INDEPENDENT SCHOOLS INSPECTORATE
MERCHANT TAYLORS’ BOYS’ SCHOOL
STANDARD INSPECTION
FINAL VISIT
© Independent Schools Inspectorate 2010
INDEPENDENT SCHOOLS INSPECTORATE
Merchant Taylors’ Boys’ School
Full Name of School
Merchant Taylors’ Boys’ School
DCSF Number
343/6129
Registered Charity Number 526681
Merchant Taylors’ Boys’ School
Address
Liverpool Road
Crosby
Liverpool
Merseyside
Telephone Number
L23 0QP
0151 9283308
Fax Number
0151 9499300
Email Address
dhc@merchanttaylors.com
Head
Mr D Cook
Chair of Governors
Mr L C Coligan
Age Range
7 to 18
Total Number of Pupils
760
Gender of Pupils
Boys
Numbers by Age
7 – 11
147
11 – 18
613
Number of Day Pupils
760
Inspection date
01 Feb 2010 to 02 Feb 2010
Final (team) visit
01 Mar 2010 to 03 Mar 2010
PREFACE
This inspection report follows the STANDARD ISI schedule. It consists of two parts: an
INITIAL two-day inspection of regulatory requirements followed by a three-day FINAL (team)
inspection of the school’s broader educational provision. The previous ISI inspection was in
May 2004.
The Independent Schools Inspectorate (ISI) is the body approved by the Government for the
purpose of inspecting schools belonging to the Independent Schools Council (ISC)
Associations and reporting on compliance with the Education (Independent School
Standards) (England) Regulations 2003 as subsequently amended with effect from January
2005, May 2007 and February 2009. The range of these Regulations is as follows.
(a)
(b)
(c)
The quality of education provided (Curriculum)
The quality of education provided (Teaching)
The spiritual, moral, social and cultural development of pupils
© Independent Schools Inspectorate 2010
(d)
(e)
(f)
(g)
(h)
The welfare, health and safety of pupils
The suitability of staff, supply staff and proprietors
The premises and accommodation
The provision of information
The manner in which complaints are to be handled
Legislation additional to the welfare, health and safety Standard is as follows.
(i)
The Special Educational Needs and Disability Act (SENDA).
(ii)
Race, gender and sexual discrimination legislation. (iii)
Corporal punishment.
The inspection was also carried out under the arrangements of the ISC Associations for the
maintenance and improvement of the quality of their membership.
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.
CONTENTS
Page
1
THE CHARACTERISTICS OF THE SCHOOL
2
THE SUCCESS OF THE SCHOOL AND ACTION POINTS
(a) Main findings
2
(b) Action points
3
1
2
(i) Compliance with regulatory requirements 3
(ii) Recommended action
3
3
THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS
4
(a) The quality of the pupils’ achievements and their learning, attitudes and skills 4
(b) The contribution of curricular and extra-curricular provision (including
community links of benefit to pupils)
(c) The contribution of teaching
4
5
6
THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT
(a) The spiritual, moral, social and cultural development of the pupils
8
(b) The contribution of arrangements for welfare, health and safety
9
5
8
THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND
MANAGEMENT
(a) The quality of governance
11
11
© Independent Schools Inspectorate 2010
(b) The quality of leadership and management
12
(c) The quality of links with parents, carers and guardians 13
INSPECTION EVIDENCE
© Independent Schools Inspectorate 2010
14
Merchant Taylors’ Boys’ School STANDARD INSPECTION
1.
1
THE CHARACTERISTICS OF THE SCHOOL
1.1 Merchant Taylors’ Boys’ School is an independent, non-denominational, day school for
boys aged 7 to 18 situated in Crosby, just north of Liverpool. It is part of a family of
schools comprising Stanfield, a mixed infants’ and girls’ junior school, Merchant
Taylors’ School for Girls and Merchant Taylors’ Boys’ School, which has a junior and
senior sector. The school was established in 1620 by John Harrison, a member of the
Merchant Taylors’ Company, and was the sixth school built by the London-based
company. The school shares a governing body with the girls’ school. The junior
school has a separate head who reports to the head of the senior school. Since the
previous inspection both junior and senior schools have had a new head.
1.2 The catchment area is wide, ranging from Aigburth in south Liverpool to the north of the
city towards Southport, with some pupils coming from as far as Wigan and St Helens.
Both the junior and senior schools are selective, so that pupils are above average
ability, with about one in four of those in the senior school being well above average.
At the time of the inspection there were 613 pupils in the senior school and 147 in the
juniors. Pupils are predominantly white British, with a small number of pupils of
Chinese or Asian origin. One pupil has a statement of special educational need and
48 have some form of support for their learning. Pupils are from a wide range of socioeconomic groups. It is the school’s philosophy to attract the very best pupils,
regardless of their background. Currently, 264 pupils receive some form of support
with their fees.
1.3 The aims of the senior school are: to educate pupils to realise their academic and personal
potential; to create a happy and caring environment where pupils can develop a sense
of worth, understand right from wrong, respect others, and make a worthwhile
contribution to the community. The school aims to develop the pupils’ initiative,
confidence, independence and self-discipline.
1.4 The aims of the junior school are: to challenge each child in all aspects of the curriculum,
mentally, physically and creatively; to develop self-discipline, cooperation, team work
and display socially acceptable behaviour; to show consideration for others and a
sense of responsibility. In addition, the school wants to develop the pupils’ spiritual
awareness through a study of Christianity and through acts of communal worship, as
well as to give them an understanding of other major religions.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups
in the school.
2.
THE SUCCESS OF THE SCHOOL AND ACTION POINTS
2.(a) Main findings
2.1 Merchant Taylors’ Boys’ School is a successful school which provides good quality in
everything it does, coupled with outstanding pastoral care for pupils, both in the senior
and junior schools. Pupils have an enriched curriculum and are well educated,
according to the aims of the school. Because of the effectiveness of the teaching,
they attain good standards of work, and make good progress in their learning. The
boys enjoy the range of activities on offer and the teaching. They are appreciative of
the support and the individual help they are given.
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2.2 Pupils have well-developed personal qualities and are friendly and confident, reflecting
the school’s emphasis on honesty, high standards of behaviour, respect for others and
self-discipline. The school succeeds in its aim to create a happy and caring
environment. Effective procedures for the welfare and safeguarding of pupils are in
place. Boys feel safe and happy in the school.
2.3 Governance, leadership and management are good, and are major influences on the
school’s success and continued development. Regulatory requirements are met in all
areas. There is a clear direction for the future and good systems in place for
monitoring and evaluation so that development is secure. This work takes place
against a pleasant working environment, both for boys and staff. Both pupils and
parents have very positive views of the school. A few had concerns about whether
their views were listened to, whether punishments are fair, the quality and quantity of
the food, and their workload. Inspection evidence suggests that these issues are
being addressed. Parents are also very positive, although a significant minority
thought that they were not encouraged to be involved in the life of the school.
2.4 The school is improving the quality of its provision. Equipment and facilities for teaching
and learning have been improved. The new provision for personal, social and health
education (PSHE) in the senior school has enhanced pupils’ personal development
and a review of the curriculum has given pupils a greater choice in the General
Certificate of Secondary Education (GCSE) examinations. Rapid advances in the
junior school have been made in mapping out the future provision, and good progress
is being made with implementing changes.
2.(b) Action points
(i)
Compliance with regulatory requirements
(The range of the Independent School Standards Regulations is given in the Preface)
2.5 At the time of the initial visit, the school met all the requirements of the Independent School
Standards Regulations 2003, as subsequently amended.
(ii)
2.6
Recommended action
The school is advised to make the following improvements.
•
Maximise opportunities to develop the pupils’ independence of thought
and intellectual curiosity.
•
Make better use of information and communication technology (ICT) in
learning across the school.
•
Improve the quality of departmental development plans in the senior
school.
•
Improve the quality and consistency of the marking of the pupils’ work and
their reports in the senior school.
•
Share the best teaching practices in the junior school more widely.
© Independent Schools Inspectorate 2010
Merchant Taylors’ Boys’ School STANDARD INSPECTION
3.
3
THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS
3.(a) The quality of the pupils’ achievements and their learning, attitudes
and skills
3.1 Standards are high overall. Pupils are well educated in accordance with the school’s
aims. In public examinations, pupils gain results at GCSE and A level that are well
above average for all maintained schools and are good in relation to the pupils’
abilities. A-level examination results have improved since the time of the previous
inspection, with 83 per cent of grades at A or B in 2009. The results at GCSE also
indicate that pupils perform well. In the junior school, academic standards are
excellent, with 83 per cent of pupils gaining level 5 or above in the core subjects in
National Curriculum tests in 2008 and 2009.
3.2 Pupils in the senior school make good progress over time and learn to apply their
knowledge and understanding effectively. Pupils are literate and articulate in speech,
often displaying a sophisticated and nuanced approach to language, for instance
when reading and responding to a range of sources in history. Their written work is
fluent and shows their ability to organise ideas logically and sequentially, though some
over-reliance on worksheets in the senior school restricts the pupils’ opportunities for
developing extended writing skills.
3.3 In the junior school, pupils make excellent progress and are articulate, hard working and
committed. They speak well and are confident and energised, with a particular
characteristic being a love of learning. In lessons, their behaviour is good and they
are co-operative and supportive of each other. They have good technical writing skills,
which are well developed. Standards of numeracy are high. In the junior school,
pupils demonstrate a firm grasp of mathematical skills; for example, they can multiply
two-or three-digit numbers in Year 5 and understand probability in Year 6.
3.4 Pupils apply their mathematical knowledge across a range of subjects; for instance, in a
Year 11 physics lesson, they were proficient in making calculations related to motion
and gravity. Throughout the school pupils have well-developed ICT skills, which they
apply across the curriculum, for instance in exploring geographical information
systems, designing publications and presentations, and using software appropriate to
a range of disciplines.
3.5 Pupils are attentive and settle quickly to work, reflecting their enthusiasm for learning and
a willingness to co-operate with teachers and among themselves. Some excellent
collaborative learning was seen, for instance in a Year 8 English lesson, where pupils
worked effectively in groups to identify, locate and prioritise references to a particular
theme in a novel. However, in some lessons in the senior school pupils have little
opportunity to work with their peers.
3.6 The pupils’ note-taking and the organisation and presentation of their work have improved
since the previous inspection. The workbooks of some A-level pupils show their ability
to create notes tailored to their own learning preferences, which serve as a useful
resource for the purposes of revision and consolidation. The senior school is
successful in equipping pupils with the techniques, skills and knowledge required for
success in public examinations, though this is sometimes at the expense of their
undertaking a range of more open-ended and interesting tasks that foster their
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independent thought and enquiry. However, some impressive creative work was seen
in the junior school, Year 3 pupils for instance showing independence of thought and
creative flair. The junior school is committed to developing critical thinking skills,
independent learning and stretching the most able, and this is work in progress.
3.7 Pupils achieve success in a range of extra-curricular activities. Many awards have been
won in national competitions in economics, art, mathematics, English and the
sciences. Four pupils won Arkwright scholarships last year, and a number of pupils
participate in scientific Olympiads, with four pupils recently attaining bronze medals.
Sports teams and individuals achieve a wide range of successes; achievement in
rugby is a notable feature, but the school also enjoys success in sports such as rowing,
hockey and swimming. The junior school won the National Swimming Team
Championship in 2009 and the Sefton Triathlon. Pupils achieve considerable success
in the Duke of Edinburgh’s Award scheme and Combined Cadet Force (CCF)
activities, and participate in a range of music and drama activities, often in
collaboration with the girls’ school.
3.(b) The contribution of curricular and extra-curricular provision
(including community links of benefit to pupils)
Junior School
3.8 The curriculum covers a good range of subjects, with an emphasis on English,
mathematics and science, and high standards are reached, so that the aims of each
child being challenged mentally, physically and creatively are met. The education
provided is suitable for all ages, abilities and needs. Recent improvement includes
the development of more challenge and thinking skills and the expansion of French
and drama. The curriculum is under review, and the timings of the day and a revised
balance of subjects are currently being considered.
3.9
Pupils benefit from a wide range of extra-curricular activities, including swimming,
judo, rugby and singing, with all pupils participating in at least one activity. Their
educational and social experience is extended by two residential visits each year,
and links with local special and primary schools add an extra dimension to pupils’
experience.
Senior School
3.10 The breadth and nature of the timetabled curriculum and the extra-curricular provision
allows pupils to attain their academic potential, one of the school’s aims. Since the
previous inspection a full review has been undertaken and several innovative features
have been implemented, such as a qualification in ICT at the end of Year 9. In Years
10 and 11, new subjects such as drama and physical education have been introduced
and the range of modern languages available extended. Careful structuring of the
GCSE options into groups for the sciences, humanities, languages and creative
subjects now ensures that every pupil has more choice and a better balance of
subjects. A reasonable range of subjects is offered at A level, two of which, economics
and drama, are taught in conjunction with the girls’ school. Pupils benefit from careers
guidance which is comprehensive, imaginative and helps them plan effectively for the
future.
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3.11 The school has responded to previous inspection recommendations and has introduced
a PSHE programme for all pupils. This involves tutorial sessions, assemblies or talks,
with occasional themed events, for example to encourage healthy eating and exercise.
The curriculum and support for pupils who have learning difficulties are good and
widely appreciated by them. Their learning styles are assessed at the start of Year 7
and the end of Year 9 to advise them on optimal learning and revision techniques.
Pupils who are identified as gifted and talented benefit from extension activities and
other initiatives, such as Olympiads.
3.12 The extra-curricular programme has also been improved. Sport is a major feature and
popular with the boys. In Years 7 to 9 an afternoon is now set aside for enrichment
activities, known as the Gifted and Talented Extension. Pupils are able to develop
skills and characteristics such as self-confidence, teamwork and leadership in this
popular scheme, which includes a diverse range of activities such as bee-keeping,
Mandarin, scuba diving and robot wars. Lunchtime activities are largely focused on
sport, dramatic and music productions, and academic clinics. Pupils enhance their
awareness of social issues by participating in community programmes and working
with local charities.
3.(c) The contribution of teaching
Junior School
3.13 Well planned, supportive teaching of good quality helps the pupils to achieve well, in line
with the school’s aims. Expectations are high and lessons are paced well. The
teachers’ subject knowledge is strong, and the teaching environment conducive to
good learning. Pupils of all abilities benefit from the teaching because the teachers
are well informed about their needs. They are well taught in basic skills in English and
mathematics as well as practical work in science. The use of time and resources is
effective and there is increased emphasis on challenging pupils. Pupils understand
the marking of their work, which is largely good. The teaching is now informed by the
use of standardised assessments, so that individual pupils’ abilities are now clear and
their specific needs can be met.
3.14 There has been a significant thrust to improve teaching through better co-ordination of
the teaching of subjects, assessment and planning. Teachers are being encouraged
to stimulate greater independence of thought amongst the pupils, to make more use
of ICT across the curriculum, and to share best practice through observing others.
Inspectors agree with these areas for development. Senior School
3.15 Teaching of good quality enables the pupils to fulfil their academic potential, in line with
the school’s aim. This is an improved aspect of the school’s work where there is now
a greater variety of teaching approaches. In the best lessons, teachers encouraged
pupils to be co-operative and promoted independent learning, thus challenging the
pupils. Teachers are knowledgeable, plan lessons carefully, make very good use of
time and, in some cases, make effective use of ICT in their lessons. However, the
use of ICT in developing learning is not widespread. Relationships between teachers
and pupils are cordial and this creates a pleasant atmosphere for learning.
Examination success is at the forefront of teachers’ minds and many departments hold
‘clinics’ at lunchtimes to enhance the examination performance of pupils. However,
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in some lessons, this narrows the pupils’ opportunities to explore ideas and think
creatively.
3.16 A new system of individual mentoring to support some pupils is producing positive
results. Those with individual education plans are supported well by the learning
support department. Lesson plans include ideas for stretching the able, and extension
activities are readily provided for those who move through tasks quickly.
3.17 Teachers now have more opportunities for professional development and there has been
more use of peer observation. This, together with a growing awareness of challenging
the more able pupils and supporting others, contributes to effective teaching.
Teachers are becoming more reflective about their classroom practice and the school
has joined the International Boys’ School Coalition to look at learning styles that suit
boys.
3.18 Teachers are well informed by the use of standardised assessments and their monitoring
of each pupil’s progress. Effective systems are now in place for setting targets and
for giving pupils individual support. However, the marking of the pupils’ work is
variable in quality and quantity. Pupils understand the marking levels and what
constitutes an acceptable or good mark. In some cases helpful comments and targets
for improvement enable pupils to progress, but in others marking was somewhat
perfunctory and less rigorous, with few helpful comments made.
4.
THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT
4.(a) The spiritual, moral, social and cultural development of the pupils
4.1 The pupils’ personal development is good. Pupils of all ages at the school have welldeveloped personal qualities and are friendly and confident. The school is successful
in its aim of promoting strong spiritual, moral, social and cultural development. A
caring and supportive approach in the junior school begins the process of encouraging
pupils to be aware of themselves in a social and cultural context and to understand
the importance of the spiritual and moral dimension to their lives. The school
emphasises honesty, high standards of behaviour, respect for others and selfdiscipline.
4.2 Pupils have a well-developed spiritual sense. They are self-aware, confident and
outgoing. In the junior school, pupils learn about the core values of all major world
faiths, alongside the Christian ethos of the school. They learn and enjoy Bible stories
through weekly assemblies acted out by a local group. In the senior school, the pupils’
spiritual awareness is developed in many lessons, as well as in school and year
assemblies. Pupils in Year 9 have significant and profound experiences when they
visit First World War battlefields. They explore issues of faith and ethics in religious
studies lessons. World faiths are also studied and pupils also gain much from sharing
lessons with pupils of different faiths. The individual care which pupils receive on a
daily basis encourages them to develop their sense of well-being.
4.3 Pupils have a well-developed moral sense, evident in their behaviour and in the way they
relate to staff and fellow pupils. The junior school has an effective system in place to
encourage good behaviour. Misdemeanours are rare and pupils want to behave well.
Pupils have opportunities to broaden their awareness and increase their sensitivity to
the needs of others, for example by visiting a local special school. In the senior school,
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pupils explore the moral dimension in the classroom, such as in a Year 8 English
lesson where issues of race, physical strength and fear within the context of a novel
enabled them to develop a strong sense of morality. An ecological sub-group of the
school council is actively seeking ways to promote more sustainable living. In form
groups, in assemblies and in lessons every opportunity is taken to help pupils to
distinguish between right and wrong.
4.4 Pupils have very well developed social skills. They are articulate and they develop strong
supportive relationships with each other, which transcend cultural boundaries. Their
good relationships with adults are based on openness, trust and respect. Pupils
represent their peers, express their views, and sometimes effect change through their
work in the two senior school councils. In the junior school, pupils’ links with the local
community enhance their social skills, for example when performing carols at
Christmas. Pupils develop a strong awareness of sociological issues through the
PSHE programmes, including such topics as financial capability, cyber-bullying,
relationships, drugs and alcohol education. Many sixth form pupils enhance their
sense of responsibility by participating in the peer support system, which helps pupils
in Years 7 and 8.
4.5 The pupils’ cultural awareness is strongly developed. They understand aspects of
western European culture through their study of literature, art and music and they
learn about other cultures in geography, history and religious studies. In the junior
school, religious festivals of different faiths, such as the Chinese New Year, are
regularly celebrated. Strenuous efforts are also made to broaden the pupils’
awareness of the world at large, for instance with an African art day. The senior pupils’
cultural awareness is enhanced by trips abroad arranged by the modern languages
and geography departments, and by the many sports tours.
4.(b) The contribution of arrangements for welfare, health and safety
4.6 The school succeeds in its aim to create a happy and caring environment, and the
excellent pastoral care of pupils is a strength of both the senior and junior schools.
4.7 Senior school form tutors know their pupils well, and, with year heads, provide energetic
and sensitive support. A group tutor now has responsibility for the pupils’
development, and regular year group progress meetings focus on individual pupils.
The appointment since the previous inspection of a school nurse, shared between the
Merchants’ schools, has enhanced the care of pupils. Pupils in Years 7 and 8 benefit
from the sixth form peer support system. The form tutors’ academic guidance and
monitoring are complemented by good specialist careers advice, together with
structured guidance. Teaching staff willingly provide extra support, either informally
or through subject clinics. Junior school pupils feel valued and respected, and there
is a marked family atmosphere. The schools’ Merchants ethos (Knowing the boys) is
reflected in the conspicuously positive relationships between pupils and staff, and the
pupils themselves are mutually supportive.
4.8 Both senior and junior schools have well-formulated and accessible policies for
antibullying, behaviour, rewards and sanctions. The code of conduct is sensible, and
based on the principle of mutual respect. Boys feel safe and believe that the school
responds swiftly to the few incidences of bullying. Merit marks are awarded in the
senior school for both work and positive contributions to the school community. Boys
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behave well and are enthusiastic learners. Junior school classes can be rewarded on
a Friday afternoon with golden time, a celebration of good behaviour and work, with
boys being allowed to choose the activity. Serious disciplinary incidents are rare, and
there is a constructive, stepped, approach to sanctions. Results of the questionnaires
revealed a significant number of older pupils who felt they were not always treated
fairly, yet no evidence for this was found during the inspection. A similar number also
felt that the school did not always listen or respond to their views, yet the school
council, with its sub-groups for charity, ecology, catering, conduct and information,
clearly provides an avenue for this.
4.9 The school takes the health and safety of pupils very seriously. Policies are
comprehensive and well implemented, and Every Child Matters is embedded in the
school’s development planning. Designated governors monitor procedures, and there
is an annual health and safety audit, as well as termly meetings with a safeguarding
governor. The safeguarding policy is robust. Each school has its own designated
person for child protection, who is supported by a trained deputy, and all staff have
appropriate training. Fire precautions receive due attention and the disability access
plan provides for staged improvements. The school is determined to retain the open
and welcoming nature of the site, but continues to improve perimeter fencing and to
stress the importance of vigilance amongst both staff and pupils. The pupils feel safe,
and the junior school can be accessed only via coded key-pads. The school nurse
provides pro-active care for pupils, and there is generous provision of staff trained in
first aid on site. The school also works well with outside agencies, and can draw on
the counselling expertise of two girls’ school staff. Pupils are encouraged to be
healthy, both through the PSHE programme and through opportunities for physical
exercise, within and outside the taught curriculum. Pupils’ views regarding the quantity
and variety of food served in the canteen are ambivalent. Admission and attendance
registers are properly maintained and stored.
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5.
9
THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND
MANAGEMENT
5.(a) The quality of governance
5.1 The governance of the school is good and has improved since the previous inspection. A
relatively new structure of how the school is run has been helpful in ensuring effective
governance. An executive management group, comprising the heads of the four
schools and the bursar, meets regularly and informs the governing body. The
formation of this group and the work of the finance and general purposes committee
allow the governors to play a more strategic role, with additional subcommittees being
involved in more operational matters.
5.2 Governance of the family of the four Merchant Taylors’ Schools is through the same board.
This has been helpful in strengthening the working relationships between the schools,
for example by common appointments such as a human resources manager, a school
nurse, a director of ICT, and a joint careers officer.
5.3 There is a clear vision for the future of the school, identified in the board’s key objectives
for the future. Regular reporting and presentations from staff mean that they are well
informed about the present provision and the future needs of the school.
5.4 The school’s finances have been nurtured well; considerable investment has been made
in ICT, and there are plans to build a sports hall at the boys’ school. The governors
have ensured that equipment and resources are in good supply.
5.5 Statutory requirements are met in an effective way. For example, a sub-committee on
risk assessment, aided by the school’s senior management, assesses and controls
risks, as well as undertaking an annual review. Arrangements for child protection are
the specific responsibility of one governor and good systems are in place for
monitoring and reporting on these matters.
5.6 Attention has been given to ensuring that governors have an appropriate range of skills
and expertise. New governors are inducted well and provided with information about
the school, the working of the governing body, and guidelines for governors. They
meet the executive management group and attend a meeting of the finance and
general purposes committee as part of their induction. They are encouraged to attend
courses run for governors in independent schools, and are also invited to attend
training days at the school, to school events and to meet staff.
5.(b) The quality of leadership and management
5.7 The good work of the senior management team is a key factor in the success of the school,
in meeting its principal aims, and in its continual improvement. Management has
improved since the previous inspection. This has led to good academic results and a
strong emphasis on the pupils’ personal development. An atmosphere has been
created where teachers feel consulted, valued and supported. Consequently, they
respond with much hard work and enthusiasm.
5.8 The declared aims and educational direction of the school are used well to guide the work
of senior management. For example, the school development plan contains a clear
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10
and relevant set of issues which are pertinent to the future success of the school. The
plan is reviewed and progress monitored, so ensuring good development.
Departmental action plans are variable in quality; whilst some are good, others lack
sufficient detail and ambition, particularly in the senior school. Procedures for selfevaluation are effective so that strengths and areas for development are known and
understood.
5.9 The school manages to recruit and maintain good staff. A developing system of appraisal
is helpful in encouraging teachers to reflect on their work and practice. It involves their
being appraised by their peers and in providing evidence of their success, a system
which they seem to value and appreciate. Results from this are used to plan the future
professional development needs of staff, although these are not recorded. Staff are
encouraged to develop their knowledge and skills, and are trained in those relating to
the protection of children and matters of welfare, health and safety. Newly qualified
teachers and those who are new to the school are very well supported through a
thorough system of meetings and help from their colleagues. Procedures for checking
the suitability of staff and governors are in place.
5.10 In recent times the junior school has seen much effective managerial activity which has
led to improvements in a number of important areas. In particular, systems and
procedures have been put in place in order to improve long-term school planning, the
appraisal of staff, the involvement of parents and the local community, teaching,
learning and assessment, as well as others. This is work in progress. The junior
school accommodation is split into two adjacent sites, which make the management
of rooms and practical facilities difficult. Further consideration needs to be given as
to how the present space can best be used and how any expansion of the
accommodation can be provided to improve the areas for practical work and also that
of the library.
5.11 Communication is good. Practices and policies are fully established and inform the
running of the school. The administration of the school is such that it allows daily life
to run smoothly. This is in part due to the efficient work of the support staff employed
in administrative, pastoral, catering, and grounds and maintenance areas.
5.(c) The quality of links with parents, carers and guardians
5.12 The quality of the school’s links with parents is good and fully consistent with its aims.
The parents who responded to the pre-inspection questionnaires expressed very high
levels of satisfaction with the overall education and pastoral care provided by the
school. They believe that teaching in the school helps pupils to make progress and
are pleased with the range of curricular and extra-curricular opportunities offered.
Parents also have confidence in the governance and management of the school.
5.13 A minority of parents expressed concerns about opportunities for them to be involved in
school life. The inspection team found, however, that overall, parents strongly support
activities such as sports matches and dramatic and musical productions. Many are
involved in the parents’ association which, as well as helping at school events, raises
funds for improving aspects of school life and supports social events, such as an
informal evening for parents of new Year 7 pupils. A number of sporting activities
have associated parental clubs, which provide opportunities for social contact and
© Independent Schools Inspectorate 2010
Merchant Taylors’ Boys’ School STANDARD INSPECTION
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raise funds for charity. Parents are also playing an increasing role in providing careers
guidance to pupils and offering opportunities for work experience.
5.14 Information about the school is readily available to parents. They feel that they can
communicate easily with the school and receive timely responses; they also find staff
approachable. Equally, they are satisfied with the information supplied about the
pupils’ progress. The senior school reports orally to parents once a year, and issues
written reports twice a year. The written reports are constructive, though they do not
always provide an assessment of pupils’ strengths and weaknesses in relation to their
study of specific subjects or strategies for improvement. A termly statement of targets
and assessments, however, provides parents with a useful colour-coded indication of
the pupils’ performance in relation to their target grades. The reporting system in the
junior school was reviewed in 2008-09, resulting in changes that brought it in line with
that of Stanfield School. The junior school organises two parents’ consultation
evenings a year, at which a written report provides the basis for discussion. In
addition, parents of junior school pupils receive informative and relevant written
reports at the end of the academic year. Parents in both junior and senior schools
receive much information about pupils’ progress through informal telephone contact
or electronic communication. They are also invited to a number of information
evenings, for instance on drug awareness and cyber-bullying.
5.15 Communication has improved with the development of a new website, jointly with the
other Merchant Taylors’ schools; this provides detailed information about the school,
and includes access to the statutory procedures and policies. Parents receive the
joint schools’ magazine, Merchants’ Tales, three times a year, which is also available
in e-book format. An outline of the curriculum and the tracking and assessment
procedures for each year group are issued to parents in the autumn term and a
comprehensive and informative folder, shared between the Merchant Taylors’
schools, is made available to prospective parents.
5.16 Parents are pleased with the way the school handles concerns and believe that these
are dealt with swiftly and sensitively. Issues that arise are nearly always resolved
informally, though appropriate formal procedures are readily available to parents if
necessary.
INSPECTION EVIDENCE
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
chair of governors, observed a sample of the extra-curricular activities that occurred during
the inspection period, and attended registration sessions and an assembly. The responses
of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors
examined regulatory documentation made available by the school.
Inspectors
Dr Joe Tierney
Mr Clive Rickart
Mr Paul Scripps
Miss Helen Johnson
Mr John Watson
Mrs Kate McCarey
Reporting inspector
Junior Team Inspector (Principal, SHMIS)
Junior Team Inspector (Head of Dept, IAPS)
Senior Team Inspector (Director, HMC)
Senior Team Inspector (Head, HMC)
Senior Team Inspector (Teacher, HMC)
© Independent Schools Inspectorate 2010
Merchant Taylors’ Boys’ School STANDARD INSPECTION
Dr Peter Kelly
Dr Millan Sachania
Senior Team Inspector (Director of Studies, HMC)
Senior Team Inspector (Deputy Head, SHMIS)
© Independent Schools Inspectorate 2010
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