INDEPENDENT SCHOOLS INSPECTORATE INSPECTION REPORT ON
Norman Court Preparatory School

Full Name of the School: Norman Court Preparatory School
DfES Number 850/6001
Registered Charity Number 307426
Address West Tytherley, Nr Salisbury, Wiltshire SP5 1NH.
Telephone Number 01980 862345
Fax Number 01980 862082
Email Address office@normancourt.co.uk
Headmaster Mr Kevin Foyle
Chairman of Governors Sir David Plastow
Age Range 3 to 13 years
Gender Co-educational
Inspection Dates 26th February - 1st March 2007

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 has 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.

The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils' education and development in general. The last full CSCI report can be found at www.csci.org.uk.

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.

CONTENTS

1 INTRODUCTION 1
2 THE QUALITY OF EDUCATION 2
The Educational Experience Provided 2
Pupils' Learning and Achievements 3
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
The Quality of Boarding Education 10
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 INSPECTION EVIDENCE 14

1. INTRODUCTION
Characteristics of the School
1.1 Norman Court is a co-educational day and boarding school for pupils aged from 3 to 13 years. It is situated near Salisbury in Wiltshire and lies on the border of Hampshire. It comprises pre-prep and prep departments containing 242 pupils, of whom 167 are boys and 75 are girls. At the time of the inspection there were 61 pupils in the pre-prep and 181 in the prep department. A large minority of pupils are boarders: 65 in total, with 24 being full-time and 41 being weekly boarders. Although overall numbers have fallen a little since the last inspection, they have doubled in the last 12 years and the number of boarders has tripled.
1.2 Norman Court's motto is "Nil Nisi Optimum" (nothing but the best). The school states its commitment to provide a safe, happy and secure environment in an outstanding country setting and to offer a broad, rich and balanced curriculum to enable pupils to develop their individual strengths and interests.
1.3 Parents are mainly from professional, military or business backgrounds. Day pupils come from areas such as Salisbury, Andover, Romsey, Stockbridge and Winchester. Pupils are mostly admitted during the pre-prep years or at the start of Year 3. They are admitted to other classes in the prep department when numbers permit. Admissions to the school are non-selective. Each year, the school awards a small number of scholarships and bursaries.
1.4 Pupils have a broad range of abilities and overall are above the average for those in all maintained primary schools. Learning support is provided for 72 pupils who have a range of learning difficulties or disabilities on entry to the school.
1.5 A few pupils are from other countries. For 16 pupils, English is an additional language and all receive extra support in studying English. These pupils speak French, Spanish or Cantonese as their first language.
1.6 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 The educational experiences offered at Norman Court Preparatory School very successfully reflect its aim to provide a good, all-round education. Pupils enjoy a broad and varied curriculum which fosters their intellectual, personal, physical and creative needs, as well as their interests and aptitudes. Since the last inspection, planning for English, mathematics and science has been improved. The installation of a number of interactive whiteboards has enhanced pupils' learning.
2.2 The curriculum is planned effectively and it is well documented by teachers, subject co-ordinators and heads of department. Coherent planning is ensured through effective liaison between those responsible for subjects in different sections of the school. This planning is strongest in English, mathematics and science. All pupils, regardless of gender, have equal opportunities to study.
2.3 The school provides pupils with a balanced, enhanced and thorough education. In the foundation stage, it is based on the Early Learning Goals and from Year 1 upwards is linked closely to the National Curriculum. Of particular note, in the pre-prep department is the school's involvement in the forest schools initiative. This provides a practical, hands-on approach to learning out of doors and it helps pupils understand their outdoor environment very well. Throughout the school, an appropriate emphasis is placed on English, mathematics, science and the humanities. The library is well appointed, well organised and well used with a good range of books but there are insufficient resources for information and communications technology (ICT) there.
2.4 Pupils are offered an extensive range of opportunities for music and art. Some perform very well in evening, musical "showcase" concerts for their parents and less formal lunchtime concerts. Many instrumental lessons are taught in a wide range of musical instruments. Pupils undertake an excellent range of projects in art. They work in the styles of many local and global artists and develop spiritually as well as artistically as a result.
2.5 The provision for physical education and games is outstanding. Pupils participate in many competitive sporting events and represent the school at local, county, regional and national levels. A love of cricket is fostered from an early age. A number of pupils enjoyed meeting and talking to a well-known Australian test cricketer about cricket in general and bowling in particular, the week before the inspection. Such experiences raise pupils' interest and awareness significantly. A large number of teachers are involved very effectively in games coaching. Blake Hall (the sports hall), however, has not been improved since the last inspection and remains cold, acoustically poor and its floor can be slippery on occasion.
2.6 In design and technology good provision is made for the study of resistant materials and textiles. The study of food and control technology is not offered although there are cookery clubs in both the pre-prep and prep departments. Drama is also not offered as a discrete subject on the timetable although it takes place within the English curriculum. Nevertheless, many pupils are involved in extra-curricular dramatic productions. Pupils from Years 5 to 8 were observed in the inspection rehearsing for a production of the Dickensian musical "Smike".
2.7 The school provides an outstanding range of extra-curricular activities at lunchtimes and after lessons. These are very well attended. Activities such as sport, art, dance, drama, music, yoga and ICT are particularly popular. The many extra-curricular musical activities include choral, brass and string ensembles and a school orchestra. A great many sporting fixtures take place and all of the major sports are represented. These provide good opportunities for all pupils to participate.
2.8 A varied range of residential and day visits enhance learning. In the past year, Year 6 pupils have stayed in a chateau in Normandy, Year 7 pupils have visited Spain and Year 8 pupils have experienced a challenging outdoor pursuits week at Osmington in Dorset. Numerous other visits include informative historical trips to study the Victorians or the conditions of World War II evacuees.
2.9 The grounds are well tended and the school buildings contain many high quality displays. The internal and external accommodation provides many excellent educational opportunities. These include a refurbished swimming pool, a squash court, well-prepared sports grounds, floodlit tennis courts, a 400-metre athletics track and a spacious dance studio.
2.10 Personal, social and health education (PSHE) is taught as a discrete subject up to Year 5 and all pupils study elements of the Behaviour and Social Graces programme directly each week. In Years 6 to 8, PSHE is combined with religious studies in too random a way. Pupils experience good opportunities to express their views on how their needs are met through membership of or representation on the school council. The school council is well organised and helps pupils to be involved in decision-making and the democratic process. It also gives them a sense of responsibility and makes them feel valued. It is effective in furthering pupils' personal and social development.
2.11 The school prepares pupils very well for transition to the next stage of their education by providing opportunities for new pupils to visit and for existing pupils to experience life in the year above. Teachers also prepare pupils well for their move to senior schools.
2.12 Support for pupils with learning difficulties or disabilities is outstanding, particularly in withdrawal sessions. As a result, these pupils' achievements are often good. Their needs are identified effectively from an early age. Many are externally assessed and if necessary, their names are placed on the special educational needs register and individual education plans (IEPs) are provided. The majority of withdrawal support is for literacy and numeracy. In-class support is developing.
2.13 On entering the school a few pupils with English as an additional language receive a month of intensive language teaching and continue to receive good help after this to improve their English. Gifted and talented pupils are identified and usually receive good support in lessons.
2.14 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils' Learning and Achievements
2.15 The school is successful in meeting its aim to enable pupils to develop their skills, understanding and knowledge and achieve their potential in a broad range of subjects and activities.
2.16 Pupils' standards of achievement across the school are above average. There is no significant difference in achievement between different groups of pupils or between subjects or curriculum areas. There is also little difference in the achievements of boys and girls.
2.17 Pupils become well educated and progress quickly in relation to their ages and abilities. Their overall achievements are good and occasionally they achieve very highly. Pupils receive a thorough grounding in the knowledge, skills and understanding of most subjects and they learn to apply their new learning effectively. They think and act critically, creatively and with growing confidence.
2.18 By the end of the foundation stage all pupils achieve the nationally recommended levels for children of their age and some exceed expectations. They often make excellent progress in their learning and are effectively prepared for work in Year 1.
2.19 Pupils in Years 1 and 2 make good progress and easily achieve in line with their ability range. The forest schools initiative, whereby the woods are used as an outside classroom, provides and harnesses a valuable, cross-curricular resource. As a result, Reception children have developed sharply focused observational skills, an increased awareness of their environment and heightened awareness of aspects of geography and science.
2.20 Even though there is a broad range of ability on entry, pupils almost always achieve Common Entrance results which afford them entry to their first choice of senior school.
2.21 Pupils in Years 3 to 8 achieve and progress swiftly in most subjects. Pupils learn to apply their key skills creatively and demonstrate their ability to think independently. In a Year 2 lesson on the Sabbath, pupils posed thought-provoking questions to a visiting rabbi.
2.22 Year 3 pupils discussed the meaning of rights and responsibility with some maturity. In explaining the concept of responsibility, a Year 3 pupil said succinctly: "something that they are relying on you to do." Year 5 pupils, when investigating the absorbency of paper towels, carefully devised methods to analyse scientifically the fibrous structure of the towels under test conditions.
2.23 Pupils achieve considerable success both as individuals and in teams. Sport is a strength of the school which is reflected in the results of both boys' and girls' teams. In netball tournaments, for eleven out of the last twelve years the girls have reached the national finals at under-eleven and under-thirteen level. In 2006, the boys were national rugby sevens champions at under-thirteen level and runners-up as a full fifteen-a-side.
2.24 Many pupils gain high grades in the Associated Board music examinations in a variety of instruments. Each year, Year 8 pupils gain awards to senior schools for academic, music, art, sport and all-round scholarships.
2.25 Pupils read and write fluently and are often highly articulate. They express themselves confidently and clearly. Even the youngest pupils are ready to offer their views. Pupils listen carefully to one another's comments and observations, and they respond maturely to perceptive questions. School council meetings and the Headmaster's Lunch provide formal occasions in which pupils express themselves confidently and well. Pupils of all ages exhibit very good manners.
2.26 Pupils use and apply mathematical concepts effectively. Year 1 pupils accurately weighed classroom objects and recorded their results. Year 3 pupils carefully modelled three-dimensional objects out of play dough to demonstrate very effectively the properties of prisms.
2.27 Pupils make satisfactory progress in ICT as a separate subject but they do not use computers enough in other subjects. Their skills are sometimes below those expected for their ages and abilities.
2.28 Pupils work and play in a happy, supportive environment where they are valued by staff. The quality of relationships throughout the school is very good and this contributes significantly to pupils' self-esteem.
2.29 In discussions, pupils expressed high levels of satisfaction with the help and support they receive from their teachers. They feel teachers are supportive and respect them as individuals. This contributes significantly to the school's outstanding ethos for learning. It encourages in pupils a very positive approach to learning and to give "nothing but the best".
2.30 Pupils work effectively both on their own and with others. They persevere and clearly enjoy their work in class and many speak appreciatively of the exceptionally high number of activities which the school offers. A Year 8 pupil described the wealth of opportunities afforded to him at school as "awesome."
2.31 Pupils take accurate notes and are careful with the organisation and presentation of their work. Many show high levels of enthusiasm and clearly enjoy their learning. Their manners are often exemplary, both inside and outside the classroom.
Spiritual, Moral, Social and Cultural Development of Pupils
2.32 The quality of provision for spiritual, moral, social and cultural development is good. Pupils have numerous opportunities to develop spiritual awareness. The school has a chapel and a daily pattern of prayers, hymns and talks. Year 4 pupils presented a well-prepared assembly on valuing the differences and similarities in each other.
2.33 Pupils develop spiritually in subjects such as art and music as well as in using the school grounds. They develop some understanding of other faiths in religious studies.
2.34 The school offers many positions of responsibility for pupils to develop self-worth. Pupils' moral sense is developed well as a result. Teachers foster respect for others in PSHE and circle time discussions. Members of staff serve as good role-models. Pupils are clear about acceptable behaviour because of the good guidance of teachers and bold displays of simple but golden rules in each classroom.
2.35 Through a broad range of activities, pupils develop well socially and accept responsibility willingly. The Behaviour and Social Graces programme is a strength of the school. All Year 8 pupils are involved in a duty programme in order for them to experience special responsibilities in their final year. Unaware of an audience, a Year 8 boy helped Year 3 boys form an orderly queue outside the changing rooms in a positive and kindly manner.
2.36 The school council is active and valued by pupils. Its members are elected representatives from Years 3 to 8 who meet regularly to discuss issues prompted by their peers. This promotes pupils' understanding of citizenship and the democratic process very positively.
2.37 Pupils develop very well culturally by acquiring a strong respect for their own and other cultures. This happens in art, music, PSHE, circle time discussions and assemblies. Pupils have many opportunities for cultural visits in the United Kingdom and abroad. The annual carol service takes place in the beautiful setting of Salisbury Cathedral. There are regular educational visits to Spain and France. The whole school has recently celebrated the Chinese New Year and pre-prep pupils have learned Indian hand gestures.
2.38 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Including Assessment)
2.39 The overall quality of teaching is good. Good teaching enables pupils of all abilities, including those with learning difficulties or disabilities, to achieve good standards. Teachers work hard to provide a positive, learning environment for pupils.
2.40 Teachers teach pupils of all ages well and this promotes good progress. They usually have high expectations of pupils' achievement and behaviour. Teachers throughout the school have very good relationships with pupils.
2.41 Outstanding teaching was observed in physical education, science, geography and art lessons, as well as in the foundation stage. Throughout the school, teachers expect pupils to work independently and make reasoned judgements. They facilitate this with good open-ended questions to extend pupils' thinking.
2.42 Good teaching is often characterized by careful planning, the use of a broad range of good resources, a variety of teaching styles and good pace. Interesting and effective use of role-play was observed in a French lesson where a 'café' had been set up and pupils had to order their drinks and food in French. Teachers adjust their planning carefully to take account of the needs of pupils. In a Year 1 science lesson, the teacher changed the order of the activities to give the pupils an opportunity for practical investigation when they were losing focus in a discussion group.
2.43 In some prep department classes, pupils occasionally do not get enough opportunities for independent research. At times, teachers do not meet the needs of those pupils who are exceptionally able.
2.44 Occasionally, teachers do not use ICT sufficiently across the curriculum and do not always make best use of interactive whiteboards to enhance pupils' learning opportunities.
2.45 Teachers provide excellent opportunities for sport and recreation in the school's beautiful grounds. The school has recently adopted the forest schools initiative in the pre-prep department. The classroom without walls in the woods surrounding the school serves as a valuable additional resource to provide learning experiences which develop pupils' confidence, observational skills and awareness of geography, environmental science, art and English. This is an exceptional feature of school life. Teachers use display effectively throughout the school and outstandingly in art and the pre-prep department.
2.46 Specialist teachers provide outstanding support for pupils with learning difficulties or disabilities. Specific individual education plans are drawn up and these provide all staff with good guidance on in-class support. These are regularly reviewed. Support is primarily provided in one-to-one sessions using structured, cumulative, multi-sensory programmes. Increasingly, in-class support is provided. Teachers benefited recently from in-service training on how to match teaching closely to the needs of a range of pupils.
2.47 Teachers make good provision for pupils who have English as an additional language, through one-to-one support. A few pupils take intensive, month-long courses as required. These courses aim to teach key words for curriculum subjects and enable pupils to be more fully integrated into school life.
2.48 The school has a programme of external and internal testing to provide information about pupils' progress. This, coupled with teachers' personal knowledge of pupils, is used well for planning. A new assessment co-ordinator has recently been appointed. She has prepared a good, draft assessment policy which has yet to be fully adopted but is based on good practice. Teachers apply the good marking policy well in some but not all classes. At its best, marking is constructive and shows pupils how to improve their work.
2.49 Teachers monitor pupils' progress in the foundation stage and carefully complete records of achievement. The pre-prep and prep departments are liaising closely to improve assessment procedures further. Detailed assessment information is transferred from Year 2 to Year 3 and then on to the prep department. The school has good systems to identify pupils with learning difficulties or disabilities. There is not, however, a fully coherent policy for tracking the achievements and progress of individuals or cohorts through the school.
2.50 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. It fully reflects the school's aim to provide a caring and happy environment in which all pupils can develop to their full potential. The school has improved its high standards of pastoral care further since the time of the last inspection. Norman Court is a listening school. It listens carefully to its pupils, their parents and its staff. It is also a happy school in which pupils feel that, if they have a problem, teachers are kind and approachable. Pupils are confident that they receive helpful support and guidance when they need it and like and respect their teachers.
3.2 Form teachers, subject tutors, a professional counsellor and the housemother, who is in charge of pastoral care for boarders, deal informally with most issues. They liaise well with parents and subject teachers. In turn, staff are very well supported by the headmaster and his two deputies. A high level of informal contact makes the provision of pastoral care personal, immediate and unimpeded by more formal channels.
3.3 The school's family ethos is reflected in the excellent relationships between pupils and staff, as well as between the pupils themselves. The hands-on approach of the headmaster and the Senior Management Group (SMG) means that a watchful eye is kept on pastoral matters on a daily basis. Measures to guard against bullying and harassment are highly effective. The school deals positively and sensibly with such issues on the rare occasions they arise.
3.4 Pupils fully understand and respect the school's comprehensive system of rewards and sanctions for encouraging good behaviour and achievement. These measures are very effective and pupils are outstandingly well behaved, polite, helpful and supportive of each other. The pupils have a strong and clear voice in school life via their school council. Many of their new initiatives have been very successfully implemented.
3.5 Staff get clear guidance from a full range of policies and the staff handbook. All departments carry out risk assessments for lessons and activities away from school. Health and safety policies are comprehensive and regular meetings with the bursar, headmaster and colleagues are recorded carefully. The school has a well-qualified nurse and a large number of staff are qualified in first-aid techniques and the use of first-aid equipment. Medical arrangements for dealing with accidents and illness are very good. The school makes good provision for the care of boarders and day pupils alike.
3.6 Food is of good quality and variety, is plentiful and is enjoyed by pupils and teachers together. The dining hall is a civilized place where pupils dine with excellent table manners and cultivated conversation. Special dietary requirements are met. Pupils behave excellently at lunchtimes and are solicitous of the needs of visitors as well as their peers. In the pupil questionnaires, pupils mentioned that even minor instances of bullying are rare. The school, therefore, is a well-disciplined and civilized place. It has an air of being busy within a caring framework.
3.7 The school has appropriate polices and procedures in place to deal with child protection matters and all staff are checked with the Criminal Records Bureau (CRB) before being appointed. The housemother is the recognised child protection officer and all staff are either already trained or being trained in child protection issues. The housemother is ably supported by a team of matrons and Gap Year students, thereby ensuring that the welfare of all boarders is in safe hands. The estate manager ensures that there are rigorous risk assessments for all activities. The health and safety committee administers a comprehensive health and safety checklist. There are thorough systems and policies in place to reduce the risk from fire.
3.8 The school complies with the statutory obligations for maintaining an admissions register and keeping registers of attendance. These registers are completed properly at the beginning of the school day and at the beginning of the afternoon session, for both day pupils and boarders.
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 quality of links with parents is excellent and the links with the local community are very good. These have been greatly improved since the last inspection. The school's aim to forge strong links with parents is reflected fully in its family atmosphere.
3.11 The information provided for parents is outstanding. They receive a weekly bulletin which is both emailed to them and also published on the school website. There are parent representatives across the year groups who regularly meet with members of the Senior Executive Team (SET). The school informs parents about topics their child will study in advance. There is an established rota of information evenings and open days. Written reports provide clear and detailed information about pupils' progress, and are sent to parents twice yearly. All year groups have an annual parents' evening in the term in which they do not receive a report. Members of staff maintain an open-door policy and parents feel this is a strong feature of the school.
3.12 Parents confirm that they now feel better informed about the different stages of education as compared to the last inspection and are thus better able to support their children and the school.
3.13 Since the last inspection, the school has increased its use of parental surveys. From the responses to the latest parents' questionnaires, and discussion with parents, it is clear that they greatly value the school's ethos; the progress their children make, and the excellent extra curricular activities. The boarding provision is also highly rated by parents and their children.
3.14 The school prospectus and a plethora of information sheets, notice-boards, booklets and emails provide parents with a comprehensive view of life at Norman Court.
3.15 The Norman Court Parents' Society (NCPS) is an excellent vehicle for parents to actively support the school and provides a very strong link between home and school. Most recently the NCPS has funded a new TV room and partly funded the pre-prep outdoor classroom. Significant extra funds have been raised via the Triple Anniversary Appeal which will be used for forthcoming building projects.
3.16 Parents are regularly invited to school events and are made to feel most welcome. Office staff play a vital and much appreciated role in the links between home and school, and parents value greatly the pastoral roles of the headmaster and the two deputy heads.
3.17 The school handles the concerns of parents promptly and with great care. The school's policy for handling complaints fulfils obligations and careful records are kept on any matters raised.
3.18 The school promotes good, positive links with the wider community through various activities including music, art exhibitions, sport, field trips to contrasting environments and talks from specialists. The school's facilities are made available to members of the local community for many events such as drama, sport and local government. Activity weeks are open to children other than those at Norman Court, and local senior citizens meet in the library each alternate Thursday afternoon. The school Brownie Pack includes members from the local community and hosts district events. The games staff host sporting tournaments for local schools.
3.19 Each year the school raises substantial sums of money for local, national and international charities such as the Naomi House children's hospice; Children in Need and Water Aid.
3.20 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].
The Quality of Boarding Education
3.21 The school's boarding provision is outstanding. In this regard the school fully meets its aims. Dormitories are spacious and well decorated and the boarders' recreational areas are equally well presented. Boys and girls value their shared recreational areas. Parents and boarders confirm that pupils enjoy and value a very positive experience of living together as a community, whether they board full or part-time.
3.22 Members of staff who are involved in boarding, contribute greatly to this ethos by their commitment to boarders' activities during the week and at weekends and in their pastoral care. The housemother deploys a team of matrons skilfully to each be responsible for the welfare of ten boarders. Each matron carefully manages pupils' laundry, personal shopping and most importantly keeps a close eye on the pastoral issues surrounding those in her charge.
3.23 Boys and girls are very positive about boarding life. They feel cared for, enjoy the range of activities on offer and enjoy the social opportunities to spend time with their friends. They also are happy with the quality and quantity of food in the dining room. They are especially enthusiastic about the extensive evening and weekend programme. A boy stated that the boarding experience had made him grow greatly in confidence and a girl added that boarding was an excellent preparation for getting on with others.
3.24 The school has addressed all the recommendations made by the 2005 CSCI boarding inspection.

4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
The Quality of Governance
4.1 Norman Court Preparatory School is well governed. The committed and well-informed guidance of the chairman and other governors ensures that the school has effective plans to meet its educational objectives. The chairman of the board and the chairman of the finance committee, in particular, work closely with the headmaster and bursar to ensure that sufficient resources are available for school improvement.
4.2 The structure of governance is well defined and governors bring a wide range of expertise to their roles. A number of committees provide guidance in appropriate areas. These committees report to the full board at termly meetings. A parental governor provides a valuable link with the school's daily life.
4.3 Governors monitor all aspects of the school. They fulfil their responsibilities for monitoring health and safety and child protection and regularly review policies. Their commitment and support is valued and valuable.
4.4 The chairman of the governing body fosters a close working relationship with the headmaster and parents value his close involvement in school life.
The Quality of Leadership and Management
4.5 The overall quality of leadership and management at Norman Court is good. The headmaster achieves a good balance between curricular and pastoral leadership, as do the SET and the SMG. Key personnel with academic, pastoral and boarding responsibilities are fully involved. These strong teams are led and managed well and they provide the school with a very clear and imaginative educational direction. The leadership of senior staff is central to the school's distinctive strengths. Managers liaise often to ensure that school improvement is a continuous and corporate process. They show great care and commitment for pupils and staff.
4.6 The school enjoys a happy, friendly yet very purposeful ethos. Teachers ensure that both boarding and day pupils work and play in a calm and well-ordered community. The personal involvement of senior managers in teaching and learning is strongly evident, as is their dedication to the best interests of pupils. A strong team with a high morale is in place. The staff have a good blend of specialists in primary education as well as in a broad range of subjects.
4.7 Since the last inspection, much has been achieved. The school's leadership has been restructured to good effect. The curriculum has been enhanced further. Curricular and pastoral links between prep and pre-prep have been improved. Resources and facilities have been improved in many areas. Over the last 12 years the school's numbers on roll have doubled. Parents confirm that the school's communications with them have improved greatly in recent years.
4.8 The school development plan and its self-evaluation are key elements of its corporate management and provide satisfactory guidance for its educational direction. The school development plan, however, has not yet been combined with the recent inspection self-evaluation report or the action plans for subjects and needs further refinement.
4.9 The school derives its objectives for improvement from thorough, widespread and perceptive self-evaluation. The self-evaluation process includes governors, teachers, pupils and parents. It ensures that many have a voice in its development. The school at all levels constantly analyses its strengths and needs for future improvement.
4.10 Subject leaders have done well in developing their subjects further. They have developed good action plans. They generally ensure that good policies and schemes of work are in place to guide teachers and learners. The leadership of subjects overall is good and sometimes excellent. However, teachers have insufficient guidance in the use of ICT. Drama, control technology and food technology are not timetabled within the curriculum.
4.11 The school has well-qualified, hardworking and loyal staff, both teaching and non-teaching. The arrangements for recruiting any adult who might have contact with pupils are rigorous and have due regard for government safety guidelines. These arrangements include appropriate checks with the CRB. Generally, the school supports staff well through continuing professional development and in-service training although more is needed in the use of ICT in other subjects. The appraisal system is appropriate and senior managers know their staff well.
4.12 At every level, staff are supported by clear and helpful policy documentation and guidelines. School administration is very well organised and highly efficient and Norman Court is smoothly run. Financial management is of high quality, being linked closely to educational priorities. It is effective in ensuring that the school has very good resources in many subjects. The well-appointed grounds and accommodation are suitable for the educational needs of pupils and are very well maintained.
4.13 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.14 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.

5. CONCLUSIONS AND NEXT STEPS
Overall Conclusions
5.1 The school meets its aims and aspirations very well. It prepares its pupils well for the next stage in their lives and their achievements are, in general, above average or better. It provides a broad, varied and very interesting educational experience and pupils enjoy a caring and happy ethos. They like their school and many parents are pleased with the way that the school provides for their children. The provision for spiritual, moral, social and cultural development is also strong. Pupils acquire well-rounded knowledge, understanding and skills in many subjects and develop humility as well as confidence in their personal and social lives. The forest schools initiative is an excellent enhancement of the curriculum and enhances pupils' learning significantly. The school development plan and its self-evaluation are key elements of the school's corporate management and provide satisfactory guidance for its educational direction.
5.2 The headmaster, senior managers and staff have maintained standards and broadened the learning experience since the last inspection. The overall quality of leadership is good as is the quality of teaching and both have improved over the last six years. The school has made good improvements since its last inspection as a result of the commitment of managers and staff working together in harmony. The school derives its objectives for improvement from thorough, widespread and perceptive self-evaluation. The self-evaluation process includes governors, teachers, pupils and parents. It ensures that many have a voice in its development. The school at all levels constantly analyses its strengths and needs for future improvement. Through this accurate and conscientious self-evaluation, managers have identified the need to ensure teachers' use of ICT is improved and there are sensible plans to improve the accommodation for physical education, music and food technology.
5.3 The school meets all the regulatory requirements.
Next Steps
5.4 In order to continue to build on the improvements made since the last inspection the following recommendations are suggested for consideration:

1. improve whole-school planning by updating the school development plan to include the most recent self-evaluation and the action plans for all subjects;
2. continue to develop the monitoring of teaching and the raising of standards by senior and middle managers;
3. improve the accommodation for physical education in Blake Hall, and for music and food technology as funds allow.