St Martin's SchoolOfsted inspection, 5 Jun 2014

St Martin’s School 15 Stokewood Road, Bournemouth, Dorset, BH3 7NA

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Overall effectiveness Good 2

Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Outstanding 1 Leadership and management Good 2

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This is a good school

 Consistently good teaching enables pupils to make good, and sometimes outstanding, progress and achieve well.  The school has a strong nurturing ethos which contributes exceptionally well to the personal development and outstanding behaviour of the pupils.  The new headteacher has made a positive impact in developing curricular provision and in the monitoring of pupils’ progress.  Pupils are exceptionally well cared for. They agree, and say they feel safe and happy at school. The vast majority of parents are highly satisfied with the provision for their children.

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It is not yet an outstanding school because

 Senior leaders have yet to implement procedures for systematic staff appraisal and professional development.  Pupils in the lower years do not have regular access to information and communication technology (ICT) lessons.

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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

 The inspection was carried out with one day’s notice.  The inspectors observed 18 lessons. They looked at pupils’ work, teachers’ planning and information about pupils’ progress. Meetings were held with senior leaders, teaching staff, pupils, parents and carers. School policies and other documentation were examined. One learning walk was carried out with the headteacher.  The inspectors took account of the responses in eight staff questionnaires, the views of parents and carers through discussions and in 43 responses to the online Parent View questionnaire.

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Inspection team

Flora Bean, Lead inspector Additional Inspector Marian Marks Additional Inspector

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Information about this school

 St Martin’s is a non-selective, co-educational, independent day school situated in Bournemouth.  There are 86 pupils on roll between the ages of four and 11 years.  The school was founded in 1914 as a Church of England primary school. Pupils from all denominations are admitted.  The school aims to create an environment where children are respected, supported and encouraged to reach their full potential.  Almost all of the pupils are British. There is a small number of pupils for whom English is a second language. 28 pupils speak English either as an additional language or have an additional language spoken at home  There are no pupils with a statement of special educational needs.  The school is governed by proprietors. The current headteacher was appointed in January 2014 and has operational responsibility for the school. The school was last inspected in June 2008.

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What does the school need to do to improve further?

 Further improve the already good quality of teaching by:  developing the performance management system  providing professional development for the teaching staff.  Improve the range of opportunities in information and communication technology (ICT) for all pupils.

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Achievement of pupils Good

 Pupils achieve well in this caring school. They make consistently good, and often rapid, progress. This is as a result of well-planned teaching and a good range of subjects which emphasise strongly English and mathematics.  Pupils join the school with varying levels of knowledge and skills, from below to expected levels for their age. They settle quickly through consistently good and supportive teaching and make rapid progress in relation to their starting points.  Evidence in pupils’ work indicates that pupils achieve well in all subjects and are working in line with, and often above, national standards. Pupils read regularly and widely from Year 1 onwards.  Additional support ensures pupils who have English as an additional language, or who have fallen behind, make significant progress in developing confidence and fluency in reading. Progress in handwriting and creative writing is consistently good. Standards in mathematics and

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Achievement of pupils Good

science are in line with, and often above, national averages.  From Reception to Year 6, the strong focus on literacy and numeracy ensures that all pupils develop good, and often excellent, reading, writing and speaking skills. Pupils have regular opportunities to practise their skills across all subjects.  Those with special educational needs make good, and often excellent, progress from their starting points because they are well supported by highly skilled staff. A well-organised rota ensures that they receive additional one-to- one support from volunteers and staff. On-going monitoring of progress in lessons and assessment of written work ensure that all pupils understand what they are learning and know how to improve in their work.  By the end of Reception all children achieve or exceed the expected learning goals and are well prepared for Year 1. Pupils in all year groups reach standards which are in line with, or above,

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Achievement of pupils Good

the national average. Pupils who are high achievers are consistently challenged and make good, and often outstanding, progress to well above national standards.  Since the last inspection, there have been some improvements in opportunities for pupils in information and communication technology (ICT), but these are not consistent across the school. Pupils in the lower years do not make enough progress in ICT.  In Year 6 the vast majority of pupils are highly successful in gaining entry to the schools of their choice. All pupils are well prepared for the next stage of their education.

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Quality of teaching Good

 The quality of teaching is never less than good, and on occasion it is outstanding. This enables pupils to make consistently good, and sometimes outstanding, progress.  Teachers have high expectations of what pupils can achieve and plan accordingly. Teachers plan and work together towards providing an excellent range of imaginative activities and tasks to inspire pupils to make excellent gains in their knowledge.  Lessons are based on clear planning, they feature focused questions and tasks that are set to ensure that pupils are challenged and active in their learning.  Pupils are successfully made aware of what they are learning. They rise to the challenge and work enthusiastically. For example, in a Years 5 and 6 science lesson on micro-organisms, pupils explored the differences in bacteria, fungi and viruses and worked out how bacteria quickly multiply. In a Year 2 mathematics lesson, after solving the problems set for them, pupils

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Quality of teaching Good

devised similar problems for the class to solve. Reception children wrote two-part words correctly using previous knowledge of sounds and letters.  Teachers monitor pupils’ work closely in lessons. Assessment procedures and checks on learning have been effectively developed since the last inspection to track pupil progress. Individual pupils are identified for additional support so that their progress is maintained.  Teachers plan work carefully based on accurate assessment of pupils’ progress to build on previous knowledge and skills. Homework is set and marked on a regular basis to help pupils make progress in their learning and to develop good learning skills.  A wide and imaginative range of learning activities in Reception helps children to develop their knowledge and skills well. There is a strong emphasis on literacy and numeracy. Children develop their speaking skills well for example in discussions. Practical skills are developed

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Quality of teaching Good

through hands-on activities, such as the paper mâché moon they created together for their astronaut project.  Reading, writing and mathematics are taught effectively throughout the school and this ensures pupils have a sound grasp of key concepts as a basis for all their learning.  All pupils have regular and effective opportunities to learn outdoors which are appropriately linked to a topic or subject.

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Behaviour and safety of pupils Outstanding

 The behaviour and safety of pupils are outstanding. Pupils are polite, courteous and considerate of each other. They take responsibility for their own behaviour and look after each other well.  Older pupils have leadership roles to help younger pupils and, as a result, a strong caring ethos prevails. This is consistently exemplified by staff whose conduct sets the tone for positive, harmonious relationships.  In Reception, children learn and play together exceptionally well. There is little disruption in any lessons as a result of a well-structured, but relaxed, learning environment where pupils concentrate and cooperate well with each other.  Pupils who are new settle and integrate exceptionally well as a result of well-organised support systems. Pupils report that they are happy in school and that there is no bullying. They know that they can report any concerns should the need arise. They say they feel safe in school and

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Behaviour and safety of pupils Outstanding

know how to be safe, for example when using computers.  Regular assemblies and personal, social and health education (PSHE) lessons support pupils’ spiritual, moral, social and cultural development exceptionally well. Pupils have regular opportunities to lead and to take part in assemblies, trips and clubs which develop and extend their confidence and self-esteem well.  Pupils gain a practical understanding of public institutions and democracy through discussion in lessons and educational visits.  From the start of Reception onwards, all pupils have plentiful opportunities to develop their spiritual and moral awareness, their ability to socialise and their cultural awareness of others, both at home and abroad. As a result, they make excellent progress in their spiritual, moral, social and cultural development.

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Leadership and management Good

 The leadership and management of the school are good. The newly appointed headteacher has a clear understanding of the aims of the school. Through accurate self-evaluation, she has demonstrated a strong capacity to improve the school. She is supported effectively by the proprietors to maintain the ethos of the school and to promote successfully pupils’ educational opportunities, personal development and good behaviour.  The headteacher has rightly identified the strengths in the quality of the teaching and areas for development as a result of informal, but accurate, monitoring. This has yet to be developed fully into an effective performance management system, with professional development targets closely matched to the needs of staff. Nevertheless, as a result of sustained good teaching, pupils continue to make at least good progress in all subjects, including literacy.  The school’s curriculum encourages a positive desire for knowledge and a love of learning. It is

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Leadership and management Good

well organised and ensures pupils of all ages and aptitudes are successfully challenged and supported.  The school provides for a wide range of subjects and provides plentiful opportunities for academic and sporting excellence. Good leadership and management of the curriculum contributes well to pupils’ academic achievement, their physical well-being and their spiritual, moral, social and cultural development. There are fewer opportunities for pupils to develop their technical abilities and this is an area which requires improvement. Curricular provision promotes positive behaviour and a good understanding of safety matters.  The headteacher has established positive relationships and works well with parents for the benefit of pupils. The school’s arrangements for safeguarding pupils meet statutory requirements, including the safeguarding and welfare statutory requirements of the Reception- age children. All staff have been appropriately trained in safeguarding procedures and are

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Leadership and management Good

aware of their responsibilities.  Financial resources are well managed and staff are deployed effectively. Robust policies and procedures have been established to promote the welfare, health and safety of all pupils at all times and these comply fully with government legislation and guidance.  Leadership and management of the Reception class are good. Leaders closely monitor the delivery of the curriculum and ensure teaching strategies are effective in meeting the needs of all groups of pupils. Formal performance management arrangements are yet to be fully implemented but this has not prevented pupils making good progress. Tracking arrangements for all groups of children are monitored effectively by senior leaders to ensure all children, regardless of their starting points, achieve well.

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Grade Judgement

Grade 1 Outstanding Grade 2 Good Grade 3 Requires improvement Grade 4 Inadequate

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Grade Judgement

Detailed grade characteristics can be viewed in the Non-association independent school inspection handbook which is published on the Ofsted website: www.ofsted.gov.uk/resources/140053 .

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School details

Unique reference number 113940 Inspection number 443458 DfE registration number 837/6003 This inspection was carried out under section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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School details

Type of school Coeducational day school School status Independent school Age range of pupils 4−11 Gender of pupils Mixed Number of pupils on the school roll 86 Number of part time pupils 0 Proprietors Mrs Mary Shenton, Mr Tim Shenton, Mrs Nicola Tinacci, Ms Jane Shenton Chair NA Headteacher Mrs Sue Martin Date of previous school inspection 11-12 June 2008 Annual fees (day pupils) £5289−£6636 Telephone number 01202 292011 Email address admin@stmartinsschool.net 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

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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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

please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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