Eifa International School


Name Eifa International School
Website http://www.eifaschool.com
Ofsted Inspection Rating Good
Inspection Date 01 May 2018
Address 36 PORTLAND PLACE, MARYLEBONE, LONDON, W1B 1LS
Phone Number 02076375351
Type Independent
Age Range 2-18
Religious Character None
Gender Mixed
Number of Pupils Unknown
Local Authority Westminster
Percentage Free School Meals 0%
Pupils with SEN Support 3.5%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

L’Ecole Internationale Franco-Anglaise Ltd is a co-educational, bilingual independent day school founded in 2013. It is registered for up to 330 pupils aged from two to 18 years. There were no students in the sixth form at the time of the inspection and only three pupils in key stage 4. There were 35 children attending the provision for two-year-olds and the Nursery for three- and four-year olds. The school is based across two buildings in the London Borough of Westminster. The early years and classes up to Year 3 are housed in Portland Place. From Year 5, pupils are educated in a building on Duchess Street, which is near the school’s main site. The school provides a bilingual curriculum in English and French, based on the French national curriculum. The school aims to ‘develop pupils’ independent judgement, help them be respectful of others, understand the importance of history and have an open-minded view of the world through the mastery of two different languages’. The school has arrangements to use a local park and sports centre for physical education and recreational activities. The school provides a range of after-school clubs. Most pupils are of White British or White European heritage. All speak English as an additional language, though only a small number are at an early stage of acquiring the standard of language typical for their age. The school is governed by a board of directors which includes the head of school and the head of administration, a co-founder. The head of school has operational responsibility for the whole school and is a co-founder. The head of school leaves her post in August 2018, but will retain her position as a director. A new head of school has been appointed.

Summary of key findings for parents and pupils

This is a good school The head of school, senior leaders, and proprietors have ensured that the school has continued to improve since the previous inspection. They have, together with staff, created a caring school which successfully develops pupils’ ability to be confident, multilingual citizens. Pupils benefit from a stimulating curriculum which develops their knowledge and understanding of the world. Learning is enriched with planned visitors, events and educational visits. These strongly promote pupils’ spiritual, moral, social and cultural development. For pupils this vibrant curriculum sparks a strong love of learning. Their excellent attitudes strongly support their good learning across the curriculum. Art teaching across the school is a strength. Pupils progressively learn about the great masters and their techniques. Pupils’ experimentation with techniques helps them create artwork which is celebrated through regular exhibitions in school. Leadership, and the quality of teaching, learning and assessment, are good in the early years. Regardless of their home language, children make good progress from their entry at the age of two. They are well prepared to continue learning on entry to Year 1. Teachers know the abilities of pupils well, and set work which meets their needs. Pupils are helped to develop a love of reading and this in turn inspires their own writing. Pupils’ progress in mathematics is good. However, some could attain a greater depth in their learning. Teachers do not ensure that pupils develop their ability to explain their mathematical thinking or justify their calculations. The most able pupils are not consistently required to apply learning in more abstract contexts. Staff benefit from regular training that is tailored to improve pupils’ learning. However, a sharper focus on developing pupils’ progress over time will help maximise the impact this training has. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.