HMC

The summary report for the last inspection is shown below. You can view the full report on the website of the Independent Schools Inspectorate. This link takes you to the report for the school.

INDEPENDENT SCHOOLS INSPECTORATE

SUMMARY INSPECTION REPORT ON
The King's School, Chester

27th to 31st January, 2003

jump to Junior School report

SENIOR SCHOOL - MAIN FINDINGS

Overall summary
The King's School, Chester is a highly successful school with notable strengths in a number of areas. It provides a high quality education for boys from 11 to 18 and for girls in the Sixth Form, which is characterised by high academic standards, a strong pastoral system, a range of good facilities and a well run programme of extra-curricular activities. The relaxed atmosphere, courtesy and consideration seen everywhere indicate a school which is also a happy and purposeful community. The main areas it needs to develop further are its internal management structure, its special needs programme and the quality of its music.

What the school does well
The school has many strengths, of which the following are the most notable:

• The open, attractive site and the spacious buildings exercise a strong, positive influence on the morale and the ethos of the school community and provide a secure environment in which the pupils are happy and can flourish.
  
• The pastoral system is very caring and supportive. The pupils greatly appreciate the efforts of the staff in looking after their interests and are confident that they can rely on them, which further contributes to their growth.
  
• The pupils themselves are a credit to the school. They are at ease with the staff and each other, and behave with natural courtesy and openness at all times. They look smart, and contribute with striking self-discipline to the well-ordered running of the school, taking advantage of the opportunities it provides and, in particular, achieving high standards in public examinations.
  
• The Wickson library is housed in an attractive, spacious building. It is used well, efficiently and imaginatively run, and provides a first-class facility for research, study and reading for pleasure.
  
• The extra-curricular programme provides a wide range of activities for the pupils to develop their talents. The facilities, particularly for sport, are excellent and high standards are achieved in a number of areas. The school enjoys a national reputation for rowing.

What the school should do better
The school's strengths significantly outweigh its weaknesses. The following areas need to be improved.

• The management of academic matters is in need of review. This is in hand and the decision has been taken to clarify the role of the Director of Studies.
  
• The system in place to identify pupils with special educational needs is not comprehensive and the school lacks sufficient professional expertise to develop the programme and provide staff with the training they need to support such pupils.
  
• The range of opportunities for music is limited and the standards obtained are poor.
  
• A number of health and safety issues need to be resolved.

Standards of attainment and progress in subjects
Pupils achieve high standards in line with their abilities and aptitudes. The academic quality of the intake is high and the results in public examinations are good. GCSE performance compares well with other independent schools and is much higher than maintained selective schools. At A level, both the pass rate and the percentage of A/B grades are well above national averages.

The high level of performance in public examinations is found across all subjects. Occasional dips below national levels in certain subjects are exceptional.

Pupils attain high standards in lessons. Of those observed, attainment was at least in line with the pupils' ability levels in nearly all of them and high in many of them. The standards were confirmed in pupils' written and practical work.

Numeracy and oral skills are high, but little evidence was seen of ICT skills outside designated lessons, other than in the library.

Virtually all pupils proceed to university on leaving, some taking a gap year.

Progress in lessons observed was at least in line with the pupils' abilities in the vast majority of cases, and it was often good. Pupils' books revealed equally rapid and sustained development in learning.

Progress for pupils with special educational needs cannot be determined, as a system to identify them is only just being put in place. Similarly, progress shown by value added data cannot be determined as there is not sufficient evidence to draw conclusions.

The quality of pupils' learning, attitudes and their behaviour
The quality of learning and behaviour is very good throughout the school. Pupils are well motivated and settle quickly to their tasks. They work in an environment where academic ability is respected. They respond well to challenges and work co-operatively in groups when required.

There is a relaxed, supportive and friendly atmosphere in the school. The pupils are happy, and enjoy excellent relations with each other, with the teachers and with visitors to the school. They take their responsibilities seriously and contribute positively to the running of the school.

Pupils are attentive and polite listeners in assemblies, and are very well-behaved and open in both formal and informal settings. They look smart and are proud to be members of the school community.

The quality of teaching
The quality of teaching overall is good and contributes effectively to pupils' attainment and progress. In two-thirds of the lessons seen it was good or better. In a small number of lessons it was unsatisfactory because it offered insufficient challenge.

Teachers are well qualified and have a very secure grasp of their subjects. They welcome pupils' questions and take pleasure in their interest and probing. They communicate their enthusiasm for their subjects in their enjoyment of teaching them.

The classroom atmosphere is polite and friendly, and pupils and teachers can concentrate on the task in hand. In general, lessons are well planned but time is not consistently used with the greatest efficiency.

The teaching is thorough but strategies which might stimulate independent thought and creativity are often given second place to a strong concentration on examination requirements. It was evident that pupils could work well independently if given the opportunity to do so. The teachers know the pupils well, and praise and encouragement are frequently used. Expectations to achieve well in examinations are high.

OTHER ASPECTS OF THE SCHOOL

Attendance
Attendance levels are high and give no cause for concern. Registration procedures are correct and conform with legal requirements. Punctuality is generally good, although the Sixth Form are not always prompt to lessons. Admission registers are correctly kept.

Assessment and recording
The overall quality of assessment and recording of pupils' academic achievement and progress is sound, and clear written policies are in place. Despite occasional inconsistencies between and within departments, the policies largely achieve the aim of assisting pupils' progress.

Marking of pupils' work is prompt and usually constructive in tone, with encouragement and suggestions for improvement

Assessments are carried out in each year group half-way through each term. They are used by tutors to identify pupils who are having difficulties and to determine if action may be required. The pupils understand the significance of their grades.

The school has, over the years, made use of a range of tests for pupils and of external examination analyses to gather information about how their pupils are performing in relation to their abilities. Their aim is to establish a system of monitoring each pupil's performance and of tracking progress over the years with a view to providing appropriate pastoral support.

Curriculum
The curriculum is tailored to the needs of the academically able. It is enriched by an extensive and well run extra-curricular programme. It is broad and reasonably balanced but there are pressures in certain areas. In Years 7 - 9 the creative and aesthetic subjects receive uneven allocations, and the language provision takes 25% of the curriculum time. In Years 10 and 11, pupils who choose to take the Double Award science option do so at the expense of one GCSE subject rather than as a means of widening choices.

A personal and social education (PSE) programme has been running for some time, but the time-table allocation for it is uneven over the years and it is not continued into the Sixth Form. In the Upper Sixth those pupils who do not opt to continue with a fourth A level receive 13 non-contact periods per week, which is very high.

A review of the curriculum has been taking place with extensive consultation by the curriculum committee, which is well aware of the current pressures.

Teaching and non-teaching Staff
The staff are a major strength of the school and are perceived by the pupils to be so. They are well qualified and dedicated to the pupils' welfare and development, and provide the caring, supportive atmosphere that is a feature of the school.

Through the appraisal system relevant training needs are identified and the budget for staff training is generous. The school makes only limited use of in-house expertise for staff training.

The work of the non-teaching staff is effective and supportive, and greatly helps the smooth running of the school.

Resources for learning
Academic departments are well resourced without extravagance, and extra-curricular activities of all sorts are well supported. Investment here provides great benefits in terms of variety and high standards.

Information and communication technology (ICT) provision is very good but the facilities are not used to their full effect. Little evidence of use of ICT was seen in teaching and learning, other than in designated lessons and in the library.

Libraries
The Wickson Library is a strength of the school in its quality of environment and standard of provision. The level of stock, which is well above Library Association recommendations, the ICT provision and internet access all support the pupils' learning. The inculcation of a library culture is seen as a desirable end, and is in process.

The library is very well managed by a senior librarian, with the help of two assistants.
Premises and Accommodation

The school buildings in its attractive, well-maintained site make a very positive contribution to the pupils' personal development, behaviour and welfare, and exercise a strong, beneficial influence on school morale.

Subject departments enjoy adequate accommodation in, for the most part, reasonably spacious class-rooms, and the sports facilities are excellent.

The state of cleanliness and lack of any abuse of the premises throughout the school is striking, and reflects much credit on the civilised ethos and the excellent behaviour of the pupils within and around the school generally.

Links with parents and the community
Parents are kept properly informed about school procedures, pastoral and academic matters, and events at the school. An annual programme of parents' evenings enables parents to discuss pupils' academic progress. The group heads are readily available to parents, who receive termly academic reports.

The long-established fathers' association and mothers' guild, soon to be combined, have been actively involved in helping the school down the years and each is proud of its record of fund-raising.

Links with the community are less well developed. They are well established with the Cathedral, and the entire school makes four visits there each year. The provision for voluntary service is small-scale and organised by sixth-formers who visit the local hospital on Fridays.

Pupils' personal development
The school provides a range of opportunities through which pupils can develop a system of spiritual beliefs and a moral code, and which enable them to develop personally, socially and culturally.

The traditional links with the Cathedral are much valued and, though the school is tolerant of other faiths, it is strong in proclaiming itself a Christian school. Through assemblies and church services, as well as in lessons, opportunities are provided for pupils to reflect on spiritual and moral values.

An extensive programme of visits and trips at home and abroad supplements the opportunities in class for pupils to develop awareness of their own cultural traditions and those of others. Equally, opportunities for developing leadership skills and a sense of responsibility exist in the performance of a range of duties at all ages in the school.
Pastoral Care and Pupil Welfare

The quality of pastoral care is a strength of the school. Pupils are warmly appreciative of the care and concern that the staff show on their behalf, and feel secure in the friendly, supportive environment that the school creates. Problems are dealt with promptly and effectively, and staff are readily accessible and approachable. The friendly rapport that exists between Sixth Formers who have responsibilities and younger pupils is a further indication of the relaxed atmosphere of the school.

The system for helping pupils with special educational needs is in its infancy. Training and specialist help are needed to provide appropriate support for such pupils. The programme of Personal and Social Education is well structured but limited by a lack of time. The careers programme is well resourced and effective.

The school has a supportive stance on health and safety. The committee meets regularly and in general operates well. A number of the procedures which are in place need to be more effectively monitored.

Governance and management
The governance and management are good overall but the school needs to strengthen the management of its academic provision.

The governors have recently approved a decision for the school to become co-educational, and this has entailed extensive consultation and preparatory work. All of this has created a sense of purpose and excitement which permeates the whole school.

The Headmaster, appointed in 2000, shows strong leadership, and the school has a clear sense of purpose. The academic management, however, needs closer monitoring and the planned redefinition of the role and responsibilities of the Director of Studies will facilitate this. The management of academic departments is generally good for the short term but less evident over the long term.

Achievement and quality in activities
The school's extra-curricular programme provides a good balance of physical, academic and aesthetic activities. Sport is a strength of the school, both in the range of activities offered and in the standards achieved. The school has a national reputation for rowing.

The activities are in general very well supported and much appreciated by the pupils.

Progress made by the school since its last inspection
The school was inspected in 1997 and the inspection team made 17 recommendations, some major and some minor. The one area mentioned then which has not been adequately tackled is the quality of the music.

Of the other matters all have been dealt with and some, such as the improvement suggested for library facilities, have become strengths in the school.

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JUNIOR SCHOOL - MAIN FINDINGS

Overall Summary
King's School Chester Junior School is a good school where committed and enthusiastic staff provide a very good quality of teaching and in which pupils achieve high standards overall. Very good relationships between staff and pupils, together with good provision for pupils' personal development and pastoral care, bring the best out of pupils and create very good relationships between them. Recently, the school has moved forward significantly under very effective leadership but now needs clearer priorities to sustain further improvement; provision for information and communications technology (ICT) also needs to be improved.

What the School does well
The school has many strengths in its provision; the following are the most significant:

• The high proportion of good and very good teaching provided by caring, enthusiastic and energetic staff enables pupils to achieve high standards in most aspects of the curriculum.
• Very good relationships between staff and pupils create a calm and ordered atmosphere in which pupils respond willingly to teachers' high expectations, bring both commitment and creativity to their lessons and show a sense of pride in all they do.
• Good provision for pupils' personal development and pastoral care leads to pupils being well behaved, caring and respectful of the needs of others.
• Formal education is complemented by a wide range of activities both within timetabled time and at lunchtime; many of these are carried out to a very good standard, including music, drama and sport.
• The hard working staff work well together and are fully committed both to the future development of the school as a whole and to their role within it.
• The school is moving forward rapidly under the very effective leadership of the head and deputy, supported by the senior school headmaster and governors.

What the school should do better
The School's many strengths outweigh its weaknesses. However, it should consider the following areas to improve the education it provides further:

• The lack of a school development plan and a corresponding lack of focus for in-service training, and for the sharing of best practice, mean that some very good teaching techniques are not used fully in lessons.
• Limitations in access to ICT facilities mean that whilst pupils' skills are good in some areas of ICT they are underdeveloped in others.

Standards of attainment and progress in subjects
Overall, standards of attainment are high for pupils' ages and abilities by the time they leave the school in most subjects. Standards of attainment are high in English, science, art, history, music and physical education; they are very good in most aspects of mathematics and good in almost all other subjects. In ICT their word processing skills are good as is their ability to search for information on the Internet, but limited access to ICT facilities means that pupils do not have sufficient opportunity to gain skills in other aspects such as spreadsheets, databases or presentational software.

Pupils express themselves well both orally and on paper and contribute very well to discussion. They think clearly but in mathematics their ability to find strategies to tackle unfamiliar mental problems or to carry out investigative work is more limited than their skills in other areas. Pupils bring considerable imagination to their work and have a good knowledge of literature.

Pupils make at least sound progress in all lessons and good progress in over three-quarters of them. In many, it is very good or excellent, especially in the final year of the school. Pupils' written and other work reflects similarly rapid progress over time. Pupils of all levels of ability generally make good progress but that of the more able pupils is limited when extension work is insufficiently challenging. On the other hand, pupils finding work difficult receive a good level of support, both in lessons and outside, enabling them to make good progress.

The quality of pupils' learning, attitudes and their behaviour
The quality of pupils' attitudes to learning is very good and contributes much to the learning process. Pupils are competent learners who are keen to contribute orally and who respond well to questions from the teacher. They settle quickly to written work and other tasks, and their concentration is very good. Older pupils have well-developed thinking skills and work well independently.

Pupils' behaviour is very good; they respond to each other in a sensitive and disciplined way and respect the views of others. They participate in a wide range of school activities with much enthusiasm.

The quality of teaching
Teaching is good overall and contributes very effectively to pupils' education. During the inspection, three-quarters of the teaching observed was good or better and just under half was very good or excellent. None was less than sound. Teaching is good in most subjects and very good overall in science, music and French; some very good teaching took place in almost all subjects.

Teachers' subject knowledge is generally good and, in many lessons the teachers' own enthusiasm for the material under discussion shines through and inspires the pupils in their work; they come to share their teachers' love of the subject. In general, work is well matched to pupils' needs. In the best lessons, teachers use question and answer well to make pupils of differing ability think and thus extend their understanding; lower ability pupils are well supported in all subjects; teachers are willing to talk to them out of lesson time when they have difficulties.

Teachers have high expectations of pupils in almost all lessons; teachers' planning is good and lessons usually have an appropriate balance between practical and theoretical activity. Teachers manage pupils well and achieve high standards of behaviour with a related, friendly but firm style.

Other aspects of the School

Attendance
Pupils' attendance is very good, and admission and attendance records meet legal requirements.

Assessment and Recording
The methods used for assessing and recording pupils' achievements, progress and needs are good; they are accurate, consistent and effective. Marking is good. A satisfactory system exists for identifying pupils with special needs. However, the use of assessment information to influence curriculum development and planning is underdeveloped.

Curriculum
The school provides a curriculum which is generally broad and balanced, and which is well suited to the ability of the pupils. It is enhanced by the very effective teaching of French in Year 6, by a developing personal, social and health education (PSHE) programme and by an interesting programme of activities. However, the school makes no provision for French in earlier years and provision for ICT throughout the school is limited.

Planning is much improved and the curriculum is largely suited to the varying needs and abilities of the pupils; effective support is given to pupils with learning difficulties.

Teaching and Non-teaching staff
Staffing is good; the staff are well qualified and experienced for the roles they are required to undertake and are effectively deployed. However, professional development is not yet fully focused on current needs since the school lacks a development plan to identify its priorities for training.

Resources and learning
Overall, the resources needed to support the teaching, learning, study and recreation of the pupils at all levels are satisfactory overall in quantity, quality and organisation and they are used effectively; however, resources for ICT are unsatisfactory.

Libraries
Library provision is satisfactory overall. In general, the availability and quality of the library stock is good, but in some subjects the number and range of books are insufficient. The library is well run and easily accessible to pupils.

Premises and accommodation
The buildings, accommodation and other facilities are generally satisfactory and appropriate for the numbers, abilities, ages and gender of the pupils; they are used well and enable the curriculum to be taught effectively. However, provision for the teaching of some specialist subjects is more limited.

Links with parents and the community
The school has developed a very effective partnership with parents and has good and worthwhile links with the community; these are of benefit to the pupils. About half of the parents, some 68 in all, replied to the questionnaire distributed in advance of the inspection; in their responses parents were overwhelmingly positive about the school.

Pupils' personal development
Provision for pupils' personal development is good overall, but stronger for their social, moral and cultural development than for their spiritual development.

Pastoral care
The school provides extremely effective support for the well-being and development of all its pupils and takes very effective measures to safeguard their welfare. The school's pastoral support and guidance systems are very good; they make a positive and effective contribution to the educational standards and personal growth achieved by pupils. Systems to promote good discipline are every effective.

Governance and management
The school's governance and management are good, ensuring that the school's aims are met and a good quality of education provided. Within the Junior School, the head and deputy provide good leadership, resulting in significant and continuing improvements in many areas; recent developments in the planning of the curriculum have been particularly effective. However, whilst some aspects of planning work well, other areas need further development.

Achievement and quality in activities
Achievement and quality in activities is always at least good and sometimes very good for the ages, aptitudes and abilities of the pupils concerned, and the quality of provision contributes to the very good personal development of the pupils.

Progress made by the school since its last inspection
The last inspection of the Junior School was carried out on behalf of the Headmasters' and Headmistresses' Conference in 1997, under a framework rather different from the present one. Since then the Junior School has improved provision for less able pupils and provided written job descriptions for all teaching staff. The current head has a much smaller and more appropriate teaching load, and links between Junior School subject co-ordinators and Senior School heads of department have been improved in some subjects but not in all. Co-ordinators are beginning to play an enhanced role in monitoring their subjects and subject documents provide much increased support for staff. The school still has no room dedicated to either science or design and technology.

Overall, the Junior School has made good progress since the last inspection.

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