HMC Inspection Report

INTRODUCTION

• Purpose and Scope of Inspection
• Evidence base
• School Description
• Aims of the School

• Main findings
• Main recommendations

• Attainment
• Progress
• Quality of learning

• Teaching
• Assessment, recording and reporting
• Curriculum
• Teaching and non-teaching staff
• Resources for learning
• Libraries
• Premises and accomodation
• Health and Safety

PUPILS' PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

• Spiritual and moral development
• Social development, responsibility and leadership
• Cultural development
• Physical development
• Relationships, behaviour and discipline
• Welfare of pupils
• Careers education and guidance
• Equal opportunities
• Pupils requiring special provision
• Boarding

Art
Classics
Design
Electronics
Economics and Business Studies
English
Drama
General Studies
Geography
History
Information and Communication Technology (ICT)
Mathematics
Modern Foreign Languages
Music
Philosophy and Theory of Knowledge
Physical Education and games
Religious Studies
Biology
Chemistry
Physics

SUMMARY REPORT ON SEVENOAKS SCHOOL

Main Findings

INTRODUCTION

This inspection report is based on a framework laid down by HMC and agreed with the DfEE and OFSTED for the purpose of ensuring that standards are maintained and that the school complies with relevant legal requirements. Recommendations are included to help the school improve.

The report will be lodged with HMC, the Head, the Chairman of Governors, OFSTED and the DfEE. The full Report is available on request from the school. It may not beselectively quoted in the school prospectus or other promotional literature, but may be used selectively within the school.

Date of inspection 5-10 February 2000

1. This inspection was carried out as part of the programme of inspection of the Headmasters’ and Headmistresses’ Conference (HMC) schools to report on the standards of achievement and quality of learning, the quality of education provided by the school, the provision made by the school for the pupils’ personal welfare, and the governance and management of the school. The findings are made available to the Office for Standards in Education, the Department for Education and Employment and other bodies with statutory responsibilities.

2. The following subjects were inspected and reported upon:

art; classics; design and technology (includes design and electronics); economics and business studies; English and drama; general studies, geography; history; information and communication technology (ICT); mathematics, modern languages, music, philosophy and theory of knowledge; physical education; religious education and science (biology, chemistry, physics and co-ordinated sciences)

General studies, personal and social education (reported in social development, responsibility and leadership), philosophy and theory of knowledge and religious education were lightly sampled.

3. Throughout the report, the convention is to follow National Curriculum notation of year groups. Thus, the school’s first year is Year 7, the fifth form is Year 11. Sixth form years are Year 12 and Year 13, but ‘sixth form’ is used as the collective term.

Evidence base

4. The report has been written on the basis of extensive and good quality information provided by the school before and during the inspection and on the evidence gathered by 14 inspectors who were in the school for a total of 65 inspector days. The inspectors observed 224 lessons (mostly whole lessons, very occasionally part lessons). Planned, formal discussions were held with the chairman of the Board of Governors, the chairman of the Parent Teacher Association, the headmaster and senior members of staff with responsibilities for subjects and various aspects of school life. Many other meetings took place with teaching and non-teaching staff. There was both planned and informal discussion with pupils from each year group. Subject specialist inspectors scrutinised a sample of pupils’ work from each year group in each main subject inspected, and looked at work in classrooms. Account was taken of pupils’ behaviour in and around the school. All teachers were observed teaching once and most more than once.

5. Inspectors looked at a sample of Combined Cadet Force (CCF) and Voluntary Service Unit (VSU) activities, extra-curricular activities and opportunities which take place before and after school and during breaks and lunch times, some team games and matches , careers guidance and other aspects of the school.

6. Each boarding house was visited twice, once at the weekend and once on a weekday evening. Inspectors spoke with pupils and staff. They looked at the provision of activities on Saturday and Sunday. The lead inspector visited a boarding house reception for parents and friends held before the Christmas break and spoke with boarders and some new and some more experienced boarding parents.

7. Before the inspection, the lead inspector read all 300 responses (a 31 per cent return), often accompanied by letters, to a questionnaire sent to all parents. She prepared for all inspectors a summary of individual parents’ written comment and a statistical analysis of the responses. This information helped ensure that parental concerns were investigated. Responses were confidential to the inspecting team. The lead inspector took opportunities to speak with some of the parents who partook of light refreshments following the Service of Readings and Carols for Christmas and to two former pupils.

School Description

8. Sevenoaks School is a co-educational school for both day and boarding pupils between the ages of 11 and 19. The number of pupils averages around 960, of which just over a third are boarders, with almost identical numbers of boy and girl boarders. In 1999-2000, girls represent about 46 per cent of the total population. Pupils enter the school at 11, 14 and in the sixth form. About 65 pupils begin at 11, 137 at 14 and about 85 enter the sixth form from outside. About 20 per cent of the pupils entering aged 11 and twelve per cent entering the sixth form come from state schools. All other entrants are from the independent sector or from overseas.

9. Very few pupils, about 4 per cent, leave the school aged 16 and all continue in education. Virtually all who leave the sixth form go to university. Several take a year off, a GAP year, between school and university.

10. William Sevenoke founded the school in the early 15^th century. Until 1975, it educated only boys. In 1976 it accepted girls into the sixth form and became fully co-educational from Year 7 in 1983. It has always attracted high numbers of local pupils. The school is near the centre of Sevenoaks, set in attractive grounds over-looking Knole Park.

11. The school is proud of its strong international character, with one in five pupils from overseas. About ten per cent come from homes where English is a second or additional language. The school fosters good European links through well-established exchange programmes with France, Germany, Spain and Russia.

12. Sevenoaks has a reputation for innovation. It was the first independent school to devote half a day a week to Community Service as an alternative to the Combined Cadet Force. Recently it has become a leader in offering similar numbers of sixth formers courses leading to General Certificate of Education Advanced Level (A-level) qualifications or to an International Baccalaureate (IB).

13. The school has few endowments, its main benefactors being the Tobacco Pipemakers and Tobacco Blenders whose scholarships are offered to pupils of all-round ability. Day school fees are between £8,667 and £9,651 a year and boarding fees are between £14,229 and £15,213. Fees are higher for students entering directly into the sixth form than for those entering aged 11 or 13. Seven Foundation Scholarships (15 per cent of day fees), three major scholarships (half of the day fee) and one minor scholarship (one third of the day fee) are available. Up to 50 scholarships are awarded annually, but only to pupils at the main points of entry (11+, 14+, 16+); internal scholarships are not awarded. A recent creation, of which the school is proud, is a Romania Scholarship.

The aims of the school

14. The main aims of the school, as set out in its prospectus, are to nourish individual ability within a responsible community, and to encourage academic success, physical health, moral stability and imaginative alertness. The school is successful in meeting these aims.

Years 7-11 539
Years 12-13 419
Total 958

Full-time equivalent 100

Pupil to teacher ratio 9.6

Day pupil 9,651
Boarding pupil 15,213

15. Sevenoaks is a very good school. Hardworking staff and pupils are committed to its success. Standards are high and examination results are very good. Pupils are particularly supportive of one another.

16. Most pupils enter the school with above average attainment at each point of entry (aged 11, 13 and in the sixth form), but there remains a wide range of ability in the early years. The school builds well on this attainment, particularly with its lowest attainers, and the gap narrows. Pupils gain good results and attain high or very high standards in General Certificate of Secondary Education (GCSE), General Certificate of Education Advanced (A-level) and International Baccalaureate (IB) examinations. Its results place the school amongst the top 20 independent boarding schools, and in the top six co-educational independent schools. The school is adding good value.

17. At GCSE, very high proportions gain grades A*/A in most subjects. Of subjects with high entries, the proportions gaining A*/A have been consistently high over the last three years in biology, chemistry, French and German.

18. Results in the IB are very good. Students take six subjects, three at higher and three at standard level. The maximum point score for each subject is 7 and three bonus points are available for very good work in extended essay and on the Theory of Knowledge. Over the past three years, the vast majority of students have gained between 5 and 7 points in almost all subjects. In 1999, 11 students attained 7 points in all subjects, with four gaining the maximum 45 points. About a third attained 40 points or over.

19. Very good A-level results include over three-quarters of entries graded A or B. Forty-six individual students (42 per cent) received grades A or B for all their subjects, and 18 students (16 per cent) were graded A for all their examinations, in many cases 4 A-levels.

20. Taking the average point score of A-level and IB results together, it averages 25.7 over the last three years and is consistently well above the national average which was 17.9 in 1999.

21. The vast majority of students are successful in their application to enter higher education, with over three-quarters accepted by their first choice. About 40 students each year gain places at Oxford or Cambridge.

22. Attainment in class mirrors the above picture. Standards reached are almost always at least commensurate with the pupils’ ability and there is some very high attainment in GCSE and sixth form groups. Oral fluency is strong at all levels.

23. Most pupils make steady progress, in line with their ability, or good progress. Progress was good or excellent in about half the observed lessons in the sixth form, 40 per cent in Key Stage 3 and 30 per cent in Key Stage 4. The most and least able pupils in mixed ability groups do not always make the progress of which they are capable. The small proportion of unsatisfactory progress was associated with less than satisfactory elements of teaching (reference paragraph 25-26).

24. Pupils are competent learners and have good recall skills. Most are highly motivated with strong powers of concentration. As they go through the school, most acquire a well-developed critical competence. Pupils are articulate, confident and show initiative. A strong sense of competition and a desire to do well is accompanied by a supportive attitude to each other and good collaboration.

25. Inspectors observed 224 whole or part lessons. Teaching was at least sound in about 90 per cent of lessons and good or very good in half the lessons observed. Teaching in about 15 per cent was very good, and occasionally excellent; examples of such lessons were observed in a wide range of subjects, with the highest incidence in chemistry, classics, electronics and physics. Teachers have a good command of their subject. They are very hard working and committed to the school and to individuals. Good relationships and appropriate use of praise contribute to good learning. Some teaching with weak elements was observed in odd lessons across a range of subjects, with the highest incidence (but none-the-less a small minority of lessons) in classics, English, French and mathematics. The weaknesses were mainly slow pace, unsatisfactory class control, unclear explanations or not involving all pupils.

26. Setting is not widespread and the ability range is quite wide in several subjects. Some teachers are skilful with mixed-ability classes and plan their lessons to extend the most able and provide support or different activities for those at the lower end of the Sevenoaks ability range. Several teachers are less successful at challenging all pupils in mixed ability classes and tend to pitch their teaching at the middle. Able pupils in particular do not always attain the highest level of which they are capable in such situations.

27. Marking is mostly accurate and encouraging. Routine testing occurs in most departments with regular recording of results. Standardised tests on entry provide data to enable prediction of realistic target grades and to detect pupils who are under-achieving. A central computerised recording system of work grades facilitates the monitoring of progress. Written reports to parents show good knowledge of pupils, but they do not consistently indicate what pupils do well and targets for improvement. Parents are able to discuss their child’s work and progress at an annual parents’ meeting. Many parents would appreciate more frequent opportunities.

28. A voluntary service programme and a very wide choice of extra-curricular activities enrich a broad, balanced and appropriate curriculum for all pupils. An exceptionally broad range of languages are taught. At present, sixth formers can follow courses leading to the IB, to AS or A-levels. The wide range of choices complicates demands on the timetable, which the school is unable to answer satisfactorily at present. It is attempting to address the present unsatisfactory timetable with lessons before and after school and during lunch breaks; it makes very heavy demands on both staff and pupils. Hard working teachers are the main reason why curricular changes have been enabled to function.

29. Homework is an important contributor to the success of the pupils, and is often demanding. At present, the lack of co-ordination of the setting of homework across subjects leads to an overload at certain times, especially in the sixth form. Greater co-ordination, and/or longer deadlines for completion would be beneficial to pupils.

30. The highly qualified teachers and support staff are committed and hard working. Staff are well deployed. The appraisal system for teaching staff is well established and well received. Good training opportunities are available. Staff new to the school and newly qualified teachers have a thorough induction programme. Non-teaching staff, several of whom are long serving, make a significant contribution to the life of the school.

31. School and departmental resources are good and well used. Information and communication technology provision is good, except that more computer aided design and manufacturing equipment is needed in design and electronics. A good library and four trained librarians support learning.

32. The school is set in attractive and well-maintained grounds with very good facilities for sport. The timetabling of large groups of pupils concurrently doing sport at certain times results in cramped changing rooms.

33. Accommodation is mostly good. Most lessons are taught in suitable specialist classrooms. The present accommodation for art and design is unsatisfactory; some of the biology laboratories are below standard and cramped conditions in small classrooms for classics, business studies and music are not ideal. New buildings, expected to be ready for the next academic year, will bring some improvements. Health and safety is professionally handled. The hazards of loose electric floor sockets and trailing leads in some physics laboratories need attention.

34. A strong moral ethos is evident and well fostered. Spiritual development is less marked, but is present. There is no regular formal worship. The school chaplain works with and supports individuals, helps make arrangements for boarders to worship in their own faith, delivers effective talks conveying moral and spiritual messages in some assemblies and leads church services to mark significant occasions.

35. Tutors teach a well-devised personal and social development programme. Discipline and welfare issues are taken seriously and appropriate action is taken. Pupils and students appreciate the well-organised careers programme and guidance for university entrance.

36. The school provides excellent opportunities for pupils to broaden their cultural horizons. It is justifiably proud of its international pupil and staff population. Ten exchange programmes, visits abroad organised by many departments, music and drama tours and events, and a thriving music and drama programme, all enrich the pupils’ cultural education.

37. A good variety of sport and recreational activities promote the pupils’ physical development. Recent changes of staff have resulted in improved arrangements for sport, especially for girls and weaker players.

38. The ethos of the school is one of tolerance, compassion and mutual support. Behaviour is mostly good, both in class and around the school. Pupils are happy. They welcome and integrate pupils from overseas and those with impairments. The school is particularly successful in fully integrating some blind and severely visually impaired pupils. Pupils are courteous to each other and to the staff. They have a responsible attitude towards their work. They take school and house responsibilities seriously and fulfil them well.

39. The house system is not successful for all day pupils. Inspectors confirm concerns of some parents that the quality of tutorial support is inconsistent; whilst some is excellent, other tutors provide satisfactory support. Junior pupils have a base and activities in Young Sox, but pupils in the middle school have no common room and that for the sixth form is barely satisfactory.

40. About a third of the pupils are boarders. They are well cared for in pleasant, well-appointed houses. Each has its own ethos, and each a friendly atmosphere. Discipline appeared unobtrusive but fair. Clean and pleasant kitchens are well stocked with basics and fruit to supplement school meals. Rather too many boarders, especially girls, skip the nutritious, but sometimes unimaginative, meals served in the canteen.

41. Although about ten per cent of the pupils have English as a second language, the majority is able to study in English without major problems. The school funds a few additional support lessons.

42. The school has about 30 pupils who have been assessed as having mild dyslexia, but very small numbers experience difficulties in following the curriculum. Good examination results endorse this view. Appropriate arrangements are made for examinations. The school identifies those likely to need some help but funds no planned, systematic teaching.

43. The proportions of girls and boys are almost equal. They mix well and share equal opportunities for posts of responsibility within the school.

44. The headmaster is a man of vision with a passionate belief in a compulsorily broad, rich and international curriculum for all age groups. The school intends eventually to offer only the International Baccalaureate (IB) in the sixth form, but has made a commitment to retain both A-levels and the IB for those currently in the school. Running a dual system post-16 makes heavy demands on staffing and adds to the complexities of an already full timetable. The necessary detailed planning for the curriculum change and its associated demands on both academic and administrative staff is not yet in place.

45. The governors share and support the headmaster’s plans for change. They, and especially the chairman, are well informed and involved with the school. A development plan, with main objectives and some priorities, has been established, but a detailed action plan with time scales and costings is not in place.

46. The headmaster is well supported by loyal and hardworking senior managers. An over-complex staff and administrative structure inhibits effective decision making and the implementation of ideas. The school’s finances, resources and estate are well managed. Daily routines work well.

47. Most sections of the main report include one or more recommendations. The key issues for the immediate future of this successful school are the following:

• the school needs to prioritise the demands of the curriculum, before making decisions on the timetable needed to provide it, in order to ensure that staff and pupils have sustainable workloads;

• the management structure needs to be reviewed and simplified so that the tough decisions consequent on the recent and proposed changes can be made;

• the development plan urgently needs to be finalised;

• departments need to review attainment of individual pupils in mixed ability classes. The school should consider in the light of the findings whether setting is appropriate or whether teachers need further guidance and training on planning lessons for mixed ability groups;

• the school needs to review the pastoral system for day pupils, seek to establish greater consistency of pastoral care, and aim to provide a school base for all age groups.

NB Since the end of the inspection, parents and governors have been given details of the development plan. These have not been seen by inspectors.

48. Pupils enter Sevenoaks with a wide range of ability in the lower years, but it is mostly above or well above average. They make sound or good progress, gain good results and attain high standards in General Certificate of Secondary Education (GCSE), General Certificate of Education Advanced level (A-level) and International Baccalaureate (IB) examinations.

49. The school is over-subscribed. Attainment on entry to the junior and middle schools is above average and rising. For over 10 years the mean IQ score has been between 126 and 128. Scores in standardised tests in Years 7 and 9 ( MidYis) are rising in all categories (vocabulary, mathematics and non-verbal).

50. The sixth form attracts large numbers of strong academic candidates, with a large proportion from overseas. The school requires seven strong GCSEs (grades A/B). Overseas students are judged on their national system and given a test in English and mathematics.

51. Results in public examinations are good. Its results place the school amongst the top 20 independent boarding schools, and in the top six co-educational independent schools.

52. Results at GCSE are very good, with very high proportions gaining grades A*/A in most subjects. Of subjects with high entries, the proportions gaining A*/A have been consistently very high over the last three years in biology, chemistry, French and German. Measured by the proportion gaining grades A* and A, over the last three years girls have consistently out-performed the boys in art, English language and literature and geography. Results for boys and girls have been broadly similar in mathematics and physics. These results are in common with the national picture.

53. Results in the IB are very good. Students take six subjects, three at higher and three at standard level. The maximum point score for each subject is 7. Three bonus points are available for very good work in extended essay and work on the Theory of Knowledge. Over the past three years, the vast majority of students have gained between 5 and 7 points in almost all subjects. In 1999, 11 students attained 7 points in all subjects, 4 students gained the maximum 45 points and about a third attained 40 points or over.

54. A-level results are also very good. Over three-quarters of entries were graded A or B. Forty-six individual students (42 per cent) received grades A or B for all their subjects, and 18 students (16 per cent) were graded A for all their examinations, in many cases 4 A-levels.

55. The average point score, taking A-level and the IB together, dropped slightly in 1999. It averages 25.7 over three years, and is consistently well above the national average which was 17.6 in 1999. Acceptance rates for higher education are very high. The vast majority of students are successful in their application to enter higher education, with over three-quarters accepted by their first choice. About 40 students each year gain places at Oxford or Cambridge.

56. In lessons and work observed, attainment reflects the good examination results. In almost all lessons, pupils attain standards which are at least commensurate with their ability. Standards are good or very good for the pupils’ ability in about a third of lessons in Years 7 to 11 (Year 1-5) and in nearly half in the sixth form. Pupils are articulate, argue a case well and by the sixth form show a well-developed critical competence. Writing is mostly fluent. Most pupils apply learning very well in new situations. Subject knowledge is good.

57. Of parents responding to the questionnaire, 92 per cent are pleased with standards attained and pupils’ progress.

 

Progress

58. Progress is mostly sound (commensurate with the pupils’ ability) or good in Years 7 to 9 and almost always at least sound in classes preparing examinations. Good teaching is the major contributing factor of good progress, but is supported by hard working pupils. Progress was sound or good in over 90 per cent of lessons observed in Years 7 to 9, but virtually always at least sound in other years. Progress was good or excellent in about half the lessons in the sixth form, 40 per cent in Key Stage 3 and 30 per cent in Key Stage 4. Progress was judged excellent in about 10 per cent of lessons observed, with the largest proportion in the sixth form. Additionally, several individual pupils make excellent progress. The progress of lower attaining pupils is marked, as a broad ability range in Years 7 and 8 narrows, and almost all pupils are graded A* to C in GCSE examinations. The school is adding good value.

59. Progress is generally better where pupils are grouped with others of similar ability than in mixed ability groupings, where it is generally steady, but some of the most and least able do not make the progress of which they are capable.

60. Progress is exemplified by good gains in skills, knowledge and understanding applied to new situations. For example a secure grasp of new knowledge is applied confidently in deducing likely outcomes in the sciences and mathematics. Pupils learn to draw upon their knowledge and skills to evaluate projects and designs. They use new vocabulary and grammatical rules to construct their own language and many become fluent speakers of foreign languages. The small proportion of unsatisfactory progress was associated with less than satisfactory elements of teaching – slowish pace, poor explanations or weak class management.

Quality of learning

61. Pupils are competent learners. Most have good recall and reasoning skills, and question confidently when they are unsure or do not fully understand. They mostly listen attentively and carry out instructions carefully. Most are highly motivated with strong powers of concentration. Pupils are articulate, confident and show initiative. A strong sense of competition and a desire to do well is accompanied by a supportive attitude to each other and good collaboration.

62. Pupils’ attitudes to learning were almost always sound or good in Years 10 and 11, and mostly sound or good in other years. The response to teaching is at its best when the pupils are extended and challenged. They enjoy success gained through striving. Talking and lack of attention is rare and usually associated with rather lax classroom management or unstimulating teaching.

QUALITY OF EDUCATION PROVIDED

Teaching

63. Inspectors observed 224 lessons, mostly whole, but occasionally part lessons. Teaching in about 15 per cent of the lessons was of a high standard, often excellent, and in more than half, teaching was judged good and in most of the others was at least satisfactory with good aspects. However, some aspects of the teaching in about 10 per cent of lessons had elements of weakness. The vast majority of parents expressed satisfaction with the quality of teaching in the Mori poll commissioned by the school.

64. Most lessons were well planned in all subjects and, overwhelmingly, teachers had a good command of the subject material. In a number of departments, a real excitement in the topic was conveyed to the pupils, helping to develop in them both academic curiosity and a desire to contribute and debate. Teachers in a large number of departments showed a welcome variety in the methods and resources they used in lessons. There were many examples of skilled question and answer technique to build knowledge and understanding and – variously – brainstorming, role play, debates, mini-presentations by pupils, Internet, over-head projectors (OHPs), video and simulation exercises were used to promote learning. In the best lessons teachers enabled pupils to make the connections rather than doing the work for them. In many cases, pace and material were pitched at a level appropriate to pupils at Sevenoaks. Examples of good teaching were observed in all subjects. Some very good teaching was seen in German, information and communication technology, mathematics, music, personal and social education, Spanish and Theory of Knowledge; high proportions were very good in chemistry, classics and physics. All teaching in electronics was very good.

65. Weaker aspects of teaching were observed in a small number, usually an odd lesson, across a wide range of subjects, with more than one, but none-the-less a small minority, in chemistry, classics, English, French and mathematics. Where the teaching had weaker aspects, occasionally the classroom control was not firm enough, at times, the pace was too slow and the content lacked challenge for the more able; sometimes the weakest were unable to keep up. The large number of mixed ability classes set problems for teachers which are not always solved. Very occasionally, a teacher lacks sufficient command of an area of the subject to deal competently with questions which some intelligent pupils ask.

66. Relationships between teacher and pupils are usually very good. Staff know their charges well, are encouraging and give praise wherever possible, seeking to build confidence by involving all in the class.

67. Teachers at Sevenoaks work hard and are the main reason why curricular changes have been enabled to function.

Assessment and reporting

68. Pupils’ written work is generally marked encouragingly, with the majority receiving attainment and effort grades for each piece of work, reflecting the school marking policy. Best practice involved careful annotation and positive comment. Many teachers provide additional oral comment when work is returned. The checking of class notes is less thorough. Routine testing occurs in most departments, with careful recording of results. Mark books are well maintained, though their use as diagnostic tools could be further developed.

69. Full school examinations are held annually for each year group. New computerised grade recording procedures provide good monitoring instruments and data for further analysis in the future; they include individual pupil sheets with achievement and effort grades for each subject, with optional comment, tutor comments and a record of attendance. Samples scrutinised show that subject teachers and tutors write hard hitting comment, where it is needed. The system has already been used to identify a significant number of upper school pupils whose performance gave rise to concern and who, as a result, have seen the headmaster. Cumulative grade sheets give instant indication of the progress of individual pupils over time.

70. Parents receive biannual reports, presently produced by hand or computer. They provide full, careful comments on standards achieved. The best subject reports also include diagnostic comment exemplifying how further progress could be made. Attendance details and examination results are included. These are followed by detailed and perceptive reports from tutors and divisional heads, and, as necessary by the headmaster or his deputy. Parents are invited to comment. Most parents are satisfied with the content and frequency of reports.

71. Parents have an opportunity to discuss the progress of their sons or daughters at each year group’s annual parents-teacher meeting. The standard five minutes allocated can be extended by previous request and appointment. Several parents expressed a desire for more frequent opportunities to discuss with teachers in person. Some parents who live abroad would welcome facilities to exchange comment with teachers by e-mail. Parents of boarders praised housemasters and mistresses for keeping them informed on the progress of their son or daughter.

72. It is recommended that:

• the school consider further development of subject reports to include guidance or targets for future progress;

• the school consider feasible ways of providing parents with additional ways of discussing the academic progress of their son or daughter;

• departments give thought to the further development of mark books as diagnostic and monitoring tools, for example by grouping or highlighting marks for specific subject skills.

Curriculum

73. The school is committed to providing a balanced and broad education, with particular emphasis on the promotion of an international outlook. It is successful in meeting its aims. It provides stimulus for able pupils and believes that certain subjects and activities are important enough to be prescribed at all levels and that specialisation at 16 is premature.

74. The curriculum is broad, balanced and appropriate to most pupils. It is ambitiously rich. However, the measures that have been taken to provide such a curriculum have placed complicated and often conflicting demands on the timetable that have brought it to breaking point. It is only maintained by tremendously hardworking pupils and staff.

75. In the Junior School (Years 7 and 8) the curriculum is broad and balanced. There is no setting and this causes difficulties in ensuring that, in some subjects, suitable attainment and progress is made by all pupils. There is diversification of the modern foreign language provision and German or Spanish are available as alternatives to French as from Year 7. Extra-curricular lessons in French enable native speakers to maintain their language, but place additional demands on staff and pupils.

76. The Middle School (Years 9 to 11) curriculum is, in overall terms, broad, balanced and appropriate. The core subjects are English language and literature, mathematics, science, French and religious studies. All are expected to take a humanities and a creative subject. Setting is possible in most core subjects but, in Year 9, is restricted by timetable constraints and by the need to accommodate several European exchange programmes which take place at different points during term time. In consequence, in some subjects setting across the whole ability range is not possible. In a most unsatisfactory example, in one French class native speakers mingle with some of the weakest linguists in the year group. The limited time available for the creative subjects in Year 9 results in reduced choice within a carousel programme and does not give sufficient access to all pupils. The school is aware of these problems and is exploring ways of extending the provision. A recently introduced fast track programme in science allows the most able to take the three separate science GCSEs at the end of Year 10.

77. The main GCSE programme in Years 10 and 11 is broad, balanced and appropriate. French, mathematics and the three sciences can be taken early at the end of Year 10 by the most able pupils. Pupils then follow an extension programme within these subjects or are able, in the case of modern languages, to take up a new language. A timetabled service activity programme taken by all pupils enriches their curriculum.

78. In the sixth form the curriculum for all is broad and balanced and consists of an innovative mix of an enriched A-level programme and an IB programme. In 1999-2000, take-up is broadly even across the two routes.

79. Those students opting for the IB programme select three subjects at higher level and three at standard level, one from each of six groups of different subjects. Within this framework all must continue to study English, a modern foreign language, mathematics and an experimental science. Two other subjects are chosen. A Theory of Knowledge course is followed by all and there is a requirement for an extended essay of the candidate’s choice. A compulsory extra-curricular programme (Creativity, Action and Service) balances the academic requirements. The IB programme, by its very nature, provides for breadth and balance in the curriculum.

80. Students following an A-level programme study at least three A-levels and all follow an additional general studies programme in the lower sixth programme which provides a similar breadth to that on the IB option, and helps prepare these able students well for university requirements and study. In both Years 12 and 13 two subsidiary subjects must be studied, chosen from a range of creative and academic courses.

81. There is an expectation that certain amounts of homework will be set for each subject per week. However, with those in the sixth form taking a variety of courses with a number of different teachers, there are times when there can be an overload in the homework set, as there is no co-ordination between setting homework in different subjects. Several parents of pupils in each age band expressed concern about times of homework overload.

82. The decision has been made to move to a situation over the next few years where all sixth formers will follow IB courses. This decision will have timetabling implications, particularly in the interim period, when the new A-levels will still be offered with the IB. With all in the sixth form following the IB, the amount of time currently devoted to standard level courses is likely to have to increase. There may also be implications to the teaching of the Theory of Knowledge course and to the provision and operation of the Creativity, Action and Service (CAS) element of the programme. The requirements for supervision of the extended essay will increase. Co-ordination and organisation of all this change will need careful and detailed planning to prevent placing excessive demands on staff and pupils.

83. The introduction of the new national system for AS/A levels in September 2000 will add another factor to be taken into account in curriculum planning. These changes, and the present variety of courses, add significant extra pressures to an already hardworking staff.

84. The curriculum for all pupils is extended and enriched with a wide range of academic, cultural, social and physical extra-curricular activities. Such breadth is encompassed within the IB programme in the Sixth Form.

85. It is recommended that:

• the school undertake a comprehensive curriculum review to prioritise the demands of the curriculum, before making decisions on its shape and the timetable needed to provide it, in order to ensure that staff and pupils have sustainable workloads;

• consideration be given to the greater co-ordination of setting of homework, especially in Years 12 and 13 to prevent overload on some pupils at some times;

• consideration be given to whether setting could take place in some subjects in Years 7 and 8 and whether setting could be more effectively organised in Year 9.

86. There are 100 full-time and 26 part time teaching staff, together with a large number of visiting specialists. The pupil / teacher ratio of approximately 9:1 is generous, and there are no excessively large sets.

87. Teachers are well, and in some cases very well, qualified, and show at least a good, and sometimes formidable, command of their subject. They are judiciously deployed within their departments.

88. The overall balance of age and experience of the staff is appropriate, with an average age of just under 40 reflecting approximately equal numbers below 30 and above 50, with a considerable majority between these. The balance of age is uneven across departments. Similarly, in a school where almost universally the staff give enormously generous amounts of their energies to non-classroom activities of all sorts, some departments have acquired concentrations of those holding significant and time consuming responsibilities, though for these there is some reduction to the normal teaching load.

89. There is a helpful and constructive guide to professional conduct, and standards are well maintained. A carefully structured induction scheme operates for both experienced and newly qualified staff when they join the school. The very well established and generally effective appraisal scheme is now being tied even more closely to specific professional development needs. In this respect there is generous funding and a time entitlement available to individuals for external training, though the take up varies somewhat across departments. In addition, a varied and relevant in-house programme covers a broad and comprehensive range of whole school issues such as first aid and fire awareness. In particular, there is an opportunity to obtain a qualification indicating competence in the use of ICT.

90. A significant contribution to the life of the school is made by the non-teaching staff, within which there is a long serving core. With regard to academic support staff, the ICT resources manager has an appropriate amount of technical assistance, while the library is generously staffed, and the needs of the art and design department adequately met. However, the provision of laboratory assistants in the science departments is not considered sufficient, as the existing excellent and well-integrated assistants are over-stretched. Within the large, busy languages department there is a need for some administrative and technical assistance, particularly with exchange arrangements and with recording authentic material.

91. The high quality of the environment in which the community operates is a testament to the efforts of the gardeners, the maintenance department, ground-staff, and the cleaners. Additionally the smooth running and welfare of the institution reflects the contribution of a busy secretariat, together with the accountancy and reprographic departments, as well as the medical and catering staff, the house matrons and the School Marshal and his team. Although at present there is no appraisal scheme for non-teaching staff other than the bursar, there is discussion as to whether or not one will be introduced. The resources for appropriate training and development are generous.

92. It is recommended that the school:

• provide additional technical and administrative support where necessary.

93. The school provides its departments with very good resources for teaching and learning.

94. A wide range of facilities is provided including video recorders, televisions, overhead projectors, whiteboards, tape recorders, scanners, digital cameras, video editing equipment and photocopiers. The music department has a good supply of instruments and modern foreign languages has a language laboratory, which is put to good use. Departments can also afford the books they need from their budgets.

95. P.E. and games are well provided for financially

96. The school has a favourable ratio of pupils to computers of just under five to one. Computers are in good supply within departments (as well as in the computing department). The school makes its computer room available to pupils until 9.30 in the evening; this facility is appreciated by boarders, as there is heavy demand for the few machines available in some boarding houses. Departments in general have several computers which, in some cases, are clustered together for group work. Associated with some of these are video data projectors for teaching displays, as well as printers. The use of data projectors is the key to much effective classroom use of ICT.

97. The design and technology department has some computers but only one piece of CAM (computer aided manufacture) equipment.

98. The management of the whole school network is achieved most effectively with the aid of the ICT resources manager who reports to the head of computing. She manages the associated budgets and also the excellent arrangements for the maintenance of equipment by her two technicians who work for her in an equipped workshop. An ICT committee chaired by the under master is responsible for policy. Three governors have specific management interest in computing; the governors have a separate committee which subsumes the membership of the other.

99. Many computers have Internet access for web-based research. This service is struggling to keep up with demands when whole classes need access. Several boarders and their parents regret that not all boarding houses have access to e-mail.

100. Budgets are sufficient to enable good practice to take place within the departments.

101. It is recommended that the school:

• consider improving the bandwidth of Internet access for the school;

• consider purchasing more CNC (computer numerically controlled) machinery

for design and technology to bring their facilities up to date.

102. The main library is an imposing building, strategically placed in the centre of the campus. It houses some 25,000 books, 3,500 of which have been published since 1990. It is generously staffed with four Librarians; two have modern languages expertise and another is a teacher-librarian. Opening hours are generous; 8.00am - 8.00pm on weekdays and 8.00am - 4.00pm on Saturday. There are 18 computers for the use of pupils. The budget is just adequate; some acquisitions are bought out of departmental budgets. £3,000 a year is spent on periodicals.

103. Not all sections are equally well stocked. Art, history, mathematics, music and philosophy have good sections. There is excellent provision for modern languages; a wide selection of foreign periodicals, the Reuter’s news service, files of foreign language articles and cuttings, all supplement a good stock of books. The main fiction section is strong. For the juniors, a growing fiction collection and rather thin non-fiction are housed in a cramped and uninviting corner.

104. Some 50 books are taken out each week, not a high figure for a school of this size. The library can be thronging before school and at lunchtimes, especially on rainy days. During lesson times, apart from those on supervised private study upstairs, use is light, perhaps inevitably. Losses last year are said to be 132, but this figure will be limited to those books officially taken out. There appears to be no full stock-check.

105. Despite a pleasant reading area at one end, the library area seems too full and even cramped. An upper floor, successfully introduced to provide a bright and useful area for private study, has had the effect of lowering the ceiling on the main space where floor-to-ceiling stacks too close together produce a somewhat forbidding effect. Books are well maintained and stored neatly in good condition. None look antique or unusably old. Nevertheless, most sections could be rigorously culled without making them less useful for today's pupils; in fact, it would make them more approachable and user-friendly. At present there are no schemes or initiatives to encourage and develop the reading habit. There is good support for those with more serious and academic ends.

106. Some departments have surrendered their books to the main library; others still maintain departmental libraries, some with good reason; the music department for instance, must have its set of scores to hand. The use and usefulness of these collections varies from department to department. They are not cross-catalogued with the main library.

107. It is recommended that:

• ways be explored of contriving more space and producing a more user-friendly atmosphere.

108. Sevenoaks is situated on approximately 100 acres in a conservation area on the edge of the town. The grounds contain a total of 17 listed buildings dating from Georgian, Victorian and Edwardian periods as well as modern day architecture. The buildings are a harmonious blend of the old and new.

109. Listed buildings, although giving a splendour to the estate, bring with them constraints and restrictions for adapting for modern purposes; new developments need to be sensitively initiated due to conservation area restrictions. Some listed buildings have small rooms, for example Manor House, and cramped conditions for some classes affect the quality of teaching and learning.

110. Following a survey in 1997, there has been an extensive programme of internal and external refurbishment. The programme is ongoing and most of the buildings, with the exception so far of Manor House and G Block, have been sensitively completed. An ambitious new building is under construction which should greatly enhance teaching and dining facilities.

111. At the time of the inspection, extensive rainfall had left the art premises suffering from rain damage and the accommodation was unsatisfactory. This situation will obviously be rectified in the near future. Work shops for design are unsatisfactory. If music is to continue to develop and be made available to more students, a rethink of the building will be necessary. A shortage of space and split locations was encountered in a number of subjects such as electronics, economics, biology, history, English and I.C.T.

112. Although on three sites, the playing fields are spacious. Combined with the Bailey Centre, an all- weather surface and all-weather athletics track, squash courts and sports hall, provision for sport and games is excellent, except that the changing facilities are extremely cramped. The outdoor swimming pool is not available throughout the year. New swimming facilities would be a welcome addition to splendid sporting facilities.

113. Overall, the high standards of refurbishment and the carefully maintained landscaped gardens are a tribute to the management, the ground staff and maintenance teams. They enhance the learning environment. Pupils appear to appreciate the grounds and display respect for the fabric of their surroundings.

114. It is recommended that the school:

• seeks to improve accommodation found unsatisfactory and reported in paragraph 107.

115. The school has a detailed health and safety policy and clearly defined procedures for visits, expeditions, and tours abroad. These are published in the staff handbook. The school marshal is the Fire, Health and Safety Officer and is responsible for overseeing health and safety and for maintaining standards. A budget is allocated to general and specific projects. He has recently received training to become acquainted with current regulations and requirements. The officer visits each department in the school to carry out a fire inspection with the head of department and 90 members of staff have recently received fire safety training.

116. A risk assessment form is completed by each head of department and filed with the Fire, Health and Safety Officer. Health and safety procedures are in place in the science laboratories and the practical areas. The arrangement of the design workshops makes it difficult to monitor equipment and machinery use effectively. Electric floor sockets in some of the physics laboratories are loose and unsafe and trailing leads from them are a hazard. Guidance in the safe use of computers and visual display units (VDUs) is contained in the Staff Handbook. The arrangements for sporting activities are good and a training budget is allocated for staff training in sports injuries and first aid.

117. Good attention is given to site security. All staff and visitors are required to wear an identity badge. There is a one-way system for traffic on the school site. Pupils move around the school in an orderly fashion and are assiduous in their use of the controlled pedestrian crossing immediately outside the school.

118. It is recommended that:

• the electric sockets in the physics laboratory be repaired as a matter of urgency.

119. The strength of inter-personal relations is a notable feature of the school and is evident in pupils' informal support for each other, in the classroom and socially, as well as in their willingness to take part in various guardian schemes for younger and new pupils. Care for others in the wider sense is also evident in the various charitable activities in the course of the year, in the social services programme, and in involvement with visually impaired pupils from Dorton House. A strong moral ethos is evident and, while variable in the actuality, this can be reinforced in discussion in morning tutor groups.

120. The school’s fostering of pupils’ spiritual development is less pronounced but is there. The school is fortunate to have an excellent chaplain whose work, with individuals and in assemblies, is admired and respected all round. His talks to the school are highly effective and capable of conveying moral and spiritual messages which are also echoed in teaching across the curriculum when appropriate.

121. There are a few church assemblies to mark significant occasions in the school or church calendar. Apart from a voluntary weekly communion service there is no regular formal worship for the school but arrangements are in place for boarders to be able to worship in their own faiths within the local community.

Social development, responsibility and leadership

122. Sevenoaks provides a good, well-balanced and well managed programme of personal and social development, which has recently been extended to the sixth form. In Years 7 to 9, the topics are well directed at pupils’ needs and their life at school: making and keeping friends, health and safety awareness, codes of behaviour, saying ‘no’ and coping with stress. House tutor group work builds upon this base generally well in Years 10 and 11. The school provides and evaluates a course for sixth formers which gives opportunities to consider the practical and psychological demands of higher education as well as talks followed by question and answer sessions on subjects such as substance abuse, law and life, bereavement and roles of men and women.

123. Clear, sensible and non-judgemental explanations are given in sex and relationships in the middle school. The lessons are delivered with enthusiasm and professionalism by a committed team which is well led and trained.

124. Pupils are encouraged and given opportunities to take responsibility and they carry out their roles well. They present issues to the class, some run classes, for example in South American dance, and many take responsibility in their service activities for organising and running sessions for young and older local people, for helping in the community or for finding solutions to problems. Participation in the peer counsellor, school council and prefect elections and duties is marked. Prefects and peer counsellors are trained, and they and the school captains fulfil their roles responsibly.

Cultural development

125. The school provides excellent opportunities for pupils to broaden their cultural horizons. It is justifiably proud of its international pupil and staff population. Ten exchange programmes, visits abroad organised by many departments, music and drama tours and events, and a thriving music and drama programme, all enrich the pupils’ cultural education.

Physical development

126. There is sound physical development of the boys and girls in school. A well-integrated programme of P.E, games, sport and outdoor pursuits, enables and encourages pupils to develop into healthy young adults. The health related fitness and exercise programme run by the P.E. department ensures that pupils are aware of the benefits of a healthy lifestyle.

Relationships, behaviour and discipline

127. Pupils at Sevenoaks are articulate and confident with many of the older pupils displaying a composed maturity. Relationships between the staff and pupils in classrooms and around the school are generally good and often excellent. Pupils are well behaved, courteous and friendly and the high standards expected are mostly maintained. The pupils show respect and kindness towards each other, which is especially commendable.

128. The school aims to promote good discipline and good work through its system of rewards and sanctions. Recognition of excellence in the form of 'copies' up to Year 11 is particularly appreciated in the younger years. Most older pupils equally value distinction slips. Prizes are awarded annually and colours are won for outstanding service to the school. Sanctions are effective and include verbal reprimand and withdrawal of privilege. School and conduct detentions are used as a deterrent and, for more serious offences, suspension.

Welfare of pupils

129. Attention to the welfare of pupils is a marked strength of the school and is carefully safeguarded by the staff who have delegated responsibilities in this area. The school counsellor, the chaplain, tutors and house staff and newly appointed peer counsellors all share distinctive roles in relation to the pupils’ welfare. Valuable independent sources of support by the school doctor and Medical Centre staff are available and appreciated. Appropriate child protection measures and guidance are in place. Action related to issues such as bullying, relationships, drug and alcohol abuse have been properly considered and clear procedures are in place.

130. The food is wholesome if sometimes unimaginative, and adverse comments from parents and pupils are largely unfounded. A salad bar was recently introduced and fresh fruit is always available in the dining hall and in individual boarding houses. At present the catering staff are doing their best to provide a full range of meals in temporary accommodation and are supporting the constraints of the timetable by providing a huge number of packed lunches each day for pupils who have extra lessons or activities during their lunch break. This provision is not cost effective.

131. Tutors and divisional heads are the central figures for pastoral support and monitoring progress. Whereas boarding pupils are well supported and have a house base, all day pupils do not have a base and the quality of tutor support given to day pupils varies from excellent to satisfactory; this judgement endorses that expressed by a few parents. Young Sox provides a social base open before and after school and at breaks, equipped with games and activities for pupils in the lower school. Pupils in Years 9 to 11 have no base and the single basement room allocated to sixth formers is barely satisfactory. The lack of school bases for older pupils restricts mingling; for example boarders return to near-by houses which limits friendly contact with day pupils. Nevertheless all pupils feel that the overall level of care is good.

132. It is recommended that:

• the school reviews the pastoral system for day pupils, seeks to establish greater consistency of pastoral care, and aims to provide a school base for all age groups.

133. The provision for careers and higher education guidance is highly developed. Pupils first make formal contact with the careers department in Year 10 with the Morrisby Career Aptitude Tests. Further development in Year 11 includes individual interviews and reports, involving sixth form choices, and subsequent provision for work experience. The World of Work Careers Fair, generously organised and strongly supported by the Parents’ Association in conjunction with the department, is a highlight for Year 11 and new Year 12 pupils and their parents.

134. In Years 12 and 13 the Wednesday 5 programme provides a choice of speakers on higher education guidance and other subjects linked with the personal and social development programme. Some of the talks, such as a session on conservation, provide information for GAP year activities. GAP year planning could be further developed by forging e-mail links with current recent leavers on their GAP projects world-wide.

135. Year 12 students have individual interviews with the head of careers; one-to-one advice provided by the careers department is appreciated by parents and pupils. Careers interviews are followed by Oxbridge selection, the UCAS process in conjunction with tutors and departments and optional interview training. Some pupils commented that ‘Careers was the most helpful department in the school’, despite the inadequate housing. The increasing provision of computer facilities, with Internet links, should help, though more space is needed. Further development of one-to-one help would meet parental concerns over advice on UCAS and careers.

136. The Careers Centre, located in the library, is somewhat drab, despite new curtains. It could be enhanced by colour-coded box files.

137. It is recommended that the school:

• consider further development of computer facilities and the establishment of Internet links with recent leavers;

• consider the creation of a separate interview room, other than the office of the head of careers.

138. The school is justifiably proud of its international pupil and staff population. Pupils and staff include representation of many nationalities and cultures and native speakers of a wide range of languages. The result is a highly tolerant, harmonious and understanding society. The school, and the chaplain in particular, provide support for pupils of all faiths, and pupils are able to celebrate and observe major religious festivals. One of the boarding houses celebrated the Chinese New Year with a Chinese meal, whilst another provided a highly enjoyable Arabic evening during the inspection period. Most of the overseas pupils are boarders and the boarding houses provide opportunities for pupils to live and work together and form lasting friendships.

139. Although about ten per cent of the pupils have English as a second language, the majority is fluent in English and able to study in English without major problems. Teachers and pupils make considerable effort to help them succeed and to ensure understanding; the good examination results show that they are successful in the vast majority of cases.

140. Pupils are screened for competence in English, and the school funds a weekly remedial lesson at first. Only about ten pupils receive such tuition. The tutor aims to target curricular needs by looking at pupils’ work, particularly essays, and provides tuition on spelling and paragraphing, for example. Occasionally, whilst the teaching is sound, the lesson is not always focused on the pupil’s greatest need. There is no dedicated base for the lessons or resources. A tiny number of pupils, mostly older pupils, are not succeeding in their curriculum because of poor English. In a small number of cases, these pupils have opted to study subjects which are highly dependent on essay skills, and they are not making sufficient headway with the present additional help provided.

141. The proportions of girls and boys are almost equal. They mix well and harmoniously together. Both genders are well represented on the staff. Staff and pupils share equal opportunities for posts of responsibility within the school.

142. Pupils in Sevenoaks are mostly of above average ability, but, within that general judgement, the ability range is quite wide in several subjects; setting is not widespread. Some teachers are skilful with mixed-ability classes and plan their lessons to extend the most able and provide support or different activities for those at the lower end of the Sevenoaks ability range. Several teachers are less successful in mixed ability situations and tend to pitch their teaching at the middle. Able pupils in particular do not always attain the highest level of which they are capable in such situations.

143. It is recommended that:

• departments review attainment of individual pupils in mixed ability classes. The school should consider in the light of the findings whether setting is appropriate or whether teachers need further guidance and training on planning lessons for mixed ability groups;

• the school is vigilant and careful in its recruitment to ensure that if pupils with weak English are accepted, they are guided towards curriculum choices where they are likely to succeed with the support that the school is able to provide.

144. A strength of Sevenoaks is its integration of a few pupils enrolled at Dorton House, a local school for the blind. Since 1987 it has offered eight places to blind and severely visually impaired pupils. The pupils are assigned a tutor at Sevenoaks, a liaison tutor, and local authority funded support assistants. Dorton House pupils mingle well with sighted pupils in class and in free time. Sevenoaks makes good provision for them. The school has set aside a room as a resource base. Library staff prepare large print material and Dorton House arranges brailling. Pupils are encouraged to play a full role in school – some are members of choir, Christian Union, bridge club. The physical education department arranges a few matches at Dorton House where sighted pupils from Sevenoaks are blindfold as they play goal ball against a Dorton House team. Individual parents wrote to praise the school’s provision and their child’s success and pleasure at being part of Sevenoaks.

145. The school has about 30 pupils who have been assessed as having mild dyslexia, but very small numbers are experiencing difficulties in following the curriculum. Good examination results endorse this view. The school funds no planned, systematic teaching and there is no classroom support. Since September 1998, it has paid a specialist part-time teacher to look through entrance examination papers, advise if further testing of a pupil is needed and to prepare a list for the common room noticeboard of pupils thought to have dyslexia or reading/writing problems. This teacher also liaises with educational psychologists and examination boards, on the school’s behalf, to ensure that permitted and appropriate arrangements are made for external examinations. The school provides accommodation for private tuition carried out by the specialist teacher, but cannot assure a permanent base or storage for resources. The teacher works collaboratively with the pupil’s tutor, and provides the tutor with copies of termly reports prepared for parents. Private tuition falls outside the remit of the inspection, and, as such, could not be inspected. The English department provides some spelling support and pupils are given advice on examination techniques.

146. A tutor provides occasional sessions for a tiny minority of pupils with behavioural problems or a few going through a period of demotivation.

147. Very able pupils are extended through a broad curriculum as well as activities and lectures organised by the William Sevenoke society. Attendance is compulsory for scholars and other pupils are encouraged to attend. Special coaching is made available to Oxbridge candidates. Staff are generous in offering extension sessions for the most able, sometimes through subject clubs and societies, but also through additional lessons. French bilingual learners are encouraged to study a foreign language other than French. Through specific lunch-time lessons, the school provides valuable support to maintain and improve their French. At sixth form level, native speakers of a language being prepared for examination are given extended practice. Across a wide range of subjects, staff offer additional support lessons for pupils and students in examination classes who are weak or are experiencing difficulties.

Boarding

148. About a third of Sevenoaks’ pupils are boarders. Demand is strong at most age groups, the accommodation is uniformly good, and the variances between the sixth form International houses, and the conventional 13 to 18 houses, are positively enriching for the school. There is a palpable esprit de corps in each of them.

149. The accommodation ranges from mid-Victorian to modern, purpose built houses. Some retain the feel of gracious private homes, and all provide bedrooms and bed-sits which are at least adequate and many, comfortable. The communal facilities – house libraries, games rooms, quiet areas – are civilised, well furnished and well resourced. In a number of houses the kitchens are large, modern and well-equipped, created as social centres and positively assisting cross-year group integration. These kitchens are well used to supplement school meals which some boarders find inadequate (and inconvenient); missing evening meals is occasionally a problem as a consequence.

150. Not all the houses have enough computers or readily available Internet and e-mail access, facilities of especial importance to overseas students. Equally, not all houses have private telephone facilities and some pupils are inhibited by speaking in public areas.

151. All the houses are well secured. Each house has a different ethos, reflected in clear, helpful handbooks, and the boarding side is co-ordinated by a Head of Boarding. Most of the houses have a maximum of 50 pupils, encouraging close supervision and knowledge of each. All the houses are marked by a distinct family atmosphere, by friendship and tolerance across nationalities and year groups. This was seen, for example, in the International Houses’ weekly democratic committees of the whole community, and in the International Centre’s Arabic Night. The generally happy and speedy integration of foreign students of all ages into a British school is a positive feature of Sevenoaks. Peer counsellors, ‘mother/daughter’ systems, are valued ways of developing pupils support for each other.

152. Generally, the strong sense of house identity reflects clear leadership from the house staff: the level of supervision is mostly good but could be tighter on some occasions in a particular house. Three staff regularly share responsibility for duties in each house, and a nominated fourth person provides irregular help. Each house also has a matron; many boarders expressed appreciation for their work. Some give up their own time to cook special meals at weekend. Duties, signing out rules, bed and prep times and attendance at parties are clearly set out and co-ordinated; discipline appeared unobtrusive but fair. House staff provide many opportunities for a wider dimension beyond the routine of boarding – cultural evenings, dances, dinners and weekend visits to cinemas, theatres and historic sites. Every Sunday a trip is organised for those who are staying in, though a number of boarders are effectively weekly. The school has recognised the importance of providing activities for those who remain.

153. The manageable size of the houses, the level of adult supervision, the informal contact of adults and pupils, all contribute to the development of those pupils. The conscious internationalism of the houses clearly increases their understanding of different cultures and religions.

154. It is recommended that the school:

• considers providing e-mail and private telephone facilities in all houses.

155. The ethos at Sevenoaks is one of tolerance, compassion and mutual support which enables individuals to flourish and to develop their own interests and talents. The staff are endlessly generous in giving time to support the needs of individuals – be they the specially gifted, or those having difficulties. There is focus and a sense of purpose about the place.

156. Heads of Departments are effective middle managers, supporting and encouraging their staff and deploying their resources to good effect. As a result, the academic departments are working well and providing a good service to the pupils.

157. Daily routines work well, under the direction of a capable under master, and any variations to the normal pattern are effectively communicated through the daily bulletin. The school has coped particularly well with the difficulties caused by having major building works taking place in the middle of the campus.

158. The headmaster is a man of vision and energy who is supported by a loyal and hard-working senior management group and by the school governors. He is passionate about the school’s commitment to the International Baccalaureate, which he believes will give it a unique and enviable place in British education. His enthusiasm is shared by the governors, and together they have argued a persuasive case to the staff and parents.

159. The governors, and especially the chairman, are very well informed about, and involved with, the life of the school. The chairman visits the school at least once a week, and talks to the headmaster and the bursar more frequently by telephone. He is consulted about a wider range of matters than is usual in HMC schools, but he evidently has a good rapport with the present headmaster. The fact that the only members of the governing body with experience of teaching in, or of heading, a school are both former employees of Sevenoaks School, has been a weakness, shortly to be addressed by the appointment of a serving head from another HMC school.

160. The present situation in which A-level and IB courses co-exist is placing considerable strains on the school’s ability to organise and deliver the curriculum (reference paragraph 74). Outside expertise has been necessary to construct a workable timetable for this year. The teaching staff are working under significant pressure. Much detailed planning is needed to ensure that the change to offer only the IB at Sevenoaks goes smoothly. The school must ensure that it commits the necessary resources in manpower and administrative skill that are needed to address the issues that follow from this decision.

161. The senior management structure is over-complex. It needs to be reviewed and simplified so that clear divisions of responsibility and lines of command are established, and so that decisive management happens at the practical level.

162. The school is creating a plan for its development over the coming years. Although the main objectives of this plan have been established and some of the priorities identified, it has yet to be worked up into a fully detailed action plan with time scales and costings. This detailed planning work is now needed.

163. The administration of the school’s estate and finances are in the hands of the bursar, who is assisted by a finance bursar, an administrative bursar and an estates manager. The school’s finances are carefully managed: budgets are prepared and regular termly management accounts enable expenditure to be monitored against budget. Departmental budgets are properly controlled. The school’s estate and resources are well managed.

164. Considerable effort has gone into improving the school’s communication with parents. Area groupings of the Parents’ Association have been established. There is a range of publications produced by the school. The headmaster and his senior staff are themselves very accessible to parents, staff and pupils. The school has recently conducted a MORI poll of parents’ opinions about its performance, to which it received an overwhelmingly positive response together with some constructive suggestions, some of which have already been acted upon.

165. It is recommended that :

• the management structure be reviewed and simplified so that the tough decisions consequent on the recent and proposed changes can be made;

• the development plan be finalised as a matter of urgency.

NB Since the end of the inspection, parents and governors have been given details of the development plan. These have not been seen by inspectors.

166. The activities available at the school are numerous and the range extensive. As an example there are over 80 activities available to Year 11 in any one week. There are 24 clubs and societies, over 20 music groups and a large number of sporting activities in addition to the extra-curricular sessions offered by departments. Many musical activities take place before school, others take place during lunch and after break. There is a good balance between physical, cultural and recreational pursuits. The pupils are made aware of the programme by means of the Societies Fair held at the beginning of the school year. Events and meetings are advertised through the daily school bulletin and assemblies. Pupils show a high level of interest and the quality of participation is good. Members of staff commit time and enthusiasm willingly. In this busy school, attendance can fluctuate as clashes occur – for example, rehearsals for the Boarders’ Plays. Clubs and societies publish reports in the Annual Review and individual participation is recorded in the tutors’ reports.

167. Many pupils achieve high or very high standards in some of their chosen activities. For example, pupils from Sevenoaks have been represented in the national final of the Young Electronics Design Award, pupils will take part in the Shakespeare Millenium Festival at Stratford. Pupils can join over 40 musical activities and display high standards in well directed practices and rehearsals.

168. On Thursday afternoons the curriculum of all pupils in Year 10 and above is broadened through a service activity. There are three options – Combined Cadet Force (CCF), Digweed (jobs around the school) and Voluntary Service Unit (VSU) which provides community service.

169. The school makes a considerable contribution to the local community through VSU activities and allocates a budget to allow the activities to take place. VSU requires pupils to develop organisational skills, as they set up activities and liaise with outside bodies. In some instances they provide first hand experience of working with and fostering the trust of people with learning difficulties. The pupils themselves gain pleasure, and a sense of achievement as they work with and serve younger and older people. Some pupils give up holiday time to accompany to summer camps children who would otherwise have no holiday. The pupils are appreciated enormously by those they serve.

170. The flourishing CCF has sections of the Royal Navy, Army and Royal Air Force, all of which are well staffed and supported by over 250 pupils, all of whom are volunteers. The CCF provides pupils with opportunities to develop leadership skills as well as a range of indoor and outdoor activities such as orienteering, shooting, sub aqua and survival exercises. All sections aim to develop pupils' self-confidence and resourcefulness through camps and exercises, which provide opportunities to find solutions to problems, to develop lateral thinking, to test physical endurance and to learn about survival.

171. The school is licensed to operate the Duke of Edinburgh’s Award scheme and can give awards up to Silver level. Over 200 pupils are engaged in the scheme which is run in extra-curricular time. Three members of staff lead the course and many others assist with the activities. Emphasis is placed on the development of the individual young person, but the training for expedition camps and the expeditions provide opportunity for collaborative activity themselves.

172. A list detailing the substantial Cultural Programme of productions and concerts for the forthcoming school year is published and there is a full schedule of trips and visits which are organised by clubs, societies and departments.

173. An extensive programme of sports is offered. A number of pupils compete regularly at national and international level, particularly in sailing and shooting. The school recently won the Great Britain and International Sailing title with five pupils selected to represent Great Britain in the world 420 championships. It is estimated that Sennockians represent a third of the British sailing teams. The shooting team can presently boast four internationals, one of whom also shoots for Great Britain. Rugby has had international representation and one of the tennis squad is presently training with the British squad. Cricket, netball, hockey, athletics and cross-country running all have substantial representation at county level. The school also experiences success with soccer, squash and more recently, basketball.

 

ACHIEVEMENT AND QUALITY IN SUBJECTS

Art

174. Courses are offered in photography, video production and woven textiles in addition to the department’s historic strengths in traditional media.

175. Examination results in art are very good. In 1999 100 per cent of pupils achieved grades A*-B at GCSE, 100 per cent achieved grades A-C at A-Level and 100 per cent of the candidates for the IB achieved 6-7 points. Attainment in lessons is good at examination levels, where thorough written analysis and contextual study supports confident and imaginative visual activity. In Years 7, 8 and 9 pupils achieve good standards in two and three-dimensional work and begin to put their own work into historical and cultural contexts. The standard of written work is good.

176. Progress in knowledge and understanding is evident in the workbooks kept by the pupils in examination groups and development of practical skills and creative decision-making is evident in studio activity. Progress through Key Stage 3 is hampered by the carousel arrangement which provides only 12 weeks of art activity for some pupils in Year 9. Nevertheless, increasing knowledge is applied and skills are developed.

177. Pupils are well motivated and enthusiastic and take ownership of their work with confident ease. They actively engage in activity and work well in groups, offering support and encouragement to each other. Pupils readily evaluate their activity both orally and in writing.

178. Teaching is sound with some good aspects in almost all lessons observed, and occasionally good overall. All lessons are well prepared and present a variety of challenging activities, which extend the pupils. The teachers have good command of their subject and enthusiastically present tasks in a thoughtful and caring manner. Classroom management is effective and a variety of resource materials are made available. The department is staffed by three full-time and four part-time artist-practitioners who offer a wide range of expertise.

179. Assessment of activity is continual, individual and supportive. Specific tasks such as homework are marked regularly. GCSE and A-Level work is assessed and graded accurately in accordance with examination criteria. Assessment procedures for Years 7, 8 and 9 do not relate to national criteria and are being reviewed.

180. The head of department leads his team in a thoughtful and effective manner and is sensitive to the needs of the pupils and the school. The schemes of work that accompany the new curriculum being developed for GCSE are of a high standard. The commitment to contextual activity is supported by visits to museums and galleries in London. New schemes for the lower school need to be produced in line with national criteria.

181. Work in three-dimensions is particularly strong. A positive start is being made to incorporating into new schemes of work ICT as a medium for exploration of visual ideas and image manipulation. A substantial contribution is made to the subsidiary programme in Year 11, and the department offers a wide range of extra-curricular activities. Space for display of the work of pupils is restricted to the school library and Claridge House.

182. The art rooms, which are due for refurbishment as part of the new building programme, are in a very poor state of repair. Two rooms are unusable and all other areas suffer from water damage. The damp conditions produce an unpleasant environment, which, combined with the noise of de-humidifiers and building plant, act as a disincentive to creative activity. Three temporary rooms are used in the old mathematics block with a room for sixth form work and a replacement pottery – all of which have inadequacies as spaces for art activity.

183. It is recommended that:

• the department develops schemes of work in line with national criteria for Years 7, 8 and 9;

• improved accommodation be provided as soon as possible, as is planned;

• new exhibition sites are found in order to celebrate the achievement of the pupils;

• training be provided for the development of staff ICT skills.

184. Latin, Greek and classical civilisation are taught to GCSE, A-level and IB higher level.

185. The great majority of linguists gain A*/A at GCSE, while the majority of classical civilisation candidates gain A and B grades, reflecting the wider ability range taught. At A-level in 1999, linguists gained straight As whilst in IB there were equal number of 7s and 6s. Classical civilisation saw the majority gaining A and B grades at A-level. The overall quality of the results is excellent, reflecting the higher than average ability of the pupil intake.

186. Attainment in several classes seen is often high in relation to the pupils’ ability, particularly in Latin and Greek. Pupils’ project work at GCSE is especially imaginative, illustrated often by their own photographs taken on trips to Rome and Pompeii. Comparisons with their own societies and interesting, argumentative and analytical, the lay out and use of ICT, with a variety of pictorial and primary source materials are outstandingly good.

187. Progress is generally good; at A-level and in the IB it is excellent. Most language pupils progress to a standard in excess of that required by GCSE. Pupils learn a high quality of analytical skills, widen their understanding of English vocabulary, and acquire good practice in making cultural comparisons. Grammar and language points are well noted and monitored consistently by the teachers. Progress is less marked in groups where the ability range is wide. Those entering the school aged 11 and 13 have had very varied experiences of Latin and Greek, which affects the progress and attainment of some individual pupils as they settle into their new school.

188. Pupils are generally highly co-operative, and, particularly in Year 11 and the sixth form, they obviously respect and are inspired by their teaching. They respond well to detailed questioning. They take notes extremely well and take a pride in keeping books and files neat and complete.

189. The quality of teaching varies from excellent to lessons with elements which are not fully satisfactory. More than half the teaching observed was outstanding. Most full time members have very good skills and teach consistently at a high level. Lessons, especially in Years 11 to 13, are clear and thorough. Teachers take considerable care to prepare every form of back-up, providing social, political and cultural contexts for texts as well as artefacts. The majority of teachers are conscientious and innovative and give much time to the production of outstandingly good course material, notes, tests and revision materials of clarity and verve. This exemplary support is instrumental in securing the good examination results. Testing is regular, marking is always highly constructive, and there is much recapitulation of points without inducing tedium. Generally, teachers give insufficient emphasis in the middle school and in literature to the sound of Latin and Greek. A minority of teaching is less effective. Beginnings and ends need to be brisker. The teaching does not always focus on the needs of pupils or make allowance for the academically weaker pupils, by structuring the lesson to provide variety, consolidation and support. Homework tasks are not always explained clearly before the bell at the end of the lesson. Pupils report that the teachers are approachable and that their reports show that they really knew them well.

190. The head of department provides energetic, clear, caring and fiercely supportive leadership for three full time and four part time staff. He has the commitment and stamina to be an effective manager in addition to his considerable house duties. Some members of staff indicated that the workload is heavy at times. The departmental office and library are poorly lit.

191. It is recommended that:

• any management of change should pay attention to staff workload;

• consideration should be given to setting in the middle school, especially in Year 9;

• improvements be made to the lighting of the departmental office and library;

• more emphasis be given in the middle school and in literature to the sound of Latin and Greek.

192. Design and technology consists of design and electronics which are taught in separate departments.

Design

193. Results in public examinations are good. In 1998 and 1999 100 per cent of pupils achieved grades A*-B at GCSE, 92 per cent gained grades A-E at A-level and 100 per cent scored 5-7 points in the IB.

194. Attainment in Years 7, 8 and 9 is good. Understanding of key aspects of design are evident in the documentation and in the sophisticated and imaginative work produced by more able pupils. In Years 10 and 11 pupils demonstrate good presentational skills and produce work in line with their ability. The A-level and IB students apply knowledge and present work that matches the examination criteria. Literacy skills are of a high standard.

195. Progress in understanding and using the design process in Years 7 and 8 is good, but it is not necessarily continued into Year 9 when some pupils can opt to do design as part of a creative carousel. The department provides a course which reinforces basic principles and ensures manufacturing opportunities for a mix of pupils with varied designing experiences, half of whom are new to the school. At Key Stage 4 good progress is made in the acquisition of skills and knowledge. In Year 11 pupils come to the new courses with a range of abilities and experience and by Year 12 they have gained confidence in use of the design process and demonstrate a sense of self-direction.

196. At all levels pupils show an enthusiasm to engage in problem solving activities and evaluations of their activities. Pupils enquire intelligently and demonstrate a willingness to respond to guidance and advice. Workshop discipline is good and pupils co-operate well with each other.

197. All teaching observed was at least sound with some good features, and some teaching was good, stimulating the pupils and encouraging debate. All lessons are carefully planned and form part of schemes of work that have been thoroughly constructed with clear aims and objectives. The teachers have a good command of their subject and instruct and advise with clarity. Careful attention is paid to the needs of the individual pupil. Good workshop discipline is maintained and precise instructions are given in the use of materials and equipment. Homework is set and marked on a regular basis.

198. All work is marked regularly and the grades recorded. In examination groups the marking is done in accordance with published assessment objectives. Verbal assessment is frequent and encouraging.

199. The department is well managed and led with enthusiasm. The departmental documentation is thorough and health and safety issues have been effectively identified in all schemes of work. Neighborhood Engineer links have been established and pupils participate in the Young Engineers Scheme. Staff freely give their time to enhance pupils’ opportunity. Junior Design Club meets every week and the workshops are made available every weekday evening and Saturday.

200. The accommodation consists of two rooms equipped for electronics in a prefabricated building and a series of workshops located in a stable block. These small workshops are unsatisfactory. They become congested when different groups are required to use them and their arrangement prevents close supervision of work on machines. Some of the spaces are affected by water damage. The materials used by pupils in manufacturing are wood, metal and, to a limited degree, plastics. There is insufficient storage space. There are a number of computers in the department but not in sufficient numbers or of sufficient quality to meet the requirements for computer assisted design and manufacturing (CAD/CAM) which are found in national and examination criteria.

201. It is recommended that:

• workshops be improved to provide accommodation more suited to safe current practice in design;

• The provision of ICT equipment should be improved, as funds allow, to facilitate the teaching of control technology.

202. Electronics is taught as an option as from Year 9. Pupils are entered for GCSE, AS and A-level examinations.

203. Over the past three years the number of entries for GCSE has changed little, but the grade A* rate has risen from 40 per cent to 75 per cent. At A-level the numbers of entrants have been too small to make statistically valid comparisons but in 1999 the results were five A grades and one B grade. These are very good figures for pupils of their ability. Attainment in classes observed was above average for the pupils’ abilities, other than in an AS group, where the range of ability was wide. Written work is of a very high standard in nearly all cases.

204. Pupils are exposed to the very latest technology in their project work and follow exceptionally well-prepared courses resulting in very good progress and valuable knowledge. Pupils are able to grasp ideas and include them in their work. Club and activity time serve to increase enthusiasm and hence improve progress even further. Great success has been achieved over the years in the Young Electronic Engineers Design Award competition.

205. Pupils are keen to succeed and consequently their attitudes to work are positive and their behaviour in class is very good. Pupils are practised in making their own notes in class. The department supplements these with very good quality revision notes.

206. In observed lessons, teaching was always good or very good. Teachers’ command of their subject is very good and content is covered to a depth appropriate to the age and ability of the pupils. The planning and organisation of lessons is thorough and effective. A wide range of methods and resources are used for teaching and include ICT. The relationships between staff and pupils are very good. Discipline is firm and respect between pupils and teachers is mutual.

207. Written homework is regularly set and marked with helpful annotations. Reports give the parents a clear account of recent progress.

208. There is a written safety policy, which is implemented. When tools or computers in any number are to be used, however, some of the pupils have to leave the classroom for other rooms. This leaves a divided class with at least one part which may be unsupervised.

209. Two extremely resourceful and well-qualified staff form a well-organised and effective team. The work of the department is innovative to the extent of being at the very forefront of electronics teaching. The departmental handbook and schemes of work are extremely well written. The budget allowance is good and allows the department to purchase the equipment it needs. Reference books are held within the department and considerable and effective use is made of the Internet for research. However there is a need for some modern computer controlled machinery to allow the fabrication of elements of the projects using modern techniques.

210. Pupils should feel privileged and proud to be associated with such a far seeing and successful department.

211. It is recommended that the school:

• consider the purchase of some CNC (computer numerically controlled) machines;

• consider the problem of supervision of pupils leaving lessons to use hand tools in the workshop or computers in the computer room.

212. The department offers a very wide range of sixth form courses in terms of economics and business studies at both A-level and IB. Each subject is offered in two column blocks and one consequence of this is that all sets are of mixed ability. Given the manpower constraints, some of the Year 12 (Lower Sixth) sets are large before being able to be reduced in Year 13 (the Upper Sixth).

213. The examination results achieved are very good, with high proportions of A and B grades in both economics and business studies at A-level. Economics candidates achieve grades largely commensurate with those in other subjects and business studies grades have been improving over the years, with pupils now gaining on average almost one grade higher than in their other subjects. The IB grades in both subjects were comparable with those achieved in other elements, but the proportion of top grades has been falling and is lower than in A-level.

214. Attainment in lessons is always at least commensurate with pupils’ ability. All pupils demonstrate a sound grasp of the material and show a fine ability to relate their classroom knowledge to the real world. In economics this involves a use of deductive logic and pupils show that they can relate the economic theory to the practical examples with which they are confronted. Equally in business studies pupils were able to draw on the stimulus material (or, in one memorable case, a field study visit) to derive their own conclusions.

215. There is clear evidence of academic progress both within lessons and within the courses as a whole. The boys and girls are pleased to rehearse what they have learned and are keen to know more. Progress over a longer period is clear in their written work and with their eagerness to master techniques of presentation in an examination context.

216. In the lessons themselves, the pupils are keen and attentive, clearly wanting to learn and further their interest. Economics and business studies appeal to differing aptitudes, with the former attracting the more theoretical deductive minds and the latter the more practical inductive thinkers. This is aptly reflected in the range of learning materials offered to them. In both subjects the pupils respond well to the lessons and are interested and inquisitive in every regard. Their participation is full and determined, with a lively discourse with the teachers. They want to achieve.

217. All the teaching observed was satisfactory and some showed significant strengths. Almost without exception the lessons are planned with a logical structure and development with discernible outcomes to be achieved by pupils. Teachers encourage pupils to think for themselves and come to their own conclusions. An overriding impression is of the excellent rapport between staff and pupils - humour, an easy relationship, and a shared desire to achieve. Marking is regular and, while the best is full of comment and encouragement, some could be more full.

218. Well planned schemes of work in place for the teachers show the necessary coverage but also allow individuals to present material outside the normal syllabus confines, if appropriate to the ability and interest of particular groups. The inevitability of mixed ability groups does mean though that the thrust of information and instruction is towards the mean and both the aspirations of high fliers and the needs of the lower achievers cannot be fully met. The methods of teaching are largely didactic and greater diversity of pace and style would be welcome. In all lessons the layout of the classrooms is conducive to discussion and, while question and answer is well used, there is greater scope for student-based discovery. It is encouraging to note that in business studies much use is made of examples and case studies. In economics there is scope for more frequent use of small scale exercises, worksheets, and problems to reinforce the understanding of principles through application or manipulation. In teaching economics there is insufficient allusion to mathematical concepts which would be relevant to those, particularly on the IB courses, but also to all considering degrees in the subject, who ought to be aware of the mathematical aspects of the work. Staff organise field trips to local businesses and Europe and draw upon these experiences in their teaching. They are clearly an important and productive part of the curriculum.

219. The management of the department is very efficient with a head of department who is well equipped to lead by example as well as by appointment. In particular he has put in place departmental policies and a very helpful handbook for students. The departmental office is well used by all, and there are regular departmental meetings with agendas and admirable minutes. The staff are well qualified and/or experienced and it is notable that all have had business experience outside of teaching. There was little evidence of in-service training outside the school and there is scope for greater collaboration within the department in preparing and sharing teaching materials. It would also be instructive for members of the department to work together on individual lessons, or to observe each other's teaching.

220. The department is well resourced although it is not clear how well the resources are used. ICT is not used extensively as an information resource, and the economics section of the school library needs professional guidance in content and cataloguing. The department is well provided in terms of books and periodicals, but there is little evidence of full advantage being taken of its equipment in terms of OHPs and computers. The accommodation is cramped in places and badly in need of refurbishment.

221. The overall impression is of an energetic and able department which is capable of inspiring the interest and intellect of its receptive and inquisitive pupils. The formation of the defunct Economics Society is a distinctive step in encouraging the most able and interested.

222. It is recommended that:

• the department's accommodation be re-ordered and refurbished;

• more use be made of ICT as an information resource.

223. Written work shows a wide range of both ability and attainment in the early years, but this gap narrows in Key Stage 4. Most writing is fluent and shows a growing grip of sentence and paragraph structure. There is much originality. GCSE results are sound for this ability range, though 1999 saw a fall in the number of higher grades. In the last three years, English language produced 68 per cent A* and A grades and a 100 per cent grades A to C and English literature 58 per cent A* and A and only one grade below C. This virtual absence of low grades in a subject taken by all is evidence of the effectiveness of the work of the department. In the sixth form, Higher and Standard groups show a clear distinction in attainment, naturally enough, but even the weakest work contains much that is competent; most is mature, well planned and lucid. Critical ability is well developed. A-Level and IB results are good. In the last three years, there have been 45 per cent A grades and 94 per cent grades A to C. Again, in a subject taken by all pupils, many of whom are from abroad, the lack of any N or F grades is a notable achievement.

224. Progress was made in most lessons seen. Progress from year to year is steady. Even the weakest pupils are strengthening their grip on the basics of expression by the end of Key Stage 3. In Key Stage 4, while there is still some ill-organised work, most shows a growing sense of relevance and ability to plan an argument and a whole piece. Spelling and punctuation are now competent and there is a feeling for the need for the right word. Critical ability is developing well and continues to develop in the sixth form, accompanied by a maturity and confidence in expression. Each year sees an increase in the effective use of ICT.

225. In Year 11 (the fifth form) and below, some pupils tend to be ill-disciplined in discussion and lose concentration too soon when asked to work on their own or in groups. Some junior classes are slow to settle. But, this apart, attention and interest levels are high. All are willing in spirit and eager to contribute. Previous learning is recalled well. Questions are answered fully and efforts are made to articulate opinions properly. Critical development is helped by a willingness to listen and to discuss rather than argue. Much of the happy atmosphere in the classroom comes from pupils' supportive attitude, especially when evaluating each other's work.

226. Teaching is mostly sound or good, with a little under half judged good. In a small minority of lessons teaching has small elements of weakness. All teachers are well in command of their subject and enthusiastic about it. Lessons are well planned. The full and helpful scheme of work is followed and used effectively without any cramping of individual styles. Aims are usually clear and usually achieved. Activities are well varied in the lower forms and there is a good balance of skills brought into play. Opening expositions are brief and clear.

227. Relationships are very good. Teachers know their pupils well, show interest in all and have patience with the slowest. As a result, pupils are confident, relaxed and ready. Most teachers favour an informal atmosphere; below the sixth form and especially in the early years, this can lead to some unrest, no way mischievous, ineffective group work and even some waste of time. But it bears fruit later in the strong oral and critical development. More attention should be paid to the beginning and end of lessons. Settling down could be quicker and too often instructions for future work or prep are being issued while bags are being packed.

228. The wide range of ability in the lower forms creates problems; teachers work hard to keep all involved but, occasionally, the pace is too slow and lacking in challenge.

229. Good use is made of question and answer; all are involved. Discussions are effectively and unobtrusively controlled. In the sixth form, debate is moved forward and responses deepened by the gentlest of encouraging prods. Effective use is made of video, overhead projectors, the white board and printed handouts, none in excess. Much is done to make both literature and language interesting. A wide range of modern poetry is introduced, with attention paid to inter-relation of structure, diction and meaning. Plays are treated as plays rather than literary texts. A lesson on word-borrowing becomes a quiz. Originality is encouraged. In a debate, three speakers adopted personae to give the arguments life and humour. Good humour, in fact, prevails, along with plenty of praise and encouragement. In the long run, and judged by results, the department's teaching is effective.

230. Homework is set regularly and is well in tune with the work in hand. Marking is regular, conscientious and encouraging; perhaps in Key Stage 3, sometimes too easily satisfied. Below the sixth form, there is a lack of constructive comments.

231. The subject has a fair allocation of lessons in the timetable but the multiplicity of syllabuses with which the department has to cope produces a strain, apart from the need for lessons outside the timetable. In the long run, the disappearance of A-levels will ease this strain for this department but, in the meantime, further changes loom and the situation could well become more than just one of strain.

232. The teaching staff is well qualified, well balanced and effectively deployed. Teachers are conscientious and hard working; most have responsibilities outside the department. There appear to be no doubts about the appraisal scheme which is fully operative and involves lesson observation. Much of the recent training has been for new syllabuses.

233. The department is well resourced. It is a strength that textbooks are not used; instead, there is a wealth of material produced in-house and systematically keyed to units of work. A good selection of sets of readers, poems, plays and novels, is equally systematically arranged and efficiently organised. There are four computers for the use of pupils and one in the office.

234. At present, the department has a suite of four rooms, an office too small for 12 teachers and a storeroom, which despite all efforts, is ruinously musty. The form rooms are pleasant and large enough, well decorated, with some pupils' work. A full suite is promised with the new building; meanwhile, with over half the teachers nomadic, the situation is not satisfactory.

235. The department is very well managed; paperwork is excellent, clear and detailed, with a thorough bank of supportive material. Perhaps there is not enough delegation, but all members are in tune. Allowing for individualities of style, the general approach is uniform; its way of handling literature, for example, ensures that the department makes the contribution it should to the spiritual, moral and social development of pupils.

236. English has its own intranet site with plenty on it. There is a creative writing club and a member of the department edits 'Argus'. Each term, three pupil-poets are published in booklets produced in-house; standards are high. There is a succession of visits to the school of new poets and writers.

 

Drama

237. A department of two teachers offers courses for IB, AS level and GCSE, as well as some part-year courses in each year of Key Stage 3.

238. Contents of files cover a wide range of aspects; written work is well put together and well presented, with good illustrations. One detailed and well worked research project was seen. Judged by results, practical work is sound. Much of the preliminary work seems ill organised and incoherent, but the presented final work is usually dramatically effective and often original and witty. Results are good; over the last three years in GCSE, there have been 60 per cent grades A* and A and no grade below C. Two years of IB Theatre Arts have produced 50 per cent equivalent of grade A and no grade below C. Numbers have been small but they are growing.

239. Progress is discernible in most lessons. There is also sound progress from year to year, especially in the growing of stage confidence and the ability to work productively in groups. All pupils are keen and eager to be involved. There is no shortage of ideas. Most are developing the ability to listen and consider the view of others. A few, even in the sixth form, have not managed this.

240. Teaching is mostly sound; occasionally classroom management is lax. The teaching style is relaxed, informal and friendly. Organisation is not obvious. Ideas for group work are varied and original. Most lessons are practical sessions; here teaching is limited to the odd suggestion and some umpiring. Evaluation at the end, which invariably includes pupils, is always encouraging. It was possible to see only one theory lesson; information was supplied in an informal atmosphere without being laboured and with a wealth of illustrative materials. A stream of questions and opinions of pupils precluded any need for question and answer. There is good rapport between teachers and pupils. Although there is often some time before instructions are followed, there is mutual respect and regard, and pupils turn for advice with confidence.

241. The theatre is a small but flexible space, very usable for teaching, rehearsing and performance. There are ample and usable spaces backstage and good storage facilities. At the moment, the building lacks a second teaching space which a staff of two needs, but a dressing room can be used and more is hoped for in the new building. Both the theatre and the department are well resourced. Lighting is up-to-date. There is a small departmental library and the collection of acting sets. An adequate budget is supplemented by profits from productions. The department seems alive to health and safety considerations.

242. Inevitably, the theatre is the centre for much extra-curricular activity. There are ten major school productions each year, a good variety of other productions, as well as visits from outside companies. The theatre will be in use 11 evenings this term and 39 evenings in the school year. At the time of the inspection, rehearsals were in progress for the annual boarding houses play festival. There is frequent collaboration with the music department; this term's production is 'Dido and Aeneas'. There are connected activities too; a small group was seen learning Latin-American dance, under the very proficient instruction of a pupil.

 

General studies

243. A general studies course is conceived to bring prescribed breadth, appropriate for the students studying A-level courses. A good programme covers at least six topics, such as aesthetics, education or belief, which involve pupils in discussion and reflection. They express their views freely. They look at sections of major works which have fashioned society. A requirement to complete an extended piece of writing involving research prepares these able pupils well for university requirements and study. Teaching in the small number of lessons seen was sound or good and teachers had good command of the topic being covered.

Geography

244. Geography is taught throughout the school, and there are useful links to the art, French and classics departments.

245. Over the last three years GCSE results have been sound for the ability of the intake, with an average 73 per cent A* / A pass rate. The A* to B level has never fallen below 93 per cent. One feature is the relatively poor performance of boys compared to girls, of which the department is very much aware. A-Level is also very satisfactory for the intake, with A grades averaging 22 per cent and A/B 48 per cent. Higher Level IB results show on average about 11 per cent attaining level 7, with 81 per cent reaching level 6 or above. Standard Level IB figures for 1999 are 20 per cent at level 7 and 100 per cent reaching level 6 or above.

246. In lessons, by the end of Year 9 pupils show a good understanding of geographical principles, have built a sound knowledge base, and acquired a range of written and graphical skills, using examples from both the local area and further afield. ICT is used by many pupils in a variety of appropriate contexts, and pupils continue its use throughout the remaining years with increasing complexity and universality. The GCSE course ensures that concepts are successfully developed in more depth, and world contrasts in both physical and human geography are further emphasised, being well understood by the pupils. Analytical techniques and the presentation of argument are employed effectively. Fieldwork is demanding, and elicits some particularly good quality responses for teachers who expect high standards. By Year 13 most pupils are well capable of testing hypotheses and producing both clear extended writing and oral presentations, expressing a range of viewpoints and using appropriate statistical, mapping and pictorial illustration in support.

247. The majority of pupils progress well from a varied knowledge and skill base on joining the school to GCSE, and the most able pupils are fully extended. Beyond this level, almost all pupils show a further significant increase in writing, knowledge and analytical skills.

248. The pupils are involved and attentive, and there is a general ethos of wishing to succeed. They answer questions in a manner which carries the topic forward. Furthermore, pupils are able to debate amongst themselves sensibly, and can make fluent and informative presentations to their fellows. They collaborate well, and persevere at more difficult tasks. They can analyse with sophistication and write competently and expressively, with the best being outstanding at extracting main themes and using the information appropriately. However the organisation of notes is not always good or conducive to easy revision. ICT is used appropriately at all levels, but not consistently. Beyond fieldwork projects there is little evidence of any truly independent work.

249. Teaching quality is unfailingly at least sound, with areas of very real strength within individual lessons. In a little under half the observed lessons teaching was judged good. Command of the subject is always very good. Objectives are usually clearly presented, but not always stressed sufficiently strongly. Most lessons contain a variety of appropriate activities, often requiring active involvement by the pupils. Questioning techniques are usually effective, and are aided by an excellent rapport with the pupils, but are not always sharply challenging, and occasionally individuals avoid being targeted. The pace is not always appropriate for all elements of a mixed ability group, and sometimes important points are made almost in passing, leading to subsequent uncertainty. However, suitable homework tasks are set. There is some variation between teachers in the importance attached to the different elements of the admirably clear scheme of work.

250. Marking is somewhat variable in frequency, but in approach is accurate, full and extremely helpful, providing good support for particularly difficult tasks. Above all, it is encouraging of high standards. Reports to parents indicate that the efforts and attainments of the pupils are well recognised, but do not always suggest the precise action necessary to overcome difficulties.

251. The head of department has a clear vision of what he wishes to achieve, and leads a supportive and co-operative team. Documentation is well organised, and the handbook lays out comprehensively both a philosophy of success in the subject, and a detailed outline of the means to follow it.

252. The teachers are well qualified, and deployed effectively, though there is a concentration of significant extra-departmental responsibilities. All full time teachers are given opportunities to teach the range of syllabuses and levels. There is considerable expertise in external examinations available in the department. All full time teachers have their own room, but the office is cramped and there is no space to allow pupil access to resources or to present displays, including those associated with geography related Higher Education and careers. Basic book provision is certainly adequate, but the lack of a departmental library within the teaching area hinders the possibility of extension work in lesson time. ICT provision is sufficient to enable some imaginative teaching.

253. Fieldwork equipment is appropriate for the type of project work currently undertaken, and it is recognised that this reflects the availability of more specialist provision at field centres visited. However, if pupils were able to draw on a wider range, the possibilities for more diverse local investigation would be enhanced. Some exciting foreign fieldwork opportunities are available.

254. It is recommended that:

• the undoubted good practice available within the department be disseminated throughout;

• consideration be given to improving the provision of accommodation and equipment.

255. The department teaches history throughout the school from Year 7 (1^st Form) to Oxbridge. Its results are good, with an average of 99 per cent A* to C pass rate at GCSE over the last 3 years, and 65 per cent at A and A* in the same period. However, the number of A* has been relatively disappointing and this partly explains a recent decision to change GCSE boards. There is also a wider disparity between top grades achieved by girls and those by boys than in most other subjects. The department seeks to address this issue. Oxbridge entrance results have recently been excellent. At A level and IB an average of 44 per cent of pupils achieved A grade or equivalent from 1997 to 1999. Work observed in class, and work books, generally supported a picture of high attainment, although all teaching groups in the department are mixed ability and there were clear disparities, especially in essay writing, within a set. Many pupils attain very high levels of debate, showing a real grasp of historical concepts, vocabulary and breadth of allusion, whilst some of the written work is widely referenced and sophisticated for the age group.

256. There is clear evidence of progress in history through the school, both in class and written work. By Year 9 (3rd Form) pupils are writing generally accurate, well argued answers at high National Curriculum levels, and by Year 11 (5th Form) many are writing well organised, well articulated essays much beyond the strict demands of GCSE.

257. The attitude of the pupils to history lessons is uniformly serious and enthusiastic. In a few classes it takes the form of relatively passive absorption; in the majority it expresses itself in a desire to debate, challenge and test. Most pupils are notably articulate and prepared to engage with historical interpretation, but the involvement of all in discussion would be helped by a positive encouragement throughout all history lessons for boys and girls to be intermingled.

258. All the teaching seen was at least sound, and some was very good and imaginative. A Year 7 Black Death role play in a plague-stricken village; another role play with Year 9 on Captain Swing and the Corn Laws; group work with Year 12 on Lenin in 1917: these exemplified confidence, classroom management skills and an original intuition into ways of achieving historical understanding. A few lessons were pedestrian and overly didactic, though all were well planned, appropriate to the age group and showed the teachers’ command of the subject. The annual internal department review might fruitfully be used to spread the best classroom practice; there was a clear correlation between the quality of pupil articulacy and debate, and the stimulus and skilled question and answer technique of the best teaching practitioners. In some lessons the exposition and general pace were insufficiently stimulating for the most able and consideration should be given to setting pupils, or to implementing strategies to develop all abilities within a set. Marking of essays was thorough and encouraging; marking of notes was often superficial, and some sixth form files were disorganised.

259. History is part of the humanities programme in Years 7 and 8, and in Year 9 covers 19th century issues – liberty, revolution, industrialisation. Together, these years cover English, and some European, history from 1066 to the start of the last century. At GCSE some 100 out of 135 pupils now choose the subject in each year; numbers have risen and the subject is clearly popular. Here, and in the sixth Form, 20th century history is covered. This is repetitious, but world history is undoubtedly appealing and is especially apt in such an international school.

260. The head of department is young, relatively new to Sevenoaks, and is a vigorous and imaginative teacher who leads by example. He has sought to monitor teaching in the department and improve academic results further. The result of increased ICT training and usage are departmental walls decorated with assignments using ICT and sixth form essays are normally word-processed. The documentation is meticulous.

261. The department is accommodated in a well-decorated and resourced suite of rooms, and stimulating, relevant material enlivens the walls. Not all teachers have a dedicated room. Some classrooms need projector screens; whiteboards create too much glare for OHP images. The budget seems adequate but more computers would enable the department to develop Internet work for whole classes.

262. The nature of modern world history and the department’s particular interest in South Africa and Apartheid, affords many instances of a wider education for pupils in moral, social and cultural areas; issues like race relations, totalitarianism and the morality of nuclear war naturally grow from the syllabus and the internationalism of the school proves a positive boon in developing different perspectives and empathy. The department extends this discussion outside the classroom into sixth form discussion groups.

263. In sum, this is a good department which, under a dynamic leader, is striving to be even better.

264. It is recommended that the school:

• use the departmental review to spread the best classroom techniques to all teachers;

• seek positively to inter-mix boys and girls in class;

• review mixed ability teaching and the possibilities of setting or of training teachers to challenge all pupils in mixed ability groups;

• improve provision of projector screens and computers in the department, as funds permit..

265. Computing is taught from Year 7. It becomes an option in Year 9. Pupils take GCSE, AS, A-level and IB examinations.

266. At GCSE the results have been 100 per cent pass for the past 3 years. In 1999, 100 per cent gained A*/A/B and 85 per cent A*/A. These are very good results for pupils of this ability. At sixth form level, numbers of entrants are too small to allow a statistically significant analysis. The pupils taking computing in the sixth form are of a high calibre and are encouraged to undertake very advanced projects. In lessons observed, attainment was mostly commensurate with the pupils’ ability, other than in the sixth form where it was high.

267. The attainment levels on entry to the school are above average for virtually all pupils. In ICT they progress rapidly through exposure to a wide range of resources and software techniques. By Year 9 and above there is a sharp decrease in the number of girls taking ICT; there is no option below this level.

268. In class pupils are well motivated, they concentrate and they work hard. Their competence at problem solving and the application of existing knowledge in new situations is stretched. They behave well and take a pride in their work.

269. Teaching is always at least sound, and in half the lessons observed was good or very good. The teachers' command of their subject is good and content is covered to a depth appropriate to the age and ability of the pupils. Lessons are mostly well planned and a wide range of software packages is available for teaching. Good relationships between teachers and pupils are maintained in the classroom.

270. Workbooks are marked with helpful annotations. Reports to parents give them a clear account of recent progress. The departmental handbook and schemes of work are expertly devised. The budget allowance is good and allows the department to purchase the equipment it needs.

271. There is not enough room to accommodate the extra computers needed by two of the large classes observed.

272. Projects to serve the community take place in class, such as the creation of web pages for local schools. The voluntary service unit uses the department to teach children from other schools and adults with learning difficulties, and a company comes in from outside to use the computers for the teaching of dyslexic children.

273. Access to the department for pupils is available between the hours of 8.30 a.m. and 9.30 p.m. A Visual Basic club run by an enterprising and expert fifth-former provides additional opportunities to extend practice. Older pupils are encouraged to engage in advanced projects, which prove very successful.

274. The success of this large enterprise is due to wise investment and the dedicated work of the innovative staff.

275. It is recommended that the school:

• review class sizes with accommodation in order to overcome the problem created by large class sizes;

276. This is a large and successful department; there are twelve full-time and two part-time teachers of mathematics housed in a newly converted set of dedicated classrooms in the old school block.

277. Attainment at GCSE and in the sixth form is high. In 1999 there was 100 per cent pass rate at grades A* to C in the GCSE. In fact only one candidate gained as low as grade C, whilst 70 per cent achieved A or A* grades. In the sixth form, at A- level almost 50 per cent achieved an A or B grade, whilst in the IB, 74 per cent gained grades 7 or 6 in the mathematical studies course, with 93 per cent doing so in the methods course. Given the large numbers that took the subject, these are very good results, and well above the averages commonly achieved at selective schools.

278. Pupils progress well during lessons. The least able mathematicians on entry to the school show marked improvement by the time they reach the GCSE examination. Teachers are unstinting in offering extra time and help to those who need it – as they are to the very able who need extension work. The result is that pupils can generally progress at a pace appropriate to their own ability, although the mixed ability teaching groups in Years 7 and 8 mean that some pupils’ progress is slower than it could be.

279. The quality of learning is very good. Pupils work with purpose and their attitude in class is co-operative and positive. They respond well to questioning. They usually take care over written work. They are willing to puzzle over problems and many evidently enjoy the subject.

280. Teaching is well planned and organised. The teachers are exceptionally well qualified and have excellent command of their subject, enabling them to respond to the pupils in a variety of ways. Most lessons consist of exposition followed by practice but all classrooms are equipped with computers and projection facilities and these are used imaginatively for some lessons and by some teachers. The great majority of lessons observed were sound, with over half being good. A small number, particularly in the sixth form, were not fully satisfactory, being rather too abstract in their approach and some did not involve all pupils.

281. Teachers have very good rapport with the pupils and classes are conducted in a purposeful but relaxed atmosphere. Pupils are uninhibited about asking questions or contributing answers when invited to do so.

282. Written work is regularly set and marked. There is a lack of written comment on much of the work that has been marked, although teachers returning work invariably give oral comment and offer help where there has been a difficulty. The head of department keeps a computerised record of pupils’ marks and gradings at regular intervals throughout their time in the school, enabling analysis of their progress and attainment.

283. The department is led by a very experienced and knowledgeable head of department, who gives good leadership and support to his team. There are helpful schemes of work and clear policy statements. The department meets regularly. Members of the department are appraised annually.

284. The accommodation is excellent. There is a spacious departmental office and resources room and a separate office for the head of department. Every classroom is equipped with a computer and one room contains 22 computers for class use. The block is rather clinical in appearance, and would benefit from more display material in the corridors to create a mathematical ambience, but is a very satisfactory location for this strong department.

285. It is recommended that:

• consideration be given to setting for mathematics in Years 7 and 8.

Modern foreign languages

286. French, German and Spanish are the principal languages taught at Sevenoaks. Most pupils study two modern languages and in Year 11 (fifth year) those who have taken GCSE French at the end of Year 10 follow a continually assessed course leading to certification by the Institute of Linguists or take up beginners’ Japanese or Russian. In the sixth form A-levels are offered in French, Italian, German, Russian and Spanish and IB examinations at Higher and Standard Levels in French, German, Italian, Japanese, Russian and Spanish. Ab initio Standard level courses are also offered in French and Russian and provision is made wherever possible for native speakers to receive formal tuition in their own language in order to prepare for IB examinations. There are fifteen full-time teachers, ten part-time teachers and four language assistants.

287. This is a very strong department and results in GCSE, A Level and IB examinations in modern languages are well above the national average for selective schools and compare favourably with those of independent schools with pupils of a similar ability on intake.

288. By Year 9 in French, German and Spanish pupils reach standards above those expected nationally. They have a good range of vocabulary and basic structures, read with sound accents and understand well. This represents good progress. In Years 10 and 11, pupils use with increasing confidence a good range of grammatical structures and a wide vocabulary. Many are fluent linguists. In the sixth form most students reach high standards. Foreign learners cope well in classes with native speakers. Oral skills are particularly well developed and pupils can generally express themselves confidently and fluently in the target language, which is used extensively in the classroom at all ages. In the sixth form, pupils follow news programmes, discuss political, topical and literary subjects and write extensive, often well-argued, essays. Most have a sound grasp of grammar and are familiar with the culture of the countries whose language they are studying. Pupils’ written work provides evidence of at least satisfactory progress over time at all ages, and very often of good progress.

289. Pupils are keen to learn and improve, seeking clarification and further information as a matter of course and participating actively in role plays and debates.

290. Most teaching observed was of French, German and Spanish, but single lessons of Italian, Russian and Chinese were included. The majority of teaching was sound or better and well over half was good or very good. In a small number of lessons, mostly French, it was not fully satisfactory. Most French teaching was sound and much was good, while in German most was good and some excellent. All Spanish teaching was at least sound and most was good or excellent. All teachers are competent or good linguists and most have relaxed and friendly relationships with their pupils. The mixed-ability teaching required by many modern languages groups is demanding and not all teachers are able to extend all pupils to reach the standards of which they should be capable.

291. Teachers produce many of their own teaching materials and authentic, up-to-date listening and reading materials are widely used. The best teaching is characterised by the selection of a variety of well-pitched material accompanied by searching questions, which require pupils to use a range of linguistic structures. The pace is good, expectations are high and pupils are given lots of opportunities to speak and actively participate.

292. Approaches to the marking and setting of written work vary across the department. The best provide detailed comments and constructive advice, grading different aspects of language to provide a clear indication of where improvement is needed. Written reports are generally full and detailed.

293. The energetic head of department, supported by heads of individual languages, leads a dedicated team of teachers who give generously of their time to provide extra lessons to extend the most able, to meet the needs of bilingual pupils and to offer extra support to pupils who need it. Individual learning programmes, which sometimes include a CNED course (distance learning from France), are devised for near-native French speakers. The department organises an ambitious and highly successful exchange programme with schools in France, Germany, Spain and Russia, which is of great benefit to many pupils. This programme contributes significantly to the international ethos of the school, as well as to the academic progress of pupils in modern languages. The department receives no clerical support to help with the administration of this programme. Teachers provide additional enrichment through organised cultural trips and visits to see foreign films and plays. Pupils can also undertake work experience in France, Germany Spain.

294. Staff meet regularly and are actively encouraged to undertake in-service training. The language assistants are used effectively, but the department has no technical support staff to assist in the considerable amount of recording authentic and up-to-date material or for maintaining the language laboratory. The detailed and appropriate schemes of work and departmental policies are currently being reviewed in order to ensure that they can be adhered to more closely by all staff. Many staff have school-wide responsibilities which place considerable demands on their time. In such a busy department greater co-ordination in the production and sharing of materials and a more organised system for storing resources could prove helpful. Much of the current planning is naturally focussed on the approaching move to new accommodation.

295. Staffing levels in the department are generous and the budget is satisfactory. The current accommodation is in good repair and resources are satisfactory. Classrooms are decorated with lively displays and pupils’ work. The language laboratory has modern equipment and houses six computers which pupils may use. The self-checking computer vocabulary exercises, designed by a member of the department, are a very useful tool. Pupils use ICT principally for word-processing. The library houses a good selection of foreign literature and a wide range of newspapers and periodicals. Pupils also have access to collections of recent articles on themes studied at sixth form level and to the Reuter’s news service. Two of the library staff are modern linguists and can help pupils in their research.

296. It is recommended that:

• the school consider approaches to setting or sharing some of the good practice in mixed ability teaching within the department;

• the department consider greater co-ordination in producing and sharing materials;

• the school consider providing some clerical help with the administration of the exchange programme. and some technical help for recording and maintenance of the language laboratory.

297. Class music lessons are part of the curriculum for Years 7 to 9 (1-3). GCSE, A-Level and IB music is offered in Years 10 and 11 and in the sixth form. A wide range of instrumental lessons is available and the music department has 37 visiting specialist teachers. Over half the school takes advantage of this offer.

298. The standards attained by pupils are sound throughout the department, with high and occasionally very high achievement observed in over a third of lessons. These standards are reflected in the GCSE, A-level, IB and Associated Board examination results, which provide evidence of steady improvement and growing numbers sitting these examinations. There are many examples of highly developed music making skills in listening, composition, reading and especially performing.

299. The majority of pupils make very good progress in music and their enthusiastic approach to music making is evident in the attitude and commitment they show in their work. They make good use of the wide range of solo lessons, ensembles, orchestras, bands and choirs which are open to all pupils. Written work shows understanding and knowledge of the subject and in the junior forms all abilities share in lively music making sessions. Opportunities to study music in Year 9 are limited as pupils can choose to study music for one term only.

300. Teaching is mostly sound or good. It was judged good, and occasionally very good, in just under half the lessons observed. Lessons are well prepared and managed and, in the main, their purpose is clearly communicated. The pace is generally good, although in a few lessons a natural desire to include all abilities sometimes results in a slower pace of work which is unsatisfactory for the more able musician. Very occasionally, pupils are not clear about the aims of the lesson and interest wanes. The three full time members of the department have an excellent command of their subject and their enthusiasm and love for music is evident. They offer complementary strengths in practical performance, and specialist areas of interest and knowledge. Coverage of the subject matter is thorough and a range of teaching methods is effectively used. The recently available keyboards, wide range of percussion instruments and ICT equipment are effectively used during the lessons. Marking varies according to the task, but is informative, and for GCSE, A Level and IB groups is particularly helpful. The pupils enjoy the lessons and for the advanced student there is challenge and stimulus.

301. The department is led with purpose and flair. Delegation of work is the result of regular consultation, making effective use of a talented and enthusiastic team, including 37 peripatetic teachers. Resources are satisfactory, with a good stock of well-maintained instruments and a library of scores and CDs. Accommodation is the largest problem for this developing department. Although the present suite of rooms has been refurbished to an attractive standard, space is at a premium. The two larger rooms are far from satisfactory for the range of musical equipment necessary for the developing syllabuses and with so many pupils taking instrumental lessons; teaching rooms are at a premium. There is little provision for large-scale choral or orchestral performances; the present hall is far too small and acoustically inferior. Using outside premises incurs high costs and logistical difficulties. At present the department manages a difficult situation with fortitude and commendable patience.

302. Over 40 musical activities take place in slots before lessons, during lunch break and after school. They are well and enthusiastically attended, in particular, the orchestras, chamber groups, jazz and wind bands. Many talented musicians play to a very high standard. There are five choirs and a recently formed choral society for parents and staff. All the groups regularly perform both in and out of school and the standard of their performance is consistently high. Regular tours abroad now feature in the music diary.

303. Pupils make no fuss at early starts or at having to eat packed lunches. They play and rehearse with enthusiasm, whether it be classical, jazz or popular music.

304. This successful and developing department makes a significant contribution to the life of the school. Its continuing expansion to provide music for all will be restrained by the present space limitations, including those caused by the lack of a large performing area.

305. It is recommended that the school:

• improve the allocation of space;

• aims to address the problem of making provision for a large performing area in school, when funds permit.

Philosophy and Theory of Knowledge

306. Philosophy is offered as a standard level course for pupils taking the IB; theory of knowledge is a core element of the IB for all candidates. These two subjects were lightly sampled.

307. Of the pupils who took philosophy at standard level in the 1999 IB 75 per cent attained 6 or 7 points. These are good results.

308. One lesson of philosophy was observed. It was well prepared and engaged the interest of the pupils who were able to discuss the questions raised intelligently. They displayed some philosophical knowledge (e.g. the meaning of utilitarianism, understanding of relativism and egoism) and a good ability to engage in philosophical debate. They enjoyed the lesson and were learning well. This was a good lesson.

309. A department of one person is difficult to sustain over an extended period. Plans to offer philosophy as a higher level course also, and to involve another teacher in the delivery of the subject next year, need serious consideration. Given the philosophical element that is central to the IB, it would be entirely appropriate to offer the subject at a higher level also.

310. Of the pupils who took the 1999 IB, 27 per cent obtained the maximum of three bonus points in the assessment of their diploma. This was a most creditable outcome towards which the theory of knowledge element contributed.

311. For theory of knowledge, part of one general lecture of exceptional quality was observed, together with one of the tutorial discussions that followed. A small number of the extended essays written by pupils as part of their final assessment was read.

312. Pupils are evidently being stimulated to think by the course that they are receiving. Their essays reveal a degree of philosophical knowledge and skill that would not be apparent in the work of a typical A-level student. This course is achieving its objectives.

313. As the number of pupils taking the IB grows, it will become harder to deliver through the carousel scheme at present being used. Consideration should be given to teachers delivering the module appropriate to their own subject as part of their standard course – i.e. the mathematicians discussing axiomatic systems, the nature of proof and mathematical method as part of the mathematics courses. To achieve this will require staff training and careful co-ordination, but the potential rewards are great.

      

Physical Education (PE) and games

306. PE only exists as a non-examined subject and is totally practically based. It is taught largely in mixed ability classes and up to Year 10 in mixed gender groups. Games lessons tend to be setted and single sex.

307. Sound levels of achievement are attained by pupils without them being unduly pressurised. Key Stage 3 and 4 targets are being comfortably reached with the appropriate levels of skill acquisition.

308. Pupils apply themselves, are polite, obedient and motivated to achieve set tasks. In the sixth form, PE is not a required area of study, and with games choices wider than in the Junior and Middle schools, older pupils can opt for less strenuous and more recreational activities. The majority however still pursue the major sports. Some of the pupils, particularly in the sixth form, do not appear to have PE uniform.

309. All teaching observed, was sound and in a few lessons was good. Subject knowledge is sound, and some teachers or instructors have played at national levels, especially in basketball. Teachers do not always extend the pupils to reach their potential and the pace is, at times, too gentle. Lesson plans and objectives are clearly stated and achieved. Relationships are friendly whilst discipline by teachers is good.

310. Good, accurate feedback is given to pupils immediately in practical lessons but records of achievement and the reporting system need to be improved. Reports at the moment are too general and are not always specific to the areas of activity covered by the pupils.

311. There is a good breadth and balance to the curriculum followed by the department. The major games for boys change from rugby to soccer in the first two terms, while girls’ major games change from hockey to netball. The inclusion of hockey for boys could be considered. The lack of swimming is a serious omission, which needs urgent consideration.

312. The school believes that sport of a high quality should be available to everyone to enjoy the benefits of coaching and facilities, but this has not always occurred. There has also been a noticeable improvement in the profile of girls’ sport within the school and increased participation of girls. There have been highly commendable improvements recently in the number competing at inter school level especially at B, C and even D levels, although with the increased participation of the lesser able, the problem of staffing teams with coaches, managers and referees has become more acute. The school employs on a part-time basis a number of outside non-teaching coaches to assist with the increased participation. The school provides good recreational activities, especially for sixth formers, such as aerobics, the use of fitness equipment, basketball and tennis.

313. A director of sport and physical education, and also head of girls’ games were recently appointed and are bringing needed improvements. The department is capably led, and the team appears close, all working to achieve similar goals. PE staff are fully involved in the games and team sports which take place on Saturday (reported under activities). The handbook is being updated and the schemes of work are being upgraded to a higher standard.

314. PE and games facilities are good, with indoor provision in the Bailey Hall and well-maintained pitches spread over three sites. Planning and organisation for their use is sound, however, the timetabling of large groups of pupils means that, on occasions, space is limited. The logistical problems of ensuring adequate exercise and changing time in 40 minute P.E. lessons for an entire year group should not occur next year. The Tuesday afternoon games periods with approximately 700 pupils of the school congested into the facilities at the same time is an unsatisfactory situation and does not assist effective teaching or control. Equally, changing facilities can be extremely cramped when there are visiting teams from other schools.

315. A special mention needs to be made of the boys and girls who have recently been attending Dorton House School for the Blind, and, blindfolded, have been joining with blind pupils in a special game for the blind called Goalball. Such activities are to be highly commended and must certainly enrich the lives of those involved.

316. It is recommended that:

· consideration be given to the inclusion of examinable P.E into the timetable;

· the department continues to improve the levels of participation of boys and girls in inter-school matches and to maintain the higher profiling of girls sport;

· swimming be included into the curriculum;

· the school looks at rescheduling games and PE on the timetable to alleviate congestion of the facilities, especially the changing facilities.

Religious studies

306. Religious studies is taught throughout the school. The school does not enter pupils for public examinations. Comprehensive schemes of work cover moral and spiritual issues in the context of the Christian tradition and those of other faiths. The department has a relatively generous timetable provision in Years 7 to 11 which, together with a homework allocation in the early years, emphasises the school's regard for the subject in the curriculum. To some extent in the early years the subject is taught as part of a cycle of subjects, and later in Years 12 and 13 as part of the A-level general studies programme and within theory of knowledge for the IB.

307. In the lessons observed, the pupils were keen to learn and generated much enthusiasm for the way in which they were confronted with religious and moral issues.

308. The subject is taught by three well qualified and committed members of staff, capable of delivering inspired and original teaching. The emphasis is on thought, discussion, and leading pupils to reach their own decisions or understanding. The lessons are lively, interesting and compelling. Attitudes to pupils are adult, courteous, and respectful of the individual.

309. The classrooms adjacent to the Manor House block are well resourced with equipment and with artefacts to illustrate a variety of world religions. The chaplain's room is additionally available to be used as a chapel and as a meeting place for confirmation classes and religious groups.

 

SCIENCE

General

310. Biology, chemistry and physics are taught on a rotational basis by specialist teachers in Years 7 to 8. A recent re-organisation into two 5-week units for each science can lead to lack of continuity over the year. There are benefits in having subject specialists teach their subjects, but the science department could usefully reassess this course and consider whether a general science course might be more effective. GCSE examinations are taken in the individual sciences by four out of seven sets. Coordinated science is taken by the three lowest sets. Over the past six years, results in co-ordinated sciences GCSE examinations have been good, with pass rates of 97 to 100 per cent. In 1999, nearly half the candidates achieved an A* or A grade. Such results in appropriate, broad, balanced science are a testament to the hard work of staff and pupils.

311. A recently introduced fast track scheme allows the most able to take the three sciences at the end of Year 10. This provision is appropriate to the ability range within the school. The three sciences are available in the sixth form at A-level and in the IB at higher and standard levels.

Biology

312. The examination results of the department are good. At GCSE, 88 per cent achieved grades A*/A over the last three years. At A-level and higher level IB 77 per cent achieved the equivalent of A/B grades over the last three years, with an average pass rate of 97 per cent. Attainment in work done in class is always appropriate to pupils’ capabilities or better.

313. Progress in knowledge and understanding is made in lessons, although the pace of some is rather slow. Most progress is made in lessons involving discussion and practical work and pupils are able to demonstrate understanding and learning during discussion and questioning. Clear progress is made from year to year.

314. Pupils are well motivated and have a positive attitude to the subject and to learning. Written work is neat and well organised. Practical and problem solving skills are developed and, in several instances, exercises in note making skills were developed in a positive and effective manner. ICT skills are developed during GCSE coursework, particularly in Year 9.

315. All teaching was sound or better; it was good in about a third of lessons observed. Lessons are well planned and organised, with clear objectives set for pupils. Setting takes place in Years 9 to 11 although there is still a range of ability within classes. Not all teaching managed to stretch all abilities, even in some sixth form lessons, although setting in the standard level IB courses helps to ensure more uniform progress. There are good confident relationships between pupils and teachers. Homework is regularly set and marked. Most marking uses the school system for indicating attainment and effort. Helpful and positive comments are often added, although some marking consists mainly of ticks and marks. Helpful verbal feedback is given when tests and homework is returned.

316. The department is run in a supportive, firm and fair manner and there is a good working atmosphere. There are regular departmental meetings. Schemes of work and assessed coursework are well organised. Plans are being made for incorporating the new AS/A-levels into the curriculum as the present Nuffield A-level is not continuing, and there will be an interim period before all pupils will be following IB courses.

317. The department has eight well qualified and experienced members of staff. There are one and a half lab technicians who provide good service but are stretched to support the teachers and rooms. The department is well resourced and health and safety issues are effectively covered. Protective clothing is provided for messy work, but the department should consider whether lab coats should be used in all practical work. The department makes the best use of the large and extended "cedar clad cabin" in which it is housed. However, this is showing its age and is far from ideal. The recent additions, although adding to the rooms available, are not satisfactory. There are short term plans for extending the prep room area and incorporating another teaching room but, with the expected increase in numbers with the extension of IB teaching, further space is likely to be required.

318. It is recommended that the school:

• consider the longer term planning for the replacement of the present buildings and the expansion of the department.

338. Examination results at A-level, GCSE and IB are consistently very good. Chemistry GCSE has achieved a 100 per cent pass rate for the past six years, with 89 per cent A*/A grades (of which 46 per cent A*) and 11 per cent B grades in 1999. In the past five years, about half of all A-level candidates achieved a top A grade. In the IB in 1999, the top 7 points were achieved by 64 per cent at higher level and by 50 per cent at standard level. These good results reflect the work observed in class and in the work scan; virtually all was strong in attainment. Much of the work at all levels is done on computer generated sheets of high quality, produced within the department.

339. Progress in all observed lessons was sound and mostly good. Progress by pupils in the Junior School, Years 7 and 8, is secure, both in individual lessons and over time, with high quality work in both years. In Key Stage 4, Years 10 and 11, the present setting, with its fast track early GCSE set, individual science and co-ordinated science sets ,enables all to make good progress, largely due to appropriately high expectations of all. Pupils make good gains in knowledge and understanding and apply them well in problems. ICT skills are well developed.

340. Pupils display very good attitudes to work; class behaviour is good. The state of some files and folders needs attention. It is important that a wide range of learning skills continue to be fostered to serve pupils well after Sevenoaks. There is a danger that the use of so many work sheets restricts broad learning skills. Although some pupils compose their own notes, free writing could be further encouraged.

341. Teaching in the majority of observed lessons was good, and often memorable; many teachers have high expectations of the pupils. Lessons are well prepared and usually well imparted. Relationships are pleasant. All the teachers have a strong command and interest in the subject. In a very small minority of lessons classroom management is weak. Appropriate use is made of ICT, with data logging by pupils and evidence of use of CD ROM and Internet. The best teaching uses questioning skilfully to move pupils forward, exposition is clear and time is used to the full.

342. The head of department leads by example. He is enthusiastic and efficient, energetic and innovative and supports his team well. Strong team work involves teachers and technical staff alike. Schemes of work are comprehensive. Accommodation is good, especially the five well-appointed laboratories and a tiered lecture room.

343. It is recommended that:

• care should be given in the schemes of work to require pupils in the middle and upper school to engage in some prep tasks which involve free expression, as well as using the computer generated work sheets;

• teachers should take greater note of the state of pupils’ folders and files to ensure that they are diligently maintained and work dated.

344. Over the past three years the number of entries for single award physics at GCSE has doubled while that for dual award science has halved. The grade A*/A rate for single award physics has been maintained at approximately 100 per cent, which is extremely good. IB higher and standard level entries have also doubled in the three years. With highers, the 7-5 point rate has risen from 90 per cent to 100 per cent while that at standard level has declined slightly from 90 per cent to 85 per cent. A-level entries have risen by a third and the grade A-C rate has declined slightly from 90 per cent to 85 per cent. These are extremely good results for pupils of their ages and abilities.

345. The attainment levels on entry to the school are above average for virtually all pupils. In physics their attainment at the end of the first year, throughout Key Stage 3 and beyond is improved for their ages, as evidenced by the examination results. Pupils make at least sound, and mostly good, progress in understanding principles and in acquiring knowledge which they use effectively to deduce probable outcomes.

346. Pupils are keen to succeed; consequently their attitudes to work are positive and their behaviour in class is good. Written work is of a very good standard in nearly all cases and pupils are practised in making their own notes in class. These are supplemented by good quality revision notes supplied by the department.

347. Teaching is almost always sound and mostly good or very good. Mostly, the teachers' command of their subject is very good and content is covered to a depth appropriate to the age and ability of the pupils. The planning and organisation of lessons is thorough and effective. A wide range of methods and resources are used for teaching and include ICT. Teachers and pupils invariably enjoy good relationships in the classroom.

348. Written homework is regularly set and marked with helpful annotations. Reports to parents sometimes point the way ahead for the pupil, but in all cases give the parents a clear account of recent progress. The department handbook and schemes of work are very well written. Departmental meetings are well run and minuted. The budget allowance is good and allows the department to purchase the equipment it needs.

349. Four teachers and a laboratory technician, who were newly appointed to the school, joined the department 18 months ago. Under the leadership of the head of department, the total of six teachers, together with the laboratory technician, have become a well organised and effective team.

350. Some laboratories do not have a gas supply and the electricity outlet provision is poor in some. There is a written safety policy, however, the electrical floor sockets in some of the laboratories have become loose and constitute a hazard. The leads trailing from them are a trip hazard.

351. Storage for apparatus is becoming cramped in the preparation room. There is also only one laboratory technician for six laboratories. The Association for Science Education recommends one for three laboratories. He is consequently over-stretched.

352. It is recommended that:

• urgently review the provision of electricity to laboratories and eliminate the hazards mentioned above;

• consider supplying gas to all laboratories;

• review the provision of laboratory assistance and the storage space in the preparation room.

Kate Seager Ofsted Registered Inspector and education consultant. Lead Inspector

Christopher Ellis Director of Studies, Charterhouse, Godalming

Rodney Fox Headmaster, King Edward’s School, Witley

Alan Hancock Higher Education Advisor, former Director of Staff Development Uppingham School, Rutland

Roy Haygarth former Headmaster, Liverpool College; Director HMC School Inspection Service

David Haynes Head of ICT department , Abingdon School

Graham Jones Headmaster, Repton School

Rosemary Kimmins Teacher of Music, Gresham’s School, Holt

Charles Lawrence Head of Science, Oakham School

Brian Lewis Head of Art, Whitgift School, Croydon

Andrew Reekes Director of Studies, Radley College, Abingdon

Sally Roadknight Director of Administration, Trent College, Long Eaton

Clare Russell Teacher of Classics, Marlborough College

Iestyn Thomas Former Director of Sport, Llandovery College

The following survey was sent to parents of each pupil two months before the inspection. Parents were given six weeks to reply. The lead inspector received 300 responses which represented good proportions of parents in the lower, middle and upper school. The question on boarding was completed by 100 parents, with a good mixture of those based in Britain and those based abroad. Several parents elected to reply only to selected questions.

Responses (percentage of answers in each category):

Inspected 5-10 February 2000

Type Independent secondary day and boarding

Gender and age range Co-educational 11-18

Number on roll 960 (445 girls and 515 boys)

Number of boarders 341 (170 girls and 171 boys)

Name of headmaster Thomas Cookson

Address of school Sevenoaks, Kent TN13 1HU

Telephone number 01732 455133

Sevenoaks School was founded by William Sevenoke in the early 15^th century. Until 1975, it educated only boys. In 1976 it accepted girls into the sixth form and became fully co-educational from Year 7 in 1983. Pupils enter the school at 11, 14 and in the sixth form. About 20 per cent of the pupils entering aged 11 and twelve per cent entering the sixth form come from state schools. All other entrants are from the independent sector or from overseas. The school is proud of its strong international character, with one in five pupils from overseas. About ten per cent come from homes where English is a second or additional language.

This summary is part of a much longer report, but the main findings and recommendations are exactly the same as in the full report. The inspection reported on the findings of 14 inspectors who were in the school for a total of 65 inspector days. They observed 224 whole or part lessons, scrutinised work of all year groups in the main subjects inspected, and held extensive discussions with staff with senior responsibilities and with pupils. Weekend boarding provision was inspected.

Inspectors took account of 300 responses to a questionnaire sent to parents of each pupil before the inspection and to a summary prepared by the lead inspector of all additional parental comment.

MAIN FINDINGS

Sevenoaks is a very good school. Hardworking staff and pupils are committed to its success. Standards are high and examination results are very good. Pupils are particularly supportive of one another.

Most pupils enter the school with above average attainment at each point of entry (aged 11, 13 and in the sixth form), but there remains a wide range of ability in the early years. The school builds well on this attainment, particularly with its lowest attainers, and the gap narrows. Pupils gain good results and attain high or very high standards in General Certificate of Secondary Education (GCSE), General Certificate of Education Advanced (A-level) and International Baccalaureate (IB) examinations. Its results place the school amongst the top 20 independent boarding schools, and in the top six co-educational independent schools. The school is adding good value.

At GCSE, very high proportions gain grades A*/A in most subjects. Of subjects with high entries, the proportions gaining A*/A have been consistently high over the last three years in biology, chemistry, French and German.

Results in the IB are very good. Students take six subjects, three at higher and three at standard level. The maximum point score for each subject is 7 and three bonus points are available for very good work in extended essay and on the Theory of Knowledge. Over the past three years, the vast majority of students have gained between 5 and 7 points in almost all subjects. In 1999, 11 students attained 7 points in all subjects, with four gaining the maximum 45 points. About a third attained 40 points or over.

Very good A-level results include over three-quarters of entries graded A or B. Forty-six individual students (42 per cent) received grades A or B for all their subjects, and 18 students (16 per cent) were graded A for all their examinations, in many cases 4 A-levels.

Taking the average point score of A-level and IB results together, it averages 25.7 over the last three years and is consistently well above the national average which was 17.9 in 1999.

The vast majority of students are successful in their application to enter higher education, with over three-quarters accepted by their first choice. About 40 students each year gain places at Oxford or Cambridge.

Attainment in class mirrors the above picture. Standards reached are almost always at least commensurate with the pupils’ ability and there is some very high attainment in GCSE and sixth form groups. Oral fluency is strong at all levels.

Most pupils make steady progress, in line with their ability, or good progress. Progress was good or excellent in about half the observed lessons in the sixth form, 40 per cent in Key Stage 3 and 30 per cent in Key Stage 4. The most and least able pupils in mixed ability groups do not always make the progress of which they are capable. The small proportion of unsatisfactory progress was associated with less than satisfactory elements of teaching (reference paragraphs 14-15).

Pupils are competent learners and have good recall skills. Most are highly motivated with strong powers of concentration. As they go through the school, most acquire a well-developed critical competence. Pupils are articulate, confident and show initiative. A strong sense of competition and a desire to do well is accompanied by a supportive attitude to each other and good collaboration.

Inspectors observed 224 whole or part lessons. Teaching was at least sound in about 90 per cent of lessons and good or very good in half the lessons observed. Teaching in about 15 per cent was very good, and occasionally excellent; examples of such lessons were observed in a wide range of subjects, with the highest incidence in chemistry, classics, electronics and physics. Teachers have a good command of their subject. They are very hard working and committed to the school and to individuals. Good relationships and appropriate use of praise contribute to good learning. Some teaching with weak elements was observed in odd lessons across a range of subjects, with the highest incidence (but none-the-less a small minority of lessons) in classics, English, French and mathematics. The weaknesses were mainly slow pace, unsatisfactory class control, unclear explanations or not involving all pupils.

Setting is not widespread and the ability range is quite wide in several subjects. Some teachers are skilful with mixed-ability classes and plan their lessons to extend the most able and provide support or different activities for those at the lower end of the Sevenoaks ability range. Several teachers are less successful at challenging all pupils in mixed ability classes and tend to pitch their teaching at the middle. Able pupils in particular do not always attain the highest level of which they are capable in such situations.

Marking is mostly accurate and encouraging. Routine testing occurs in most departments with regular recording of results. Standardised tests on entry provide data to enable prediction of realistic target grades and to detect pupils who are under-achieving. A central computerised recording system of work grades facilitates the monitoring of progress. Written reports to parents show good knowledge of pupils, but they do not consistently indicate what pupils do well and targets for improvement. Parents are able to discuss their child’s work and progress at an annual parents’ meeting. Many parents would appreciate more frequent opportunities.

A voluntary service programme and a very wide choice of extra-curricular activities enrich a broad, balanced and appropriate curriculum for all pupils. An exceptionally broad range of languages are taught. At present, sixth formers can follow courses leading to the IB, to AS or A-levels. The wide range of choices complicates demands on the timetable, which the school is unable to answer satisfactorily at present. It is attempting to address the present unsatisfactory timetable with lessons before and after school and during lunch breaks; it makes very heavy demands on both staff and pupils. Hard working teachers are the main reason why curricular changes have been enabled to function.

Homework is an important contributor to the success of the pupils, and is often demanding. At present, the lack of coordination of the setting of homework across subjects leads to an overload at certain times, especially in the sixth form. Greater co-ordination, and/or longer deadlines for completion would be beneficial to pupils.

The highly qualified teachers and support staff are committed and hard working. Staff are well deployed. The appraisal system for teaching staff is well established and well received. Good training opportunities are available. Staff new to the school and newly qualified teachers have a thorough induction programme. Non-teaching staff, several of whom are long serving, make a significant contribution to the life of the school.

School and departmental resources are good and well used. Information and communication technology provision is good, except that more computer aided design and manufacturing equipment is needed in design and electronics. A good library and four trained librarians support learning.

The school is set in attractive and well-maintained grounds with very good facilities for sport. The timetabling of large groups of pupils concurrently doing sport at certain times results in cramped changing rooms.

Accommodation is mostly good. Most lessons are taught in suitable specialist classrooms. The present accommodation for art and design is unsatisfactory; some of the biology laboratories are below standard and cramped conditions in small classrooms for classics, business studies and music are not ideal. New buildings, expected to be ready for the next academic year, will bring some improvements. Health and safety is professionally handled. The hazards of loose electric floor sockets and trailing leads in some physics laboratories need attention.

A strong moral ethos is evident and well fostered. Spiritual development is less marked, but is present. There is no regular formal worship. The school chaplain works with and supports individuals, helps make arrangements for boarders to worship in their own faith, delivers effective talks conveying moral and spiritual messages in some assemblies and leads church services to mark significant occasions.

Tutors teach a well-devised personal and social development programme. Discipline and welfare issues are taken seriously and appropriate action is taken. Pupils and students appreciate the well-organised careers programme and guidance for university entrance.

The school provides excellent opportunities for pupils to broaden their cultural horizons. It is justifiably proud of its international pupil and staff population. Ten exchange programmes, visits abroad organised by many departments, music and drama tours and events, and a thriving music and drama programme, all enrich the pupils’ cultural education.

A good variety of sport and recreational activities promote the pupils’ physical development. Recent changes of staff have resulted in improved arrangements for sport, especially for girls and weaker players.

The ethos of the school is one of tolerance, compassion and mutual support. Behaviour is mostly good, both in class and around the school. Pupils are happy. They welcome and integrate pupils from overseas and those with impairments. The school is particularly successful in fully integrating some blind and severely visually impaired pupils. Pupils are courteous to each other and to the staff. They have a responsible attitude towards their work. They take school and house responsibilities seriously and fulfil them well.

The house system is not successful for all day pupils. Inspectors confirm concerns of some parents that the quality of tutorial support is inconsistent; whilst some is excellent, other tutors provide satisfactory support. Junior pupils have a base and activities in Young Sox, but pupils in the middle school have no common room and that for the sixth form is barely satisfactory.

About a third of the pupils are boarders. They are well cared for in pleasant, well-appointed houses. Each has its own ethos, and each a friendly atmosphere. Discipline appeared unobtrusive but fair. Clean and pleasant kitchens are well stocked with basics and fruit to supplement school meals. Rather too many boarders, especially girls, skip the nutritious, but sometimes unimaginative, meals served in the canteen.

Although about ten per cent of the pupils have English as a second language, the majority is able to study in English without major problems. The school funds a few additional support lessons.

The school has about 30 pupils who have been assessed as having mild dyslexia, but very small numbers experience difficulties in following the curriculum. Good examination results endorse this view. Appropriate arrangements are made for examinations. The school identifies those likely to need some help but funds no planned, systematic teaching.

The proportions of girls and boys are almost equal. They mix well and share equal opportunities for posts of responsibility within the school.

The headmaster is a man of vision with a passionate belief in a compulsorily broad, rich and international curriculum for all age groups. The school intends eventually to offer only the International Baccalaureate (IB) in the sixth form, but has made a commitment to retain both A-levels and the IB for those currently in the school. Running a dual system post-16 makes heavy demands on staffing and adds to the complexities of an already full timetable. The necessary detailed planning for the curriculum change and its associated demands on both academic and administrative staff is not yet in place.

The governors share and support the headmaster’s plans for change. They, and especially the chairman, are well informed and involved with the school. A development plan, with main objectives and some priorities, has been established, but a detailed action plan with time scales and costings is not in place.

The headmaster is well supported by loyal and hardworking senior managers. An over-complex staff and administrative structure inhibits effective decision making and the implementation of ideas. The school’s finances, resources and estate are well managed. Daily routines work well.

Most sections of the main report include one or more recommendations. The key issues for the immediate future of this successful school are the following:

• the school needs to prioritise the demands of the curriculum, before making decisions on the timetable needed to provide it, in order to ensure that staff and pupils have sustainable workloads;
  
  

• the management structure needs to be reviewed and simplified so that the tough decisions consequent on the recent and proposed changes can be made;

• the development plan urgently needs to be finalised;

• departments need to review attainment of individual pupils in mixed ability classes. The school should consider in the light of the findings whether setting is appropriate or whether teachers need further guidance and training on planning lessons for mixed ability groups;
  
  

• the school needs to review the pastoral system for day pupils, seek to establish greater consistency of pastoral care, and aim to provide a school base for all age groups.

NB Since the end of the inspection, parents and governors have been given details of the development plan. These have not been seen by inspectors.

The school has a duty to make this summary report available to all parents and others with legitimate interest in the school. Those who wish to see a full report should apply to the school. It is for the school to decide to whom the full report should be made available.

Dr Kate Seager Lead Inspector March 2000