The King's House School, Windsor

School report The King's House School, Windsor 77a Frances Road, Windsor, Berkshire, SL4 3AQ

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Overall effectiveness Good 2

Pupils’ achievement Good 2 Pupils’ behaviour and personal development Outstanding 1 Quality of teaching Good 2 Quality of curriculum Good 2 Pupils’ welfare, health and safety Good 2 Leadership and management Good 2

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This school is good because

 Pupils’ behaviour and personal development are outstanding. Pupils show high levels of care and consideration for one another and feel very safe in school.  Pupils’ achievement is good. Pupils concentrate for sustained periods in lessons.  Teaching is good. It promotes pupils’ personal development and academic achievement well.  Senior leaders and members of the management board have successfully shared their vision and created a calm, caring and supportive environment for effective learning.  The curriculum is good. Pupils are provided with a well-rounded education which ensures they enjoy their time in school.

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It is not yet outstanding because

 Planning to increase opportunities for pupils to use practical apparatus in mathematics, write creatively, and at length, and increase pupils’ understanding of the sounds letters make are underdeveloped.  Sometimes, teachers do not plan work that challenges pupils of all abilities to do as well as they can.  School improvement planning and monitoring activities are at an early stage of development and, at present, are not sharply focused on improving teaching and pupils’ achievement.

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Compliance with regulatory requirements

 The school meets schedule 1 of The Education (Independent School Standards) (England) Regulations 2010, as amended by The Education (Independent School Standards) (England) (Amendment) Regulations 2012 (‘the independent school standards’) and associated requirements.

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Information about this inspection

 This inspection was carried out with half a day’s notice.  Her Majesty’s Inspector observed an assembly, and eight lessons taught by four teachers. All lessons were jointly observed with either the headteacher or the deputy headteacher. The inspector heard three pupils read.  Meetings were held with the senior leaders and teachers, all pupils in Year 1 to Year 4, the Chair of the Management Board, the board secretary and clerk. The school’s documentation was scrutinised including minutes of management board meetings, pupils’ work in books, records of pupils’ achievement and the school improvement plan.  Responses from nine staff and 18 parent questionnaires were evaluated.

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Inspection team

Ann Henderson HMI, Lead inspector Her Majesty’s Inspector

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Information about this school

 The King’s House School was founded in 2012 by King’s Church International (KCI). A non- denominational church, founded in 1943. The school opened in September 2012. It is a small co- educational, independent Christian school located in a large converted residential property in the town of Windsor.  The school is registered to take 32 boys and girls from the age of three to 11 years. At present, there are 20 pupils aged between three and nine. Twelve children attend the nursery class, 11 attend this class part time. There are two other classes, the ABC class for three Year 1 pupils and the Junior Learning Centre for five pupils in Years 1 to 4.  There are no pupils with a statement of special educational needs.  No alternative provision is used.  This is the first inspection of the school since the school was registered in August 2012.  The school’s vision is to provide ‘a quality and inspirational Christian education for children of the

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Information about this school

KCI and the local community’, it aims to provide an ‘all round education which combines the personal, relational, spiritual, moral, emotional, physical and intellectual development of each individual child’.

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What does the school need to do to improve further?

 Improve pupils’ achievement to outstanding by ensuring the pupils achieve high standards in reading, writing and mathematics by:  providing pupils with more opportunities to develop their phonic knowledge (the sounds letters make) and increase their ability to tackle unfamiliar words  encouraging pupils to write at length more frequently to develop their creativity in writing  providing younger pupils with increased opportunities to develop their mathematical understanding using practical apparatus.  Improve the quality of teaching, the curriculum and leadership and management to outstanding so that pupils make exceptional progress by:  ensuring teachers provide interesting, engaging and practical activities to encourage pupils to apply their problem-solving and reasoning skills and develop their creativity  ensuring teachers provide pupils of all abilities with work that challenges them to do as

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What does the school need to do to improve further?

well as they can  developing a more rigorous approach to school improvement planning and review by formalising meetings between leaders and teachers to keep improvements in teaching and pupils’ achievement as its focus  increasing the rigour of monitoring systems including performance management of staff, lesson observations, scrutiny of teachers’ planning and pupils’ workbooks.

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Pupils’ achievement Good

Pupils’ achievement is good. Children in the Nursery class enjoy the interesting and stimulating activities provided for them, both within the classroom and outside. Individual records of learning, which include pictures, photographs, children’s work and observational notes, reflect the good progress children have made since they started in the class. Pupils, including those with special educational needs, in the ABC class (Year 1) and the Junior Learning Centre have quickly adjusted to the new way of learning and enjoy working at their personal learning stations during the morning lessons. The daily routine of working through their PACEs (workbooks) in word building, mathematics, English, science and social studies are well known to pupils, who settle quickly and sustain their concentration for extended periods of time. They enjoy the routine of setting their own goals and checking their achievements at the ‘scoring

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Pupils’ achievement Good

station’. Evidence in the workbooks shows that almost all pupils are making expected progress and some are making accelerated progress in English and mathematics. Although pupils are taught to use the sounds that letters make when reading, not all of the groups of letters in words are known well enough, particularly for younger pupils. This limits their ability to build unfamiliar words. Pupils are provided with opportunities to increase their writing skills, and handwriting is a key feature of the English work in their books. There are examples of extended writing; but for some pupils, particularly the more-able, the opportunities for developing creativity in writing in a range of genres are more limited. Much of the learning in mathematics takes place by practising written methods in the mathematics workbooks. However, for younger pupils in particular, the lack of practical activities and exploration

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Pupils’ achievement Good

using apparatus to manipulate numbers and discover patterns and shapes, reduces their use of mathematical language and their ability to talk about the methods that they are learning to use. Throughout the school pupils are taught with sensitivity and encouragement. They are flourishing in the calm, happy and nurturing environment which is positively boosting their self-esteem and self-confidence. Regular weekly swimming lessons during the summer term benefit pupils. They have increased their skills and many have successfully achieved swimming awards.

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Pupils’ behaviour and personal development Outstanding

Pupils’ behaviour and personal development are outstanding. There is a very friendly, welcoming family atmosphere within the school; pupils are very well known and cared for exceptionally well by staff. Pupils confirmed their enjoyment of school during the inspection and said how safe and secure they feel. They all unanimously agreed there is no bullying, and questionnaires from parents and carers concur with this view. This is reflected in the above average attendance and very good behaviour in lessons. There are excellent relationships between pupils and staff and also between the pupils. The strong teamwork amongst staff provides a happy and relaxed environment for learning. Pupils have very positive attitudes to learning. They treat one another and visitors with kindness and respect. The school’s Christian ethos underpins pupils’ spiritual, moral, social and cultural development which is outstanding. It offers many opportunities for pupils to reflect on, and develop a respect

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Pupils’ behaviour and personal development Outstanding

for, other cultures and faiths. Pupils are very well prepared for life in modern, democratic British society. Recently, the school focused on supporting vulnerable children in South Africa. Their South Africa Day was used to raise funds and learn about life in another culture. The programme of personal, social and health education helps pupils to very successfully develop high self-esteem and self-confidence. They learn how to look after themselves and others. Provision ensures pupils develop a very good understanding of promoting equality of opportunity and are well prepared for life in a multicultural society. Pupils have a well-developed understanding of right and wrong. The strong moral code is embedded in the school ethos. Through visits, such as to the local library and the Guildhall in Windsor, pupils are developing a good understanding of public institutions and services in England.

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Quality of teaching Good

The quality of teaching is good. It enables pupils to make good progress. Teachers know the pupils very well and create a positive climate for learning where pupils are happy and content in their learning. Teachers have high expectations for all pupils and consistently enable them to develop their knowledge, understanding and skills in all subjects. The very small classes enable teachers to give children individual attention which supports their progress well. During the morning sessions in the Junior Learning Centre, pupils work at their own pace and at an appropriate level through the workbooks in each subject. Teachers provide individual guidance in a timely fashion to enable pupils to work independently. The regular check-ups provide clear information for pupils and teachers about the learning that has been achieved and highlights any gaps in learning that have occurred. Teachers then provide further opportunities for pupils to consolidate and extend their

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Quality of teaching Good

learning and check their understanding in each subject. During the afternoon sessions all pupils in Years 1 to 4 work together and teachers plan lessons across a range of subjects. In a few lessons there is insufficient challenge for each individual pupil to enable them to achieve as much as they are capable of achieving. In some instances, the learning activities planned do not provide enough opportunities for pupils to be actively involved in learning or to practise their skills in other subjects, particularly their problem-solving and reasoning skills in mathematics. In the Nursery class, children’s independence is encouraged and it is promoted effectively. Children are able to freely access the indoor and outdoor learning areas and enjoy the wide variety of stimulating and interesting activities on offer. The snack area is readily accessible for children with fruit and drinks, including milk, which encourages healthy eating. Adults provide good guidance

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Quality of teaching Good

and support to develop children’s understanding. During one session a detailed discussion took place when one child was ‘preparing breakfast’. Effective questioning and the use of description helped to develop the child’s understanding of the language used at mealtimes. There is an effective system in place to track the progress of pupils through their PACE workbooks. Teachers use appropriate methods to assess pupils’ skills and understanding across all areas of the curriculum during the afternoon sessions. This information is used well to plan lessons.

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Quality of curriculum Good

The quality of the curriculum is good. It is broad and balanced and covers all of the required areas of learning. Provision has a good impact on pupils’ learning and progress. The curriculum is based on the Christian principles outlined in the school’s vision and aims and promotes individual learning with explicit links to behaviour and rewards. The ABC class focus initially on learning to read and mathematics during the morning sessions. Pupils in the Junior Learning Centre work through workbooks in word-building, mathematics, English, science, Bible reading and social studies. During the afternoon session the school follows the National Curriculum and includes art, design and technology, history, geography, dance, drama, physical education, music, citizenship, Spanish and information and communication technology, with many subjects taught by specialist teachers. The teaching of personal, social and health education has a strong impact on pupils’ personal

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Quality of curriculum Good

development and well-being. All pupils in Year 1 to Year 4 learn to swim and are learning to play the ukulele. In addition, some are learning to play the piano. The curriculum is suitably enhanced through trips to local places of interest and visitors who share their expertise and skills, such as a local dentist, members of the fire service and the police. Staff also share their expertise and experience of Indonesian puppetry and African drumming to widen pupils’ knowledge and understanding of other cultures and their artists. Pupils also enjoyed the opportunity to go to the high street in Windsor to witness the visit of the Head of State from the United Arab Emirates when he visited the Queen earlier in the year.

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Pupils’ welfare, health and safety Good

Pupils are looked after well and provision to ensure their welfare, health and safety is good. All independent school standards, and the Early Years Foundation Stage welfare requirements, are met. All staff, including the network of support staff, work well together to care for pupils and endeavour to keep them safe from harm. Safeguarding procedures are robust. The designated person responsible for safeguarding pupils and her deputy have been trained at the required higher level and all other staff have received basic safeguarding training to fulfil their child protection responsibilities. The school’s single central record contains all of the required detail. All of the relevant recruitment and staff vetting checks have been undertaken to confirm the suitability of all staff, volunteers and others who work with children. All staff have received the correct level of training in first aid. In addition, there are a suitable number of staff who have completed the

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Pupils’ welfare, health and safety Good

paediatric first aid qualification and fire safety accreditation. All of the required health and safety policies are in place including for child protection, health and safety, first aid, behaviour and anti-bullying (known as the Safe to Learn policy). They reflect current national guidance and procedures are implemented effectively. Although pupils report there is no bullying, a suitable procedure exists should the school be required to deal with such incidents. The admission and attendance registers are maintained in accordance with regulatory requirements. Risk assessments for all aspects of school life are in place and appropriate action is taken when necessary. Daily checks on the suitability of the school premises are carried out. Regular fire drills take place and written records are diligently kept to show any follow up actions required. Checks on electrical and fire safety equipment are up to date.

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Leadership and management Good

Leadership and management are good. In this new school a great deal of time, effort and energy have been given to ensure the vision for the school, which was ‘born out of the dream to provide a quality and inspirational Christian education for the children of King’s Church International and the local community’, could be realised. The inspirational leadership of the school management board and senior staff has relentlessly focused on providing a safe, secure, welcoming and good quality learning environment for pupils. The premises and accommodation are appropriate for pupils’ learning, development and well-being. All the classrooms are bright and welcoming with lively murals and suitable spaces for pupils to work in. The newly refurbished garden, including fences and enhanced security, with extensive artificial turf and climbing equipment, demonstrates the desire to provide a high quality outdoor learning space for pupils too.

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Leadership and management Good

Members of the management board and senior leaders communicate high expectations and all staff implement the vision and aims of the school very well. They work effectively as a team, with a common commitment to provide a high quality learning experience for all pupils. The school management board is actively involved in the running of the school and securing its future development. They have been pro-active in seeking advice and guidance which have ensured that all of the required policies are in place and all regulatory requirements are met. This includes the complaints procedure and the required information for parents, carers and others. All of the required information is available on the school website or, if requested, is available in hard copy. Parents and carers receive a detailed and informative report on their children’s attainment and progress and parent information evenings are provided to enable parents and carers to discuss

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Leadership and management Good

their children’s progress with the teacher. The leadership of teaching is at an early stage of development. Senior leaders have begun to carry out lesson observations, but other monitoring activities to support the assessment and management of teachers’ performance are embryonic at present. There is a school improvement plan in place which is also under review. The evaluation of the school’s performance during this first year of operation is underway. So far, this has been carried out informally. Senior leaders are aware of the need to formalise procedures to provide robust evidence to support their self- evaluation and to further improve teaching and pupils’ progress. The school works extremely well with parents and carers who are very supportive of the school. There is a palpable sense of the family of the school alongside the church family.

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Grade Judgement Description

Grade 1 Outstanding A school which provides an exceptional quality of education and significantly exceeds minimum requirements. Grade 2 Good A school which provides a high quality of education that exceeds minimum requirements. Grade 3 Adequate A school which meets minimum requirements but needs to improve the quality of education it provides. Grade 4 Inadequate A school where minimum requirements are not met and/or the quality of education has serious weaknesses.

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School details

Unique reference number 138768 Inspection number 420268 DfE registration number 868/6019 Type of school Co-educational Christian School status Independent School Age range of pupils 3–11 years Gender of pupils Mixed Number of pupils on the school roll 20 Number of part time pupils 11 Proprietor King’s Church International Chair Wes Richards Headteacher Melody Erasmus Date of previous school inspection None Annual fees (day pupils) £3,000 per annum Telephone number 01753 834850 Email address school@kcionline.org guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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School details

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille,

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School details

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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