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 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 was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general. The full CSCI report can be found at www.csci.org.uk.

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. iNTRODUCTION

Characteristics of the School

1.1 The Old Malthouse is a 3-13 day and boarding school, set in substantial grounds in the village of Langton Matravers, on the Isle of Purbeck. It is housed in a varied range of school buildings that include a hall and swimming pool, in addition to classrooms and boarding accommodation. A planned programme of maintenance has kept the buildings in good condition. The school became fully co-educational in 2003. Until then, girls had been admitted only up to Year 4. There has been one change of head teacher since the last inspection. A further change of head teacher will take place in September 2006.

1.2 The school’s aims are encapsulated in a set of statements called the Malthouse Ideal. This says:

· We are proud that pupils at The Old Malthouse thrive in a caring and busy atmosphere.

· Well-mannered and friendly children enjoy the rarity of a safe yet stimulating childhood in our unique setting.

· Individuals learn how to get the best out of themselves - so that when they leave us they are worth knowing, happy and confident.

1.3 At the time of the inspection the school consisted of 81 full-time pupils, of whom 49 were boys and 32 girls. In addition, there were five part-time pre-Reception class pupils. In Year 1 and Year 2 there were 20 pupils, in Year 3 to Year 6, 41 pupils, and Year 7 and 8, 20 pupils. Twelve pupils board full-time, although a number of pupils ‘flexi-board’ as the need arises.

1.4 Although there is no mandatory school on Saturday, the school runs a wide-ranging programme of activities entitled ‘Voyage of Discovery’, aimed at extending the pupils’ experience of the curriculum and furthering their personal development.

1.5 The Old Malthouse is a non-selective school. Pupils are admitted to the school throughout the age range. The majority of pupils move on to a wide range of local and more distant independent schools. Results from standardised testing completed by the school indicate that the pupils’ average ability is similar to the national average. If pupils are performing in line with their abilities, their results will be similar to the national average for all maintained primary schools. There is one pupil with a statement of special educational need and twenty-six pupils receive some form of extra help. Pupils come from a range of backgrounds and are drawn from a wide geographical area in the UK. Most pupils are from a white British background and all speak English as their first language. Some pupils’ parents attended The Old Malthouse as pupils.

1.6 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 a curriculum that has sufficient breadth and balance to meet the needs of all of the pupils, giving them a range of experiences that enable them to develop intellectually, physically and aesthetically. The curriculum supports the aims of the school well. Throughout the day, pupils are purposely active, busy and engaged. Staff are similarly active and support the school’s aims to provide a safe and busy atmosphere. Extra-curricular activities in particular are very effective in building the pupils’ self-esteem and in promoting their self-confidence. Improvements recommended by the last inspection have been largely met, and include establishing detailed schemes of work and improving curriculum co-ordination. The combined impact of the educational experiences provided makes a positive contribution to the school’s aims.

2.2 The curriculum in the Foundation Stage meets the needs of the pupils very well; it is both challenging and hugely enjoyable to the pupils. The staff provide well thought out activities that engage the pupils’ interest very quickly. They pay particular attention to the personal and social development of the pupils, building their confidence and self-esteem. Excellent specialist knowledge of this age group underpins this provision extremely well. However, the curriculum for Years 1 and 2 does not yet build on the Foundation Stage as well as it might and better use could be made of the assessment information from the Foundation Stage. Provision in Year 1 to Year 4 is always planned carefully, although liaison between the years could be more rigorous. Effective specialist teaching for most subjects starts in Year 5, when pupils are often taught by one person per subject.

2.3 Speaking, listening and literacy skills are taught throughout the school, usually as part of the English curriculum. Similarly, numeracy skills are taught as part of mathematics. Curriculum planning does not yet draw sufficiently strong links between different subject areas, for example linking a literacy skill when it is taught within another subject. As a result, pupils often find it to difficult to use and apply skills they have learned to other subject areas. Pupils are, however, beginning to use information and communication technology (ICT) effectively in other subjects.

2.4 A wide range of extra-curricular activities takes place after school. The activities are well attended and include sport, drama and music. Pupils stated that they enjoy these sessions and like the variety that is on offer. The older pupils find the expeditions further afield to be excellent. A particular strength of this aspect of the school is the ‘Voyage of Discovery Award’ (VODA) that take place each Saturday. Attendance is voluntary. This innovative programme is very well attended each week and enables both boarders and day pupils to participate in a very interesting range of activities, often with an outdoor activity theme. Part of the programme involves pupils in expeditions, such as in the Brecon Beacons. Through VODA and musical activities the pupils have good opportunities to become involved in the local community in events such as ‘beach clean-up’ days or in singing at local weddings and services. These elements of the curriculum enrich the contribution that it makes to pupils’ personal development. It helps them to understand better the local community and enriches the relationships at all levels.

2.5 The school has a comprehensive sports programme and an extensive list of fixtures with other schools in a range of sports and competitions. The pupils enjoy this aspect of their life in school. They benefit from the competition and responsibility that fixtures bring, building their confidence. They are proud to represent their school.

2.6 The pupils are prepared well for the next stage in their education. Effective teaching in the upper part of the school and a good understanding by the school of the needs of pupils at this stage make the critical difference to this aspect of their development. More efficient use could be made of the information available at the end of each year to devise the following year’s curriculum, enabling all groups of pupils to make better progress. The newly developed personal, social and health education programme is beginning to make a good contribution to preparing pupils for adult life, dealing sensitively with topics such as sex education and substance abuse.

2.7 Overall, the curriculum is well planned. Good schemes of work, which have been developed since the last inspection, make sure that there is no duplication of topic. Efficient use is made of the National Numeracy Strategy and National Literacy Strategy to plan work that is both challenging and enjoyable. Teachers plan their work carefully, keeping to the schemes of work, promoting continuity of learning and eradicating duplication. Music lessons are carefully scheduled to ensure that the pupils do not miss a particular lesson or subject on a regular basis.

2.8 Perceptive observation of pupils and rigorous use of assessments are at the root of the demanding Foundation Stage curriculum. Staff use the ‘stepping stones’ detailed in the national Foundation Stage curriculum as a framework to think about and plan the pupils’ curriculum. They have a very clear view on what they expect each pupil to achieve, and plan activities to that end. Collaboration between the staff is very efficient.

2.9 Pupils with special educational needs are well catered for through effective help in class and specialist withdrawal. Able and talented pupils are also given support. Provision in this aspect of the school has greatly improved since the last inspection. Decisive leadership in this area has contributed to this.

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

Pupils’ Learning and Achievements

2.11 When pupils leave the school, they have been prepared carefully for the next stage of their education. They are well educated, with levels of skills, knowledge and understanding across all curriculum areas. They are confident and well-rounded, too. Very much as the school’s aims say, they are learning how to get the best from themselves. The progress that the pupils make through the school, however, is uneven.

2.12 Pupils are becoming increasingly skilled in using ICT to support their learning, often using the internet to deepen and broaden their understanding of a topic. Examples of this were seen in history and in French. Planned opportunities for pupils to use these skills are beginning to make a difference to the pupils’ overall performance. Whilst the pupils do use their numeracy and literacy skills in other subject areas, more planned opportunities are needed similar to those which encourage the use of ICT. Numeracy was well used in science lessons.

2.13 Good standards in the Foundation Stage have been maintained since this section of the school was inspected by Ofsted last year. Very good planning and good teaching, underpinned by a deep understanding of this age group, are the main factors that account for this. Standards in pupils’ personal, social and emotional development are high, giving them the confidence and tenacity to learn effectively.

2.14 By the time the pupils leave the Foundation Stage, most are achieving well. A clear emphasis is given to helping the pupils develop their confidence. They are encouraged to persevere with tasks and take a pride in their work. Nearly all of them are on course to achieve the majority of the Early Learning Goals by the time they leave Reception and most are likely to be working in Level 1 of the National Curriculum.

2.15 The rate of progress in Years 1 and 2 is not as rapid as the ability of the pupils suggests it might be. Planning is not effective, and assessment data from previous years has not been used with sufficient rigour to plan the programme of work. In Years 3 and 4 the rate of progress improves. Literacy and numeracy are taught effectively, but the pupils do not have sufficient opportunity to use these skills in subjects other than English and mathematics. Too much work involves the completion of worksheets, with too few opportunities to write at length, and consequently understanding of a topic is often limited. This approach does not give sufficient challenge to higher attaining pupils, although when they are given the opportunity to expand their ideas, they write well and the standard of their work is higher.

2.16 Standards for the older pupils in Years 5 to 8 steadily improve, so that by the time they are in Year 8 the standards are again above average and the pupils have gained a substantial depth of understanding in their work. They are also using literacy and numeracy skills well, adopting appropriate styles of writing for the task in hand. They are skilled in the application of ICT, which enhances and deepens their understanding across the curriculum. Work is more closely matched to the pupils’ needs.

2.17 No major differences are evident in lessons in the pupils’ performance across different subject areas.

2.18 Overall, pupils study and work effectively. They are attentive and concentrate well in nearly all lessons, which means that little time is wasted. They develop good study skills as they move through the school, which helps them work with increasing independence. They can organise themselves and their work well.

2.19 In a few lessons the work set for the younger pupils was not sufficiently demanding, especially for the higher attaining pupils. In these lessons the pupils often quickly finished the work set and the opportunity for them to make more rapid progress was lost. Pupils in these lessons lost concentration and consequently did not behave well, making too little progress.

Spiritual, Moral, Social and Cultural Development of Pupils

2.20 The spiritual, moral, social and cultural development of pupils is strong overall. The moral and social development of pupils is very good. The provision that the school makes in this aspect is helping the school fulfil its stated aims. The recently established personal, social and health education programme is now making an effective contribution to the pupils’ development.

2.21 The spiritual development of the pupils is sound. Through assemblies and religious education lessons they learn about different faith systems, festivals and beliefs. Assemblies also offer opportunities for children to reflect on the day or to think about the theme that has been explored by telling or reading a story. In doing this, the pupils demonstrate that they often understand how different beliefs and values can lead people to make different decisions. They have a clear understanding of some major faiths as well as Christianity. They actively participate in assemblies and prayers at mealtimes. Opportunities were also taken during lessons to encourage pupils to reflect on what something meant to them. Effective examples of this were also seen in music and art.

2.22 The pupils’ moral development is excellent. They have a very clear understanding of what is right and wrong and are able to relate this to their everyday lives. Staff provide good role models for the pupils to follow. Opportunities to help pupils think about moral issues are often taken in lessons; for example, in a religious studies lesson, discussing ideas about trust and loyalty.

2.23 Pupils have a high degree of social development. Their good behaviour promotes the harmonious community in which they live. Many instances of pupils helping each other were seen; notably in sports sessions, older pupils supported the younger pupils enthusiastically and with some care. Pupils behave courteously towards each other and towards visitors and offer help without needing to be asked. Pupils say they know how to get on with each other and like the small community in which they live. Although pupils understand the school’s policy for dealing with bullying and bad behaviour, they also said that inappropriate behaviour was not always dealt with effectively by the staff.

2.24 The cultural awareness of the pupils in the school is being systematically developed by a range of activities that enrich the curriculum, making a good contribution to the overall development of the pupils. As part of the religious studies programme they are gaining an appreciation of the similarities and differences which major world faiths have in comparison with Christianity. They are also gaining a deepening understanding of other cultures. For example, a French day in the Foundation Stage, where pupils explored the culture and tasted French food, was interesting to the children and very informative. Planned opportunities are now part of the curriculum, and this is helping to broaden the pupils’ experience and understanding of cultures other than their own.

2.25 VODA makes a very good contribution to the pupils’ personal development. An emphasis is given to this aspect in planning the activities and the pupils benefit as a result. Discussions with pupils revealed how much they enjoyed the programme. In particular, the older pupils found the expeditions challenging and had gained a tremendous sense of achievement from participating.

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

The Quality of Teaching (Including Assessment)

2.27 Teaching in the school enables all pupils, including those with special educational needs, to acquire new skills, knowledge and understanding. As a result, by the time that they leave the school they are achieving well. The good teaching in the school supports its aims very well. Some unsatisfactory teaching was seen. In a few lessons the pupils did not make sufficient progress. Teaching has improved since the last inspection, although arrangements for monitoring teaching in the school are not yet rigorous enough to identify ineffective teaching. Overall, the teaching contributes well to the success of the learning process, enabling the school to pursue its aims effectively.

2.28 Most of the teaching helps the pupils to make good progress and increase their understanding and further develop their skills. The most effective teaching was rooted in thorough and rigorous planning. Good examples of this were seen in the Foundation Stage, where vigorous collaboration between staff ensures that planning is sufficiently detailed, based on the Early Learning Goals.

2.29 Lesson planning is usually thorough and the teachers are careful to take into consideration what the pupils have done before. This helps the pupils to build on their previous learning and enables them to make more rapid progress. Expectations of the pupils in these lessons were high, and work was very closely matched to the pupils’ needs. Tasks that the pupils were asked to do were often imaginative and swiftly captured the pupils’ imagination and enthusiasm. For example, an introduction to an art lesson on colour and the Impressionists got off to a flying start because of clear and lucid descriptions, good visual resources and the infectious enthusiasm of the teacher. In nearly all lessons good use is made of time. Occasionally, lessons started late, as pupils sometimes have to cover a fair distance between rooms.

2.30 A strong feature of many lessons lay in the methods that teachers used – clear explanation often enabled pupils to understand right from the start what they would be learning about; good questions often provoked discussion of what the pupils thought about a topic rather than just expecting replies with facts. A good example of this was seen in a history lesson, where the pupils thought about the conflict between Becket and Henry from both Church and State perspectives. In these lessons, intellectual engagement was high, debate fast and furious, and the lesson brimmed with subject content.

2.31 Most lessons are well managed by teachers. The interesting tasks, clear explanations, questioning and enthusiasm for what is being taught are in themselves sufficient in most lessons to ensure that, through being interested and engaged in the lessons, the pupils’ behaviour is sensible. However, the application of sanctions is not always consistent.

2.32 In a few lessons the work set for the pupils was not matched closely enough to the pupils’ abilities; in particular, the demands placed on the higher attaining pupils were too low and worksheets were quickly completed. These lessons were not managed well and the pupils did not make sufficient progress.

2.33 Specialist teachers, including those in the Foundation Stage, have a good understanding of their specialist areas. This makes a very good contribution to the quality of teaching in the school.

2.34 The curriculum is well supported by a good range of resources. A newly established library is being used with increasing frequency both for research and for reading fiction. Classrooms are well equipped, and art displays around the school enhance the learning environment.

2.35 Arrangements for assessment have improved considerably since the last inspection. The school now has a variety of methods that are used to assess achievement and progress, which are related to both standardised and national norms. When combined with individual teachers’ understanding and knowledge of each pupil, the school has an effective and reliable way of judging each pupil’s progress. All work is marked and pupils are motivated with encouraging comments. The most effective marking comments on the strengths of a piece of work or makes it clear what needs to be done to improve. However, better analysis and evaluation of the pupils’ performance could still be made, to ensure that curricular strengths and weaknesses are rigorously identified and systematically linked to the teachers’ planning of subsequent work.

2.36 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 quality of pastoral care and of the support and guidance provided to pupils is good overall. Staff know the pupils well. Relationships at all levels are cordial. This creates a good atmosphere in the school, which enables pupils to prosper. Arrangements for welfare, health and safety have developed well since the last inspection.

3.2 Parents who responded to the pre-inspection questionnaire said that they were satisfied with this aspect of the school. In particular, they were very satisfied with the high quality of the pastoral care offered to the boarders and the improvements that have taken place recently. Pupils who responded to their own pre-inspection questionnaire said that they liked being at school but would welcome more opportunities to take responsibility.

3.3 The school’s systems for pastoral care and guidance are secure. Staff provide effective support and guidance for pupils and all staff contribute to the good level of pastoral care. Relationships between adults and children are good, and staff provide good role models. Pupils are well known to all members of staff, including the headmaster. Many instances were evident of pupils caring for each other and enjoying each other’s company. In a games lesson the older pupils encouraged younger pupils to do well for their team. It created a very positive atmosphere to the session. The younger pupils’ self-esteem was greatly enhanced. This strengthened relationships in the school.

3.4 Medical arrangements ensure that pupils are well cared for when unwell. The school matron and the headmaster’s wife also play an important part in supporting staff. Several members of staff are qualified in first aid and are clearly identified. A well-equipped sick-bay is available for pupils when needed. Procedures for child protection are fully in place and the governing body is aware of, and fully complies with, its responsibilities. The school has an appropriate policy for developing access for disabled pupils.

3.5 The school has comprehensive arrangements and procedures to prevent bullying. These include regular reminders in assemblies, as well as ‘worry boxes’ where pupils can leave a written note if they have concerns. The personal, social and health education programme that has been introduced recently is also beginning to make a positive contribution in this area. In addition, posters and signs throughout the school give pupils a range of ways in which they can get help if they feel worried, emphasising how important it is to tell somebody if they are unhappy. Discussions with pupils revealed that they did not think that bullying was a regular occurrence.

3.6 The school’s procedures for encouraging good behaviour are very clear and well understood by pupils. A school council has recently been established, with potential as a forum for discussion and innovation.

3.7 All the necessary measures have been taken to reduce risks from fire and other hazards. The bursar has played a pivotal role in establishing thorough procedures for assessing risk and for ensuring that the activities the pupils undertake are well thought through and acceptable. Very good examples can be seen throughout the school and include coverage of the VODA Saturday activities and expeditions further afield. All staff see themselves as responsible for the health and safety of the school community.

3.8 Procedures for monitoring attendance and completing registers are exemplary. Supervision of pupils out of class and around the school makes sure that the pupils are safe. Particular care is given to making certain that the road through the site is carefully monitored and at busy times supervised efficiently by the staff on duty. Occasionally staff were late for lessons and consequently pupils were left unsupervised at the start.

3.9 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

3.10 The school has a good partnership with parents. Links with the community are increasingly strong and varied, bringing benefits to both school and community. This remains a priority for the school. Since the last inspection, several improvements have taken place: as, for example, in the quality and frequency of reports and newsletters. About a third of parents responded to the pre-inspection questionnaire. Those who did, said that they were pleased with the quality of the education and support their children receive. Strengths mentioned by parents included boarding provision and the all-round development of their children. Parents raised no significant issues, and inspectors endorse their positive views.

3.11 Parents are fully involved with the life of the school. In the Foundation Stage, liaison with school staff is very effective; this enables the pupils to settle in quickly as they start school. Throughout the school, parents are satisfied with communications from the school and think that they can talk to staff when they need to. A good range of social events is actively promoted by the school, ensuring that all parents have good opportunities to become involved in the life of the school. Events such as ‘Malthouse Rock’ help to build and strengthen home/school relationships.

3.12 Reports are good and have greatly improved since the last inspection. Two main reports and one shorter version give parents detailed information about what their children know and can do. They also give details on what the pupils need to work on further, to improve. These reports cover pupils’ personal development and their academic progress. Formal meetings for parents to meet teachers are arranged yearly for pupils. In addition, parents can easily arrange meetings at other times, if necessary. Currently, there is no parents’ association, although the formation of such a body is planned in the very near future as part of the school’s centennial celebrations.

3.13 The school has a complaints policy, in full compliance with required standards, but no formal complaints have been received by the school and all concerns are dealt with in a prompt and sympathetic manner. Responses given by parents in the pre-inspection questionnaire confirm this.

3.14 The school has a wide variety of active links with the local community and has been successful in developing this aspect of the school’s life. Through VODA, pupils have participated in local events and ‘beach clean-ups’ as well as conservation work. Innovative partnerships are being formed through the national project to encourage partnerships between the maintained and independent sectors. ‘Building Bridges’ has resulted in participation in dance programmes, and in football coaching sessions with Bournemouth football club. These activities are making a very purposeful contribution to the pupils’ personal and physical development by introducing them to a much wider circle of pupils from varying backgrounds. All these arrangements are both imaginative and effective in helping the school to build worthwhile links outside the school. The school is meeting its aims in this respect.

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].

The Quality of Boarding Education

3.16 The quality of boarding provision is a strength of the school. The headmaster and the staff have established a warm, welcoming setting where pupils feel secure. Relationships at all levels are good. The pupils are looked after well. ‘GAP’ staff make a very important contribution to the welfare of the pupils and their personal development. They have formed positive relationships with pupils and involve themselves with the activities each evening and through the weekends. The governors are highly effective in their support of boarding.

3.17 The boarders have a good range of sporting and cultural activities available during their out-of-school time each evening during the week. All are well organised and appropriately supervised. Weekends are similarly busy with VODA activities every Saturday. Occasionally the pupils have extra activities such as breakfast on the beach. These activities are very popular and help to strengthen the good relationships that already exist. Discussions with boarders and analysis of the pupils’ questionnaire revealed that boarders like the activities available to them and they provide a good balance between organised activity and quieter times.

3.18 The accommodation is comfortable, uncrowded and fit for purpose; each pupil has sufficient space for personal belongings. The boarders have a room for games such as table tennis or pool and spaces for quieter activities or to watch television. Ample toilet and washing facilities are provided, which are clean, well ventilated and adjacent to the dormitories. All maintenance issues are dealt with promptly and efficiently, and the school maintains a good level of cleanliness.

3.19 The school was inspected by the Commission for Social Care Inspection (CSCI) in May 2004. An additional follow up visit was carried out in November 2005. A small number of areas were highlighted for improvement and nearly all of these have now been dealt with promptly and successfully.

4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

The Quality of Governance

4.1 The governing body provides leadership that has been very effective in guiding the school’s development. The governors have a thorough understanding of the wide range of issues that face the school. Discussions show them to be deeply committed to the continued success of the school and to ensuring that their strategic planning realizes the school’s aims and objectives. Their decisions are considered and centered on making certain that provision for the pupils is as good as it can be.

4.2 They base their decisions on good information. In this process they are exceptionally well supported by bursarial information. Discussions are thorough, and all views are considered. Once a decision is taken, the governors ensure that it is implemented and they monitor the outcomes. They have very good relationships with the school. For example, some governors take on particular interests and roles. A good example of this is boarding, where the contribution of the governor responsible is a significant factor in its continued improvement and high quality. The child protection policy is clear. The governors have made sure that the staff are appropriately trained and that procedures fulfill their obligations in this respect.

4.3 Governors undertake their responsibilities by making sure that they all have a thorough and in-depth understanding of the strategic issues and priorities facing the school. They also make sure that they undertake their statutory duties by establishing appropriate child protection arrangements and health and safety procedures. They have good relationships with the parents. The school has recently completed a detailed, all-embracing review of the various aspects of the school Malthouse Audit (MAUD) and has made good progress with the priorities that emerged as a result. Through this process, the governors have gained a clear picture of the strengths and weaknesses of the school.

The Quality of Leadership and Management

4.4 The quality of leadership and management by senior staff and others with delegated responsibilities is effective in supporting the aims and objectives of the school. Since the headmaster’s appointment, the school has made good progress in improving the quality of the curriculum and in improving academic standards. In establishing high quality boarding and in the improvement of supporting services, the headmaster’s wife has also played a central role.

4.5 Much good work has been completed as a result of MAUD, which has helped to identify the work that the school needs to do to improve further. However, at the moment staff are trying to work on too many areas at one time. This is particularly true of subject leaders. Their priorities need further focus, with all the implications for time and other resources quantified more rigorously.

4.6 Monitoring arrangements in the school are unsatisfactory. Although all necessary policies are established, they are not systematically monitored with sufficient rigour to see if practice is close enough to that proposed. Teaching and provision generally is not monitored effectively by subject leaders or by senior staff, making it very difficult to identify strengths in teaching or to remedy weaknesses. Without systematic monitoring, it is also difficult to identify and ensure consistent practice in other areas and establish consistently high expectations.

4.7 Appraisal arrangements and procedures have improved since the last inspection and are now in place. This is helping to motivate staff by making sure that they understand what they are doing well, in addition to being clear about ways in which they can develop. Appraisal outcomes are not yet tied with sufficient rigour to whole-school priorities such as improving literacy or the use of ICT in other subject areas.

4.8 Recruitment arrangements and procedures are good. Appropriate checks are made to establish each applicant’s identity. Similarly the school has checked all staff and other adults as required with the Criminal Records Bureau. These procedures are implemented efficiently. Child protection arrangements are effective. The headmaster is the designated child protection officer.

4.9 Recent staff changes have been skilfully managed, and new staff have settled in quickly and are making a very positive contribution to the overall quality of education. The recent appointment of a director of studies is proving to be very effective in drawing different strands of curriculum development together. Realistic plans are being established to improve monitoring arrangements. Similarly, newly qualified teachers have good induction arrangements. All new staff are warmly welcomed to the school. The school has been successful in developing a staff with a very good range of expertise and experience. They work together well and have an extremely strong sense of commitment to the school.

4.10 The management of the school's financial resources and administration supports its educational aims and needs very well. The headmaster and the bursar also work closely together on a day-to-day basis. Other essential services in the school, including grounds, catering and general maintenance are very well managed. Staff in these departments are long-serving and very committed to the school. In addition, the front office is very well run and provides a friendly face to parents and visitors. The school makes good use of the accommodation that it has available. A well-structured maintenance programme ensures that the classrooms are fit for purpose. The grounds available for sport are well maintained and provide an outstanding resource that is used well by the pupils for games and for recreation.

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

4.12 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 The Old Malthouse School successfully meets most of its aims, and in some areas entirely fulfils them. It provides a friendly community which cares for the individual and is successful in developing the whole child, as well as ensuring individual pupils’ academic progress. Boarding provision is first-class. Relationships in the school at all levels are harmonious. The school and its teachers provide a broad educational experience for all pupils, so that their individual abilities are developed in all areas of the school curriculum. Pupils' achievements are good, they acquire appropriate skills and positive attitudes to their work, and they are confident, well-rounded pupils by the time they leave for their next schools. The governing body is making a good contribution to the school’s development. The school benefits from the positive support of its parents for the full range of its activities.

5.2 The school has improved considerably since the last inspection, notably in assessment arrangements, appraisal, and developing curriculum co-ordinators’ roles. The leadership of the headmaster and the hard work and commitment of the staff are the main factors that account for this. Boarding has also become a strength of the school. However, the school has not sufficiently ensured that assessment is fully harmonised and that the information gained is systematically used to plan the pupils’ work. Other less successful areas are monitoring procedures, the arrangements for implementing priorities, and achieving evenness in applying disciplinary sanctions.

5.3 The school meets all the regulatory requirements.

Next Steps

5.4 In order to improve further, the school should consider the following points.

1. Build on the comprehensive work undertaken as part of The Malthouse Audit, by:

· deciding the priorities and allocate responsibility for their implementation while ensuring that staff have sufficient resources, skills and time to undertake these duties;

· writing action plans to cover the identified priorities, giving an outline of major tasks, timings, cost and criteria for success;

· improving monitoring arrangements throughout the school, including systematic and regular lesson observation, and sampling of pupils’ work. Ensure that all teaching consistently reflects the best in the school.

2. Review the effectiveness, efficiency and implementation of the school’s policy for discipline and measures for dealing with inappropriate behaviour. Establish consistency throughout the school in its implementation and ensure that policy and practice are closely aligned.

3. Ensure that the information gained from assessment is systematically used to plan the pupils’ work.

5.5 No action in respect of regulatory requirements is required.

6. summary of inspection evidence

6.1 The inspection was carried out from 15^th to 18^th May. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited boarding houses and the sick-bay. 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