Inspection Reports

I am delighted to share with you the latest Independent Schools Inspectorate (ISI) report for Staines Preparatory School, dated 4-6 June 2024.

The report follows a new framework and covers five main areas:

• Leadership, management and governance
• Quality of education, training and recreation
• Pupils’ physical and mental health and emotional wellbeing
• Pupils’ social and economic education and contribution to society
• Safeguarding

I am pleased to report that Standards for all areas were met.

Under the new ISI framework, the system evaluates the school’s provision and outcomes for pupils, considering:

• How well the education caters to pupils of different needs and abilities
• The breadth of the education
• The school’s atmosphere, including ethos, behaviour of pupils, and relationships
• How well pupils are cared for

The ISI no longer provides a single-term grade (such as excellent or good). Instead, the language of the report aligns with the Standards and the Framework. I am delighted that being awarded “significant strength” in a category is a huge accolade under the new framework.

I am proud to say that Staines Preparatory School has rightly earned this prestigious accolade, highlighting our exceptional commitment to educational excellence and pupil development.

I wanted to share with you some highlights of the report

• Learning Support Provision: Learning support provision across the School is a significant strength.
• Bespoke Programmes: A bespoke programme is available to supplement the individual needs of pupils with high prior attainment.
• Pupil Engagement: Pupils respond positively to their teachers’ high expectations. They are consistently on task, listen attentively, and make good progress.
• SEND Support: Pupils who have SEND are extremely well supported and challenged because of the highly effective learning support provided.
• Early Years: In Early Years, children are provided with an engaging and stimulating learning environment where they can freely move between enticing activities. Children in early years make good progress.
• Academic Performance: Pupils consistently perform above the average compared to those taking the same tests nationally.
• Behaviour: Leaders and staff deal promptly and effectively with rare behavioural issues. Pupils exhibit consistently good behaviour and understand the consequences of unacceptable behaviour.

ISI recommends that our next steps are to ensure that our RSE programme develops the oldest pupils’ understanding of healthy relationships in as much depth as possible. We will take this into consideration and review after the Department for Education (DfE) publishes the new RSE curriculum.

I am incredibly proud of the achievements highlighted in the ISI report and am committed to continuing our journey of success. I would like to thank all of the staff for their commitment to our pupils and to the school, our dedicated Governing Body, and to our parents, for their continued support and trust in selecting us as the right environment for their child.

With all good wishes,

Ms Samantha Sawyer – Headmistress

B.Ed (Hons), M.Ed, NPQH