© Independent Schools Inspectorate 2010

© Independent Schools Inspectorate 2010

.

Full Name of School

DCSF Number

Address

Telephone Number

Fax Number

Email Address

Headmaster and Proprietor

Age Range

Total Number of Pupils

Gender of Pupils

Numbers by Age 3-5 (EYFS):

5-11:

Head of EYFS Setting

EYFS Gender

Inspection Dates

© Independent Schools Inspectorate 2010

This report is according to the

August following their fifth birthday. This report evaluates the extent to which the setting

fulfils the requirements of the Early Years Foundation Stage Statutory Framework published

by the Department for Children, Schools and Families (DCSF) and follows the requirements

of the Childcare Act 2006 as subsequently amended.

The inspection does not examine the financial viability of the school or investigate its

accounting procedures. The inspectors check the school’s health and safety procedures

and comment on any significant hazards they encounter: they do not carry out an

exhaustive health and safety examination. Their inspection of the premises is from an

educational perspective and does not include in-depth examination of the structural

condition of the school, its services or other physical features.

© Independent Schools Inspectorate 2010

Page

(a) Compliance with regulatory requirements

(b) Recommended action

(a) Compliance with the Early Years Foundation Stage requirements

(b) Recommended action

St Nicholas House School INTERIM INSPECTION. 1

© Independent Schools Inspectorate 2010

1.1 The school was founded in 1952. The headmaster, in post since 2002, is the

proprietor and there is no governing body. Pupils come from North Walsham and

the surrounding area. There are 75 boys and girls on roll, in similar numbers,

including 26 in the Early Years Foundation Stage, of whom 14 attend part-time in the

Nursery. The Nursery and Reception are housed in their own building. The school’s

facilities include a hall, kitchen, library and outdoor play areas. A new classroom

block is nearing completion. The school’s ability profile is slightly above the national

average, though the school is not selective and provides for pupils across a wide

range of ability. The school makes provision for pupils who have learning difficulties

and/or disabilities, or a statement of special educational needs, and a small number

of pupils receive additional support to help their learning. All pupils are fluent in

English, though a few speak it as an additional language. After-school care is

provided, as needed, for pupils from Reception to Year 6. The school aims to

provide a friendly, supportive and yet firm environment in which the individuality and

talents of all pupils are recognised, and each child’s potential is developed in a

variety of areas.

1.2 National Curriculum nomenclature is used throughout this report to refer to year

groups in the school. The year group nomenclature used by the school and its

National Curriculum (NC) equivalence are shown in the following tables.

School NC name

Kindergarten Nursery

Form 1 Reception

School NC name

Form 2 Year 1

Form 3 Year 2

Form 4 Years 3 and 4

Form 5 Years 5 and 6

St Nicholas House School INTERIM INSPECTION. 2

© Independent Schools Inspectorate 2010

2.1 Pupils achieve well in relation to their abilities and their different starting points.

Pupils take national tests but these are not externally moderated. Results from other

standardised assessments show attainment that is generally above, and often well

above, average. Pupils are successful in gaining entry to senior schools, including

selective independent schools, and some win scholarships. Pupils become fluent,

enthusiastic readers and confident, accurate writers. They are well grounded in

mathematics. Pupils who have learning difficulties and/or disabilities make good

progress because of the effective support they receive. Pupils achieve success

beyond the classroom in art, music, speech and drama, and in sport. They take

part, and do well, in regional competitions and festivals.

2.2 The school, though small, offers a broad curriculum, including lessons in French,

swimming and cookery. History and geography feature strongly, and pupils have

good opportunities for practical work in art, science, and design and technology.

The school enriches the curriculum well through visits to other schools, where pupils

work together. It brings learning to life through visits to museums and other

locations. Pupils make limited use of information and communication technology in

their learning, and the school is well aware that this is an area for development. The

teaching pupils receive is satisfactory and often good. Basic skills in literacy and

numeracy are taught thoroughly. Teachers are knowledgeable about the subjects

they teach, and explain and impart information interestingly through a variety of

teaching methods, though not always engaging pupils actively. Teachers manage

classes effectively so that pupils behave well, concentrate on their work and are

keen to learn. The planning and pace of lessons do not always provide enough

challenge for the more able. Marking is thorough, though not consistently focused

on bringing about improvement.

2.3 Pupils develop well, spiritually, morally, socially and culturally. The code of

behaviour, known as ‘St Nick’s Way’, sets out the school’s values. Pupils absorb the

precepts such as ‘treat others as you wish to be treated’ and ‘forgive and forget’ that

run through school life. Pupils are polite and friendly. They respond well to the

school’s firm but fair expectations. They show respect to those around them and

readily take responsibility, as when looking after others in the playground, or serving

as house captain. The school council brings forward useful ideas, for example about

inviting parents to school lunch. Pupils express their views confidently and know

that their contribution matters. The school encourages pupils to look outwards.

Pupils take the initiative in raising money for charity, and are interested in learning

about other faiths and customs. They respect differences and are tolerant of others.

Pupils have a good awareness of healthy living, and enjoy wholesome and nutritious

meals at school.

2.4 The school makes appropriate arrangements to secure pupils’ health, safety and

welfare. Pupils are well known as individuals, in accordance with the school’s aims.

Good relationships amongst children and with adults underpin the school’s caring

atmosphere. As one parent wrote: ‘The school is an oasis of happiness, fun and

excitement.’ The school is consistent in promoting good behaviour and dealing

St Nicholas House School INTERIM INSPECTION. 3

© Independent Schools Inspectorate 2010

effectively with any that is unacceptable. The school has a suitable child protection

policy, and the staff are well trained to ensure that it is implemented effectively. The

school is alert to potential health and safety hazards, and carries out appropriate risk

assessments for activities, including visits off site. It has clear fire safety procedures

and conducts regular fire drills. Suitable arrangements are made for the

administration of medicines and the staff are well versed in first aid. The school

adapts arrangements thoughtfully for pupils who have learning difficulties and/or

disabilities. Admissions and attendance registers are properly maintained.

2.5 The quality of governance, leadership and management is satisfactory, and good in

some respects. The headmaster sets the tone of the school and it is largely

effective in meeting its aims. His leadership provides a friendly and supportive yet

firm environment where the potential of individual pupils is developed in a variety of

areas. The workload undertaken as proprietor, headmaster and full-time teacher is

managed with enthusiasm and commitment. Other staff make some contribution in

developing the curriculum and finding suitable resources. An appraisal system

extends to all teachers and support staff, but the staff as a whole are not widely

involved in identifying areas for improvement and taking action. There is insufficient

focus on developing the quality of teaching and learning. The progress of each pupil

is regularly assessed, but the resulting information is not used systematically to

identify areas for improvement.

2.6 The school’s leadership and management ensure that thorough checks are made on

the suitability of staff, including enhanced Criminal Records Bureau checks for all

staff and volunteers. However, written declarations of medical fitness have not been

routinely secured. Space is used well, and the building is clean and well maintained.

The cloakrooms have been recently refurbished but the amount of washbasins falls

short of the required number. Parents are well satisfied with the school and highly

appreciative of the education it provides. Parents receive frequent reports on their

children’s progress and have regular consultations with teachers. The school has an

appropriate complaints procedure.

St Nicholas House School INTERIM INSPECTION. 4

© Independent Schools Inspectorate 2010

(The range of the Independent School Standards Regulations is given in the

Preface)

3.1 The school meets all the requirements of the Independent School Standards

Regulations 2003 as subsequently amended, with the exception of those indicated

below.

Under Standard 4 (The suitability of staff, supply staff and proprietors) it must:





3.2 The school is advised to make the following improvements:

1. monitor the quality of teaching and learning, and the methods used in lessons,

to ensure appropriate challenge and active engagement in learning;

2. use information from assessment to identify strengths and weaknesses, and to

guide planning and teaching across the school.

St Nicholas House School INTERIM INSPECTION. 5

© Independent Schools Inspectorate 2010

4.1 The Early Years Foundation Stage consists of Nursery and Reception classes

housed in a separate building and catering for 26 children: 12 full-time and 14 parttime.

The setting is staffed by a well-qualified teacher and two qualified nursery

assistants. Four children are identified as having learning difficulties and/or

disabilities. There are no children with English as an additional language.

4.2 The overall effectiveness of the EYFS is good. The setting has happy, confident

children who enjoy their time in school, and make good progress in their learning

and development. They benefit from shared facilities with the main school, specialist

teaching, and optional before- and after-school care. The EYFS offers a broad

range of activities, and children initiate their own play confidently and enjoy learning

with their peers. They form positive relationships and are looked after well in a

welcoming environment. Each child has a key person who knows them well and

works closely with their parents to celebrate their individuality.

4.3 Leadership and management are good. The new EYFS framework has been

effectively adopted and the setting has good links, with local authority advisers and a

local university providing training and advice. Planning, observation and

assessment are excellent, and effectively determine what children know,

understand, and can do, and how best to take this further. The monitoring of

teaching and learning within the EYFS is appropriate in providing effective

evaluation and support. Staff are also deployed very effectively to ensure children’s

safety on arrival and departure from the school, and they are vigilant regarding

security, conducting risk assessments and daily checks of the premises. Most

parents speak very highly of the care and education their children receive at St

Nicholas House. A few parents would like more information on the type of activities

their children are engaged in. Since the previous inspection, strong progress has

been made in encouraging children to initiate their own play activities. Systems to

observe, assess and plan next steps for the children are now excellent. The second

key issue raised, to further involve parents of those in the Nursery in their children’s

learning, has been started well although does not yet ensure all children achieve

their full potential.

4.4 Overall, the quality of the provision in the EYFS is good. Effective steps are taken

by the setting to evaluate frequently its excellent provision for the children's personal

development and well-being. The experienced staff have undertaken first aid

training, and have a good understanding of young children and the procedures to

follow in the event of an accident, or where a child requires medical attention. Risk

assessments for all activities are detailed and comprehensive, ensuring children are

safe and secure. The children's awareness of healthy eating is actively promoted at

snack and mealtimes, when they enjoy a variety of wholesome snacks such as fresh

fruit and vegetables. Older children are able to select fruit, prepare it and pour

themselves drinks, fostering independence and choice. Mealtimes are relaxed,

sociable occasions, when staff encourage children to talk freely, within a family

atmosphere. Staff work hard to make effective use of the different areas within their

shared premises. However, because of the need to store the resources, there is

little space left to create an inviting play area inside. Similarly, the outside area is

predominantly used to promote children’s physical development and is not yet

sufficiently exploited to enhance their progress in other areas of learning.

St Nicholas House School INTERIM INSPECTION. 6

© Independent Schools Inspectorate 2010

4.5 Most children in the setting make good progress towards the Early Learning Goals in

relation to their starting points and capabilities. Some make very good progress in

communication, language and literacy, and numeracy. Staff have good skills in

using the new EYFS curriculum, and have developed very effective procedures for

observing children's play and learning to evaluate their progress. Children are

motivated and interested, taking turns and sharing sensibly. Their behaviour is

excellent. They feel safe and well supported by the caring staff. They respond well

to praise and encouragement, are happy and find learning fun.

St Nicholas House School INTERIM INSPECTION. 7

© Independent Schools Inspectorate 2010

5.1 The school’s provision for childcare meets the requirements of the Early Years

Foundation Stage and no action is required.

5.2 The Early Years Foundation Stage setting should take the following action to

improve:

1. provide suitable storage for resources in the classrooms, review the use of

available space and develop the outside classroom, with opportunities for

interactive learning to ensure that all areas of learning are consistently offered

both inside and outside;

2. strengthen partnership with parents further by developing the good work

already started with the children's shared learning journeys.

St Nicholas House School INTERIM INSPECTION. 8

© Independent Schools Inspectorate 2010

The inspectors observed lessons, conducted formal interviews with pupils and examined

samples of pupils’ work. They held discussions with senior members of staff and with the

proprietor, observed a sample of the extra-curricular activities that occurred during the

inspection period, and attended registration sessions and assemblies. Inspectors visited

the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection

questionnaires were analysed, and the inspectors examined regulatory documentation

made available by the school.

Mrs Joy Richardson Reporting Inspector

Mr David Westcombe Team Inspector (Head, IAPS school)

Ms Chrissie Pittman Early Years Lead Inspector