Setting

Purpose and scope of the inspection

This inspection was carried out by the Office for Standards in Education under Section 162A of the Education Act 2002 in order to advise the Secretary of State for Education and Skills about the school’s suitability for continued registration as an independent school.

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Information about the school

Alder Bridge School is situated in Padworth, near Reading, in Berkshire. It was opened in 1987 by a group of parents who wanted their children to have an education based on Steiner Waldorf principles. The school caters for pupils from the age of three to eleven, but at present the oldest is nine. The kindergarten has 25 pupils on roll and there are 22 in the main school. The satellite kindergarten in the centre of Reading is not operating at present. ‘Parent and child’ groups meet at the school for several sessions, and also at the satellite kindergarten. The school is staffed by eight teachers. Many work in a part-time capacity to provide specialist subject teaching.

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Information about the school

The school is recognised by the Steiner Waldorf Schools Fellowship as a Steiner school with sponsor status. It follows a curriculum based on the educational philosophy of Rudolf Steiner and its governance is guided by Steiner principles. The school is a registered charity with a board of five trustees, and a limited company. The Interim Management Group, with five members drawn from teachers, parents and a trustee, is responsible for the day-to-day management of the school.

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Information about the school

It aims ‘ to educate the child in an holistic manner ……to nurture and develop head, heart and hands, …….to encourage independent thought, self confidence and skills for future life….’

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Summary of main findings

Alder Bridge provides well for its pupils. It has many strengths in the quality of its education. The curriculum is broad and the teaching is good. Pupils’ welfare and development is at the heart of the school’s philosophy. There is a strong sense of community and a family atmosphere. Relevant policies have been devised to meet requirements but not all are yet enshrined in practice and need to be implemented systematically.

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What the school does well:

• it provides a good range of interesting activities that capitalise on pupils’ enthusiasm and desire to learn; • good teaching, including specialist expertise, enables pupils to achieve good standards; • pupils’ spiritual, moral, social, and cultural development is supported strongly and their personal development is good; • pupils’ behaviour is good and they enjoy positive relationships with adults and their friends; • it fosters in pupils an appreciation of the natural world and an understanding of the rhythms of life; and • Pupils’ speaking and listening skills are promoted effectively and so they are articulate.

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What the school must do in order to comply with the regulations:

• have regard to the health and safety issues raised in sections 3 and 5 of this report; • ensure that appropriate checks are carried out on the medical fitness of staff before their appointment; and • provide the required information for parents and ensure that parents are aware of the additional information that they may request from the school, as explained in section 6 of this report.

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(DDA) 2002

In order to comply with the requirements of the DDA, the school should: • devise a three-year plan to improve the accessibility of the premises.

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The quality of the curriculum

The curriculum is broad and well structured. It is based on ‘Educational tasks and content of the Steiner Waldorf Curriculum’. The curriculum is designed to accord with the natural physical development of a child and to enable each to develop as an individual. A central objective is the social, moral and spiritual growth of every child. It is structured carefully to begin with practical, investigative, concrete experiences and builds gradually to include more abstract thought and understanding. The curriculum documentation sets out clear expectations of what pupils will know and be able to do in literacy, numeracy and ‘ other skills ’ by the end of each year. Individual teachers have the autonomy to interpret the tight structure of the curriculum and to adapt the content for their own class. Teachers’ planning is thorough; yearly, termly, weekly and daily plans all identify clear objectives. The content is introduced

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The quality of the curriculum

systematically through repetition and recall followed by new learning. In this way, pupils are enabled to make progress from year to year.

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The quality of the curriculum

Pupils in the kindergarten have a broad range of practical experiences suitable to their age together with a strong emphasis on social development, and on the creative and physical exploration of the world around them. The termly work develops from festivals, themes and stories. The repetition and rhythmic structure of each morning are important elements that give these youngest pupils a sense of security. In classes 1 to 4, the school day begins with a long ‘main lesson’ of two hours that is divided into small sections and encompasses a variety of activities. Again, the clear structure and the common rhythmic pattern to main lessons are important features. Themes for main lessons are followed for three to four weeks and may be drawn from any subject. Teachers often link elements of subjects together into a theme. For example, work on the local environment in class 4 has a geographical focus and incorporates elements of botany, history, geology and

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The quality of the curriculum

The expressive and creative aspects of the curriculum are particularly strong. The emphasis on creative play in kindergarten is the starting point for this important element of the curriculum. Crafts, art, drawing and eurythmy make a good contribution. Pupils’ linguistic development is covered very well. The provision of French and German in addition to the regular poetry, recitation, and singing that are features of daily lessons, is a strength of the curriculum. Specialist teaching in French and German by native speakers ensures that pupils have an excellent model for developing the spoken language. As a result, they make good progress. Pupils’ speaking and listening skills are good and many are articulate for their age. Formal literacy and numeracy skills are not taught until the start of class 1, in keeping with Steiner’s philosophy. Aspects of healthy eating and living are incorporated into the

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The quality of the curriculum

daily routines of the class. Much is done to extend the curriculum and many activities, such as ploughing and gardening, are included to make pupils aware of their immediate environment. In common with the Steiner philosophy, most kindergarten pupils attend only in the mornings although some stay for afternoon sessions. The hours attended by pupils in class 1 fall slightly below Department for Education and Skills recommendations. The school has prepared a home-school agreement, currently in draft, to make parents aware of their responsibility to complement the educational provision made by the school.

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The quality of teaching and assessment

Teaching is generally good and accounts for pupils’ positive attitudes to learning and their good progress. Classes are small and teachers know pupils well. Teachers place a strong emphasis on social development from an early age and encourage pupils to work together and to support each other. Taking responsibility for self and for others is part of the daily routine.

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The quality of teaching and assessment

The positive relationships between staff and pupils are a strength. Parents are justified in their view that staff treat pupils with a high level of respect. In the main, teachers have high expectations that pupils will behave sensibly and they do. Staff are calm and gentle but firm in their approach. Just occasionally, part-time staff who have not had the chance to develop a relationship with the pupils are not firm enough in their management.

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The quality of teaching and assessment

In the kindergarten, the planning is brief, providing an overview of the content of the main craft activity and the story themes. The room is organised in a way that fosters a high level of independence and choice. Activities are structured to encourage good social and creative play as pupils make up their own games and create their own rules. The teacher manages the pupils in sensitive way and gently intervenes to persuade them to try different experiences or to help them play with others. Adults make notes from observations of pupils but these are not kept in a systematic way. A new format for recording information on each pupil has been devised this term. This has the potential to be a useful source of information both for parents and when the pupils transfer to class 1.

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The quality of teaching and assessment

Teachers in the main school have recently changed the format for planning lessons and are coming to terms with the new approach. These plans are detailed with clear objectives and an overview of the lesson’s content. Staff know what they want the pupils to learn. They also make notes on individual pupils and evaluate each lesson. Evaluations are not always sharp or self-reflective and it is not clear how teachers use them when planning the next lesson. Staff keep useful records on pupils’ basic skills and knowledge, as well as detailed notes on their social development and attitudes. The observation notes from handwork lessons are an example of good practice; they note the skills of each individual and set next steps in their learning.

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The quality of teaching and assessment

Teachers use a good variety of methods and activities in lessons that help to keep pupils engaged and interested, and ensure that there is a steady pace throughout the long main lesson. The strategy of beginning a lesson by recalling previous learning is effective in assessing and reinforcing what pupils know already before introducing new concepts. Just occasionally teachers respond more readily to those pupils who raise their hands to answer. Consequently a few pupils may be less obviously engaged. Explanations and instructions are clear. Teachers are adept at combining whole-class teaching with individual work. They use physical tasks and movements effectively to practise abstract concepts in a concrete way. Subject knowledge, particularly in French, German and eurythmy, is especially good and ensures that pupils make good progress.

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2. The spiritual, moral, social and cultural development of pupils

The school makes good provision for pupils’ spiritual, moral, social and cultural development and this is a strength of school life. Parents recognise this strength too. In keeping with the Steiner philosophy, the pupils’ personal development is key to educating the ‘whole child’ through a wide range of activities. The curriculum provides many opportunities for pupils to develop their self-awareness and self- confidence. Reciting verses encourages consideration of the world’s natural beauty and eurythmy also affords the time for pupils to think about their relationship with the earth’s natural rhythm.

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2. The spiritual, moral, social and cultural development of pupils

The pupils develop self-confidence and an ability to articulate what they think and how they feel. The youngest pupils in the kindergarten grow in confidence through role play as they successfully negotiate with their peers. In all classes, most pupils show confidence in their own abilities as they readily volunteer answers in response to questions from teachers. Discussions with pupils confirm that they are self- confident and they express considered opinions about their views of school life. They say they enjoy lessons and that the adults in the school are fair; observations confirm this.

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2. The spiritual, moral, social and cultural development of pupils

Pupils have a keen sense of right and wrong. Moral development is encouraged through the curriculum and also by strong role models from adults within the school. Moral issues are common themes in age-appropriate stories where good triumphs over bad, and kindness and respect are identified as worthy human attributes.

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2. The spiritual, moral, social and cultural development of pupils

The importance of respect is evident in the good quality relationships between pupils and adults and this aids their social development greatly. The behaviour of pupils in lessons and in the play areas is very good. They have good attitudes to learning and respond enthusiastically to the lively pace of lessons as teachers use a range of effective teaching strategies that promote good levels of achievement. There are many opportunities for pupils of all ages to show how they can contribute to the smooth running of their class. For example, in kindergarten, even the youngest pupils help to lay tables and clear way after the mid-morning snack that they have helped to make. They know how to take turns and, as a result, such occasions are very calm and relaxed. All older pupils willingly undertake jobs detailed on the class rota. They use their initiative as teachers encourage the pupils to be creative, for

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2. The spiritual, moral, social and cultural development of pupils

example, by designing their own Christmas greeting cards.

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2. The spiritual, moral, social and cultural development of pupils

Pupils’ cultural development is encouraged very well by the range of cultures within the school and experiences such as lessons in French and German from the age of six. The curriculum provides a rich diet of music, movement, art, visits to galleries, poetry and stories from around the world. Festivals such as Divali and the Chinese New Year encourage the pupils to respect the values and beliefs of those from cultures other than their own.

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3. The welfare, health and safety of the pupils

The adults in the school care about their pupils and have their interests at heart. Pupils are supervised well. However, several important elements of pupils’ welfare, health and safety do not meet requirements and are inadequate. Many policies are new, or in draft form and yet to be ratified. As a result, policy and practice do not always match. The school has begun to rectify these shortfalls.

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3. The welfare, health and safety of the pupils

The school has clear expectations of good behaviour and a firm anti-bullying policy. There has been no cause to invoke and record severe sanctions on pupils because there have been no serious breaches of discipline. The admission and attendance registers are maintained in accordance with regulations.

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3. The welfare, health and safety of the pupils

The child protection policy has clear procedures but the named officer, to whom any concerns should be reported, has not had up-to-date training. Other staff have not had guidance or training in child protection issues in the recent past. This must be addressed as a matter of urgency. The most recent guidance requires the policy to be reviewed annually. There is a good level of First Aid cover as many staff have had recent training. The accident log is completed accurately and signed by parents. Staff are aware of pupils’ medical conditions including allergies. The First Aid policy includes a statement about administering medication but this does not cover all the latest requirements for a medicines policy.

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3. The welfare, health and safety of the pupils

The health and safety policy is in draft form and awaiting ratification by the interim management group. The school carries out a large number of risk assessments on all types of activities, outings and events held in the school. Despite this, some unsafe practice, such as pupils doing games in the hall in socks, occurs. A number of minor breaches were discussed during the inspection. Radiators and wall heaters, especially those in the kindergarten were very hot to the touch. The school has arranged for a glazier to check that all glass meets safety standards. The school does not have a recent report from the fire service and has, wisely, organised an inspection visit which is due to take place in January. In the meantime, the school has carried out its own fire risk assessment recently and noted several areas that need work. For example, there are no smoke alarms in the main school building.

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3. The welfare, health and safety of the pupils

Fire alarm systems are checked weekly and evacuations are held termly.

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3. The welfare, health and safety of the pupils

The school has not considered the DDA in the context of admitting pupils with disabilities and the potential adaptations required to the building or to the curriculum. There is no three-year plan to show how the building might be adapted to accommodate pupils who needed special facilities.

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What does the school need to do to comply with the regulations?

In order to comply with the Independent Schools Standards Regulations 2003 the school should: • ensure that staff receive up-to-date training in child protection and implement the school’s written policy in compliance with Department for Education and Skills (DfES) guidance "Safeguarding Children in Education" (paragraph 3 (2)(b)); • have due regard to the health and safety issues reported above and discussed during the inspection as included in the DfES guidance “Health an Safety: Responsibilities and Powers” (DfES 0803/2001) (paragraph 3(4)); and • ensure that there is a satisfactory level of fire safety by implementing any recommendations of the local fire authority and completing the work identified in its own risk assessments (paragraph 3(5)).

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What does the school need to do to comply with the DDA?

In order to comply with the requirements of the DDA the school should: • devise a three-year plan to improve the accessibility of the premises.

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4. The suitability of the proprietor and staff

The school has thorough procedures for checking the identity, qualifications, and employment history of staff before their appointment. Character references and professional references are sought. All staff are informed that their appointment depends on gaining enhanced clearance from the Criminal Records Bureau (CRB). The school makes appropriate arrangements to check staff from other countries to ensure their suitability to work with children. Class helpers and volunteers are also checked through the CRB. Staff are required to complete a comprehensive medical form and to give permission for the school to seek further information about their health, if required. However, this is completed after, rather than prior to, confirmation of their appointment.

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Does the school meet the requirements for registration?

The school meets all but one of the requirements.

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What does the school need to do to comply with the regulations?

In order to comply with the Independent Schools Standards Regulations 2003 the school should: • check the medical fitness of staff prior to their appointment being confirmed (paragraph 4 (c)).

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5. The suitability of the premises and accommodation

The accommodation is satisfactory. Classrooms are of an adequate size for the numbers of pupils currently on roll. The kindergarten is spacious for current numbers and the rooms are organised efficiently for the varied activities provided during the session. One room is currently not used by pupils as it used for storing resources. The pupils have regular access to the garden where they play. This area is generally a safe and interesting environment although the grassed areas become slippery in wet weather, and tumbles are common.

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5. The suitability of the premises and accommodation

The specialist rooms for handwork and learning support are appropriate in size for their use. The classrooms in the main school are adequate in size for the small numbers of pupils in each group and the spacious hall is used effectively for games, eurythmy lessons and whole-school activities.

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5. The suitability of the premises and accommodation

The outdoor play area is well used by pupils who use the swings safely. A few have become accomplished unicyclists. Until recently the school also had access to a hard tennis court which was used for a range of games. It is unclear whether this useful facility will be available for use in the coming year. For all pupils the outdoor areas of the school provide many rich opportunities to explore nature and develop skills such as gardening. Teachers also make good use of the local environment including the adjacent canal to support pupils’ learning.

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5. The suitability of the premises and accommodation

There is a sufficient number of toilets for current numbers of pupils. However, the proposed increase in the number of pupils in the kindergarten would require additional toilet facilities. There is inadequate provision for pupils who become ill during the school day.

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Does the school meet the requirements for registration?

The school meets almost all the requirements.

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What does the school need to do to comply with the regulations?

In order to comply with the Independent Schools Standards Regulations 2003 the school should: • provide appropriate facilities for pupils who are ill (paragraph 5 (l)).

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6. The quality of information for parents and other partners

The quality of information for parents and carers is good. The current prospectus is very attractive, easy to read and informative. It clearly states the school’s philosophy and aims, and gives a good flavour of life at the school. The monthly ‘flyer’ relays school news and helps to keep parents up-to-date with events. Notices are displayed on a notice board in the school entrance that are read by some parents on a daily basis when they bring or collect their children. The school is in the process of providing a Parents’ Handbook that will provide a wealth of useful information to enhance their already strong relationship. Parental responses to the questionnaire were mainly very positive. Parents indicate they are pleased with the information they receive and feel the school is well run and easy to approach. Some essential items are omitted from the information that the school provides for parents and prospective parents. Particulars of policies on and arrangements for

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6. The quality of information for parents and other partners

admissions, discipline and exclusions are not provided as a matter of course. Nor does the school provide details of any provision it makes for pupils with special educational needs or English as an additional language. Parents are not informed that they may request details of policies on bullying, child protection, health and safety, the promotion of good behaviour, and sanctions adopted in the event of pupils misbehaving. Some of these policies are, as yet, in draft form and have not been formally adopted by the school. The school has appropriate complaints procedures but does not tell parents that they can request information about the number of formal complaints received during the preceding year. Information about the number of staff employed at the school, including temporary staff, and a summary of their qualifications is not available.

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6. The quality of information for parents and other partners

Parents have regular opportunities, both formal and informal, to meet with teachers and other staff to discuss their children’s progress. Parents of pupils in the main school receive annual written reports of satisfactory quality. These provide information about the pupils’ personal development as well as their academic progress. However, parents of pupils in the kindergarten do not receive written reports.

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What does the school need to do to comply with the regulations?

In order to comply with the Independent Schools Standards Regulations 2003 the school should: • provide to parents of pupils and of prospective pupils, particulars of the school's policy on and arrangements for admissions, discipline and exclusions; and particulars of educational and welfare provision for pupils with statements and for pupils for whom English is an additional language (paragraphs 6(2)(e to f)); • make it clear to parents of pupils and of prospective pupils that they may request: particulars of policies relating to bullying, child protection, health and safety, the promotion of good behaviour, and sanctions adopted in the event of pupils misbehaving; details of the complaints procedure, together with details of the number of complaints registered under the formal procedure during the preceding school year; and the number of staff employed at the school, including temporary staff, and a summary of their qualifications

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What does the school need to do to comply with the regulations?

(paragraphs 6(2)(h), 6(2)(j to k)); and • provide parents of kindergarten pupils with an annual written report of their child’s progress and attainment (paragraph 6(5)).

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complaints

The school has comprehensive and well-structured procedures for handling complaints. A copy of the new procedures, formulated this term, has been sent to all current parents, who indicated through the questionnaire that they understand them.

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SCHOOL DETAILS

Name of school: Alder Bridge DfES Number: 869/6013 Type of school: Steiner Waldorf Status: Independent Age range of pupils: 3 – 10 years Gender of pupils: Mixed Number on roll (full-time pupils): Boys: 26 Girls: 14 Total: 40 Number on roll (part-time pupils): Boys: 2 Girls: 5 Total: 7 Annual fees (day pupils): £3,420 - £4,410 Address of school: Mill Lane Padworth Reading Berks RG7 4JU Telephone number: 0118 971 4471 Fax number: 07092 042631 Email address: info@alderbridge.w-berks.sch.uk Proprietor: Alder Bridge Association Reporting Inspector: Mrs Jane Wotherspoon HMI Date of inspection: 5 – 8 December 2005

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SCHOOL DETAILS

educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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SCHOOL DETAILS

School inspection reports are available on the Ofsted website ( www.ofsted.gov.uk ).

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SCHOOL DETAILS

The website lists Ofsted independent school inspection reports, together with information on the work Ofsted does in the independent sector.

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