied it to a discussion about whether prisoners should be allowed to vote; the discussion was both candid and compassionate. Pupils behaviour is exemplary. The school s behaviour policy, procedures and rules are clearly influenced by Biblical principles and the pupils are encouraged to be obedient and to respect authority. The clear boundaries, which are established by the encouraging and supportive staff, promote a safe and secure environment where pupils are happy and self assured. Pupils move around the school in a courteous and considerate manner and treat staff and fellow pupils with respect. The school encourages pupils to understand the difference between right and wrong and to respect the law. A recent bikability course has helped them to understand the rules 4

6 of the road and visits by police officers help to establish good community links. The pupils say that there is a strong community feel within the school and this is particularly evident in the care that the older pupils extend toward the younger ones. Through a buddy system the older pupils willingly undertake tasks which enable their younger peers to remain safe. For example, Key Stage 3 pupils monitor their younger buddies as they walk to the swimming pool. Pupils are always keen to help and all ages show their initiative by serving in school as and when the need arises. The school encourages pupils to help the wider community by organising fund raising events such as a marathon event to help the work of charities abroad; pupils recently visited a local care home for the elderly. The school is multi-cultural in nature and seeks to maximise the advantages that this brings. Citizenship studied by pupils in Key Stage 3 provides them with additional opportunities to extend their knowledge of the public institutions in England and the United Kingdom. The school works closely with parents and local churches to help the pupils to understand and value the distinctiveness of people. An annual celebration provides an opportunity for pupils to enjoy sharing food from different cultures and in the past two years the Chinese and other Asian parents have prepared and served food for the children. The school encourages an understanding and respect for other cultures in assemblies and curriculum time. An assembly during the inspection presented by a parent about the life of Sundar Singh gave the pupils an opportunity to consider Hindu and Sikh perspectives, alongside the more familiar Christian ones. Pupils learn about each other s languages in Biblical studies and as a consequence they begin to recognise the importance of clear and careful communication to ensure understanding when working in a multi-cultural environment. Welfare, health and safety of pupils The provision for welfare, health and safety is good. The policies to protect the pupils are clear and reflect the Christian ethos of the school and are implemented effectively by teachers and volunteers. Both parents and pupils acknowledge that the school provides a caring family environment. The pupils say that they feel safe and they have good relationships with each other and their teachers. The strong pastoral care they are given helps to promote good behaviour and consideration for others. The school has a well considered policy for fostering good relationships and pupils are aware of which members of staff to approach should personal concerns arise. They are clear that there is no bullying within the school. The school has two members of staff who have paediatric first aid training as required by the EYFS as well as a parent volunteer who has completed a first aid course. Staff with designated responsibility for safeguarding have undertaken appropriate training and have ensured that the rest of the staff team are suitably trained. A child protection policy has been carefully prepared and is understood by all staff. Thorough risk assessments are devised for off-site educational visits, swimming, sport, and action to be taken in school in case of fire. 5

7 Suitability of staff, supply staff, and proprietors Procedures for checking staff are clearly established and understood. All teaching staff, support staff and volunteers have been checked to ensure their suitability to work with children and records of all checks undertaken are recorded in a register as required. Premises and accommodation The school makes good use of the premises provided by the Braunstone Evangelical Free Church. Since the last inspection the premises have been extended to provide additional accommodation on the first floor for a library and a good base for teaching information and communication technology (ICT). The school has improved the facilities provided for pupils who may become ill during the school day, which now fully meet the requirements. Classrooms provide sufficient space for the number of pupils that use them and all furniture is of an appropriate size. All aspects of the school are well maintained and are in good decorative order. Good use is made of display to support learning, although use of the church meeting hall as a classroom places some constraint on this. Outside play space at the rear of the buildings is spacious relative to the size of the school, but the school intends to increase the hard surfaced area as soon as funds are available and to improve access when grassed areas are wet. Washroom and toilet facilities are adequate, including for disabled access. Provision of information The provision of information for parents is clear and concise and meets all of the regulations. Most of the required information is presented in the school prospectus, which is given to all parents and prospective parents and supplemented by regular communications. In addition, the prospectus contains details of where further information can be obtained. Annual reports are sent out to all parents, giving a full and detailed picture of their child s progress which is supported by termly parents evenings. These arrangements ensure that parents are kept well informed, emphasising the welcoming nature of the school and its good systems of communication. The parents that were spoken to during the inspection gave strong testament of the positive impact that the school is having on their children s lives. Their responses to a questionnaire sent out prior to the inspection were unanimously supportive. They comment positively about the school s support and about the help that their children receive in growing in their relationship with God. Manner in which complaints are to be handled The manner in which complaints are handled is suitable in all respects. Details of procedures for making a complaint are expressed clearly and succinctly in the guidance provided to parents. 6

8 Effectiveness of the EYFS The quality of the provision in the EYFS is good. The Christian values which begin at home are fostered and developed providing a firm spiritual foundation on which to build. The pupils are happy and clearly enjoy coming to school. They are helped to develop their God-given gifts and abilities, and to celebrate their achievements by thanking God. They have good relationships with both teachers and volunteers who help them grow in both faith and knowledge. There are strong relationships between home and school and this supports the pupils development well. All the areas of learning are consistently developed and staff understand fully the pupils needs and the requirements of the EYFS curriculum. The delivery of this is based on termly themes and planning is thorough and of a high quality. It is adapted well to meet the individual needs of each pupil although pupils are not consistently provided with sufficient opportunities to develop their own independent play. Detailed records of observations of the pupils progress are used effectively to enable parents and staff to understand the pupils needs and inform the planning. Carefully maintained records and profiles of the pupils confirm their good progress. Pupils trust the adults around them who in turn work hard to ensure that pupils wellbeing is cared for effectively. Each pupil is allocated a key worker who knows each pupil very well. Good systems are in place to ensure the pupils safety. They learn about road safety, stranger danger and other safety issues. Pupils learn about keeping healthy and what that means and are taught to develop good hygiene and healthy eating habits. Wednesdays are Healthy Hedgehog days when all pupils bring in healthy snacks to share with one another. Good opportunities for physical development are provided throughout the week for pupils to play and exercise, including swimming. Opportunities to encourage them to learn about each other s cultures and backgrounds are used effectively and appropriately. The school takes care to ensure welfare requirements are met. Staff are suitably trained in all matters relating to safety, including first-aid, and safeguarding, including child protection. The pupils are taught to speak clearly and communicate in a respectful manner with each other and with adults. Adults set a good example in this. The teacher engages pupils well and encourages them to grow in confidence and take responsibility by giving them opportunities to choose aspects of the lesson when appropriate. Leadership and management are good. The EYFS teacher ensures that the pupils make good progress. She receives good support from her colleagues and the head teacher. She knows the pupils very well and identifies quickly any reasons for a change in their behaviour. Her loving nature supports them in their daily routines. The staff and helpers work well as a team and the teacher deploys other adults effectively in areas where they can contribute the most. The classroom environment is carefully designed with the pupils development in mind and suitable resources are available for their use, although some areas for learning could be developed further, such as the spacious outside area. The allocation of a buddy from Year 8 is a valuable and helpful initiative which both the youngest and oldest pupils in the school enjoy. Pupils in the EYFS are motivated and are part of a whole school community 7

9 and parents provide additional support wherever possible. The setting is well placed to continue its development. Compliance with the regulations The school meets all of the regulations for registration. The school meets the requirements of the Equality Act 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: centralising assessment information completing the review and reorganisation of planning for aspects of PSHE in Key Stage 3 providing more opportunities in the EYFS for child-initiated independent play. 8