As one of the first schools inspected against the new framework, Head, Dr Rebecca Ashcroft and the Red House team with the support of Chair of Governors, Miss Victoria Duncan and the Red House Board of Governors came through the inspection with aplomb and a reaffirmation of the school’s real strengths:
- High standards of Teaching and Learning
- An ethos which successfully encourages mutual respect for different groups of children
- Pupils’ good mental health and wellbeing are a clear priority for the school
- A safe and happy environment, within which pupils can fulfill their potential
- An innovative and inclusive learning environment
- A wellbeing focused approach to education, where pupils’ good mental health and wellbeing are a clear priority for the school
- High quality Early Years provision
- Considered and strategic leadership, governance and management
- Pupils feel safe at school, know how to stay safe online and have numerous trusted adults they can turn to if they have any concerns
- A broad and varied extra-curricular programme
We met all of the ISI standards and we are fully compliant in the following five areas:
- Leadership and Management and Governance
- Quality of Education, Training and Recreation
- Pupils’ Physical and Mental Health and Emotional Wellbeing
- Pupils’ Social and Economic Education and Contribution to Society
- Safeguarding
Some of the many highlights in the report include:
1. Leadership and Management and Governance
‘Effective governance ensures that the school fulfils its aim and the Standards are met consistently. Governors are knowledgeable, understand their roles and carry out effective monitoring of all aspects of the school.’
‘Leaders oversee all aspects of the school efficiently and ensure that its aim of providing pupils with a safe and happy environment within which they can fulfill their potential are met. Pupils achieve well at the school.’
‘Effective oversight of teaching and learning by leaders ensures that children make good progress during their time in the setting.’
2. Quality of Education, Training and Recreation
‘Pupils have well-developed linguistic and literacy skills and communicate well both orally and in writing. They are aided in this by the many opportunities from early years onwards to take part in drama productions and to speak in public. Pupils’ numeracy skills are well-developed and are used effectively across a range of subjects, particularly in science when pupils draw on their learning in mathematics to present their results in appropriate formats.’
‘Leaders monitor the standard of teaching and learning by observing lessons and scrutinising pupils’ work. This helps to ensure high standards and good progress.’
‘A well-planned curriculum covering all aspects of human, social and economic education prepares pupils effectively for life in modern British society. Pupils understand right and wrong and show respect for the law and for other cultures.’
‘Leaders plan plentiful opportunities for aesthetic expression in a range of forms and this encourages pupils to be creative thinkers.’
‘Leaders have devised a broad and varied extra-curricular programme which includes craft activities, sports clubs, and, for older pupils, technological pursuits such as robotics. Pupils, including those in the early years, enjoy participating in the extra-curricular activities which enable them to develop skills beyond the classroom.’
3. Pupils’ Physical and Mental Health and Emotional Wellbeing
‘Leaders strive successfully to develop the principles of tolerance and respect for others and to ensure that these are understood and embraced by pupils. Pupils show respect for others.’
‘The school has continued to develop its mindfulness programme and has ‘Zen’ clubs, wellness ambassadors and a wellbeing dog. Pupils throughout the school keep an ‘attitude of gratitude’ journal in which they record good deeds they have performed or received. These have a positive impact on behavior and attitudes in the school community. Pupils’ good mental health and wellbeing are a clear priority for the school, and pupils are supported effectively in these areas.’
‘Leaders have drawn up a behavior policy which is understood and supported by the pupils. Pupils behave well and lessons are periods of focus and determined application, reflecting the high expectation of teachers.’
4. Pupils’ Social and Economic Education and Contribution to Society
‘Pupils, including the youngest children, show respect for others. Respect is a topic which is regularly revisited through the PSHE curriculum, a major part of the school ethos and is modelled by staff and repeated frequently in the day-to-day life of the school.’
‘From an early age pupils learn the difference between right and wrong and progress to considering why the rule of law is important. They appreciate the need for rules both in society and within school and take responsibility for their actions.’
‘The current careers programme, ‘Be Inspired’, sees guest speakers including alumnae and parents coming into school to raise pupils’ awareness of the world of work and possible careers. There are also a number of clubs which inform pupils about various career paths and further education opportunities.’
5. Safeguarding
‘Arrangements to safeguard and promote the welfare of pupils are effective.’
‘Pupils feel safe at school, know how to stay safe online and have numerous trusted adults they can turn to if they have any concerns.’
‘The wellbeing of pupils is a priority and potential risks are identified and well managed. Leaders ensure that the school successfully meets its aims and pupils make good progress.’
The full inspection report can be viewed here:
Red House School ISI Inspection Report – September 2023
Previous inspection reports can be viewed here:
Red House School Compliance & Educational Quality Inspection Reports – May 2019
