INDEPENDENT SCHOOLS INSPECTORATE - Hillcrest ...

© Independent Schools Inspectorate 2012Inspection carried out under the UK Government’s scheme for inspecting British Schools Overseas

INDEPENDENT SCHOOLS INSPECTORATE

BRITISH SCHOOLS OVERSEAS

INSPECTION REPORT ON

HILLCREST INTERNATIONAL SCHOOL

© Independent Schools Inspectorate 2012 Inspection carried out under the UK Government’s scheme for inspecting British Schools Overseas

INDEPENDENT SCHOOLS INSPECTORATE

Hillcrest International School

Full Name of School Hillcrest International SchoolAddress Langata Road

PO Box 24819Karen 00502Nairobi00502Kenya

Telephone Number +254 722 707 774Fax Number +254 20 882 350Email Address [email protected] of Senior School Mr Ian StampHead of Prep School Ms Karen MoreyProprietor Hillcrest Investment LimitedAge Range 18 months to 18 yearsTotal Number of Pupils 672Gender of Pupils Mixed (326 boys; 346 girls)

0-2: 9 5-13: 165Numbers by Age

3-5: 67 13-18: 431Number of Day Pupils Total: 635 Capacity for flexi-boarding: 0

Total: 37Number of Boarders

Full: 23 Weekly: 14Inspection dates 08 Nov 2012 to 11 Nov 2012


PREFACE

This inspection was conducted to assess the suitability of Hillcrest International School for membership of the Council of British International Schools (COBIS). It follows the ISI Schedule for the inspection of British schools overseas. The inspection consists of two parts: a preliminary two-day visit followed by a four-day (team) inspection.

The Independent Schools Inspectorate (ISI) is a body approved by the British Government for the purpose of inspecting schools in England and overseas. As such, ISI reports to the English Department for Education (DfE) on the extent to which schools meet the relevant Standards for British Schools Overseas and the ISI Framework requirements. ISI is also the agency responsible for the inspection of schools in membership of the Associations of the Independent Schools Council (ISC). Accordingly, ISI inspections of British schools overseas are required to:

help schools to improve the quality and effectiveness of pupils’ education and of the care for their welfare;

provide objective and reliable inspection reports which help schools to recognise and build on their strengths and to identify and remedy any weaknesses;

inform parents and the wider public of the quality of British schools overseas by placing reports in the public domain;

report to the DfE the extent to which schools comply with the published Standards for British Schools Overseas;

where applicable, assure ISC Associations that their member schools maintain the quality of provision expected.

ISI inspection is for the benefit of the pupils in the schools and through public reporting makes the information available to parents, governments and the wider community.

Inspections for British schools overseas follow closely the framework and guidance for independent school inspection in England. The major difference is that schools in England must comply with the Education (Independent School Standards) (England) Regulations 2010, which do not apply with legal validity to schools outside the United Kingdom. However, the inspection of overseas schools takes account where possible of compliance with any local requirements and it judges the extent to which the schools comply with the British Government’s Standards for British Schools Overseas. The range of these Standards is as follows.

1. The quality of education provided by the school (Curriculum, Teaching and Assessment).

2. The spiritual, moral, social and cultural development of pupils.3. The welfare, health and safety of the pupils.4. The suitability of the proprietor and staff.5. The premises and accommodation.6. The provision of information for parents, carers and others.7. The school’s procedures for handling complaints.8. The quality of provision for boarding.9. Leadership and management of the school.

The inspection of the school is from an educational perspective and provides limited inspection of other aspects, though inspectors will comment on any significant hazards or problems they encounter which have an adverse impact on children. The inspection does not include:

(i) an exhaustive health and safety audit


(ii) an in-depth examination of the structural condition of the school, its services or other physical features

(iii) an investigation of the financial viability of the school or its accounting procedures

(iv) an in-depth investigation of the school’s compliance with employment or company law.


CONTENTS

Page

1. THE CHARACTERISTICS OF THE SCHOOL 1

2. THE SUCCESS OF THE SCHOOL 2(a) Main findings 2

(b) Action points 3

(i) Compliance with Standards requirements 3

(ii) Recommendation(s) for further improvement 3

3. THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS 4

(a) The quality of the pupils’ achievements and their learning, attitudes and skills 4(b) The contribution of curricular and extra-curricular provision (including

community links of benefit to pupils) 6(c) The contribution of teaching 8

4. THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT 10

(a) The spiritual, moral, social and cultural development of the pupils 10(b) The contribution of arrangements for welfare, health and safety 11(c) The quality of boarding education 13

5. THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT 14

(a) The quality of governance 14(b) The quality of leadership and management 14(c) The quality of links with parents, carers and guardians 16

INSPECTION EVIDENCE 17

Hillcrest International School 1


1. THE CHARACTERISTICS OF THE SCHOOL1.1 Hillcrest International School was set up in 1966 in central Nairobi as a preparatory

school whose aim was to foster cultural relationships in the newly independent state of Kenya. In 1974 an extensive site was purchased in Karen, a residential area 15 kilometres south west of Nairobi, for the construction of a senior school, which opened in 1975. In 1998, the preparatory (prep) school moved adjacent to the senior school, to provide all-through education on one site. Together, the schools cater for pupils from the ages of 18 months to 18 years. The prep school provides for pupils up to the end of Year 8, including the Early Years section with children from 18 months to the end of Year 1. The senior school comprises pupils from Year 9 to Year 13.

1.2 The school was acquired in September 2011 by Hillcrest Investment Limited. The directors, who at present represent mainly financial interests, were at the time of the inspection setting up a more broadly based board of governors to give oversight to the leadership and management of the school. Since taking over the school, the new owners have been reviewing its strategic direction and financial needs; during the past year the prep school has been expanded to provide for a two-form intake, and in both prep and senior schools, computing and other facilities have been improved.

1.3 Both the head of the prep school and the head of the senior school report independently to the directors. The senior school head has been in post since September 2010, and the prep head has been in post since September 2011.

1.4 At the time of the inspection there were 672 pupils, of whom 76 were in the Early Years section. Thirty-seven pupils board on either a weekly or a full-time basis. Pupils are drawn mainly from professional families, with roughly equal proportions from white Caucasian, Kenyan and Asian ethnicities. The great majority of prep school pupils move to the senior school at the age of 13.

1.5 Pupils are admitted without academic selection. The range of pupils’ abilities is in line with the UK national average. The school has identified 37 pupils as having English as an additional language (EAL), of whom 21 receive support. It has identified 155 as having special educational needs and/or disabilities (SEND), of whom 128 receive support.

1.6 The school aims to provide opportunity for individual growth and development, and to nurture each pupil’s talents within a personalised learning environment. It seeks for pupils to become independent, creative, intelligent thinkers, and thus develop into effective world citizens and achievers in their chosen field.

1.7 English National Curriculum nomenclature is used throughout this report to refer to year groups in the school.



2. THE SUCCESS OF THE SCHOOL

2.(a) Main findings

2.1 The quality of pupils’ achievements and learning is good. Pupils make a sound start on basic skills in Early Years. Older pupils develop fluent speaking and writing skills, secure mathematical skills, an appreciation of the world around them and a good understanding of both history and current affairs. They convey ideas clearly and show creativity. They obtain good results in International GCSE (IGCSE), A-level and Pre-U examinations. Pupils are usually focused and hard working, work well both independently and with others, and participate confidently. The curriculum is good in the prep school and excellent in the senior school. In both schools, excellent trips and visits help pupils set their learning in a wider context. In the senior school, the range of modern foreign languages is exceptional and the range of sixth-form courses particularly wide. The programme of activities is outstanding throughout. Pupils with SEND or EAL receive excellent support, and as a result progress equally well. Pupils’ progress is supported by teaching that is good overall, but more consistently so in the senior school. The best lessons are well planned, have a brisk pace and clear focus, and provide imaginative opportunities for pupils to participate in their learning. A minority of teaching, especially for the youngest pupils, lacks clear learning objectives and focused planning. Marking is inconsistent in both prep and senior schools. The schools have yet to make full use of data gained from assessment. Teachers provide excellent individual support to pupils throughout.

2.2 Pupils’ personal development and the pastoral care that supports this are both excellent throughout. From Early Years onwards, pupils develop a strong sense of identity, moral perspective and cultural awareness, alongside highly developed social skills. They are aware of the needs of others, responding with empathy and practical action. Pupils from many cultures and faiths live and work in harmony and show each other respect. Relationships between teachers and pupils, like those amongst pupils, are strong and supportive. Pupils receive excellent guidance and support. The school has appropriate procedures for dealing with safeguarding and welfare, including staff training. The good arrangements for boarding create a supportive and well-integrated community in which pupils of different backgrounds and genders mix in a relaxed and appropriate way. The great majority of pupils are positive about their experience at school, borne out in discussions with inspectors.

2.3 The new arrangements for governance are excellent, though still developing. There is a strong commitment to delivering high quality education and a sharp focus on how to achieve this. Good leadership and management through the school reflect the successful achievement of its aims, the good quality of education it provides and excellence of personal development and pastoral care. However, monitoring is not yet sufficiently rigorous to ensure consistency. Strategic plans have been developed to identify key priorities, but neither school has yet produced a more detailed plan to support shorter-term developments. The school has good links with parents, who were largely highly positive in their responses to the pre-inspection questionnaire. A minority of parents were concerned about reporting, homework, behaviour, governance and opportunities to be involved in the school. Inspectors found inconsistencies in the quantity of homework set on a particular night, but evidence did not support parents’ other concerns.



2.(b) Action points

(i) Compliance with the Standards for British Schools Overseas(The range of the Standards for British Schools Overseas is given in the Preface)

2.4 The school meets all the requirements of the Standards for British Schools Overseas.

(ii) Recommendations for further improvement

2.5 The school is advised to make the following improvements.

1. Develop school development plans to support the further improvement of teaching and learning.

2. Make monitoring in both schools more rigorous so that policies, such as that for marking, are implemented more consistently.

3. Make full use of data from assessment.

4. Ensure that lessons in the prep school, especially for the youngest pupils, have clear objectives supported by a detailed and structured plan.



3. THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS

3.(a) The quality of the pupils’ achievements and their learning, attitudes and skills

3.1 The quality of the pupils’ achievements and learning, attitudes and skills is good. This is in line with the school’s aims to help pupils become independent, intelligent and creative thinkers. The great majority of pupils and parents are highly pleased with the progress that pupils make.

Prep School

3.2 Achievements and learning are good overall. In the Nursery, pupils show well-developed motor skills and spatial awareness when playing with vehicles. In Reception, they develop sound basic skills such as counting forwards and backwards, or writing simple letters. They show an understanding of the world around them, and demonstrated creative and manipulative skills when making Chinese dragons. In swimming, pupils make a good start with basic strokes.

3.3 Older pupils develop a good grasp of English, for example writing short sentences in different genres in Year 2. Numeracy skills are less consistent; pupils show weakness in their grasp of tables in Year 2 and some difficulty in applying the concept of area in Year 5. However, by Year 8, their mathematical skills are more secure. Pupils analyse and present data logically in geography projects, where information and communication technology (ICT) skills are used well, as they are in some other lessons. Their best writing shows empathy and technical skill. They recite with emphasis and control. Many pupils play musical instruments and, at their best, standards of performance are outstanding. The swimming team is particularly successful.

3.4 Pupils’ attainment cannot be judged in relation to average performance against a fixed UK national norm, but on the evidence available it is judged to be above UK national expectations. This level of attainment, as judged, indicates that pupils make good progress relative to the average for pupils of similar ability. Personalised learning targets enable pupils with EAL or SEND to progress equally well in the majority of lessons.

3.5 From Early Years upwards, pupils work together well and are usually focused on the lesson. The youngest play purposefully, while older pupils enjoy interactive games in subjects such as English. Pupils work well independently, listen attentively and follow instructions. They speak confidently and communicate ideas clearly. The oldest pupils are reflective and positive. Pupils enjoy their work and, at best, maintain concentration, even when work is challenging. They show much imagination in improvisation in drama and in writing in history.



Senior School

3.6 Achievement and learning are good. From Year 9, pupils speak confidently; they use discussion to reach conclusions. In mathematics, they correct their own errors when working with formulae. They increasingly understand imagery in literature and have excellent creative skills, producing well-observed drawings and photographs in art; strong lines capture form in life drawing particularly well. Pupils show a good grasp of world issues, such as land use and factors limiting educational opportunity. They think logically about facts and ideas in science, though are less strong with experimental protocols.

3.7 Older pupils progress quickly in language work, speaking fluently and interpreting character clearly in drama. Excellent questioning by ‘barrister’ and ‘judge’ in a role play about a massacre illuminated controversial issues well and greatly enhanced pupils’ knowledge and understanding. They are well informed in history, and understand complex scientific principles well.

3.8 In debating, pupils show excellent communication and rhetorical skills, marshalling arguments and expressing themselves logically and confidently. The school has been successful in a number of international academic competitions, and sports results are good. At the age of 18, pupils gain places at a wide range of universities, almost all in the United Kingdom, with a small number going to universities elsewhere.

3.9 The following analysis uses data for the years 2009 to 2011. These are the most recent three years for which comparative data is currently available. Performance in the IGCSE is above the worldwide average, with a higher percentage of A* and A grades in almost all subjects. A-level results have been similar to the national average for maintained schools in the UK. Just over half the grades were at A or B grade, a proportion similar to the UK average. In 2012, just over 20 per cent of Pre-U results were at distinction level. This level of attainment indicates that pupils make good progress up to IGCSE and continue to progress well in the sixth form, relative to the average for pupils of similar ability. This level of good progress is confirmed by inspection evidence. The support which pupils with EAL or SEND receive enables them to progress equally well.

3.10 In class, pupils are focused and play an active part in question and answer work. They are engaged and animated in role play. Pupils are attentive and well behaved, taking a full part in discussion. They work well independently, leading activities well and devising work of their own in drama. They use research techniques and ICT well. Pupils work well together, sharing tasks effectively. Their work is for the most part neat and well presented. In the Model United Nations, they showed both how they could put forward their points of view assertively but also listen to the views of others and negotiate with them.



3.(b) The contribution of curricular and extra-curricular provision (including community links of benefit to pupils)

3.11 The curriculum makes a good contribution to pupils’ education, in line with the school’s aim to provide a balanced and diverse education with a positive approach to learning. Almost all parents and pupils are positive about the range of subjects and activities available, and the support for pupils with SEND or EAL.

3.12 The provision of extra-curricular activities is excellent. Activities make an excellent contribution to pupils’ development throughout the school. Their diversity reflects the multi-cultural nature of the school and makes a positive impact on pupils’ achievements and learning. Pupils have many opportunities to enjoy sport. More able pupils are supported in participating at higher levels, including national representation; pupils have recently swum at national level, and played in an international rugby tournament in England. Pupils of all ages have individual music lessons, can join a choir, or play in an orchestra or ensemble. Pupils take drama examinations and participate in productions. Others enjoy contemporary dance or fruit carving. Many explore Kenyan cultural activities. The President’s Award scheme enables pupils to participate in a programme to support personal and social development through service, skills, physical recreation and expedition. Other activities allow pupils to represent the school in more intellectual and challenging ways, such as international science competitions. Within school, pupils enjoy helping with magazine production, debating and the Model United Nations.

Prep School

3.13 The good quality, broad and balanced curriculum contributes positively to learning, meeting the needs of the pupils at all ages. It is based on the English Early Years Foundation Stage, the creative curriculum, with its emphasis on cross-curricular links, and Common Entrance, and it includes French from Year 2 and Kiswahili from Years 2 to 5.

3.14 In the Nursery and Reception all areas of learning are covered, with an appropriate combination of child-initiated and adult-led activities, supported by a varied range of experiences, such as a trip to a market and an African cultural day. However, unfocused planning and limited learning resources reduce the quality of some lessons.

3.15 Planning is well structured In Years 1 to 6; the creative curriculum includes cross-curricular links to enthuse pupils and develop their independent research skills. For instance, Year 2 pupils created a ball game together, linked to work in physical education and then wrote explanations of the game. The curriculum is successfully adapted to the local setting, for example when Year 1 pupils study the ‘Big Five’ animals in Kenya. However, when teachers’ expectations are less clear, planning is less effective and pupils’ opportunities to make choices and to be creative are more limited. Pupils generally feel well prepared for entry to Year 7, although the focus on the creative curriculum does not always develop the relevant skills to help prepare them for Common Entrance, such as for transformations in mathematics.

3.16 The curriculum in Years 7 and 8 covers the requirements of Common Entrance effectively, whilst making cultural links with the local setting. For instance, in geography, Year 8 pupils have learned about trends in immigration and created a case study about a national park in Kenya. Pupils are well prepared for the next stage in their education.



3.17 The curriculum is enhanced by outside speakers from both the local and international communities. Recent visitors include a former child soldier who is now an international peacemaker in Sudan, and a local lion tracker and conservationist. All pupils from Year 2 upwards undertake residential trips. The school has links with a local school in a disadvantaged area, increasing pupils’ understanding of others’ experiences. Year 8 pupils, after Common Entrance, undertake a broadening Horizons programme, where links with the community are further explored. Assemblies also explore religious and global themes.

3.18 The curriculum meets the needs of pupils of differing abilities. Arrangements for the needs of pupils with SEND or EAL are excellent. The curriculum is very effective in enabling such pupils to participate fully in lessons; clear details of their particular learning needs are recorded in lesson plans and specific provision is in place to support them. Detailed individual educational plans provide personalised targets for pupils and very clearly outline the additional support that they require, to support classroom teachers.

3.19 The extensive range of extra-curricular activities includes, for Nursery and Reception, ballet, swimming, golf, roller blading and music practice, and for older prep pupils, dance, drama, taekwondo and verse writing. From Year 1 upwards, pupils play sports matches against other schools.

Senior School

3.20 The curriculum meets the needs of pupils of all ages. It is broad, covering a suitable range of learning, and provides an exceptional range of modern foreign languages and wide choice of subjects at AS and A level. Pupils in Years 12 and 13 can choose a two-year Pre-U course in six subjects, including a global perspectives component and independent research. Most pupils can study their chosen options. The curriculum within the classroom is well supported by visits off site, for example to the Rift Valley, an excellent resource for geography field trips. Gifted and talented pupils are identified in lesson planning and receive appropriate support. For example, GCSE mathematics and language examinations can be taken a year early. Pupils are well prepared for access to universities world-wide.

3.21 Educational visits enhance the curriculum. Some are within Kenya, such as the biological coastal trip to Mombasa, while others are further afield, such as the recent economics and business trip to Budapest. Non-curricular trips, such as the annual ski trip to Austria, are also popular. In addition, pupils benefit from activities, such as working with local schools, which link them with the local community and which contribute to their personal development.

3.22 Support for pupils with SEND or EAL is excellent. All new pupils are screened, providing baseline data that enables decisions to be made about any support required. A large number of pupils receive support on a regular basis, either in small groups or individually. Information about individual pupils’ needs is available to staff. Pupils are thus able to access the curriculum well; the high degree of contact with the learning support department means that pupils are catered for on a personal level.

3.23 Extra-curricular activities include photography, improvisation sessions in music, horse riding and beading, as well as many sports.



3.(c) The contribution of teaching

3.24 The quality of teaching is good. This supports pupils’ progress and the school’s aim to nurture their talents. Almost all parents are pleased with the way that teaching helps their children to progress, and pupils are largely positive about teaching.

Prep School

3.25 Teaching is good overall. Many lessons provide well-considered activities for pupils but others have a less clear focus and structure, especially for younger pupils. The best lessons are well planned, with a good range of activities and a lively and brisk approach in the classroom. Good subject knowledge enables teachers to explain challenging ideas clearly; their knowledge of the pupils’ needs enables them to match work closely to their abilities, so that all achieve well. Teachers provide well for pupils with EAL or SEND, but this is not consistent. Some teaching shows particular imagination, for example when classes are brought together to be taught by two members of staff. In many lessons seen, good use of question and answer sessions involved pupils closely in their learning and promoted good progress. Teachers give frequent praise, which encourages good behaviour and supports some excellent group work. In drama, the questions posed to pupils constantly improve their performance.

3.26 In a small proportion of lessons, planning lacks focus and learning objectives are vague. In such cases, too much time is spent on low-level activities such as colouring in and insufficient time spent on working towards clear educational goals. The lack of clear goals leads in some lessons to too great a range of activities, so that younger pupils in particular are confused and time is not used well. Occasionally, for pupils of all ages, lessons make excessive use of worksheets, or are based on worksheets that are difficult for pupils to understand.

3.27 In all lessons, relationships between teachers and pupils are strong and supportive. Pupils say that they enjoy their lessons and they make regular use of ICT, for example when writing articles using publishing software.

3.28 Marking is at times informative and in these cases contributes to pupils’ understanding. Although pupils’ work is monitored, marking is not consistent throughout the school and pupils are not always given comments, strategies to improve or individual targets.

3.29 There is limited assessment of pupils’ progress. Although ability tests have been trialled with pupils who were in Year 7 at the time, they are not used throughout the school to help track the progress that pupils are making.



Senior School

3.30 Teaching is good and supports pupils’ progress well. Lessons are well structured with clear objectives, engaging pupils and providing them with a good variety of tasks. They involve pupils in their learning and, for the most part, hold their attention. Individual pupils are supported well by their teachers, who, in a number of lessons adapt teaching to pupils’ differing needs, such as those with EAL or SEND; for example, teachers use carefully targeted questioning or set different tasks. This is not consistent in all lessons. Teachers have good knowledge of their subjects, enabling them to explain work clearly and to ask searching questions on key points.

3.31 Almost all lessons have a brisk pace and make excellent use of a wide range of resources. In the most imaginative teaching, role play brings periods of history to life, while additional staff provide pupils with a variety of points of view. Occasionally, lessons are too dominated by the teacher, or teachers do not give sufficient time to a task. On other occasions teachers involve pupils fully through lively activities and debate, and provide a good balance between discussion and presentation. Relationships in class are excellent. Concerns in both pupils’ and parents’ pre-inspection questionnaire responses about the amount of homework were borne out in discussion with both pupils and some staff; the school does not ensure that suitable amounts are set each night.

3.32 Marking is inconsistent. Most written work has limited constructive criticism, but good practice is evident in some departments. Access to a new computerised marking system enables the school to monitor progress. The school has standardised data to predict the performance of GCSE pupils in 2014 but has yet to make use of it.



4. THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT

4.(a) The spiritual, moral, social and cultural development of the pupils

4.1 The pupils’ spiritual, moral, social and cultural development is excellent, achieving the school’s aim for them to become world citizens. The school community is a diverse mix of cultures, living and working in harmony.

4.2 A high proportion of parents said in the questionnaire that they are pleased with the attitudes and values the school inculcates. Pupils said that they feel trusted to be responsible, but that there are too few opportunities for them to take responsibility and for the school to hear their views. Inspectors attended two school council meetings and observed significant dialogue between the school and pupils; they also found that pupils have a good range of responsibilities.

4.3 The pupils’ excellent spiritual awareness is apparent in their growing sense of self-awareness and identity. Their self-confidence develops from the earliest age; they talk freely and openly about themselves and about issues of importance to them. They develop their own beliefs, but also respect the beliefs of others. Religious education is covered within the prep school personal, social, health and citizenship education (PSHCE) programme and in the senior school personal, social, health and economic education (PSHEE) programme, both of which are well planned and delivered. Pupils thus gain an understanding of and respect for major world religions, demonstrated, for example, in a Year 3 lesson on places of worship. In a prep assembly, the festival of Diwali was celebrated through a presentation by Year 4 pupils. Pupils also develop a sense of joy and imagination through elements of art, music and drama throughout the school; a dramatic presentation in Year 13 was particularly moving.

4.4 The pupils’ moral development is outstanding. They grow into confident, articulate, caring young adults. Pupils show a strong sense of right and wrong, and understand the significance of following rules and behaving well. They show a highly developed sense of moral responsibility in their considerate conduct, respect and care towards each other. Pupils are aware of the needs of others less fortunate than themselves, raising money for and developing links with schools in disadvantaged areas and a local hospice.

4.5 The pupils have extremely well-developed social skills. They are mature, and enjoy positive relationships with each other and their teachers. They are polite and welcoming, and invariably friendly. For example, from Nursery upwards, pupils talk easily with each other and their teachers over lunch, displaying good manners and courtesy. In the prep school, most Year 8 pupils have positions of responsibility which they take seriously. In the senior school, pupils are equally responsible as team captains, prefects, house captains and peer mentors, as well as supporting each other in their work. Other pupils respect those in these positions. The range of opportunities is substantial.

4.6 Pupils understand the significance of discussion and negotiation, and thus appreciate British values such as democracy and free speech. Both the prep student council and senior student parliament have useful discussions on issues of importance to pupils. Participation in the Model United Nations provides broader experience of more complex issues, both at a political and economic level. Pupils are successful in having resolutions passed and winning commendations at international meetings.



4.7 The pupils’ cultural development is excellent. Pupils understand the diversity of local cultures. During a Year 6 project on water, pupils visited Kibera to do research and to work, dance and sing with pupils from a local school. On Utamaduni Day, held once a year in the prep school, local people skilled in creative arts visit the school and work with pupils; in turn, pupils raise money for local projects. Pupils think about local issues, current affairs and the wider world in assemblies. They celebrate the cultural diversity of the school community. Respect and tolerance permeate all aspects of school life. Pupils’ cultural awareness is also demonstrated in their approach to modern foreign languages and is expressed through music, drama and art.

4.(b) The contribution of arrangements for welfare, health and safety

4.8 The contribution of arrangements for pastoral care, and welfare, health and safety is excellent, in line with the school’s aim to support pupils’ growth and development. In the questionnaire responses, parents were highly positive about the support and guidance pupils receive. Pupils were less positive about aspects of this, though their concerns were not borne out during the inspection. The school has suitable policies and procedures for safeguarding, including arrangements for staff training. It carries out appropriate fire drills, and fire equipment is checked regularly. It has suitable arrangements for health and safety, and risk assessments are carried out where necessary. Pupils who are ill or injured are given appropriate attention and those with SEND receive excellent support. Pupils are encouraged to eat healthy diets and to take exercise. Attendance and admission registers are maintained correctly and backed up.

Prep School

4.9 The excellent quality of pastoral care reflects strong relationships between pupils and teachers, as well as high quality support and guidance. In their questionnaires, pupils felt strongly that incidents of poor behaviour are minimal. In interviews, they overwhelmingly felt that behaviour is of a high standard, as was borne out in observations both in and out of the classroom. The pupils also felt that any incidents are dealt with swiftly and fairly, and appreciate the support they receive. Teachers are both patient and supportive with pupils who require particular attention. Frequent communication amongst staff ensures that information is easily and quickly shared.

4.10 In Nursery and Reception, pupils have opportunities to discuss issues in an ordered, blame-free environment. There is an incremental series of measures for poor behaviour, and parents are kept informed when necessary. The pupiIs’ diaries work well as a two-way means of communication between school and home. The school has an effective system to reward positive behaviour, effort and achievement, and good early warning systems to highlight pupils who may need extra support.

4.11 A counsellor is available at the senior school to meet individual pupils to address concerns where necessary.



Senior School

4.12 The quality of pastoral care is excellent. The school is extremely committed to ensuring that this is individualised and effective. Relationships between staff and pupils are exceptional, and staff continually help pupils to overcome difficulties, whether with work or in their relationships with others. Teachers know pupils extremely well and help them to take advantage of the opportunities provided by the school. The ready lines of communication between senior management, the learning support department, the head of PSHEE, the school nurse and the part-time school councillor all enable a fully co-ordinated approach to nurture pupils’ pastoral development.

4.13 Pupils are, where possible, allocated to the same tutor throughout their time in the school, thus providing them with a key adult with whom they can discuss academic and pastoral concerns. Parents are encouraged to use the tutor as their first point of contact should an issue arise. Tutors also represent pupils at disciplinary meetings.

4.14 Regular meetings of pastoral staff cover practical matters and pupils’ individual concerns. Heads of year arrange termly meetings with tutors to discuss pastoral issues affecting particular year groups. Any concerns about individual pupils are shared with all staff at morning briefings and through email to enable the school community to support the pupil. Any episode of poor behaviour or bullying is taken seriously and dealt with quickly. When appropriate, incidents are discussed in PSHEE, assemblies and class.

4.15 Heads of year take a very active role in overseeing the pastoral care, welfare, discipline and academic monitoring of their year groups. Their skills are matched well to the ages of the pupils for whom they are responsible. They are supported in their role by the strategic placement of their office within the school.

4.16 Pupils also make a significant contribution to pastoral care through roles such as peer mentoring, ‘buddying’ and academic tutoring. These arrangements also help new pupils when they join the school to feel welcome and enable them to settle quickly. Pupils are recognised as individuals in their own right and it is expected that they reciprocate the same attitude to others. This is particularly fostered during the many year group bonding activities, and through membership of extra-curricular clubs and work experience.

4.17 The school expects excellent standards of behaviour, rewards behaviour appropriately and provides clear procedures to deal with any transgressions. In response to the questionnaire, a significant minority of pupils felt that sanctions are not evenly applied by all teachers and that they are not always treated equally. Inspectors saw no evidence of any inconsistency.

4.18 The careers department provides suitable guidance on subject and career choices as well as help with university applications. These choices are also supported by work experience opportunities and a careers evening.



4.(c) The quality of boarding education

4.19 The quality of boarding education is good and contributes much to pupils’ education and personal development. It reflects the school’s commitment to offer education to pupils from other East African countries as well as from more distant areas of Kenya. Small numbers of boarders completed the questionnaires. A small number of parents expressed dissatisfaction with the boarding accommodation. Inspectors found the accommodation to be adequate. Boarders raised concerns about weekday activities. Those whom inspectors met felt happy that they are able to relax in the evenings once activities in school have ended.

4.20 Pupils enjoy living in the boarding house and appreciate the care and attention they receive. They are well supervised and regard staff as strict but fair. Pupils are encouraged to take responsibility for their own actions and older pupils play an important role in monitoring and supporting younger ones; older pupils, in turn develop self-confidence. The life of the boarding community is sustained by strong and supportive relationships in which pupils show respect for each other. This multi-cultural community lives together harmoniously. Boys and girls mix easily and naturally in communal areas, under appropriate supervision, and relationships between them are open and respectful as a result. Pupils talk of a community of brothers and sisters.

4.21 The staff team works together well, both in setting standards and supporting pupils. Their work is supported by appropriate policies and procedures, as well as by suitable job descriptions. They have received appropriate training. Pupils are carefully supervised, for example signing in and out and enjoying the support of a strong security team; they say they feel safe within the boarding area. Relationships between staff and pupils are strong. Pupils say that they always feel they have someone they can talk to should the need arise.

4.22 Communal facilities enable pupils to relax appropriately after school, and there is a good range of more structured activities at the weekend, as diverse as shopping, paint balling and horse racing. In addition, pupils can use the swimming pool.

4.23 The accommodation is comfortable and adequate, though the decoration of some rooms has not been refreshed and some lack storage facilities. Some social space is underused and the recreation room is bare. In contrast, the central common room is cosy and comfortable and much used as the central space in which to meet. Food is of good quality, with varied menus. Showers and washrooms provide appropriate privacy.



5. THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT

5.(a) The quality of governance

5.1 The new arrangements for governance provide excellent support for the school. The new owners are committed to providing high quality education and have a clear vision of their educational priorities in light of the school’s aims. They bring a sharp focus and insight into the school to identifying areas for development; they are in the process of establishing a board of governors to oversee the leadership and management of the school. The selection process is already underway and it is intended that the group will include parents and educational representation, as well as those with financial and business expertise, to ensure balanced and well-informed consideration of all aspects of the school, including educational standards. It is intended that this body will offer support, stimulus and challenge to the school.

5.2 The current board of directors has already made considerable investment in the school, including additional accommodation in the prep school, improved sports equipment and 60 new computers. The board’s oversight has included reviewing child protection, and health and safety, all of which have been given careful attention. In addition to considerable focus on financial issues, the board has also reviewed the quality of education through reports from the two heads, in order to guide its priorities. It has been involved with the heads in drawing up a strategic plan for the schools, including both financial and educational priorities.

5.(b) The quality of leadership and management

5.3 The quality of leadership and management is good, reflecting the successful fulfilment of the school’s aims in many areas. Both pupils and parents were almost unanimous in praising the way in which the school is run.

5.4 Although the heads of the prep and senior schools report independently to the board, liaison is good and relationships positive. The new executive committee, consisting of the two heads and the directors of operations and finance, is providing a forum for closer co-operation.

5.5 Leadership is successful in recruiting and supporting high quality staff. In both schools, due care is taken over their recruitment, with the necessary checks carried out in the central human resources department. Appropriate arrangements have been made to check governors once their names have been confirmed and to ensure the suitability of the board of directors. New staff are given careful induction to life in Kenya and considerable practical help with settling in. The school is a centre for training teachers, both when they gain qualifications and subsequently.

5.6 Staff in both schools have received appropriate training in safeguarding, welfare, health and safety.



Prep School

5.7 Good leadership and management are reflected by the excellent standards of pupils’ personal development, the outstanding school ethos and the good quality of education. Leadership provides excellent vision for raising standards and a clear sense of educational direction. It is aware of areas requiring development, and both senior leaders and staff at all levels are united in their strong sense of purpose and commitment to developing the school further. Pastoral leadership is strong.

5.8 Although key priorities have been identified at strategic level, and some preliminary more detailed work has been undertaken, the school has yet to involve staff fully in devising a school improvement plan that clearly identifies the priorities and the means to address them. The newly appointed key stage co-ordinators have strengthened the school’s management structures, though there is still some lack of clarity about their roles, particularly in relation to school improvement. Although policies are in place, some newly appointed staff lack familiarity with them, resulting in some inconsistencies in the quality of teaching and marking.

5.9 Arrangements for professional development are strong. Formal staff appraisal has been recently introduced, linked to effective weekly professional training, to develop a shared understanding and more consistent use of successful teaching strategies within the school. In addition, staff benefit from informal peer observations to share expertise. Many aspects of induction are good, though it is not entirely consistent.

Senior School

5.10 The good quality of leadership and management is evident in the high quality of the pupils’ education and their excellent personal development. This reflects the clear sense of educational direction provided by school leadership. Both the core senior management team and the broader senior leadership team are committed to maintaining and further developing the school’s core values. Pastoral leadership is strong.

5.11 Senior leaders are developing systems for monitoring and tracking pupils’ progress over time, though the first results are not yet available. New policies and procedures have been introduced recently but monitoring is not sufficiently rigorous to ensure consistency, for example in the setting of homework and in marking.

5.12 Key priorities have been identified at a strategic level but the school has yet to produce a detailed development plan identifying such priorities and the means to address them. Meetings of heads of department provide a useful focus for discussion of the curriculum and other academic matters.

5.13 Arrangements for professional development are recently improved. Informal lesson observations have been initiated, and a formal system of appraisal linked to target setting and professional development has been implemented. Opportunities for staff training off site are limited, but whole-school in-service training takes place in school, for example on appraisal or the variation of work to match the range of pupils’ abilities, or for heads of department on improving teaching in the classroom. Training on awareness of dyscalculia has been shared with five other schools and provided by an expert in the field from the UK. Staff development needs and priorities are emerging from the new appraisal system. New staff are given much support on arrival but would appreciate a more formal programme.



5.(c) The quality of links with parents, carers and guardians

5.14 The quality of links with parents and guardians is good, contributing to the school’s family atmosphere. In the pre-inspection questionnaire, parents were largely highly positive about the school and about the education their children receive. They were particularly pleased with the attitudes and values the school inculcates, the range of activities it provides and the progress made by pupils with EAL. Inspectors agreed with all these views. A minority were concerned about the information they receive about their children’s progress, homework, behaviour, governance and opportunities to be involved in the school. Inspectors found that the quality of reports is good and that behaviour is almost always excellent, but that the amount of homework in the senior school is inconsistent. They found that concerns about governance and the role of parents were both related to recent changes in governance that had not yet been completed; at present the school is appointing some parents to the governing body.

5.15 Parents have many opportunities to be involved in the education of their children, for example through parents meetings. In addition, the school periodically seeks parents’ views on issues through surveys, such as that on boarding arrangements, which was being distributed during the inspection. In both parts of the school, parents are invited to a wide range of events including class assemblies in the prep, and sporting, musical and dramatic events. On occasion, meetings are organised at which issues relating to parenting can be discussed. Parents are frequent visitors to the Nursery and Reception when they bring their children to school, thus enabling informal contact with staff. A number of parents contribute to a careers evening for pupils in Year 11. The vast majority of parents say that communication with the school is straightforward and timely.

5.16 Parents are provided with the required information on the school website. Almost all parents say that the information is easy to find. Reports to parents are full and informative, and in some cases show clearly how pupils may improve their performance.

5.17 The school has a suitable complaints policy. A sample of less formal concerns raised showed that they have been dealt with appropriately.



INSPECTION EVIDENCEThe inspectors observed lessons, conducted formal interviews with pupils and staff, and examined samples of pupils’ work. They held discussions with senior members of staff and with the chair of the board of directors and other proprietors; observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited the boarding house and the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined documentation made available by the school.

Inspectors

Mr Ian Newton Reporting inspectorMr Peter de Voil Former Head, HMC school, Czech RepublicMrs Linda Horton Head of Year, HMC school, UKMrs Rebecca Layton-Short Deputy Head of Junior School, COBIS school, EgyptMr Richard Morgan Deputy Head (Academic), IAPS school, UK

INDEPENDENT SCHOOLS INSPECTORATE - Hillcrest ...

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