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|Name||Jack and Jill School|
|Headteacher||Miss Karen Papirnik|
|Address||30 Nightingale Road, Hampton, TW12 3HX|
|Type||Other independent school|
|Number of Pupils||225 (15.7% boys 84.3% girls)|
|Local Authority||Richmond upon Thames|
What is it like to attend this school?
The proprietor and leaders of the Jack and Jill Family of Schools provide pupils with an excellent quality of education. We found that they have very high aspirations for pupils. Teachers know exactly what they want pupils to learn and understand. As a result, pupils achieve exceptionally well. Pupils rise to these high expectations, in their academic work, behaviour and personal development.
The proprietor and school leaders work together effectively to develop pupils’ character. They make sure that pupils understand values such as respect and honesty. We saw pupils applying these values by working hard and being kind to one another.
Pupils are happy and safe at school. They told us that they are taught how to keep themselves safe at school and beyond. Pupils say that adults are good listeners when they are worried about something. This ensures that leaders can tackle any signs of bullying quickly and effectively.
Pupils’ behaviour is exemplary. Pupils show very high levels of self-control. They just get on with their learning. They are taught to stop, think and consider others’ feelings.
Parents and carers are overwhelmingly positive about the school. They speak very highly about their children’s academic achievements and school experiences.
What does the school do well and what does it need to do better?
The proprietor and senior leaders have high expectations for what they want pupils to learn and remember. They make sure that lessons cover the aspects required by the independent school standards across the school.
Teachers plan lessons which enable pupils to build on what they have previously learned. Pupils’ understanding in subjects across the curriculum develops very well so that, over time, they can remember a lot. For example, older pupils told us how their mathematics learning builds up and how it fits together.
Teachers demonstrate excellent subject knowledge, which they communicate to pupils very well. Specialist teachers teach subjects such as music and physical education (PE) and inspire pupils in their learning. All of this leads to pupils achieving very highly at each stage of their education.
Reading is the school’s number one priority. From the minute children enter the two-and three-year-old provision they are given rich learning experiences to support their reading development. For example, children sing songs and learn rhymes regularly. This helps them in developing their speech on their way to learning to read. By the end of Reception, children have developed excellent reading skills.Across the school, the very few pupils who fall behind with their reading are identified very quickly and given help to catch up.
Pupils in Years 1 to 6 read with fluency, accuracy and understanding. They use their phonic knowledge to read unfamiliar words, when necessary. Leaders and teachers give pupils plenty of opportunities to use their reading skills to learn in subjects other than English.
Pupils have excellent attitudes to learning. They are determined to succeed and live up to teachers’ high expectations. For example, Year 6 pupils explained to us what they need to do when they attend a secondary school interview and gave us reasons.
Leaders have designed an excellent personal, social, health and economic (PSHE) education programme that prepares pupils very well for their future lives in modern Britain. From the start, pupils develop the skills of thinking critically. For example, in Reception children learn how to develop an argument. They talk about whether it was wrong for Goldilocks to enter a stranger’s house. Older pupils debate and discuss fundamental British values, such as democracy and equality. Pupils held very mature discussions with us about some of these values.
Pupils across the school, including the early years, learn about different world religions. They are taught to draw links and make comparisons to Christianity. This gives pupils a deeper understanding and helps them to respect and celebrate differences.
Pupils with special educational needs and/or disabilities achieve very well. Leaders have equally high expectations for this group of pupils. Their needs are identified very quickly and accurately. Consequently, the right support is given to help these pupils learn as well as their peers. Teachers are well supported by leaders and trained to identify these pupils’ needs.
Pupils’ learning is enriched through a wide range of extra-curricular activities. Debating, coding, engineering and origami are just a few examples. These clubs are well attended.
The proprietor has ensured that the independent school standards are met consistently over time. The school complies with schedule 10 of the Equality Act 2010. The school meets the statutory requirements of the early years foundation stage.
Staff told us that the proprietor and school leaders are considerate of their well-being. The proprietor offers staff at all levels support and challenge. She holds them to account for the quality of education provided.
The arrangements for safeguarding are effective.All staff have been trained in line with the latest guidance on keeping pupils safe. Consequently, staff know how to fulfil their responsibilities to protect pupils from potential harm. If they have any concerns about the safety of a pupil, they know how to report the issue so that swift action can be taken.
The PSHE programme ensures that pupils know how to keep themselves safe in a range of situations.
Pupils are taught how to keep themselves safe online in computing lessons. Parents are supported in helping to keep their children safe when using the internet. For example, parents are advised about how to apply parental controls on electronic devices.