Garden House School ISI Report - Flipbook - Page 6
6
Section 1: Leadership and management, and governance
13. Leaders have a clear rationale for the school’s provision of educating male and female pupils
separately in lessons from Reception Year upwards. Leaders consider the learning needs of all pupils
and implement effective plans to develop pupils’ self-confidence in preparation for their future
schools. Leaders and proprietors regularly review the arrangements for single-sex teaching and take
action to ensure that provision for male and female pupils is equitable and not to the detriment of
either gender. For example, heads of department oversee subject resources and teaching for both
male and female pupils and the same teachers are deployed across classes of both genders.
Arrangements for activities out of lessons, such as lunch and clubs, are co-educational, enabling
males and females to work and play together on a daily basis.
14. The proprietors and leaders work closely together to ensure that the school delivers an education in
line with its mission to create a stimulating and supportive environment in which children gain an
enthusiasm for learning. The wellbeing of pupils is central to decision making and there is a genuine
care for the welfare of each individual.
15. The headteachers of the different parts of the school provide cohesive and supportive leadership.
They show a depth of knowledge about the school’s effectiveness and have a clear vision for its ongoing development. The three-year development plan is reviewed and updated regularly. A number
of initiatives have been designed to support pupils’ wellbeing, such as appointing pupil listeners
across the school to support staff in caring for the wellbeing of pupils , re-designing the school’s
‘learning dispositions’ programme to provide greater pupil voice and inviting external specialists to
speak to parents about the importance of character education. Where necessary, leaders liaise with
external agencies to ensure pupils receive suitable educational support and are safeguarded
effectively.
16. The proprietors provide close and effective support for the three headteachers through fortnightly
meetings and scrutiny of reports. They are frequently present in the school. Proprietors closely
monitor the school’s performance to ensure that leaders are suitably knowledgeable and carry out
their roles effectively, so that the Standards are met.
17. Leaders in the early years actively promote the wellbeing of children. They provide a warm and
nurturing environment and maintain open and effective communication with parents to support
children’s wellbeing and development. Leaders provide close and effective support for staff, working
well together in maintaining a focus on the individual needs of the pupils.
18. Areas of risk are comprehensively managed. Leaders understand the contextual risks of the school
and ensure that thorough and appropriate risk assessments are in place across a wide range of
activities on and off the school sites. This enables the school to make effective use of the buildings
across the three sites, including the limited outdoor space, as well as external venues, such as local
sports fields. The wellbeing of pupils is also prioritised when assessing risk. For example, measures
have been introduced that help to minimise pupils feeling over-pressurised, particularly when
preparing for entrance examinations to selective schools.
19. Complaints from parents are relatively few, but those that do occur are handled effectively and
sensitively following the school’s clear complaints policy.
© Independent Schools Inspectorate 2024
Garden House School – October 2024
