Garden House School ISI Report - Flipbook - Page 10
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Section 3: Pupils’ physical and mental health and emotional
wellbeing
34. In consultation with parents, leaders have created an effective ‘life and culture’ PSHE and
relationship and sex education (RSE) programme particular to the school. Pupils study topics such as
growing up, relationships, respect, healthy diets, online safety and anti-bullying. This helps them to
develop their understanding of moral issues, such as those relating to equality and rights, and
develop an understanding of themselves, physically, emotionally and mentally. The quality of these
lessons is monitored by leaders to ensure consistency across the pastoral team who deliver the
programme. The programme is adapted and refined in response to feedback from pupils, staff and
parents, and to ensure it is effective.
35. Staff are effective in creating a welcoming and nurturing environment in which pupils have a sense
of community and belonging. Teachers are thorough and consistent in the way they promote the
school’s ‘kindness code’, which is effective in creating a culture of collaboration and support. They
are clear when teaching about the school’s values of tolerance and respect in lessons and assemblies
and make effective use of pupils and parents to speak about different cultural and religious
perspectives. Leaders have taken effective action to review and develop the provision for teaching
about diversity and inclusion and have, for example, introduced new texts in English lessons to cover
such topics as historical slavery. This has contributed to pupils’ understanding of diversity and of the
need for mutual respect.
36. Adults provide highly effective supervision. They provide close and caring support for pupils during
and out of lessons. Leaders have appointed pupil listeners to support staff in caring for the wellbeing
of pupils. Consequently, pupils are well supported and know they have someone to turn to if they
have a concern.
37. Pupils’ spiritual understanding is promoted effectively through religious education lessons and
assemblies, both of which cover the major world religions and provide opportunities for pupils to
explore ethical and religious topics.
38. Leaders implement effective behaviour management, including through the use of rewards and
classroom charts, which promote high standards of behaviour. On the few occasions that poor
behaviour occurs, it is resolved quickly and appropriately by staff, who are clear and consistent in
their expectations and are effective in communicating with each other and the pupils involved.
Bullying is rare. Any incidents of bullying are dealt with effectively and consistently by trained staff.
39. The school’s six learning dispositions – initiative, empathy, persistence, curiosity, reflectiveness and
collaboration – are integrated well into lessons. Children in the early years are encouraged to choose
their own play activities and are taught how to take turns when using play equipment. Older pupils
learn how to work together to solve problems and reflect and edit their own work using the
teachers’ informative feedback. The learning dispositions help pupils to become effective and
confident learners.
40. Leaders ensure that children, including in the early years, regularly engage in outdoor physical
activity by using external sports facilities. An appropriate physical education (PE) programme is
taught by sports specialists and includes sports such as gymnastics, swimming, football and fencing.
© Independent Schools Inspectorate 2024
Garden House School – October 2024
