International School of Creative Arts

Inspection of International School of Creative Arts Framewood Road, Wexham SL2 4QS

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Sixth-form provision Good Overall effectiveness at previous inspection Not previously inspected

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Staff have high expectations and students are ambitious for their future. They join the school intent on pursuing a career in the creative arts and work very hard to achieve their goals. Most, for example, spend a great deal of their free time working on art projects in the school’s well-equipped workshops.

p.2

What is it like to attend this school?

Students behave extremely well in lessons, during breaktimes and when moving around the school. They are respectful of adults and get on well with each other. Strong and good-humoured relationships with teachers mean that students are confident about asking questions during lessons. They feel well cared for in school. Students trust teachers to look after them if they have any problems. They have confidence in the student representatives too, who meet regularly with the head of school to discuss any issues or concerns raised. Students say that leaders are responsive to their suggestions and that changes have been made, for example to the timing of registration sessions and parcel collection times as a result. The school’s records indicate that leaders take suitable steps to address any concerns about bullying.

p.2

better?

The school’s curriculum offers a suitably broad range of subjects, including English, mathematics and science, with a strong focus on the creative arts. The curriculum sets out clearly what students should learn and the order in which the content should be taught in each subject.

p.2

better?

The school aims primarily to prepare students for higher education courses in the creative arts. Students work industriously and with great concentration during lessons. They achieve a range of qualifications, including A levels. Students go on to apply for degree-level courses at universities and colleges. Last year, all students were successful in securing a place at their chosen university.

p.2

better?

High-quality teaching in the creative arts means that students learn to create accomplished work in a range of creative arts subjects, including fashion and textiles, three-dimensional design and fine art. Critical and contextual studies build their ability to evaluate and critique art and to develop their knowledge of art through history. Well-established systems to monitor students’ progress in creative arts subjects mean that teachers know precisely how well each learner is progressing. They make suitable adjustments to support those who need extra help.

p.2

better?

The school’s English programme contributes well to the development of students’ spoken and written English, as well as their reading skills. Changes in staffing earlier in the year led to some inconsistencies in the quality of English teaching at that time. This meant that students did not always learn as well as they could. Leaders were aware of this and have brought stability and increased consistency through the appointment of the current teacher of English. He has established strong 17 to 19 May 2022

p.2

3

relationships with students, is clear about what they need to learn, and is knowledgeable about the subject.

p.3

3

Leaders take their responsibility for promoting fundamental British values seriously. Visits, such as the recent trip to Runnymede, are used to enhance students’ understanding of the history of democracy in the United Kingdom. Students say that they are encouraged to respect people with different backgrounds and cultures. Values such as individual liberty, tolerance and mutual respect often feature as themes in their artwork. Opportunities for students to consider and debate topical issues are not as well planned as they could be, however.

p.3

3

Students are able contribute to the community in a number of ways, including through serving on one of the student committees. A recent cake sale, organised by students, raised an impressive amount of money to support people in Ukraine. The school provides a range of activities outside the school day. For instance, students have access to facilities including a gym and the school swimming pool, and some participate in activities arranged in the boarding provision. However, leaders recognise that students would like more to do outside lessons.

p.3

3

Leaders have implemented the statutory guidance on relationships and sex education and health education fully. The school complies fully with schedule 10 of the Equality Act 2010.

p.3

3

The head of school has developed a strong leadership team. Senior leaders work together effectively as a team and provide clear direction for the school. Staff feel well supported. All who responded to Ofsted’s survey say that they are proud to work in the school. The executive director and the board of directors have extensive expertise in the creative arts. They use this effectively to hold leaders to account and to support the developments in the school’s creative arts curriculum. The head of school and board of directors have ensured that the independent school standards continue to be met.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Well-maintained school buildings provide students and staff with a safe working environment. Leaders use a range of activities, including regular training and updates, to make sure that staff are knowledgeable about safeguarding procedures. Staff raise any concerns about students promptly and leaders respond swiftly, although sometimes records lack detail about actions taken. Leaders ensure effective links between school and boarding staff. This means that everyone is well informed. Leaders liaise appropriately with external agencies, such as social care and the police. The safeguarding policy complies with current guidelines and is posted on the school’s website. 17 to 19 May 2022

p.3

(Information for the school and proprietor)

 Staff changes earlier this year created some inconsistencies in teaching and learning in English at that time. The head of school used this period of uncertainty wisely to review and update the English curriculum. He plans to work alongside the new teacher of English to re-establish systems for assessing and recording students’ progress and has adjusted the use of teaching resources to ensure stronger progression. Leaders should implement planned improvements.  The school’s personal development curriculum is well sequenced and covers a suitable range of subjects. However, opportunities for students to engage in reasoned discussion and debate are not as coherently planned as they could be. Leaders should strengthen this aspect of the personal development curriculum.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the provider and you are not happy with the inspection or the report, you can complain to Ofsted . 17 to 19 May 2022

p.4

School details

School category Independent boarding school

p.5

School details

Gender of pupils in the sixth form Mixed

p.5

Proprietor

International School of Creative Arts Limited Chair Colin Kerrigan

p.5

Proprietor

Annual fees (day pupils) £28,980 to £43,470

p.5

Proprietor

Date of previous inspection Not previously inspected 17 to 19 May 2022

p.5

Information about this school

 The school is located in the grounds of Teikyo School. It occupies separate, purpose-built buildings. The school shares dining and sports facilities with Teikyo School.  The school provides specialist courses in the creative arts for international students between the ages of 15 and 19. All students board in purpose-built accommodation in the school grounds.  The school was registered with the Department for Education (DfE) in January 2021. This is the first standard inspection. A pre-registration inspection took place in October 2020.  The school does not use alternative provision.

p.6

Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

Information about this inspection

 The inspection team held a wide range of meetings during the inspection. These included meetings with the head of school, director of studies and other school leaders. Inspectors also met with three members of the board of directors, including the executive director.  The inspectors spoke with staff and students during the inspection. They considered staff and student responses to Ofsted’s surveys.  The inspection team looked closely at the following subjects when considering the quality of education: English, fashion and textiles, and critical contextual studies. Inspectors met with subject leaders, visited lessons, looked at students’ work and reviewed curriculum plans.  The lead inspector spoke with leaders responsible for safeguarding, checked the single central record and considered a range of safeguarding documents and records.  The inspection team reviewed a range of documentation, including policies and

p.6

Information about this inspection

documents associated with the independent school standards.  A social care inspection of the school’s boarding provision took place at the same time as this inspection. 17 to 19 May 2022

p.6

Inspection team

Julie Sackett, lead inspector Her Majesty’s Inspector

p.7

Inspection team

Alan Johnson Ofsted Inspector 17 to 19 May 2022

p.7

8

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for students of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.8

8

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

8

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

8

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

8

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8