Inspection Results
ISI Inspection - September 2024
In the Educational Quality Inspection carried out in November 2021, St. Helen's College was awarded EXCELLENT in all twelve areas. The new ISI framework has removed grade descriptors such as 'excellent' or 'outstanding', but we are delighted that our latest inspection report (September 2024) is every bit as positive and complimentary as the previous one, and recognises that the enormous passion, expertise and commitment of our staff help to ensure superb outcomes for our pupils.
In particular, we are delighted that inspectors recognised the exceptional oral communication skills of our pupils by awarding St. Helen's College an 'area of significant strength' in the September 2024 inspection. This is an attribute not awarded to many schools. Inspectors said,
'Leaders have high aspirations for pupils. The decision to prioritise oracy skills and to provide opportunities for pupils to use them, results in highly articulate, confident individuals. Pupils readily express their thoughts and opinions. This is a significant strength of the school. Pupils use verbal reasoning skills to explain their independent thinking. They are empowered to be dynamic individuals who lead initiatives that make a positive and impactful contribution to the school and wider community.'
The summary published below is directly quoted from the September 2024 Inspection Report. Full copies of both the September 2024 report and the previous report from November 2021 can be accessed via the links at the foot of this page.
Summary Of Inspection Findings
1. Experienced and knowledgeable leaders have instilled a culture that supports all pupils to, in the words of the school’s motto, ‘Excellentiam e concordia’ strive for excellence from harmony. The cohesive staff team is encouraged to place pupils’ wellbeing at the centre of their work. The team ensures that each pupil is seen as an individual with the potential to thrive.
2. Clear communication from competent leaders, combined with ongoing involvement from the former proprietors has ensured that, throughout the recent transition to a new proprietor, the clear aims of the school remain. Leaders and the new governors work together closely. They make sound decisions, manage risks effectively and meet regulatory requirements.
3. Leaders have high aspirations for pupils. The decision to prioritise oracy skills and to provide opportunities for pupils to use them, results in highly articulate, confident individuals. Pupils readily express their thoughts and opinions. This is a significant strength of the school. Pupils use verbal reasoning skills to explain their independent thinking. They are empowered to be dynamic individuals who lead initiatives that make a positive and impactful contribution to the school and wider community.
4. The early years curriculum provides a balance of nurture and challenge across the key areas of learning. An emphasis on oracy skills begins in the Nursery, where effective language development is promoted through modelling, high expectations, and specialist Spanish teaching. Staff and children relate well together, creating a positive learning environment.
5. The curriculum is carefully planned so that pupils gain new knowledge and develop skills across the subject range. Checks on pupils’ learning are systematic and methodical. This means that leaders have a secure understanding of pupils’ progress. A life-skills matrix and learning logs, where pupils record their success, are used to create an individualised approach, which meets pupils’ needs. This also allows them to participate actively in their learning. Reports to parents on their children’s achievement is detailed. However, relationships education is not reported as consistently well as other subjects.
6. Leaders prioritise pupils’ mental health and their emotional wellbeing. Consequently, pupils are happy. Their emotional needs are met effectively. The calm environment promotes reflection, allowing pupils to focus on and engage with their work. Mindfulness practices, such as yoga and time in the zen garden, develop a sense of emotional regulation. Pupils develop resilience through critical thinking, problem-solving and the expectation of challenge in learning. This boosts their confidence and willingness to take risks.
7. Pupils are well known to leaders. Collectively, leaders have a strong awareness of the diversity and wide-ranging needs of the school community. A culture of open communication means that there are positive and trusting relationships between staff and pupils. This results in a prompt response to any concerns. Pupils are proud of their school. This is reflected in pupils’ high-level of mutual respect and extremely positive behaviour.
8. Leaders maintain a school culture that has a strong understanding of its contextual safeguarding risks. Effective liaison with external agencies underpins leaders’ understanding of the support accessible in the local area. Responses to safeguarding matters are timely. Record-keeping is meticulous for all areas including health and safety, behaviour and safeguarding.
