Garden House School ISI Report - Flipbook - Page 12
Educational Quality Inspection
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empathising with a new pupil joining the school. Pupils in Year 6 talked eloquently and enthusiastically
about their weekly team building and problem-solving exercises which allow them to work
collaboratively, and recognise that this is a highly valued learning disposition of the school. Their
application of these skills was seen in a science lesson where pupils worked in small groups to
hypothesise and evaluate the effects of evolution and adaptation in the beaks of Darwin finches, and
in a ballet lesson where pupils performed a creative musical dance piece, working together towards
an end product for performance purposes.
3.16 Pupils have an excellent knowledge and extremely high levels of spirituality across all ages, evident in
all aspect of school life, from discussions with adults to a Reception-led assembly. Pupils talk with
pride and affection about the learning dispositions and the kindness code which influences all they
do. They appreciate the non-material aspects of life and opportunities for reflection and quiet
thought. An acting club’s moving performance originated by a group of pupils was mystical and
magical in tone, providing an excellent opportunity for reflection. Pupils address the issue of
spirituality with a sense of reverence and respect, and speak eloquently about the contribution the
school makes in helping them understand spirituality in all its forms. They speak animatedly about the
school’s values and about the positive way in which the school helps them to achieve a balanced and
spiritual outlook on life. This was seen in a thought-provoking assembly taken by pupils where all their
peers listened attentively and joined in with the prayer and the singing enthusiastically, but
reflectively. In interview, one pupil commented on the fact that the school makes everyone feel
included and wanted. The religious education (RE) and ethics display board shows clear pupil
engagement, including an understanding that there are no right and wrong answers and that their
thoughts will be appreciated.
3.17 Pupils develop high levels of self-confidence, self-esteem, self-discipline and resilience. They know
how to improve their own learning and performance and set themselves high targets, which they take
a pride in attaining. Pupils have a very positive understanding of themselves, and will initiate
conversations with visitors with ease. They persevere with tasks and are not afraid to take risks, finding
considerable success in their endeavours due to the highly supportive teaching staff team. They show
exceptional powers of self-awareness and are extremely well prepared with the skills they need to
allow them to move through their education successfully; pupils in Year 6 talked informatively about
visiting alumni, the careers talks they have received and the involvement of the proprietors in their
mock interview process. They have excellent levels of self-esteem as observed in an EYFS session
where children selected their own activities, delighted in their success and exclaimed how clever they
were, engaging enthusiastically with inspectors.
3.18 Pupils make an excellent contribution to the life of the school and the wider community. They embrace
responsibilities from an early age with enthusiasm and a high level of understanding, speaking highly
of the responsibilities they can achieve at the top of the school. They express themselves clearly about
the value of having responsibility and understand the process of elections for some positions. They
enjoy classroom responsibilities and looking after and caring for those in younger year groups. Pupils
care for those in the wider community and have a well-developed awareness of those less fortunate
than themselves through opportunities to support a number of charities and through their contact
with the pensioners at the Royal hospital. They raise funds for the school and for other charities
wholeheartedly and are actively involved in choosing which charities to support. From a young age,
pupils are made aware of the environment and they appreciate the need to protect it, both at school
and worldwide.
3.19
Pupils benefit from an early age from opportunities to make decisions, such as in a Year 2 RE lesson,
where pupils made choices and voiced their independent conclusions, which were welcomed and
celebrated. They involve themselves in the democratic process with enthusiasm and a sense of
importance. They speak animatedly about the changes school council have made to the menu and the
introduction of themed days and they are proud of the ballot they created when they voted for the
school charities. Children in Reception organise themselves in a variety of tasks and effectively select
© Independent Schools Inspectorate 2021
Garden House School – October 2021
