school-inspection-report

Castle House School 3
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