school-inspection-report

Castle House School 

Dear Parents 

We are now able to send our Inspection report. We are very pleased to say it will make very good reading. 

Pupils’ spiritual, moral, social and cultural development is an “OUTSTANDING” feature of the school, 

according to the inspection report now published, following our inspection by the Independent Schools’ 

Inspectorate (ISI) team last term. The school “is HIGHLY SUCCESSFUL in meeting its aim to nurture 

interesting and balanced young people in a happy and challenging environment.” 

Another “OUTSTANDING” is awarded for the quality of pastoral care, which “successfully reflects the spirit of 

the school’s aims and ethos”. The quality of relationships between staff and pupils is described as “a great 

strength”. Spiritual development is EXCELLENT. 

The report also says that “the school has developed an OUTSTANDING partnership with parents and 

worthwhile links with the wider community.” Thank you, parents for your support. The report specifically 

comments that “virtually all parents responded to the pre-inspection questionnaire and their responses 

showed that they are loyal and very satisfied with the education and support provided for their children.” 

Castle House is “a community in which all members feel valued”. 

Good marks are also given to the school’s staff and the standard of teaching, to the quality of leadership and 

management, to the pupils’ learning and achievements in academic work and many other activities, to the 

pupils’ interaction and care of each other, to the school’s assessment systems, to the quality of the 

contribution made by the governing body, to the arrangements to ensure the pupils’ health and safety, good 

behaviour and well-being, and for the excellent work of the support team including the administrative, 

catering and caretaking staff. Pupils’ cultural awareness is EXCELLENT and their achievements in extracurricular 

activities are described as REMARKABLE. Many other detailed aspects of school life are also 

praised. 

The only recommendations made are to refine further provision for particularly gifted and talented pupils and 

to offer “democratic opportunities” for pupils to contribute to school life through a school council, the 

introduction of which was already a part of school development planning. 

The moral development of the children is an area given a separate OUTSTANDING. Inspectors praise the 

way children apply The Castle House Way to their daily lives. 

ISI is the body that inspects all accredited independent schools. The high quality of its work is maintained by 

constant monitoring and verification by OFSTED. In “inspection speak,” “OUTSTANDING” and 

“EXCELLENT” are words representing its highest grades. 

Yours sincerely 

RICHARD WALDEN 

Headmaster

INDEPENDENT SCHOOLS INSPECTORATE 

INSPECTION REPORT ON 

Castle House School 

Full Name of the School Castle House School 

DCSF Number 894/6002 

Registered Charity Number 510515 

Address 

Chetwynd End, Newport, Shropshire TF10 7JE. 

Telephone Number 01952 811035 

Fax Number 01952 811035 

Email Address 

admin@castlehouseschool.co.uk 

Headmaster 

Mr Richard Walden 

Chair of Governing Council Mrs Arthemise Hay 

Age Range 2 to 11 

Gender 

Mixed 

Inspection Dates 6 th to 9 th May 2008 

This inspection report follows the framework laid down by the Independent Schools Inspectorate 

(ISI). The inspection was carried out under the arrangements of the Independent Schools Council 

(ISC) Associations for the maintenance and improvement of the quality of their membership. It was 

also carried out under Section 162A(1)(b) of the Education Act 2002 as amended by the Education 

Act 2005, under the provisions of which the Secretary of State for Education and Skills accredited 

ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and 

reporting on compliance with the Education (Independent School Standards) (England) Regulations 

2003 as amended with effect from January 2005 and May 2007. 

The inspection does not examine the financial viability of the school or investigate its accounting 

procedures. The inspectors check the school’s health and safety procedures and comment on any 

significant hazards they encounter: they do not carry out an exhaustive health and safety 

examination. Their inspection of the premises is from an educational perspective and does not 

include in-depth examination of the structural condition of the school, its services or other physical 

features. 

© Independent Schools Inspectorate 2008

CONTENTS 

1. INTRODUCTION ..........................................................................................1 

Characteristics of the School ................................................................................................ 1 

2. THE QUALITY OF EDUCATION ...............................................................3 

The Educational Experience Provided ................................................................................. 3 

Pupils’ Learning and Achievements..................................................................................... 4 

Spiritual, Moral, Social and Cultural Development of Pupils.............................................. 5 

The Quality of Teaching (Including Assessment)................................................................ 6 

3. THE QUALITY OF CARE AND RELATIONSHIPS ..................................8 

The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils....................... 8 

The Quality of Links with Parents and the Community....................................................... 9 

4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT ....11 

The Quality of Governance ................................................................................................ 11 

The Quality of Leadership and Management ..................................................................... 11 

5. CONCLUSIONS AND NEXT STEPS.........................................................13 

Overall Conclusions ........................................................................................................... 13 

Next Steps........................................................................................................................... 13 

6. SUMMARY OF INSPECTION EVIDENCE ..............................................14 

List of Inspectors ................................................................................................................ 14

Castle House School 1 

1. INTRODUCTION 

Characteristics of the School 

1.1 Castle House School is a co-educational, day preparatory school for girls and boys from the 

ages of two to eleven. It is located in Newport, Shropshire in an attractive Grade II listed 

building with spacious gardens. Castle House was founded in 1944 on the site of a former 

school. In 1980, the Castle House School Trust was formed to purchase and run the school 

with a board of governors, to provide a modern education within a caring, nondenominational, 

Christian ethos. Most pupils come from professional and business families 

living in the Newport area, but the school also retains its links with the rural community. 

The present headmaster has been in post since 1997. 

1.2 Children aged two to four are catered for in the Nursery. The Lower School comprises 

Reception, plus Years 1 and 2. The Upper School is organised into Years 3 to 6. At the time 

of this inspection, the school had 105 pupils on roll. In the lower and upper schools there 

were 70 full-time pupils: 37 girls and 33 boys. In the Nursery there were 17 girls and 18 

boys attending part-time. In total, 9 pupils have extra learning support for their learning 

difficulties or disabilities (LDD) and 2 have formal statements of special educational needs 

(SEN). There are 2 pupils with English as an additional language (EAL) and both receive 

extra support in learning English. Very few pupils come from an ethnic minority 

background. 

1.3 Entry to the school is non-selective. A significant minority of pupils enter the school at times 

other than at the start of their education. The results of standardised tests across the school 

indicate that the ability profile is broadly in line with the national average, although each 

year contains a wide range of ability. If pupils are performing in line with their abilities, 

their results in national tests at the age of eleven will be in line with the average for all 

maintained primary schools. 

1.4 The school is committed to creating a family atmosphere of care and support, in which pupils 

can achieve their full potential. The school declares its purpose to be a place where an 

encouraging start matters and where love and kindness count. It aims to make learning 

fulfilling and fun, with an emphasis on art, music, drama and sport. The school also seeks to 

develop in pupils qualities of independence, self-motivation and self-confidence, with the 

ability to work co-operatively with other people, to understand their own and other cultures, 

and to live in harmony with others. It sets out to do this by nurturing interesting and 

balanced young people, by aiming to offer the highest quality of education, and by 

developing in each boy and girl responsibility towards others and a clear sense of right and 

wrong. Lastly, the school aims to create a community in which all members feel valued and 

involved as good citizens. 

1.5 In the last few years, developments have included: the launch of the Nursery; the 

introduction of care before and after school; the provision of a networked computer suite 

with broadband access, a new lunch service, and a full-time holiday care scheme; the 

appointment of subject co-ordinators; the introduction of personal, social and health 

education (PSHE); and the teaching of Spanish as a second foreign language. 

1.6 Pupils leaving the school at the end of Year 6 go to a broad range of independent senior 

schools, maintained, selective grammar and non-selective schools.


1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in 

the school.


2. THE QUALITY OF EDUCATION 

The Educational Experience Provided 

2.1 Castle House offers a good quality academic and all-round education which is consistent 

with the school’s aspirations and philosophy. It is highly successful in meeting its aim to 

nurture interesting and balanced young people in a happy and challenging environment. The 

curriculum has been refined further since the school’s last inspection. 

2.2 The curriculum covers not only the full range of National Curriculum subjects, but also 

incorporates additional subjects such as French, Spanish, religious education (RE) and 

PSHE. The physical education and games curriculum is excellent and pupils acquire fitness 

and good health as a result. Curriculum provision for children aged between two and four in 

the Nursery has been successfully launched. The Nursery curriculum is based upon the 

national guidance from birth leading to the Early Learning Goals. 

2.3 Curriculum planning is good. In some subjects, such as English, it is exemplary. Subject 

policies and schemes of work vary from good to excellent. All pupils have equal access to 

the curriculum and are encouraged to participate in a wide range of activities. The school’s 

curriculum is being enhanced by improving provision for information and communication 

technology (ICT). This is being done in a rolling programme from the Lower School 

onwards. 

2.4 The school promotes well the skills of speaking, listening, reading, writing and numeracy 

from an early age. These skills are built on from year to year and support pupils’ learning 

across the curriculum effectively. 

2.5 An extensive extra-curricular programme enhances learning opportunities considerably. This 

was recognised at the last inspection and it remains so now. In particular, gymnastics and 

chess are real strengths. A wide range of sporting activities is offered to both boys and girls. 

The Radio Club is a rare and valuable extra-curricular activity. Art, craft and computer clubs 

are also thriving and popular. Regular educational trips take place, including visits to the 

theatre and local museums, and these enrich pupils’ educational experiences. 

2.6 From an early stage, pupils are taught well by specialist teachers in a range of subjects. The 

good programme for PSHE enables pupils to learn about matters such as money 

management, preparation for examinations, family relationships and internet safety. It makes 

a good contribution to the fulfilment of the school’s aims and ethos. 

2.7 Good attention is paid to preparing pupils for the next stage of their education. Children are 

introduced to the Nursery sensitively and in a caring way. Pupils in Year 2 are prepared well 

for work in the Upper School and the transition from Year 2 to Year 3 is managed well. 

Liaison occurs with a broad range of senior schools to ensure a smooth transition for pupils 

in Year 6. Teachers from senior schools to which the pupils transfer visit Castle House and 

pupils have taster days at those schools. Pupils benefit from a wide choice of independent 

senior schools, maintained, selective grammar and non-selective schools. The school 

prepares them well for entry examinations, which include the 11+. 

2.8 Teachers plan tasks and activities which are appropriate for the needs of their pupils, 

including those with LDD. The special educational needs co-ordinator (SENCO) works 

effectively with class teachers to identify pupils who have LDD, such as dyslexia. Where a 

statement of SEN has been provided, the school ensures that it matches its provision to the 

requirements of the statement. An individual educational plan is drawn up and discussed


with parents. Individual or group help is offered in school. Extra support is available to the 

few pupils for whom English is an additional language. 

2.9 Provision for pupils with LDD is good when they receive one-to-one support. The SENCO 

manages a small team well and discusses each pupil’s needs with their teachers at the start of 

every term. Early intervention strategies help greatly to identify pupils requiring support. 

Learning support staff make good use of ICT for pupils with LDD. Provision for gifted and 

talented pupils has not been formalised by clear identification of needs, training of staff or 

specific planning. 

2.10 The school meets the regulatory requirements for the curriculum [Standard 1]. 

Pupils’ Learning and Achievements 

2.11 Pupils learn well and their achievements are good relative to their abilities. The standards of 

achievement and the quality of learning have been maintained since the time of the last 

inspection. Pupils show good knowledge, skills and understanding in the subjects and 

activities they undertake and they apply these well. They think and act creatively. The 

school is successful in achieving its aim of developing in each girl and boy self-discipline 

and an ability to work hard and independently. Since the last inspection, pupils have become 

more independent, confident learners who are willing to tackle problems on their own. 

2.12 Pupils across the school win house points for academic work and cultural achievement. 

There is a clear rewards system in Years 1 to 6, including endeavour awards as well as praise 

for good work and progress. In the Foundation Stage, rewards are based on smiley faces and 

stickers. Pupils of all ages speak articulately about their work and listen astutely. For 

example, in an art lesson, pupils made useful suggestions for improving each other's work in 

aboriginal art. In a music lesson, they made perceptive suggestions as to how to make their 

peers’ performances more interesting. 

2.13 Standards of reading are high, as are standards of writing. Pupils are encouraged to apply 

mathematical concepts effectively through problem solving activities, including games. 

They are confident in the use of ICT. Pupils experience a variety of activities to promote 

reasoning and thinking skills. For example, a Year 6 group were set the task of working out 

how a card trick was done and a Year 2 class enjoyed asking questions to find out what was 

hidden in the 'anticipation box'. Pupils often find learning is fun. Those in Upper School 

take accurate notes and organise their work independently. They are well motivated and 

fulfil the school’s aim by doing their best to be their best. There are no significant 

differences in relative attainment between different groups of pupils or from subject to 

subject. Pupils study effectively, both on their own and with others in pairs and groups. 

They are erudite when expressing their views and demonstrate intellectual rigour in 

organising their thoughts. Older pupils correctly identify onomatopoeia in poetry. 

2.14 Results in national tests at the age of eleven over the three years up to 2007 were above the 

national average for all maintained primary schools in English and mathematics, and in line 

with the national average in science. Boys performed slightly better than girls. Overall, 

pupils achieved well for their abilities in English and mathematics, and satisfactorily in 

science. This reflects the good achievements seen in lessons during the inspection. 

2.15 Pupils are successful in gaining entry to the independent senior schools, maintained, selective 

grammar and non-selective schools of their choice. Three or four pupils win sports or 

academic scholarships annually.


2.16 Pupils have achieved success in extra-curricular activities in the last two years. This includes 

reaching the finals of national chess championships, reaching national level in the UK 

Mathematics Challenge and gaining an award at the Independent Schools Association (ISA) 

national art competition. Pupils have won many medals and trophies at regional and national 

championships for gymnastics in recent years. In 2007, eight pupils passed an examination 

leading to a technical qualification in using radios for international communication. Given 

the school’s relatively small size, these achievements are remarkable and pupils’ personal 

development is assisted considerably. 

Spiritual, Moral, Social and Cultural Development of Pupils 

2.17 Pupils’ spiritual, moral, social and cultural development is an outstanding feature of the 

school. This was the case in the last inspection and it remains so now. It is implicit 

throughout the school day. The motto ‘Kindness Counts’ represents the underlying ethos in 

which every pupil is encouraged to achieve whilst taking care of others. The school fully 

meets its commitment to educate pupils in a supportive, caring environment within a 

framework of family and Christian values. 

2.18 Spiritual development is excellent. Pupils demonstrate a very keen spiritual awareness. 

They grow in confidence as they grow older. Teachers build self-esteem and a sense of 

personal worth through valuing pupils as individuals and through the support they provide. 

Throughout the school, pupils demonstrate a sense of identity and self-worth, which is 

enabled through activities such as participation in the thriving house system. 

2.19 Pupils discover the meaning and purpose of their experiences through circle time, PSHE and 

RE lessons. These give opportunities to explore values and religious beliefs and the way 

they affect people’s lives. From Reception on, pupils develop their awareness and 

knowledge through learning about Christianity, as well as Muslim and Hindu festivals such 

as Eid and Diwali. As they progress, they continue to develop their knowledge of world 

religions, such as Buddhism, in RE lessons. Visits by the local rector and curate, a Baptist 

pastor and other speakers, as well as visits to the local church, enrich pupils’ experiences and 

provide meaningful opportunities for them to explore their spiritual beliefs. 

2.20 Moral development is outstanding. Pupils show an excellent awareness of moral issues. The 

school is committed to helping them gain a clear sense of right and wrong and to appreciate 

the importance of good manners, friendliness and tolerance. Pupils conscientiously and 

respectfully follow the tenets of ‘The Castle House Way’, the school’s code of conduct, and 

its message for living. They understand why these rules are necessary. Pupils become 

responsible citizens who carefully consider the needs of others. 

2.21 Charitable work, often by individual pupils, allows them to show initiative with fund raising 

strategies. In order to raise money for the local air ambulance, one pupil organised a skittles 

competition, which was well supported by his peers. The school regularly supports the 

charity Children in Need and local television personalities visit to publicise this. More 

formally, Year 6 pupils fund raise annually as part of their PSHE learning. They are very 

courteous to each other and to their teachers and visitors. The school thrives on goodwill and 

co-operation and this enables pupils to develop a strong moral code. They are clearly proud 

of their school and enjoy being part of its community. 

2.22 Social development is good. Pupils show a high degree of social awareness, which is evident 

from the youngest age. They interact with each other well and show respect, tolerance and 

consideration. Older pupils shepherd younger ones downstairs and keep a watchful eye on 

them. There is an expectation that Year 6 pupils will provide role models as worthy and


thoughtful members of the school community, and they respond well when given 

responsibility as monitors, enjoying this privilege. 

2.23 In Reception, teachers use puppets often in role-play where pupils explore their feelings in a 

warm, open and safe environment. Throughout the school, pupils’ confidence is sensitively 

promoted both in lessons and in assemblies, for which classes prepare presentations at least 

once a term. This enables pupils to develop their skills in performing publicly and they do so 

very well. During the inspection, pupils in Year 5 displayed considerable poise and 

persuasive rhetoric in their class assembly when delivering their thoughts on making the 

world an ecologically better place for all. 

2.24 The wealth of sporting opportunities both within the curriculum and in after-school activities 

has encouraged greater involvement and confidence at all levels. However, too few 

opportunities are given for boys and girls to have positions of responsibility and a good 

understanding of democratic principles. The school has, for example, identified the need to 

introduce a school council in its latest development plan, but this is not yet in place. 

2.25 In the wider context, pupils’ knowledge of public institutions and services is appropriate at 

every level. Visits from a police constable with responsibility for community education 

ensure that older pupils are aware of the dangers of drugs and the need for internet safety. 

Teachers set a good example for their pupils and encourage them to relate positively to one 

another. Pupils participate fully in many aspects of school life. Their sense of community 

and the warmth of their relationships are strongly evident. 

2.26 Pupils’ cultural awareness is excellent. They demonstrate an appreciation of and respect for 

their own and other cultures. Artwork provides a strong vehicle for cultural enhancement. 

Attractive arrangements of aboriginal masks and patterns based on Peruvian and Masai 

textiles figure prominently in displays. Polish interpretations of ‘please’, thank you’ and 

‘welcome’ are displayed with their English counterparts in a classroom to help any Polish 

pupils feel at home. .Pupils have opportunities to participate in visits out of school. These 

broaden their social and cultural experiences, such as the visit of pupils in Years 3 and 4 to 

‘Enginuity’, part of the Ironbridge Museum. This resulted in an enjoyable and stimulating 

project in parachute making. Regular theatre visits occur. 

2.27 Cultural values and experiences are effectively broadened through subjects such as French 

and Spanish. These are much enjoyed by pupils. These and other activities enrich their 

experiences and promote their understanding of the need for tolerance and harmony between 

different cultural traditions. 

2.28 The school meets the regulatory requirements for the spiritual, moral, social and cultural 

development of pupils [Standard 2]. 

The Quality of Teaching (Including Assessment) 

2.29 The quality of teaching is good. Together with the positive relationships between staff and 

pupils, it is a significant factor in promoting pupils’ effective learning and high standards. 

Teaching throughout the school successfully promotes the aim to enable pupils to make good 

progress in their acquisition of knowledge, skills and understanding. The high standard of 

teaching identified at the last inspection has been maintained. 

2.30 Teaching is adapted well to meet the needs of all pupils, using appropriate activities that 

promote effective learning. Overall, pupils are well supported, and this enables them to make 

good progress according to their abilities and to increase their understanding and develop 

their skills. For those pupils requiring extra support, including those with LDD, statements


of SEN or EAL, well-defined procedures with appropriate priorities are clearly set out. 

These involve all teachers and learning support staff. Well-constructed individual education 

plans for pupils with statements of SEN are taken into careful account. Good planning 

ensures that work is neither too hard nor too easy. 

2.31 Expectations in the best lessons are high. Many good opportunities are provided for pupils to 

take responsibility for their own learning. Well-planned, challenging tasks and skilful 

questioning encourage pupils to think critically and learn for themselves. For example, in a 

highly successful English lesson, pupils were able to identify alliteration, similes and 

metaphors in three poems. They voiced their opinions about how the use of these literary 

forms enhanced poetry before creating their own. In such lessons, progress is rapid. 

2.32 Lesson planning is usually thorough at all stages of learning. The most effective teaching 

has very clear learning objectives and provides pupils with well-organised, stimulating and 

focused activities matched closely to their abilities. Most teaching shows a good 

understanding of pupils’ needs and aptitudes and work is planned accordingly. On 

occasions, opportunities to extend the learning and meet the needs of the most able were not 

provided. 

2.33 A strong feature of teaching is the positive and wholesome quality of relationships between 

pupils and their teachers. In an Upper School games lesson, well-illustrated teaching points 

and skills-based activities were used meaningfully to encourage high standards in a mixed 

age group. Throughout the school all pupils’ contributions are valued and encouraged. 

2.34 Teachers have a thorough knowledge of the subjects they teach and their explanations are 

clear. They translate their own enthusiasm into well-paced, stimulating and informative 

lessons, and this maintains pupils’ interest in their work. Well-directed specialist teaching 

contributes significantly to pupils’ high achievements and rapid progress. Teachers use 

resources well. The provision of many well-organised enrichment activities considerably 

enhances the pupils’ learning experiences. Teachers manage their classes well and maintain 

high standards of behaviour. Their enthusiasm and ambition for pupils to do well are very 

apparent. They use praise and encouragement widely. 

2.35 The systems for assessing and recording pupils’ attainment and progress are efficient, 

accurate and work well. Assessment is often used effectively to take work further forward. 

Assessments are used primarily to monitor pupils’ progress over time and to recognise 

individual strengths and weaknesses. In the best examples, regular assessments are carefully 

planned, detailed and linked to explicit criteria. 

2.36 Assessment for younger pupils is informative and thorough, with reading and spelling tests 

conducted annually. For the very youngest, good use is made of initial evaluations, which 

form a springboard for growth. Children under the age of five are assessed regularly and 

appropriately. Older pupils’ progress is tracked effectively through standardised tests, tests 

of spelling and reading, and through assessment of effort and attainment. Such data is used 

increasingly to track their progress. Subject assessment in the form of internal examination 

papers is used well to monitor progress and learning. Marking of pupils’ work is consistently 

good. The marking policy ensures that marking is frequent, conscientious and offers praise 

and constructive ideas for improvement. 

2.37 The school meets the regulatory requirements for teaching [Standard 1].


3. THE QUALITY OF CARE AND RELATIONSHIPS 

The Quality of Pastoral Care, and the Welfare, Health and Safety of 

Pupils 

3.1 The quality of pastoral care is outstanding. The manner in which pupils’ welfare, health and 

safety is nurtured is good. This successfully reflects the spirit of the school’s aims and ethos. 

Thorough and effective measures are taken to safeguard and promote pupils’ welfare, health 

and safety. The high quality of pastoral care highlighted in the previous inspection has been 

maintained. 

3.2 Very effective pastoral care arrangements are well established. Teachers have a good 

overview of pupils’ academic progress and personal development. They provide high quality 

support for pupils in a friendly and relaxed manner, within a family environment. Care 

strategies are supported well by comprehensive policies and guidance, including a wealth of 

detailed guidance in the staff handbook. 

3.3 Class teachers are responsible for the welfare of their pupils and all matters are treated 

seriously and handled sensitively. Frequent staff meetings are used to highlight any concerns 

and to plan support for pupils. Good quality guidance and care at each stage of pupils’ 

education is also provided through circle time, tutor time and within PSHE. Staff treat pupils 

with respect, which enhances the school’s positive, caring ethos and friendly atmosphere. 

Pupils understand they can turn to any adult should they have a problem. 

3.4 The quality of relationships between staff and pupils is a great strength. Pupils mix well and 

are friendly and considerate towards one another both in class and in the playground. They 

are encouraged to support and help each other and they do so willingly. The school’s house 

system helps promote discourse and interaction between year groups; for example, recently, 

groups of pupils worked collaboratively in writing prayers for house assemblies. Members 

of staff monitor pupils closely and are quickly aware of any problems. Pupils identify their 

class teacher as the person they would usually approach when seeking help and advice. The 

willingness of staff to help pupils whenever necessary enables them to receive positive 

support and guidance. A pupil stated: “every single teacher I know is very, very good and 

kind.” 

3.5 The school’s arrangements for promoting good behaviour are detailed and thorough. They 

are known and respected by the pupils who consider the rules to be fair. The provision of the 

effective code of conduct called ‘The Castle House Way’ helps to maintain good manners, 

kindness and mutual respect in and out of lessons. It is displayed in every area of the school. 

Rewards and sanctions are understood and pupils know what is expected of them. The 

manner in which minor behavioural concerns are handled is seen as successful by most 

pupils. Thorough and conscientious attention is paid to the prevention of bullying, and 

pupils are sure that it would be dealt with constructively should it occur. 

3.6 The school takes good care to ensure pupils’ health and well being. The pupils are 

supervised well and arrangements to ensure their health and safety are successful. Child 

protection procedures are thorough and well established. Channels of support are clearly set 

out and regularly updated to include new requirements as they are introduced. Designated 

child protection officers have been appointed and trained, as have all staff. Good 

arrangements for pupils with LDD and statements of SEN are in place and plans to deal with 

accessibility comply with the Special Educational Needs and Disability Act. The systems for 

recording admissions and the use of attendance registers are appropriate.


3.7 Measures to reduce the risk from fire and other hazards are effective. Regular fire practices 

are held, and safety checks are carried out on fire equipment and all electrical portable 

equipment, with appropriate records being kept. The health and safety policy contains 

clearly defined procedures. Risk assessments are extensively and regularly carried out with 

regard to the premises, methods of work and school activities, both on and off site. 

3.8 First aid procedures are good and suitable arrangements, including a sick bay, are in place 

should any pupil be taken ill when at school. All members of staff have a basic first aid 

qualification and two teachers have completed a more advanced course. Appropriate 

accident and incident books are in place with records completed correctly. The school 

ensures that pupils are encouraged to eat healthily and take regular exercise through the many 

sports activities offered. Pupils have a suitable choice of healthy and nutritious options for 

lunch and portions are generous. Catering staff are fully aware of any special dietary 

requirements. 

3.9 The school meets the regulatory requirements for the welfare, health and safety of pupils 

[Standard 3]. 

The Quality of Links with Parents and the Community 

3.10 The school has developed an outstanding partnership with parents and worthwhile links with 

the wider community. Virtually all parents responded to the pre-inspection questionnaire and 

their responses showed that they are loyal and very satisfied with the education and support 

provided for their children. The school is successful in achieving its aim to create a 

community in which all members feel valued. 

3.11 Parents are particularly happy about the quality of teaching, the rich curriculum and the 

strengths in care, guidance and support. Inspectors agree with their views. Links with 

parents and the community have improved since the time of the last inspection. 

3.12 The parents’ association supports the school well. It promotes social contacts amongst 

parents and friends of the school by organising events such as the Summer Ball, a ‘tasty 

food’ sampling evening and charity events. Parents loyally support sporting, musical and 

other cultural events. Some help voluntarily in classrooms or on educational visits. 

3.13 The school has improved its links with parents since the last inspection by producing a high 

quality weekly newsletter, a stylish and detailed prospectus which contains all relevant 

information, and a new parents’ information pack which is thorough in its content. The 

school also provides class booklets which introduce parents to the routines of the next class 

each year, and reports for parents each half term. A detailed written report of high quality is 

also issued at the end of the Summer Term. Parents’ evenings are held twice a year and 

parents are kept very well informed about their children’s progress. 

3.14 The school handles any parental concerns with due care. Within this family-orientated 

school, parents are welcome to see teachers informally at the start or finish of the day. They 

are made aware of the written complaints procedure which is published in the new parents’ 

handbook. There have been no complaints in the last year. 

3.15 The school organises a very good number of outings and events which promote links with the 

wider community. These include pupils performing at elderly care homes locally, police 

talks in school, and fund raising for charities such as World Vision, NSPCC and Children in 

Need. The school has hosted the national gymnastics championships for ISA and played a 

central part in organising a variety of independent schools’ gymnastics events in recent years.


3.16 The school meets the regulatory requirements for the provision of information and the 

manner in which complaints are to be handled [Standards 6 and 7].


4. THE EFFECTIVENESS OF GOVERNANCE AND 

MANAGEMENT 

The Quality of Governance 

4.1 The quality of governance is good and helps to fulfil the aims of the school. Governors’ 

relationships with staff and senior managers are positive and formal links with the school’s 

managers are well developed. The effectiveness of governance has been maintained since 

the time of the last inspection. 

4.2 The governing body is well led and its effectiveness is ensured further by the wide range of 

professional skills that governors have. Governors are successful in realising their aim to 

support the school’s further development. The structure of the governing body includes 

committees for development, finance and general purposes, and discipline. This structure 

works very well. It enables the school’s management team to lead the school forward with 

the confidence that they have the support of an informed and committed group of governors. 

Meetings are carefully minuted. Many governors are parents of pupils or former pupils and 

are thus committed to the school in a personal and long-term way. 

4.3 Governors seek to strike an effective balance between being supportive and acting as critical 

friends. They delegate full executive powers to the management team to lead and manage 

the school. They are involved in strategic planning through their membership of the 

development committee as well as through regular informal contact. Strategic objectives are 

identified and appropriate actions are taken, including suitable financial planning. For 

example, the need to develop new Nursery provision and a holiday care club was identified 

as a priority and governors responded effectively. Governors ensure that investment is made 

in human and material resources to meet the needs of the pupils. 

4.4 Full governing body meetings and committee meetings take place at least five times a year 

and are well attended. Members of staff make presentations to governors from time to time 

about their curricular developments. A number of governors regularly attend school events 

such as plays, concerts and sports fixtures. 

4.5 Governors monitor key aspects of the school with great care. They fully meet their 

responsibilities, including those for health and safety and child protection, by close 

monitoring and regularly reviewing policies. 

The Quality of Leadership and Management 

4.6 The quality of leadership and management is good and the school’s overall aims are fulfilled 

well. In particular, the school is highly successful in educating its pupils to follow its 

benchmark values enshrined in ‘The Castle House Way’. As a result, many pupils try hard to 

be their best, and are kind, forgiving, helpful and honest. The quality of leadership and 

management has been maintained since the time of the last inspection and much has been 

achieved. The school’s leadership has been restructured to good effect. The curriculum has 

been enhanced with more language teaching and further provision for children under the age 

of five. Resources and accommodation have been improved. 

4.7 The headmaster achieves a sensitive balance between pastoral, curricular and strategic 

leadership, as do the management team. Their leadership is characterised as well organised, 

detailed and purposeful. They share many expectations of how to improve the school further 

and show much drive in achieving this. Key personnel with academic and pastoral 

responsibilities are involved fully. As a result, Castle House is seen by parents as a good,


caring school with a distinctive curriculum and a unique identity, and they appreciate this. 

Managers liaise often to ensure that school improvement is a continuous process. They show 

much commitment towards pupils. 

4.8 The school enjoys a happy and friendly atmosphere. Teachers ensure that pupils work and 

play in a disciplined and well-ordered family community. The regular involvement of the 

school’s leaders in teaching and learning is strongly evident. 

4.9 The school development plan is a key element in school improvement and provides good, 

specific guidance for its educational direction. It is a document that has real meaning in the 

school’s improvement process. The school derives its objectives for improvement from 

knowledgeable self-analysis. Senior managers and subject leaders analyse strengths and 

needs for the future perceptively. 

4.10 Subject leaders have striven to improve their subjects further by developing and refining 

policies and schemes of work. Their leadership is often strong. Their cyclical monitoring 

and evaluation of the quality of subject teaching and learning are a key strength. 

4.11 The school has well-qualified and hardworking staff, both teaching and non-teaching. The 

teaching staff consist of a strong blend of specialists in primary education as well as in a 

broad range of subjects. The arrangements for recruiting staff are rigorous and include all 

necessary checks, including those with the Criminal Records Bureau. These are recorded 

accurately on a centralised register. Generally, staff are supported well through continuing 

professional development and in-service training, although the school is aware that not 

enough training in the use of ICT has been given. 

4.12 The system by which managers appraise the work of staff is rigorous and thorough. The 

governing body has also arranged for the work of the headmaster to be appraised. The 

management team monitors teaching in a regular programme. Evaluations are shared openly 

and targets reviewed. Teachers also evaluate their own performance and future training 

needs. The blend of youth and experience in the staffroom has a good effect upon teaching 

and learning. Consequently, the school benefits from many strengths in its staffing. The 

school does not participate in the national scheme for the induction of newly qualified 

teachers. Staff are supported by clear and helpful policy documentation and guidelines. 

School administration is highly efficient and the school runs smoothly. The business 

manager and the general manager fulfil these essential roles excellently. Catering staff serve 

healthy and good quality food and also help the caretaker to keep the school clean and well 

maintained. 

4.13 Financial management is good and ensures that there is a sufficient quantity of specialist 

resources in the majority of subjects. However, resources for science, art and ICT are limited 

in quantity and quality. The school has sufficient quantities of books but has restricted 

resources of quality for independent reading or research. Resources for children under the 

age of five and for music are good. Sports facilities are sufficient for pupils to succeed at 

national level in gymnastics and all pupils swim in a nearby swimming pool every week. 

Displays of pupils’ work in classrooms and corridors are colourful and stimulating. The 

school has benefited from careful husbandry and it is steadily improving its financial 

platform for future development. The well-appointed indoor and outdoor accommodation is 

suitable for pupils’ educational needs. 

4.14 The school meets the regulatory requirements for the suitability of proprietors and staff and 

for premises and accommodation [Standards 4 and 5].


5. CONCLUSIONS AND NEXT STEPS 

Overall Conclusions 

5.1 Castle House is a lively, thriving and caring school. It meets its aims and aspirations in many 

regards. It prepares its pupils well for the next stage in their lives and their future well being. 

Their achievements are often good relative to their abilities. Pupils acquire well-rounded 

knowledge, understanding and skills in many subjects and develop confidence and maturity 

in their personal lives. The school provides a broad, varied and interesting educational 

experience. Pupils enjoy a very caring and happy family ethos. They enjoy coming to 

school and are proud of it. The provision for spiritual, moral, social and cultural 

development is very strong. Parents are pleased with the provision for their children and the 

school’s links with them are outstanding. The overall quality of leadership and management 

is good, as is the quality of teaching. The provision for pupils who are highly able, gifted or 

talented is satisfactory but is not yet formalised. The systems for enabling boys and girls to 

have positions of responsibility and a good understanding of democratic principles are not 

clearly defined. The school has identified the need for a school council to facilitate the 

pupils’ voice being heard. Senior managers are aware of the strengths of the school and the 

areas for development. 

5.2 The headmaster, senior managers and staff have improved standards and broadened the 

learning experience since the last ISI inspection. The school has made good improvements 

as a result of the restructuring of the curriculum, management and staff. It has identified the 

need to improve its provision of training and resources for ICT further. The last Ofsted 

Nursery report indicated that there were no significant shortcomings. 

5.3 The school meets all the regulatory requirements. 

Next Steps 

5.4 In order to improve its provision further the school should: 

1. further refine the provision for pupils who are highly able, gifted or talented across the 

curriculum; 

2. ensure that boys and girls experience more positions of responsibility and gain a 

heightened awareness of democratic principles. 

5.5 No action is required in respect of regulatory requirements.


6. SUMMARY OF INSPECTION EVIDENCE 

6.1 The inspection was carried out from 6 th to 9 th May 2008. The inspectors examined samples 

of pupils’ work, observed lessons and conducted formal interviews with pupils. They held 

discussions with teaching and non-teaching staff and with governors, observed a sample of 

the extra-curricular activities that occurred during the inspection period, and attended 

registration sessions and assemblies. Inspectors visited the sick bay. The responses of 

parents and pupils to pre-inspection questionnaires were analysed, and the inspectors 

examined a range of documentation made available by the school. 

List of Inspectors 

Mr Rob Isaac 

Mrs Christine Leslie 

Mrs Pamela Simmonds 

Reporting Inspector 

Headmistress, IAPS school 

Headmistress, ISA school

school-inspection-report

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