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INDEPENDENT SCHOOLS INSPECTORATE
INSPECTION REPORT ON
West Lodge School

Full Name of the School - West Lodge School
DCSF Number - 303/6002
Registered Charity Number - 283627
Address - 36 Station Road, Sidcup, Kent, DA15 7DU.
Telephone Number - 020 8300 2489
Fax Number - 020 8308 1905 
Email Address - This e-mail address is being protected from spambots. You need JavaScript enabled to view it.
Headteacher - Mrs Susan Webb
Chairman of Governing Body - Mr Alan Ridge
Age Range - 3 to 11
Gender - Mixed
Inspection Dates - 21st to 24th April 2008

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 162A(1)(b) of the Education Act 2002 as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills 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 as amended with effect from January 2005 and May 2007.
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.
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1. INTRODUCTION
Characteristics of the School

1.1 West Lodge School is a co-educational, independent day school for pupils aged from 3 to 11. It was founded by Miss Margery Corke in 1940 and moved a short distance to its present location on a one-acre site close to Sidcup town centre a couple of years later. It became an educational trust in 1981. The original, three-storey Victorian house has been considerably modernised and extended; it now includes a fully equipped gymnasium, science, cookery, art and music rooms, library and a computer suite, as well as new facilities for pupils under five which opened in February 2006. The surrounding grounds include hard and grassed play areas and a car park. Since the last inspection, a new headteacher, deputy head and director of studies have been appointed, as well as other members of staff; the current headteacher has been in post since January 2006.

1.2 At the time of inspection, the school had 160 pupils, of whom 10 were part-time pupils in the nursery and 30 were full time in Nursery or Reception. Of the 120 pupils in the main school, 39 were in the infant section, consisting of pupils in Years 1 and 2, and 81 in the junior section, for pupils from Year 3 to 6. The school has roughly twice as many girls as boys. Pupils come from a variety of backgrounds in the surrounding area of south-east London and Kent. Most join the Nursery at the age of 3 years, with a small number joining later where space is available. Almost all pupils stay until the age of 11, with the majority moving to local grammar or independent schools.

1.3 Pupils join the school without assessment. The analysis of standardised tests shows that the ability range of pupils is above the national average, with a good number being of well above average ability. If pupils perform in line with their abilities, their results will be above the national average compared with all maintained primary schools. The school has identified twelve pupils as requiring support with some aspect of their learning. No pupil has a statement of special educational needs. Any pupil for whom English is an additional language receives additional support and guidance throughout the school day.

1.4 The school’s aims and aspirations centre around the creation of a secure yet challenging learning environment, coupled with strong pastoral support. The school intends that this will nurture self-esteem and personal development, creating an education and quality of care that will provide all pupils with the opportunity to succeed. In particular, the school believes that by extending pupils’ moral and religious awareness, positive characteristics of co-operation, tolerance, empathy and respect are nurtured; it also believes that it is important to foster independence so that pupils become self-reliant in their learning.

1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.

2. THE QUALITY OF EDUCATION
The Educational Experience Provided

2.1 The school provides an educational experience of good quality, which matches pupils’ needs and interests well and enables the school to meet its aim to create a secure and intellectually challenging environment based on a broad curriculum. The many strengths of the curriculum have been maintained since the last ISI and Ofsted inspections.

2.2 The balanced education pupils receive contributes fully to all aspects of their development. The Foundation Stage curriculum provides strongly for the six areas of learning. For older pupils, considerable emphasis is placed on the development of English and mathematics from an early age through, for example, a commitment to one to one reading in Years 1 and 2. Alongside this, the school recognises the importance of the creative arts and provides a rich range of musical experiences for pupils as they move through the school; for instance, each week all pupils in Years 3 to 6 play in an orchestra and many pupils perform in assemblies. The school has identified the need to improve pupils’ learning by increasing the use of interactive whiteboards in the classroom and by upgrading equipment in the information and communications technology (ICT) suite. These initiatives support greater use of ICT across the curriculum. The school succeeds in fostering independent learning and is also working to develop pupils’ problem-solving strategies. It recognises the need to review timetabling details, such as arrangements for practical lessons in design technology (DT) and ICT. At some stages in Year 6, when they are preparing for examinations, pupils’ experiences are necessarily more restricted but careful planning redresses this balance over the course of the year. To avoid too sharp a focus on examinations in Year 6, the school has introduced fun activities in Year 5 to begin preparation for these tests at an early stage. Touch-typing skills help pupils in their learning.

2.3 The personal, social, citizenship and health education programme (PSCHE) is taught as a discrete subject and is also embedded in other subjects such as religious education (RE), science, history and geography. It reflects the school’s aims and philosophy and strongly supports pupils’ personal development. Recent healthy living and eating initiatives, such as improved school meals, the introduction of food technology lessons and an increased awareness of the need to look after the planet are strongly supported by the pupils.

2.4 At each stage of development, pupils are thoroughly prepared for the next stage of their education. When they move from the Foundation Stage to Year 1, they do so with confidence because they have already been well integrated into the school and have been well prepared both academically and personally for the challenges ahead. Meetings, careful planning and informal daily contact between staff help pupils move easily from Year 2 into Year 3 and settle happily to the new routine. Each pupil in Year 6 has an area of communal responsibility to help them prepare for the transition to senior school. They receive careful preparation for examinations to a variety of selective senior schools.

2.5 The curriculum is primarily subject-based, with increasing emphasis on cross-curricular links. Specialist teaching increases as pupils move up through the school. It provides equality of access and opportunity for all pupils. Assessment informs lesson planning, and the best planning provides well for the differing abilities in the class. Long and medium term planning support teaching well. However, the differences between art and DT are not fully understood. As a result, the key design skills of planning, designing, making, testing and evaluating are not fully developed.

2.6 Extra-curricular activities give strong support to the taught curriculum. Clubs are held both before and after school, and they range from touch-typing to freestyle dancing, and from Mandarin to gymnastics; the clubs are strongly supported by the pupils and make a considerable impact on pupils’ development. The curriculum is further enriched by a wide range of trips and visiting speakers. The school makes good use of nearby places of worship and local resources. Outdoor pursuits are catered for by residential visits for pupils at the top of the school.

2.7 Provision for pupils who need learning support is strong and has recently been improved. Careful screening identifies pupils who need extra help with learning difficulties, and those who need greater challenge are also identified as gifted or talented. High quality support draws on the expertise of both teachers and assistants and is supported by the good staff: pupil ratio. The school has adequate provision for pupils with English as an additional language.

2.8 The school meets the regulatory requirements for the curriculum [Standard 1].

Pupils’ Learning and Achievements

2.9 Pupils achieve good standards, enabling many to do well in entrance examinations to senior schools. The school has maintained the standards observed at the time of the last ISI and Ofsted inspections and now places more emphasis on developing self-reliance and independence in pupils’ work. The school fulfils its aims that pupils should reach their potential.

2.10 From the time they enter Nursery, pupils achieve well, showing a good awareness of the world around them and developing a thorough grasp of phonics by the end of Reception. By Year 2, they have well-developed speaking and listening skills, have acquired a good level of formal English and convey ideas fluently and accurately. In mathematics, they develop good standards of numeracy, especially through devising their own ways of working. They demonstrate a wide range of skills across the rest of the curriculum. In the national curriculum tests at age 7, pupils obtain results which are far above the average for all maintained primary schools and therefore high for their abilities.

2.11 As they move up through the school, pupils continue to write with accuracy and creativity, and express themselves clearly in oral work, in subjects as diverse as mathematics and current affairs. They apply their understanding to other subjects, using mathematics in science and relating their knowledge of the bible to Hindu teaching. They show a good grasp of more abstract ideas understanding, for example, how a lack of vitamin C contributes to scurvy at sea or how water bends light. Pupils acquire a full range of skills in ICT and make some use of these across the curriculum, though this use is still being developed. However, pupils have limited design skills or experience. In the national tests at age 11, pupils obtain results which are well above the national average for maintained primary schools, and are therefore good for their abilities. At this level, girls perform consistently better than boys. A high proportion of pupils transfers at age 11 to selective senior schools, following success in 11+ and entrance tests. The school enables pupils who receive learning support, or those who find work difficult, to progress well.

2.12 Outside class, standards are particularly high in music. Pupils sing well in lessons and assemblies, and the orchestras in which they all play show considerable ensemble and discipline. Individual performers in assembly show musicianship and confidence in communicating a wide range of styles to an appreciative audience. The school has been successful in Maths Challenge competitions and takes part in local music festivals and performances on a regular basis.

2.13 Pupils work well independently, whether on problems in mathematics or on science investigations. They draft and redraft work in English and are keen to demonstrate new skills. They respond well to a new challenge and are prepared to think hard for themselves. From an early age, pupils work well together, respecting the need for all to contribute to discussion and enjoying good relationships both with each other and with staff.

2.14 Pupils throughout the school behave as confident and happy children who enjoy their learning. They work hard and persevere when work is challenging. They make good use of support and combine a quiet and diligent approach to written work with an enthusiasm to participate in class discussion.

Spiritual, Moral, Social and Cultural Development of Pupils

2.15 Pupils’ personal development is good overall and their moral and social development is outstanding. Their personal development has improved since the last inspection and the school succeeds in its aim that key elements of personal development should be fostered throughout all aspects of the school’s life.

2.16 Pupils develop well spiritually, showing that they can reflect on their feelings about events in school and in the wider world. Pupils become confident about themselves and their achievements, since the school’s ethos promotes an environment where their work and achievements are celebrated fully, for example through display work and assemblies. Pupils recognise that faith plays an important part in people’s lives. Spiritual development is well supported through assemblies, RE and PSCHE lessons as well as in other areas of the curriculum.

2.17 Pupils show an outstanding response to a wide variety of moral issues. Older pupils articulate their ideas clearly and with conviction. From the earliest age, pupils share well, are considerate towards each other and know right from wrong. In addition they learn the importance of responding to wider world issues, such as the environment, through current affairs lessons, charity fundraising and visits and visitors. High standards of behaviour are consistently promoted through the school’s clear moral code, and good systems help pupils to resolve differences and maintain positive relationships. As a result, pupils learn to take responsibility for, and accept the consequences of, their actions. For example, older pupils demonstrated awareness of how any negative attitudes might affect those of younger pupils.

2.18 Pupils’ social development is also excellent and they contribute much to the life of the school. Many of the values that the school promotes, including that of extending pupils’ moral and religious awareness, successfully foster attitudes of co-operation, tolerance, empathy and respect. Pupils have opportunities to develop personally and participate fully in the life of the school, for example through the school council and through Year 6 posts of responsibility, such as the play-leader scheme. In these ways, the school maintains a strong sense of community where pupils feel valued. Assemblies provide a corporate experience in which pupils take an active part, for example as musicians or leading a prayer. Teachers act as excellent role models and maintain first-class relationships with pupils. Pupils have some understanding of the role of institutions through visits from local police and to the Houses of Parliament; in Year 4, pupils talked about the role of the Bank of England. Older pupils show a considered awareness of community and wider issues, express their convictions with clarity and share their knowledge of topics ranging from the value of supporting national children’s charities to how to travel safely on London Transport.

2.19 Pupils have a good sense of their cultural identity, and they understand and respect the cultures of others. They learn about these cultures in lessons, assemblies and through visits from parents. They are taught to appreciate each other and to respect, tolerate and value different ideas, traditions and cultures. This prepares them well for life in the wider community. They are also encouraged to develop their gifts and talents, and they have opportunities to participate in activities to support this, for example in music and sport.

2.20 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Including Assessment)

2.21 Teaching is good overall; it is most consistent in Years 1 and 2. Teachers are successful in the school’s aims of providing a wide range of learning experiences and of providing well for pupils of all abilities. This good quality of teaching has been maintained since the last inspection.

2.22 In most lessons, teachers provide well for pupils of differing ability and for those receiving learning support. With the youngest pupils in the nursery, staff are careful to ensure that all are fully involved. With older pupils, they meet the needs of pupils receiving support particularly well and, in the best lessons, they provide additional challenge and extension work for the most able. Teachers know pupils well and pupils say that teachers give them confidence in what they do. Pupils appreciate the way in which work is given in stages and the attention that individuals receive.

2.23 Lessons are almost always challenging and interesting. Teachers make effective use of focused questions to build pupils’ confidence and equip them to tackle more difficult work. They enable pupils to form ideas of their own from an early stage and have high expectations of how even the youngest pupils should listen carefully to each other. With older pupils, the skilful use of questioning enables teachers to clarify pupils’ understanding, and the sense of pace, challenge and energy teachers bring enables much to be achieved in a short period of time.

2.24 Teachers create positive relationships with their pupils and a relaxed and friendly atmosphere in their classrooms. Their high expectations encourage good behaviour and their enthusiasm infects pupils in many lessons.

2.25 Most lessons are well structured and well resourced. The brisk and lively pace encourages full participation, and lessons are well organised to ensure that good progress is made. Only occasionally does the pace flag and the lesson lose focus as a result. Teachers maintain a healthy balance of activities, maintaining interest and ensuring that pupils’ education is broad and inclusive. Worthwhile links are made between subjects and ideas are frequently brought together clearly at the lesson’s close. Lesson objectives are generally shared with pupils.

2.26 Most teachers show a detailed knowledge and understanding of their subject, enabling teachers to give a clear and coherent account of abstract ideas and to use subject-specific vocabulary well. In only a few lessons does the lack of appreciation of a key focus limit progress. Teachers also use resources well, making particular progress in employing the interactive whiteboards which were only installed six months before the inspection.

2.27 The assessment and recording of pupils’ progress is good overall across the school. Effective assessment in the Foundation Stage involves making regular detailed notes of each child’s progress towards the expected Early Learning Goals. Elsewhere, marking is thorough with good feedback in many areas. The best marking provides teachers with a clear view of
pupils’ progress, involves pupils in evaluating their own progress and informs teachers’ planning of future lessons. Much of it is positive and full of praise. For example in mathematics in Years 2 and 6, teachers refer to the learning objectives and make comments which help pupils understand what they need to do to improve. Whilst other marking is more cursory, with just a tick placed at the end of a piece of work, pupils explained that they often received helpful oral guidance to complement the briefer written comments, especially in Years 1 and 2. Throughout the school, pupils said how discussion with a teacher helped them to know how to improve. Areas the school has identified for development, such as target-setting, already work well in some subjects and year groups, but are not yet embedded across the whole school.

2.28 Pupils’ attainment is assessed regularly through a range of standardised tests, the optional national tests in Years 3, 4, 5 and the Foundation Stage Profile. The results of summative assessment are recorded and analysed to check overall progress. This information is used to inform planning or to provide a programme for some pupils. The learning support staff are aware of issues which need to be given attention and of priorities for any future learning. Targets in English and maths are set in the autumn term for pupils in Years 2 to 6. A tracking folder is used effectively to record pupils’ progress throughout the school.

2.29 The school meets the regulatory requirements for teaching [Standard 1].

3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils

3.1 The care devoted by staff to their pupils is outstanding, improving on the good provision identified at the time of the last inspection. The attention given to welfare, health and safety has also developed further. Staff know their pupils well and enjoy excellent relationships with them. Positive relationships, which promote effective learning and a caring atmosphere, prevail so that the school fulfils its aim to promote good behaviour at all times.

3.2 Teachers provide excellent guidance and support through making time to listen to pupils’ concerns. The relaxed but orderly atmosphere in registrations and assemblies enhances pupil’s feelings of being cared for. Staff act as excellent role models and pupils know they can depend upon them. Pupils are confident they have someone to turn to and equally confident that any concerns will be dealt with. Effective pastoral arrangements, such as the house system and assembly programme, enable staff to deliver high-quality care to pupils in their charge. The use of positive rewards, such as stars and house points, raises pupils’ self-esteem and self-confidence at every opportunity. By celebrating achievement in assemblies, the whole school shares in praising pupils’ success.

3.3 Excellent relationships exist between staff and pupils and among pupils themselves. Pupils found it hard to recall any instances of bullying within their memory. The trusting and secure relationships between teachers and their pupils securely underpin pupils’ sense of the school as a caring and nurturing environment. Year 6 pupils regularly contribute to the care of younger children, reinforcing the school’s value system. The anti-bullying policy works well because the school makes sure that everybody is aware of the correct procedures. The behaviour of pupils in lessons is always good, setting the tone for a quiet yet productive and happy climate for learning.

3.4 Pupils’ welfare and safety is of paramount concern to the school. It has good measures for child protection and training is thorough. All necessary measures have been taken to minimise the risk of fire and other hazards. The advice of outside agencies is obtained and acted upon. Regular fire drills are carefully recorded, and pupils know the procedures for safe and orderly evacuation.

3.5 The school is vigilant about health and safety and takes appropriate measures to ensure that both pupils and staff are protected. For example, a retractable awning outside the Nursery and Reception classes ensures that children are adequately protected from both rain and excessive sun. A six-member health and safety committee ensures that regulations are met and that procedures are well known, including those for educational visits. The headteacher ensures that all staff follow the health and safety policy on a day-to-day basis. Nine staff are qualified first-aiders, one at a higher level. Admissions and attendance registers are completed properly and the school is committed to improving access for pupils and parents with disabilities.

3.6 The school works hard to ensure that all pupils know the importance of healthy eating and it encourages them to make sensible, informed decisions regarding what they eat. The quality and range of food at lunch are excellent and the school has recently been granted healthy schools status. Careful monitoring ensures that pupils eat appropriately.

3.7 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].

The Quality of Links with Parents and the Community

3.8 The school has developed a strong partnership with parents and outstanding links with the community, in line with its aims. It has continued to build on the strengths at the time of the last ISI and Ofsted inspections.

3.9 The parents of about half the pupils replied to a questionnaire distributed in advance of the inspection. Their responses reflected a high level of satisfaction, particularly with the range of subjects provided and the extent to which the quality of teaching helps their children to make good progress. Parents strongly appreciate the way the school promotes worthwhile attitudes and values high standards of behaviour by pupils. Parents’ comments included: ‘West Lodge is a nurturing environment where children are given a strong sense of self worth, and confidence is built up all the time they are here’. The principal issue raised by a significant number of parents of older pupils was the amount of homework given, with opinion divided between too little and too much. Inspectors found that this was not a major issue, and understood that the amount of homework would increase for a short time as pupils approach their 11+ examinations.

3.10 Parents are fully involved in the life and work of the school. The school operates an open-door policy, where parents are welcome to come into the school to discuss any concerns. In the mornings the headteacher welcomes pupils and parents. Parents attend many school celebrations, such as weekly form assemblies. They help on school trips, hear children read and visit the school to share their experience, for instance when the school celebrates Diwali. Parents automatically become members of the Parents Association (PA) when their child joins the school. The PA has approximately 22 committee members, who meet each month and keep other parents informed. It raises considerable funds for the school for projects to support learning.

3.11 Information for parents and prospective parents about the school is clear and relevant. The prospectus describes the school clearly and the website acts as a continuous notice board. At the beginning of each school year, parents receive a handbook containing a wealth of information about the year ahead. Parents commented that it was thorough and informative. The home-school agreement for parents, pupils and staff clearly sets out responsibilities for this three-way partnership.

3.12 Parents receive good quality information about their child’s progress. A Foundation Stage presentation at the beginning of the school year helps parents understand the Early Years aims. The school holds parent evenings in the autumn and spring term, and an open evening in the summer term. In July, parents receive a clear and informative written report about their child’s work and progress during the year, with National Curriculum levels noted. Older pupils have an interim report mid-year giving an effort and attainment grade in English, mathematics, science and ICT. The individual learning plan drawn up for pupils who receive learning support is shared with their parents. Parents attend meetings with relevant staff to agree targets for their children.

3.13 The school places important emphasis on informal channels of communication. Parents say they can always see the class teacher or headteacher by simply popping into the school, often first thing in the morning. Parents commented that, having spoken to the headteacher, they felt that any issues would be dealt with. The school handles parental concerns with care. An appropriate formal complaints procedure is available if needed.

3.14 The school has outstanding links with the community. The school celebrates local authority healthy school status and the headteacher enjoys good liaison with its personnel. Staff make good use of training courses, notably for the early years and learning support. Pupils in Years 3 to 6 use a local rugby club’s facilities and visit the newly opened, local swimming pool. They compete in matches against local schools. The school has strong links with the local church. The vicar and curate regularly lead assemblies and pupils visit the church for services and for research. Each year the school decides which charities to support, with suggestions from the school council. The school welcomes pupils from local secondary schools for work experience and community service work. Local groups use the school hall each week.

3.15 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].

4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
The Quality of Governance

4.1 Governors give strong strategic direction and oversight to the school, underpinning its day-to-day work and ensuring that it continues to meet its aims. Since the last inspection, governors have been responsible for a number of significant developments in the school, and for the appointment of a new headteacher.

4.2 Governors bring a broad range of experience and expertise to the school, with parents well represented amongst their number and a healthy balance between long-serving and new members. Business is conducted efficiently through a structure of meetings which serves the school well, enabling issues to be discussed fully and governors to take appropriate responsibility for decisions taken by the board. Governors give considerable commitment to their role, and the need for induction and training for new governors is recognised.

4.3 Governors are clear about the extent of their responsibilities and about maintaining a proper relationship to the school’s work. They are aware of their financial responsibilities, which they discharge through detailed discussion of each year’s budget and appropriate monitoring of expenditure. They discuss the school’s development plan, considering both its educational and business aspects. They have managed the development of new facilities without risk to the school’s financial position, and made maximum use of the school site. They are well aware of the need for constant upgrading of the school’s facilities, for example through the installation of interactive whiteboards in classrooms.

4.4 Staff appreciate the time that governors spend in the school and, for example, the opportunity to meet over tea before governors’ meetings. For their part, governors valued the recent opportunity to hear about modern developments in the teaching of mathematics and to see an interactive whiteboard in action; they asked searching questions and took a considerable interest. The insight they gain, through presentations such as these, through the time they spend in school and through the annual report they receive on all areas of the school, provides an essential perspective from which to take informed decisions about the school’s future development. Governors also have good arrangements for overseeing both health and safety and child protection, and thus take proper responsibility for pupils’ welfare.

The Quality of Leadership and Management

4.5 Outstanding leadership, reflected in good and improving management at all levels, is enabling the school to identify key issues and to take action to address them, thus improving many aspects of its work whilst maintaining its key ethos. A clear vision underpins the school’s aims and is complemented by the much improved management structure which has been put in place since the last inspection.

4.6 The school’s leadership benefits from a clear sighted, able and strong team who set high standards in their own professional practice and are spreading that practice throughout the school. Under the inclusive and focused leadership of the headteacher, members of the senior management team are leading the way in developing a culture of responsibility and accountability amongst all those with positions of responsibility, and supporting them in moving forward. Strong leadership is found in many areas of the school, such as the provision for pupils receiving learning support or for those in early years, and in many subject areas. Such leadership is based on a passion for high standards, a commitment to remaining up to date with new approaches and on maintaining close links with other schools and the local authority. Increased use of in-service training, monitoring and appraisal have developed staff skills and underlie greater consistency, for example in assessment. The full participation of staff in drawing up the school’s self-evaluation and school development plan have enabled them all to feel increased involvement in improvements in provision and standards. The school shows considerable awareness of areas for further development, and a commitment to moving forward.

4.7 Both teaching and support staff are keen, enthusiastic and committed to the school and to its ethos. They create a strong sense of community and purpose between them. They feel valued both by the school and by each other, and appreciate the induction, training and appraisal they receive. Appropriate checks are carried out on staff when they join and newly qualified teachers receive excellent support from the school’s induction programme. Although staff are very committed, they find time to meet pupils’ unexpected needs. In general, staff are well qualified or experienced for what they do, with only a few areas where further training is needed. The school is well resourced, for example with recent investment in interactive whiteboards.

4.8 The school uses a full range of polices which are kept under careful review and implemented as necessary. It runs smoothly from day to day, due in no small part to the work of administrative, catering, classroom support staff and maintenance staff.

4.9 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].

4.10 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.

5. CONCLUSIONS AND NEXT STEPS
Overall Conclusions

5.1 West Lodge School succeeds in its aim of providing a secure and challenging environment where pupils are supported by excellent and supportive pastoral care. The high proportion of good lessons enables the school to obtain good results in national tests and considerable success in entrance examinations to selective schools. Pupils also achieve well across the curriculum, as a result of the great majority of lessons which are challenging and interesting, and which proceed with a brisk and lively pace. Pupils enjoy their learning, grow in confidence and develop a greater self-reliance and independence in their work. Those receiving learning support are particularly well served. The curriculum meets the needs and interests of pupils well, with a healthy balance between preparing for entrance examinations and providing a broad and well-balanced programme strengthened by a wide range of activities; however, some details of timetabling do not meet pupils’ needs fully and some areas of the curriculum need further development in staff expertise. Outstanding pastoral care is based on the excellent role models provided by staff, the excellent relationships they enjoy with pupils and the strong sense of community, in which parents play a crucial role. Through this, pupils develop self-esteem, an awareness of the needs of others, excellent social relationships and a growing sense of responsibility. Strong and clear-sighted leadership, both by governors and within the school, is enabling the school to identify key issues, to develop more effective management at all levels and thus to improve further the quality of education the school provides. A passion for high standards runs through the school and is coupled with enthusiasm and commitment from all members of staff.

5.2 Since the last inspection, the school has built successfully on the existing quality of pastoral care and pupils’ personal development has been fostered more fully. Governors have been responsible for a number of significant developments, including the appointment of a new headteacher. The quality of management has improved at all levels.

5.3 The school meets all the regulatory requirements.

Next Steps

5.4 The school has no major weaknesses. In order to improve further the good quality of education it already provides it should:

1. continue to develop leadership of the curriculum, in particular to:
2. review all aspects of timetabling;
3. identify further staff training needs;
4. ensure that best practice is spread as widely as possible.

5.5 No action is required in respect of regulatory requirements.

6. SUMMARY OF INSPECTION EVIDENCE

6.1 The inspection was carried out from 21st April to 24th April, 2008. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff, with governors and with representatives of the parents association, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.

List of Inspectors