Moorland School had a full ISI inspection from the 8th -11th October 2007. The ISI team consisted of 4 inspectors who spent 4 days at Moorland. We also had 2 pre-inspection visits from the lead inspector (Mrs Ruth McFarlane).

The reports can be found at:- www.isi.net/report/0725.htm

Some of the key points were:-

• Moorland is a non-selective school based on purely academic selection (our intake is broadly in line with national achievment levels, however see our academic results page).
• Moorland met the regulatory standards for the curriculum (2.1). The report stated that pupils received a broad educational experience and also that the school was particularly successful in the encouragement of confidence, good manners behaviour, self discipline and moral values.
• Pupils have equal access and opportunity to participate in activities within all areas of learning (2.6).
• Moorland met the regulatory standards for the curriculum.
• That there is an emphasis on personal and social development, which is very evident in the excellent relationships that exist between pupils and staff
• That there is an emphasis on personal and social development, which is very evident in the excellent relationships that exist between pupils and staff (2.11).
• That Moorland pupils are enthusiastic about their studies and activities, learning together in with mutual encouragement and respect (2.11).
• Attitudes to learning were exemplary (2.11)
• Academic results are well above the national average and are good in terms of children’s’ abilities (2.13).
• That Moorland has a good record of individual achievements brought about by the support and nuturing of talent that permeates the school (2.14)
• Pupils of all ages were extremely articulate, lucid, courteous and confident both in and out of the classroom (2.15)
• Pupils of all ages have highly positive attitudes to their work (2.18)
• Pupils are very happy at Moorland and enjoy the learning opportunities offered (2.18)
• Spiritual, moral, social and cultural development is good overall and fully supports the school’s aims with regard to emphasising pupils’ confidence, leadership skills, good manners and behaviour, as well as promoting self-discipline and high moral and spiritual values (2.19)
• Personal and spiritual growth is a strong feature of the school.  Pupils have a well-developed sense of self-worth, self-esteem and self-confidence, reinforced by daily contact in a small, caring environment so that they are unafraid of expressing feelings (2.20)
• PSHE lessons enable pupils to explore difficult questions and reflect on their own development (2.20)
• Pupils have strong moral values; they show a mature sense of right and wrong and consider the need for rules in a variety of community and social activities.  All pupils demonstrate a highly developed understanding of acceptable behaviour towards one another (2.21)
• Older pupils are aware of the importance of not giving in to peer-group pressure and planning includes discussions in lessons as to why the use of drugs is necessarily illegal 2.21).
• Pupils show outstanding awareness of the need for social responsibility within their school and the local community (2.22).
• A keen sense of ‘looking out for each other’ permeates the school community, whereby the older pupils support and encourage the development of the younger ones.  They respect each other’s space and are pro-active in helping and empathising with individuals, both within the school and beyond.  An example of this is charity support for the wider world.  Staff speak highly of the trust they have in pupils’ behaviour on outings and boarding treats and the positive comments they receive from the public about the pupils’ social maturity.  This was borne out by observation throughout the inspection (2.23).
• Cultural development is sound  (2.24).
• Moorland met the regulatory standards for the spiritual, moral, social and cultural development of pupils (2.25).
• Teaching throughout the school is good overall and is a significant factor in promoting successful learning and achievement.  Its strengths, in excellent relationships, brisk pace and individual attention, support the aims of the school to provide a highly effective education and to help all pupils to achieve well at all levels (2.26).
• Planning of lessons is thorough and well structured in all areas of the curriculum and across the whole age range (2.29).
• A particularly strong feature of teaching is the high quality of relationships between pupils and their teachers.  Teachers know their pupils extremely well and are very supportive (2.30).
• The school meets the regulatory requirements for teaching (2.33).
• The quality of pastoral care, welfare, health and safety is good overall, for boarders and day pupils alike, supporting the aims of the school well.  The care provided is particularly strong.  Relevant recommendations of the most recent inspections have all been dealt with (3.1).
• Staff provide high-quality support and advice.  Pupils know they can turn to any member of the teaching or boarding staff when they have a problem.  A strong feature of the school is the way older pupils are encouraged to support and take an interest in the younger ones (3.2).
• The systems for pastoral care are fully effective. Communication is often informal but extremely successful (3.3).
• The quality of relationships between staff and pupils, and amongst pupils, is excellent (3.4).
• Teachers have high expectations of responsible behaviour, and pupils respond well to this.  A house system operates and the house points awarded as rewards and sanctions are regarded as fair by most pupils.  Clear policies on behaviour and bullying allow pupils to realise the standards that are expected, whilst helping them to feel secure.  In the junior school, for instance, a ‘bullying box’ is available for pupils to use, though pupils report: ‘There is hardly ever anything in it’.  Pupils say that bullying is extremely rare, and they are confident that, should any problems occur, they will be dealt with carefully and effectively.  The strong ethos of care and consideration means that any difficulties are resolved rapidly (3.5).
• The procedures for child protection are thorough.  The head is the child protection officer, and most staff have been appropriately trained.  Training for those new to the school this term is in hand.  All staff demonstrate a good knowledge of the procedures to be followed.  Appropriate checks for suitability are undertaken when they are recruited.  All necessary measures have been taken to reduce risk from fire and other hazards.  Fire practices are carried out regularly and proper records are kept.  The head ensures that the health and safety policy is implemented and all the health and safety arrangements are clear and comprehensive (3.6).
• The school meets the regulatory requirements for the welfare, health and safety of pupils (3.9).
• In their replies to the pre-inspection questionnaire, the majority of parents were very satisfied with the education and support provided.  The most positive aspects identified by the parents are the quality of teaching, the attitudes and values promoted by the school and the help and guidance given to pupils (3.11).
• A small minority of parents thought that not enough extra-curricular activities are provided.  The inspectors noted the good range of varied activity available.  A similarly small minority of parents felt they were given too few opportunities to be involved in school life.  The inspectors do not agree with this view.
• Parents receive helpful documentation about the school: the prospectus, for all parents, and an introductory pack, for parents of Reception children, are informative.  The website is a key vehicle for information and it is kept up to date.  Parents are also given regular newsletters, and the response required to the termly written reports is a significant means of communication (3.13).
• Due care is given to handling parental concerns; all parents are made aware of the complaints procedure.  Parents can contact the head and his staff at any time if there are concerns.  Issues are dealt with promptly and recorded appropriately (3.14).
• The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled (3.16).
• The boarding experience makes an important contribution to pupils’ personal development and the life of the school.  The last boarding inspection took place in 2004.  The recommendations for improvements to provision have been dealt with in such a manner that the school now offers a sensitive and supportive boarding environment for those pupils who live away from home, fully in keeping with its aims (3.17)
• Boarders were quick to tell the inspectors how much they enjoy boarding.  ‘The social scene is good’ said one.  ‘I like being with my friends’, said another.  The head is in charge of boarding and his teaching staff and boarding house staff share the care of boarders once school is over for the day.  They take this responsibility very seriously and communicate effectively any concerns they may have about individual children.  Strong, positive relationships exist between pupils and the staff that care for them, particularly the matrons (3.18).
• The range of activities available out of school and at weekends is substantial and responds to boarders’ requests wherever reasonable. ‘There are lots of great things to do,’ boarders reported.  Numerous activities take place in the evenings, too, that the boarders enjoy and that encourage them to have a healthy lifestyle, such as swimming, hockey, chess and rock climbing (3.19)
• The accommodation and resources are satisfactory.  The school takes care to ensure that it meets the welfare, health and safety needs of the boarders.  The extensive grounds and sports and recreational facilities considerably enhance the setting and the range of leisure opportunities (3.20).
• Governance is good overall.  The two proprietors have created a strong ethos of caring in a traditional learning environment, in keeping with the school’s aims.  Since acquiring the school five years ago, they have presided over its rapid development, significantly increasing pupil numbers, particularly for boarding, whilst giving careful attention to ensuring that the school complies fully with changing and existing legislation.  They are fully aware of what is now required to maintain and improve the school further (4.1).
• The proprietors maintain their knowledge and understanding of the requirements of governance by readily seeking outside expertise, interacting with other schools and outside agencies, such as health and safety management organisations.  The proprietors take their responsibilities seriously, particularly in respect of child protection, safe recruitment and health and safety, and procedures are effective (4.3).
• The recruitment of suitably-qualified new staff is successfully managed.  The required staffing checks are carried out prior to appointment, and appropriate records are kept.  Induction procedures for staff new to the school are sound. Teaching staff and teaching assistants contribute significantly to all pupils’ learning and welfare (4.7).
• The school is a pleasant and welcoming place, and all available accommodation is used to best advantage.  Outdoor space is extensive and the setting, in beautiful rolling countryside, is used well for educational and recreational purposes.  The interior of the buildings is well maintained and displays of pupils’ work provide an effective and supportive learning environment (4.10)
• The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation (4.11)
  
  CONCLUSIONS IN THE REPORT
  

• Moorland School successfully fulfils its aims and this is reflected in the outstanding personal qualities of the pupils.  Their education is enriched through being part of this caring community.  Relationships, behaviour and attitudes to learning are all excellent.  Pupils are exceptionally well cared for because all the staff know their charges well.  The quality of teaching is good overall, and this enables pupils to learn and achieve well (5.1).
• The school meets all the regulatory requirements (5.3)
• No action in respect of regulatory requirements is required (5.5)
• The inspection was carried out from 8th to 11th October 2007.  The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils.  They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies.  Inspectors visited the boarding accommodation.  The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.

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