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Education News from the Fenland Citizen, fenlandcitizen.co.uk, @FenlandCit on Twitter

Education News from the Fenland Citizen, fenlandcitizen.co.uk, @FenlandCit on Twitter

A ringing endorsement of the work being done at Wisbech Grammar School has been given in an inspection report published this week.

In the 15-page document produced by the Independent Schools Inspectorate the inspection team has placed the school in the body’s top two categories – excellent and good – in all eight areas under scrutiny.

More than five years after the last ISI inspection carried out, the school has been branded excellent in terms of curricular and extra-curricular provision.

In addition the school was commended for having a good quality of pupils’ achievement and learning as well as a good standard of teaching.

There was also praise for the school’s good governance, as well as its leadership and management.

The eight-strong inspection team, was tasked with producing an ISI report which, unlike the comparable document generated by Ofsted, does not provide a single over-arching judgment on a school and which employs a distinct terminology for the four descriptors.

Team members declared at the end of their four-day visit that in the prep school, Magdalene House, the pupils achieved good levels of knowledge, understanding and skill in all areas of the curriculum and worked well independently.

The senior school pupils displayed good levels of knowledge, working well co-operatively and excelling in their activities.

There was a clear structured plan for pastoral oversight and tutor groups were kept small in order for staff to get to know their pupils well. A culture of praise ran throughout the school and a comprehensive anti-bullying policy was in place.

The team members advised the school to ensure that all teachers consistently applied its requirements for the marking of work.

All staff should also incorporate into the lesson plans strategies for meeting the needs of all pupils, including those with special educational needs or disabilities or those who were able.

The school should also make sure that pupils of all ages, including those in the early years foundation stage, had sufficient opportunities to develop their skills in information and communications technology through their learning in all subjects.

Within the EYFS the school should establish and implement rigorous arrangements for self-evaluation, improvement planning and the appraisal, performance management and targeted professional development 
of all members of staff, including support staff.

 

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