Summary of Findings
Standards
Pupils’ attainment in the primary department is in line with their abilities and levels of fluency in English. By the end of the primary years, it is at least in line with expected performance in the UK and often above it. Standards in the Maternelle classes are sound but could be higher.
In the secondary section, students’ attainment in English, history and geography in each year group is good in relation to their ability. They achieve standards in lessons and in their written work that are above those of their peers in the UK.
The results in the IGCSE English, English literature and history examinations over the last three years are well above the average for all UK maintained schools undertaking similar examinations and are near the average for maintained selective [grammar] schools. Results have fluctuated slightly in English and English literature over the past three years; in history they show a steadily rising trend. Most students taking the International Option of the French Baccalaureate [OIB] in English literature and history/geography reach standards that are equivalent to higher grades in the Advanced Level [A level] examination in the UK.
Progress
In one third of the lessons inspected at all stages, students made rapid progress. The rate of progress is closely linked to the quality of teaching and reflects students’ good capacity to learn.
Students who do not speak English as their first language generally make very good progress over time and achieve standards that match their ability and their good learning skills.
Learning
In eight out of every ten lessons inspected, students’ learning was judged to be good and in just over a quarter it was very good. This reflects the commitment of the students to their studies and their good learning skills, for example in the study they carry out at home.
Behaviour is generally excellent, though in a small minority of classes in the primary section, pupils’ behaviour needs more skilful management and teaching needs to be better planned.
Teaching
The quality of teaching was good in six in every ten of the lessons inspected. It was very good in one in six lessons. Teaching of good quality was seen in all three sections. In only three lessons did teaching have some unsatisfactory features. There was no poor teaching.
Strengths of the teaching include:
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teachers’ subject knowledge;
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high expectations;
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clear curriculum planning;
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variety and appropriateness of teaching strategies, including teacher exposition, the use of pair work and presentations by students;
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clarity of learning objectives in the primary section.
Areas that need further attention:
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establishing a benchmark of student performance at key points across the section to enable students’ progress to be monitored more closely;
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the use of information and communications technology [ICT] to support teaching and learning throughout the section;
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planning, organisation and teaching approaches in the Maternelle stage;
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clarification of learning objectives for students in secondary;
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consolidation of learning in the secondary section, notably at the end of lessons;
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rehearsing new vocabulary systematically in the secondary section.
Assessment
Most marking is thorough and detailed with clear feedback on strengths and guidance for improvement. The best marking is exemplary. In the primary section, teachers’ comments in draft books are used by pupils to improve their own work. There is some inconsistency in marking in history, which the department is currently addressing. Marking in English is thorough, based on the marking policy.
The Section reports to parents in line with French policy and provides additional feedback which is detailed and helpful.
The Section lacks the detailed profile of assessment of pupil performance over time which has been established in the UK. Without consistent baseline assessments, say, at age seven, eleven and fourteen, it is impossible to predict likely future performance, set realistic targets or assess the extent to which students’ progress exceeds predictions. It is not possible to demonstrate whether or not academic value has been added.
Governance and Management
The present arrangements for governance and management are broadly congruent with UK practice and provide a suitable framework for the Section’s governance and management. As a result, the Section has grown steadily in size and standing. The leadership has maintained and developed the quality of work, the standards achieved and the ethos of the Section so that it operates successfully within the French system to mutual benefit. The existing systems of governance and management now need some adjustment to sustain consistency and achievement across the complexity of the sites and settings in which the Section now operates.
MAIN RECOMMENDATIONS.
The full report contains detailed recommendations to further improve the quality of teaching, governance and management. The following are the key recommendations for action by the Section and the parents’ Committee.
1. Establish a baseline of information on pupils’ performance at key points from primary upwards against which the Section can measure progress made and value added.
2. Draw up a development plan for the use of ICT within the curriculum on a manageable but clear timescale.
3. Undertake a review of planning, teaching, assessment and recording, use of resources and accommodation in the Maternelle classes.
4. Revise the remit of the parents’ Committee to ensure that it concentrates on overall aims and strategic development of the Section; and introduce a development plan and quality assurance mechanisms by which to monitor its implementation.
5. Establish a core senior management team, with clearly defined responsibilities, that meets regularly to generate policy and development; monitor standards and quality; service the needs of the Committee; and ensure implementation of agreed policies