Summary Report

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 163(l)(b) of the Education Act 2002, 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 judgments 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 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 explanation of the structural condition of the school, its services or other physical features.

MAIN FINDINGS

Overall Summary

Downe House School provides a secure and stimulating environment where pupils benefit from a broad academic education and the school's strong, effective commitment to their personal development. Pupils throughout the school gain significantly from the very good facilities and from the dedication of staff in helping them to achieve high standards. The inspection identified only a few areas for development and the school has no major weaknesses.

What the School Does Well

The school has many strengths, of which the following are the most outstanding:

• Pastoral care is excellent and is founded on very good relationships. Pupils are well looked after and benefit from the commitment of both teaching and non-teaching staff to their care and welfare.
• In the past three years, pupils have attained standards in external examinations at GCSE and A level that were above, and sometimes well above, the average for maintained selective schools.
• Very good curriculum planning provides all pupils with a broad academic experience and excellent opportunities for extra-curricular activities.
• The school's ethos is a major strength and provision for pupils' spiritual, moral, social and cultural development is very good.
• Strong links with parents are maintained through the high quality of information provided and the school's responsiveness to personal contact.
• The high quality of the living and learning environment make a strong contribution to pupils' well-being and achievements.

What the School Should Do Better

The school has no major weaknesses but attention to the following areas would improve still further the high quality of the education it provides.

The school and departmental development plans are not detailed enough. They do not contain sufficiently clear educational priorities, precise costings and criteria by which their success can be measured.
Standards of Attainment and Progress in Subjects

Pupils' achieve high standards overall. Pupils' attainment in national examinations is good and occasionally high in relation to their abilities. Results at GCSE for 2004 were well above the national average for maintained selective schools. The proportion of pupils achieving A*/A was substantially above the average. Students' performance in examinations taken by Year 13 (A and AS levels) over the last three years have been above that of maintained selective schools. Pupils' attainment is highest in English and art at all stages, and in mathematics and physical education in the sixth form. Literacy, numeracy and information and communication technology (ICT) skills are well developed at every stage.

Pupils' progress is good in almost all subjects and from year to year as they move through the school. Progress is rapid in art at every stage, in English in Years 10 and 11 and in mathematics, PE and art history in the sixth form. Progress is good in almost all other subjects. Pupils of all abilities, including those who require learning support or who do not speak English as their first language, make good progress that is at least in line with their classmates and commensurate with their abilities.

The Quality of Pupils' Learning, Attitudes and their Behaviour

The quality of learning and behaviour is very good. Pupils are interested and competent learners who respond positively in lessons and are well motivated. Good relationships and group working skills are a feature of many lessons. Pupils are willing to take responsibility for their academic world and seek help whenever it is needed; they take full advantage of the excellent support offered by the learning skills department.

Pupils' behaviour is very good. In lessons they are almost invariably polite, attentive and sensitive to each other's feelings. Innate good behaviour is a characteristic of pupils as they go about the school and forms a significant part of the school's ethos.

The Quality of Teaching

The quality of teaching is good. In the great majority of the lessons observed teaching was good and in a large minority it was very good. Teaching was unsatisfactory in only a few lessons. Teachers' knowledge and understanding of their subjects is excellent. The good teaching contributes significantly to the very good progress in class, and in pupils' written and practical work throughout the school.
Throughout the school teaching pays close attention to the needs of pupils requiring learning support, including those whose first language is not English, and pupils usually make good progress as a result. Systems for meeting the needs of the outstandingly able have also been introduced, though they are not yet operating fully in all departments.

OTHER ASPECTS OF THE SCHOOL

Attendance

The level of pupils' attendance is very good. No unauthorised absence has occurred. Pupils are punctual to most lessons but less so after breaks and lunch, when the lateness of a few interrupts the smooth start to some lessons. Daily registration and admission registers are kept in accordance with statutory requirements.

Assessment and Recording

The systems for assessing and recording pupils' achievements, progress and needs are thorough, consistent and effective. The school uses a wide range of assessment data to identify the progress of individuals and those experiencing temporary difficulties, or who require special provision, are assessed and supported by the learning skills department.

The school effectively uses the wealth of assessment data available to help in planning the curriculum and carefully monitors the success of individual courses. The use of assessment information for planning work at departmental level is at an early stage and so is more uneven.

Curriculum

The quality of the curriculum at all stages is very good. The curriculum is well balanced, broad and suited to the needs of all pupils across the full age and ability range. Pupils are able to make effective progress and to build successfully upon the work undertaken in previous years. Planning, implementation and review of the curriculum promote successful development of the intellectual, physical and personal potential of the pupils. An excellent planned programme of personal and social education (PSE) is included up to the sixth form and good quality careers advice is given throughout. Pupils are well prepared for the next stage of education, training, or for employment.
Curriculum enrichment is ensured through an extensive and very successful programme of extra-curricular activities, which provides for sporting, creative, intellectual and aesthetic interests.

Teaching and Non-teaching Staff

The quality of the teaching and non-teaching staff is very good. Pupils benefit from the experience and commitment of the staff. Teachers are well qualified and suitably deployed to maintain the academic, pastoral and extra-curricular life of the school. The ratio of teachers to pupils is very generous and pupils benefit enormously from this provision.

Resources for Learning

The quality, quantity and accessibility of educational resources are good; they are well managed and are used effectively throughout the school to promote the quality of teaching and learning, study and recreation. Significant investment in ICT over the last five years has equipped the school with a substantial number of computers and other hardware, and a full upgrade of software.

Libraries

Library provision is good. In addition to the school's main libraries many departments have good quality specialist libraries to aid learning in their subject areas. The libraries provide a pleasant, friendly atmosphere and encourage pupils to use the facilities for independent work.

Premises and Accommodation

The buildings, accommodation and other facilities are very good and are suitable for the numbers, abilities and ages of the pupils. They are well used and enable the curriculum to be taught effectively.
Since the last inspection the school has carried out its plans to improve existing facilities and add many new ones. Standards of maintenance and decor are generally very good. The notable absence of litter demonstrates pupils' feelings of pride and ownership of the school.

Links with Parents and the Community

The school benefits from its very good links with parents and the community, which enrich the quality of education for all pupils. About half of the parents responded to a questionnaire distributed in advance of the inspection; their replies were overwhelmingly positive. Parents particularity liked the good provision for boarders, the range of extra curricular activities offered and the school's promotion of worthwhile attitudes and values. Inspection findings support parents' positive views.

Pupils' Personal Development

In both range and quality, the opportunities offered for pupils' personal development are very good. The school's major strength is its ethos. It is a community displaying strong values, appropriate patterns of behaviour, good relationships and mutual respect between individuals of all ages. The ways in which the school achieves this special quality are complex, but are exemplified by effective leadership, insistence upon high standards of behaviour, meaningful assemblies, spiritual awareness of the pupils and knowledge of the outside world, as well as of the school itself. The happy, relaxed atmosphere of the school encourages pupils to relate constructively to one another, to take responsibility and participate fully in the school community. The attractive, tranquil site provides an appropriate context for the development of well-rounded, mature individuals.

Pastoral Care

The arrangements for pastoral care, guidance and pupils' welfare are excellent. Measures to safeguard pupils' health and safety are good. A strong house structure forms the basis of the pastoral system for both day girls and boarders. All boarders are well cared for by the housemistresses and their staff. The behaviour policy is clear and the school code is well known by pupils. The school does not tolerate bullying. Provision for careers education and advice is excellent and the careers department has recently gained a national award for its work.

An inspection of boarding standards, by the Commission for Social Care Inspection (CSCI), took place in November 2004. The findings were very largely positive. The provision for safeguarding and promoting the health of pupils is excellent.

Boarding Standards

No Commission for Social Care Inspection team took part in the inspection.

Governance and Management

The governance and management of the school are very good and ensure that its main aims are met. The school provides a high quality of education supported by good quality resources for teaching and learning. Development planning, at whole school and department level, is largely effective but does not make a clear enough link between the educational priorities and the means to achieve them. However, more detailed strategies, which could readily be incorporated into development planning, are formulated at senior management and other committee meetings.
The school is well led by the headteacher, effectively supported by the senior and extended management team at all levels, both academic and pastoral. The academic success, very good teaching and the high quality of pastoral care given to individual pupils testify to the success of the schools governance and management.

Achievement and Quality in Activities

Provision for extra curricular activities is excellent. The school provides a rich and diverse programme of activities which is appropriate for the ages, aptitude and abilities of the pupils. The wide range and quality of the extra-curricular activities are a major strength of the school and are much valued by the pupils. High achievements are made at all ages and in many spheres including sport, music, drama and art.

Progress Made by the School since its Last Inspection

The school was last inspected in March 1999. All of the three main recommendations, relating to the timetable, accommodation at Hermitage House and the registration of day pupils, have been successfully tackled.

Compliance with the Regulations for Registration

Actions Required for Compliance with the Regulatory Requirements:

In order to meet all the requirements, the school must:

improve the exterior lighting to the main buildings [Regulation 5(p)]

take action to prevent the York stone flags from becoming slippery in wet weather and repair the surface where damage may cause tripping (Regulation 5 (s))

provide to parents of pupils and of prospective pupils the address of the Chair of the governing body. [Regulation 6.2(c)]

In addition to the actions set out above, the school is asked to address any issues highlighted in What the School Should Do Better. These are set out as recommendations for the school in Section 2 of the report.