About CIS

Inspection Reports

Inspection report 2011

Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

This was a light touch educational inspection which focused principally on the quality of education provided by the school; its provision for the pupils’ spiritual, moral, social and cultural development; the arrangements for safeguarding pupils and the improvements the school has made since its last inspection.

Information about the school

Cambridge International School opened in Cambridge in September 2006 and admits pupils aged from 3 to 16. The school has expanded rapidly and now occupies three sites within the Cambridge area. Currently, there are 218 pupils on roll of whom 31 are in the Early Years Foundation Stage who are all in receipt of government funding Thirty four pupils are identified as gifted and talented. There are 41 pupils on roll with special educational needs of whom nine have a statement. The majority of pupils are bi-lingual, and speak English as an additional language and many are internationally mobile. The school teaches a variety of languages from an early age and supports learning in the home language. The school aims to provide pupils with a stimulating international environment where all children can flourish. The school makes use of sports facilities at a local sports centre and in the delightful parkland surrounding the school. The upper school will shortly benefit from its own allweather playing surface. The school was last inspected in 2008.

Evaluation of the school

Cambridge International School provides a good standard of education for its pupils. Parents and carers appreciate the caring and stimulating environment for learning which results in the good progress overall. The overall effectiveness of the Early Years Foundation Stage is good, with a particular strength in teaching English as an additional language. Provision for the health, welfare and safety of pupils continues to be outstanding and requirements for safeguarding children are fully met.

The provision for spiritual, moral, social and cultural development is outstanding, reflecting the true international flavour of the school. Improvements in assessment procedures and schemes of work have been made since the last inspection and form the basis for further development. The school meets all the regulations.

Quality of education

The quality of education is good. Pupils make good progress, particularly in acquiring English in the Early Years Foundation Stage and in mathematics at a mixture of IGCSE and GCSE in 2010. Good teaching and pupils’ commitment to work and good behaviour make a significant contribution to these outcomes. Parents commented that their young children are eager to tell them all about the day at school. Another commented, ‘It is a pleasure to hear that they have been so stimulated and are so enjoying their learning.’

Children in the Early Years Foundation Stage make good progress. Those who arrive with little English make outstanding progress in acquiring a level of the language, which gives them access to the wider curriculum. For a while, they may make slower progress but catch-up later. Teaching in the Early Years Foundation Stage is good, the best examples giving varied tasks and encouragement. Learning is supported well by generous numbers of adults in the area.

Pupils in the primary school say they enjoy coming to school, which is evident in their concentration and commitment, which leads to good learning and progress. They like the project work approach of the International Primary Curriculum. A parent commented that his child, ‘relished the IPC topics’. Pupils say that they understand their attainment but, when questioned more closely, could not compare their work to other pupils nationally.

There are examples of good, carefully planned teaching which results in good progress. In these lessons, objectives are understood by pupils who then know what is expected of them in the lesson. Teachers’ questioning is good; it checks on pupils’ understanding and there is a good pace of learning which keeps pupils engaged in their work. The small classes enable teachers to give pupils individual support, and good relationships between teachers and pupils contribute to good learning and progress. In less successful lessons, pupils all work on the same task and those who find it too difficult or too easy soon lose concentration and fail to make appropriate progress.

In the senior school, students also make good progress. Students who left last year had made good progress in English and outstanding progress in mathematics. Current students make good progress in most of their lessons because teachers give them the opportunity to work independently to extend their knowledge, develop wider understanding and analyse evidence. As in the primary school, teaching is based on excellent relationships, students are encouraged to put significant effort into their work and enjoy the success it brings. One parent described the teachers as ’amazing, dedicated and talented’.

Teaching is well planned, although it often lacks specific objectives to meet the needs of pupils with a range of different abilities. However, the individual attention teachers are able to provide in the very small classes helps to overcome this. There are many good activities, varied and challenging, which encourage problem-solving and develop confidence. Students explain what they are doing and what they hope to achieve.

The curriculum is good. It meets the regulations and provides for most pupils to make progress. However, accreditation, which is largely by a mixture of IGCSE and GCSE, is limiting and may not provide the best provision for the least able students. There is a good personal, social and health education programme which incorporates aspects of careers education. This is now a strength of the school with individual advice to students in their final year and to those moving into Year 10 and making subject choices, as well as a work experience programme in Year 10. The school has developed a business and enterprise curriculum to support this area of its work. There are extra-curricular activities embracing sport, music, chess, debating and extra classes to support learning.

Assessment has improved significantly since the last inspection. The school is now tracking pupils’ progress throughout from the Early Years Foundation Stage to Year 11. This enables leaders and teachers to have information on which to base planning for the range of ability but this is not yet fully developed, particularly to extend some of the most able pupils. Pupils’ work is often well marked, particularly in English and history. In a minority of cases, pupils are not given sufficient information on how to improve.

Spiritual, moral, social and cultural development of the pupils

Pupils’ spiritual, moral, social and cultural development is outstanding.

They are very polite and courteous to visitors and considerate to each other. They enjoy working in groups and pairs to enhance their learning with others who may come from different countries. Relationships are respectful and, consequently, they feel safe and secure and are confident to ask for help and support should a concern arise. They like the practical activities and speak with pride about the International Primary Curriculum and the way it helps them to learn about each other.

They like the small number of pupils in the classes and the family atmosphere: they all know each other really well. Pupils’ excellent social skills, good standards in basic skills and ability to work with one another in real life scenarios contribute well to their future lives.

Older pupils experience the world of work and practise business and enterprise skills. Pupils make a positive contribution to society both in and out of school by expressing their ideas and feelings and make suggestions about the way the school operates. They like the jobs available to them such as monitors and ‘play buddies’ for the younger children. Pupils have responsibilities to clear the lunch hall and to keep the playground tidy. They take an active part in fund raising to support those who are less fortunate than themselves at home and overseas. Work for charities includes cake sales, supporting Children in Need and the Kasiisi Porridge Project. Pupils also sang at a local retirement home.

Behaviour is good. It is excellent in the senior school. In the primary school, pupils behave well in classrooms and around the school. However, the behaviour of a few of these younger pupils deteriorates when the teaching does not provide sufficient challenge and they are not fully engaged in their learning.

Safeguarding pupils’ welfare, health and safety

Provision for pupils’ health, safety and welfare is outstanding.

The school meets all the regulations in this respect. The single central register is a model of good practice. Pupils say that they feel safe and have a good understanding of what it means. Risk assessments are in place for all relevant activities both on and off site. Fire risk assessment is fully in place and the recommendations of the fire officers’ inspections have been carried out on every site. The school has a 3-year plan as required by the Disability Discrimination Act 2002.

Effectiveness of the Early Years Foundation Stage

The effectiveness of the Early Years Foundation Stage is good. Children make good progress in all areas of learning and are enthusiastic, inquisitive learners. Children in the early stages of learning English make outstanding progress in the acquisition of spoken English supported by high staffing levels and dedicated teaching. Children are settled and happy in this vibrant setting where each child is valued and they have a good relationship with the caring adults. Children play and work well together to develop independence. There is a good balance between adult-led and child initiated learning with high levels of adults supporting language linked to the activities. The teaching of phonics (letters and sounds) is good and, by the start of Year 1, children are achieving above the national expectations in writing and reading. Adults’ expectations for some activities are not always challenging enough and, although children enjoy themselves, there are some missed opportunities to develop learning, especially for the most able. Behaviour is generally good, with children being polite and friendly but, at times when there is lack of challenge and pace, behaviour is only satisfactory.

Staff are well deployed and fully involved with the children at all times. There is a freeflow between activities inside and outside. Although there is a good range of learning activities promoting key skills, the tired resources outside make this a less vibrant environment for learning. Better use of the outside space has been rightly identified by the school as an area for further development. Children choose when to help themselves to healthy snacks then independently wash their plates afterwards. Detailed learning journals and records of progress are maintained to track progress.

Compliance with regulatory requirements

The proprietor has ensured that the school meets The Education (Independent School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’). What the school could do to improve further

While not required by regulations, the school might wish to consider the following points for development: make greater use of assessment information to motivate pupils create specific links between schemes of work and day-to-day lesson planning to provide objectives and tasks matched to the abilities of the wide range of pupils’ abilities.

Cambridge International School Inspection Report 2008

DCSF Registration Number:: 873/6042
Unique Reference Number:: 135184
Inspection number:: 320731
Inspection dates:: 6 March 2008
Reporting inspector:: Roy Bowers HMI

This inspection of the school was carried out under section 162A of the Education Act 2002 (as amended by schedule 8 of the Education Act 2005)

Purpose and scope of the inspection

This inspection was carried out by Ofsted under section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, in order to advise the Secretary of State for Children, Schools and Families about the school’s suitability for continued registration as an independent school.

Information about the school

Cambridge International School opened in Cambridge in September 2006 and admits pupils aged from 3 to 16. To accommodate the rapid rise in pupil numbers, the school moved to larger accommodation in September 2007. Currently there are 96 pupils on roll. The majority of pupils have parents who are bi-lingual, do not speak English as their first language or are internationally mobile. The school teaches a variety of languages from an early age. The school aims to provide pupils with opportunities to learn through small class sizes and a nurturing environment. The school makes use of facilities at the community sports centre, a local independent school and the University of Cambridge cricket ground. The neighbouring park is used for recreation activities. The school has recently become accredited by the University of Cambridge to become a Cambridge International Centre. This is the school’s first full Ofsted inspection.

Evaluation of the school

Cambridge International School provides good education and an outstanding standard of care for its pupils. Teaching is good. The small number of pupils in classes and excellent relationships help pupils to make good progress. Pupils’ personal development, including their spiritual, moral, social and cultural development, is exceptionally good. Pupils’ behaviour is outstanding and they show kindness and consideration to each other and adults. The curriculum is satisfactory and, although it offers opportunities for pupils to engage in a wide range of activities, all schemes of work are not yet sufficiently detailed. The school meets all but one of the regulations.

Quality of education

The school’s curriculum is satisfactory. The curriculum chosen for each key stage enables the school to provide relevant experiences for pupils of all ages in all areas of learning. It is based on a very practical approach to learning which reflects the school’s ethos and values, particularly in relation to social inclusion. The subject matter, and the focus on practical tasks, interests and motivates pupils. This helps the school to overcome barriers to learning that may arise for pupils, especially those with English as an additional language.

Although outline schemes of work for all subjects are in place, they are not yet detailed enough in all areas. However, the decision to add detail to the schemes of work gradually and systematically is enabling the school to establish a well thought out rolling programme of study for each year group based on pupils’ needs and aptitudes. Basic skills are covered effectively and several modern foreign languages are taught. An appropriate amount of time is dedicated to physical education (PE) and sporting activities, underpinning the school’s work to promote healthy lifestyles. The school is aware that it does not provide appropriate careers guidance for secondary age pupils. The school’s willingness to provide a curriculum that meets the needs of each pupil is demonstrated by the flexibility shown in helping pupils maintain fluency in their first language.

Teaching and assessment are good. Pupils say that they enjoy lessons because they find them interesting and know that they make good progress. Because pupils feel safe and secure in the school, they are not afraid to attempt answers to questions even if they are unsure. This helps them to learn well and builds their confidence and self-esteem. A few of the lessons seen were outstanding. In these lessons pupils were highly motivated, their work was challenging and they were totally absorbed in their practical activities. Because class sizes are small, teachers are able to give a high level of individual attention to all pupils, especially those who require particular support. Because of this, pupils who enter school with limited skills in English often make exceptional progress in their language skills. Those pupils who find learning difficult receive additional help from the learning support assistants. This helps them make good and occasionally outstanding progress. Teachers are enthusiastic about their specialist subject areas and have good subject knowledge. The headteacher monitors the quality of teaching well. She identifies when teaching does not provide well enough for the needs of the pupils and takes decisive action. Recent appointments have strengthened the quality of teaching and ensure that progress made by pupils is good.

Lesson planning is often thorough and detailed, but on some occasions it does not show in sufficient detail what pupils are expected to learn during the lesson. Teachers use a wide range of tests and assessments to help them track pupils’ progress and plan lessons. The school has recently implemented procedures for analysis of pupils’ progress against national norms, but systems to use the information are not yet fully implemented. This is limiting the school’s ability to compare progress made by their own pupils with that made by others nationally or internationally.

Spiritual, moral, social and cultural development of the pupils

Pupils’ spiritual, moral, social and cultural development is outstanding. Their attendance is good and they are eager to come to school. The family atmosphere and the respect shown by staff towards all pupils enable them to grow in confidence, and to develop positive attitudes towards themselves, their backgrounds and their own particular talents. Their behaviour is outstanding. Pupils are kind and considerate, showing a high level of respect and sensitivity towards the feelings of adults and children. They respond very well to the

school’s behaviour code and understand the need for a community to have rules. The school council is valued by pupils. They feel that they can use this platform to influence what happens in school and that their views will be carefully considered by staff.

Relationships are very positive. Pupils respond particularly well to the trust placed in them and recognise that rewards must be earned. For example, they speak enthusiastically about non uniform days and trips to local restaurants, recognising that these are treats but also that they help prepare them for life beyond school. Pupils are actively encouraged to take responsibility and show initiative. For example, older pupils are organising a ‘giant’ car boot sale and the proceeds will go to five charities. This business enterprise initiative and other fund-raising events successfully enable pupils to understand the world of commerce, how they can make a difference and how their actions can help those who are less fortunate than themselves. Their study of several modern foreign languages gives pupils a firm basis for their economic well-being in a global market. The school’s work on promoting cultural development is particularly noteworthy. The curriculum draws positively on pupils’ own cultural backgrounds. Pupils are encouraged to share and value the traditions and customs associated with their own culture. For example, regular cookery events are used to promote understanding and celebrate the rich diversity of cultures and nationalities represented at the school. Pupils learn successfully about the cultures, beliefs and lifestyles of different people through lessons and topics that draw on pupils’ own personal experiences. This is supported by a small but modern and up-to-date book stock that promotes racial harmony and tolerance. Pupils are very proud of the wide range of nationalities represented at the school and one child described the school as being ‘one big happy family’.

Welfare, health and safety of the pupils

Welfare, health and safety are outstanding. The designated person for child protection has been trained appropriately and staff understand what to do if they are aware of a child protection issue. The first aid policy provides very good guidance for staff and detailed records are kept of accidents. Fire drills are routinely undertaken and risk assessments are thorough. The school meets the requirements of the Disability Discrimination Act 2002.

The small number of pupils in each class means that pupils receive a very high level of attention and supervision. Staff have an exceptional knowledge of the pastoral needs of the pupils and treat them with great care and respect. One parent wrote that, during a time of distress at home, the staff went ‘beyond the call of duty’ in making sure that her child was cared for and safe, at home and at school. Pupils say that there is no bullying in school but are extremely confident that staff will deal with any problems that may arise. The school encourages a healthy lifestyle and routinely provides nutritious lunches. Students are encouraged to be physically active through the timetabled PE lessons, lunchtime activities at the park and in the wide range of after-school sports activities.

Suitability of the proprietor and staff

The school checks all staff to ensure their suitability to work with pupils. A central staff register is kept which has been implemented in line with statutory requirements.

School’s premises and accommodation

The school is housed in a building which has been suitably adapted to meet the needs of the pupils and provides safe and effective accommodation for learning. The teaching areas are adequate for the number of pupils in each class and are in sound decorative order. The local park provides an area which is used well by the school and enables the students to engage in a variety of games and activities. Sports activities are accommodated well through use of the facilities at a local school, the community centre and the university cricket ground.

Provision of information for parents, carers and others

The prospectus provides parents and carers with all of the information required to meet the regulations. The website is attractively presented and a wide range of school information is made available to parents through this and letters sent home. A clear majority of those parents who returned the inspection questionnaire are overwhelmingly positive about all aspects of the school. However, although the annual reports to parents meet requirements, a significant number of parents say that they would like even more information about the progress their children are making. The school welcomes the views of parents about its effectiveness and uses the feedback to improve further.

Procedures for handling complaints

The school has a detailed and comprehensive complaints procedure which meets requirements. All parents are informed of the policy when their children are admitted.

Compliance with regulatory requirements

The school meets all of the Education (Independent School Standards) (England) Regulations 2003 as amended January 2005, with the exception of those listed below.

The school does not meet all requirements in respect of the curriculum (standard 1) and must:

ensure that appropriate careers guidance is provided for secondary age pupils

What the school could do to improve further:

While not required by the regulations, the school might wish to consider the following points for development:

ensure that the recently introduced systems for analysis of pupils’ progress against national norms are fully implemented and the information is used to compare pupils’ progress and the performance of the school with other schools nationally and internationally.

implement its plans for adding detail to all schemes of work to provide continuity and progression of skills, knowledge and understanding across the school.

School details

Name of school: Cambridge International School
DCSF Registration Number:: 873/6042
Unique Reference Number:: 135184
Type of School:: Preparatory and Upper school
Status:: Independent
Date school opened:: September 2006
Age range of pupils:: 3-16
Gender of pupils:: Mixed
Number on roll (full-time pupils):: Boys: 65 Girls: 30 Total: 95
Number on roll (part-time pupils):: Boys: 1 Girls: 0 Total: 1
Number of pupils with a statement of special educational needs:: Boys: 2 Girls: 0 Total: 2
Number of pupils who are looked after:: Boys: 0 Girls: 0 Total: 0
Annual fees (day pupils):: £6,650 – 9,150
Address of School:: Cherry Hinton Hall
Cherry Hinton Road
Cambridge
CB1 8DW
Telephone number:: 01223 305875
Email address:: sturdy@sturdy.demon.co.uk
Headteacher:: Dr Harriet Sturdy
Proprietor:: Dr Harriet Sturdy and Dr Daniel Sturdy
Reporting inspector:: Roy Bowers HMI
Dates of inspection:: 6 March 2008

This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

Alexandra House 33 Kingsway London WC2B 6SE
T 08456 404040