Garden House School ISI Report - Flipbook - Page 11
Educational Quality Inspection
11
progress across the curriculum during national lockdown, accessing the effective resources provided
by the school, an outcome which was overwhelmingly confirmed in the parent questionnaire.
3.11 Pupils achieve highly in academics, art, music, sport and drama. They fulfil their potential and exceed
expectations in many cases. They represent their school with pride and are enthusiastic about taking
part. They apply their skills in the positive spirit of competition. The pupils achieve high levels of
success in poetry and public speaking exams, sport matches and music exams. Pupils show excellent
levels of achievement in dance and ballet and they relish the ample opportunities they are given to
perform. They talk animatedly about gala night, their annual musical performances, and their
performances at local events.
The quality of the pupils’ personal development
3.12 The quality of the pupils’ personal development is excellent.
3.13 Pupils show great respect for all members of their community. They have an extremely mature
understanding of cultural diversity and celebrate differences with joy and thoughtfulness. They show
high levels of tolerance and sensitivity to those from different faiths and cultural backgrounds; they
speak with warmth and understanding and talk passionately about respecting differences and
accepting people for who they really are. Pupils have a clear understanding of the need to ensure
there is no discrimination. They appreciate the assemblies which teach them about what is and what
is not acceptable, and express their confidence in the school’s readiness to deal with problems and
any unkindness should it arise. The school actively encourages inclusivity and pupils show a strong
understanding of fundamental British values and the embedded culture of respect. In interview, the
pupils discussed the school’s diverse population with well-developed sensitivity and appreciation, and
pupils in Year 4 wrote with great empathy about the life of a black slave. They talk animatedly and
respectfully about their contact with the Chelsea pensioners. An overwhelming majority of parents,
pupils and staff who responded to the questionnaire acknowledged that the school encourages them
to respect other people and that the school promotes values of democracy, respect and tolerance of
other people.
3.14 Pupils’ levels of moral understanding are extremely high. They have a clear knowledge of right and
wrong and know how their behaviour affects others. They speak emphatically about there being no
bullying or bad behaviour at a serious level, but instances of unruly and poor behaviour in some
lessons and year groups were identified in discussions and in the pupil and parent questionnaires.
Pupils understand and appreciate the school and classroom rules as well as the needs of others in the
community, and older pupils spoke enthusiastically about their involvement with an online learning
programme which enables them to gain an insight into the rule of law. They demonstrate a deep
respect for the school’s kindness code and refer to it frequently with knowledge and understanding,
showing a sense of responsibility in upholding the one big family feel of the school. When pupils’
behaviour does fall short, the school’s involvement in encouraging better decision making has a
positive effect on pupils’ responses. Pupils see the reward system, which focuses on positive
reinforcement, as good, and express the view that it makes them feel proud and happy. They
appreciate the behaviour books and strive to get into the good book. Pupil behaviour in lessons is
supported by the use of behaviour charts, but implementation of the strategy, and its positive impact
on outcomes for pupils, is not consistent in all lessons.
3.15 Pupils have a highly developed sense of social awareness, and they work and play effectively, with a
clear idea of how to achieve common goals and solve problems effectively. Pupils work extremely
effectively with each other when given the opportunity to do so and build confidence, solve problems,
deepen their learning, share ideas and have open discussions. In an art appreciation lesson in Nursery,
children showed a collaborative approach when appreciating the work of Vashti. Older pupils are
extremely aware of other people and their feelings. This was demonstrated by Year 4 pupils working
together in a personal, social, health and economics (PSHE) lesson where they prepared a letter
© Independent Schools Inspectorate 2021
Garden House School – October 2021
