Tanglin Trust School Senior School Inspection Report 2014
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
Inspection Report:
Tanglin Trust Senior School
Inspection Dates: Reporting Inspector: Inspectors:
13th January - 16th January 2014 Mr Terry Carr, HM Inspector of Schools Ms Margaret Houston Mr Steve Howland MBE Mr Tony Hubbard
This inspection was carried out by inspectors from CfBT Education Trust
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Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
This inspection report follows the English Department for Education (DfE) Schedule for the inspection of British schools overseas. The inspection was carried out by three inspectors from CfBT Education Trust who spent four days at the school. CfBT is a body approved by the British Government for the purpose of inspecting schools in England and overseas and quality assured by the Office for Standards in Education (Ofsted). CfBT Education Trust is one of the world’s leading not-for-profit education companies, providing a range of education services in the UK and internationally. CfBT employs over 2,500 staff worldwide, all working on projects relating to educational quality. To be recognised by the Department for Education, a British School Overseas must have an inspection report which shows that their performance against all the standards is at least satisfactory. This reflects the standards required for continuing registration as a school in England. Schools meeting the standards will have their inspection reports published on the Department’s website and will be registered on Edubase. Inspectors report on the extent to which schools meet the relevant Standards for British Schools Overseas. The inspection follows closely the framework for the inspection of independent schools in England but, where appropriate, also takes account of compliance with local regulations. The Standards are as follows: 1. The quality of education provided by the school (Curriculum, Teaching and Assessment). 2. The spiritual, moral, social and cultural development of pupils. 3. The welfare, health and safety of the pupils. 4. The suitability of the proprietor and staff. 5. The premises and accommodation. 6. The provision of information for parents, carers and others. 7. The school’s procedures for handling complaints. 8. The quality of provision for boarding. 9. Leadership and management of the school. The purposes of the inspections are to: • • •
help schools to improve the quality and effectiveness of pupils’ education and of the care for their welfare; fortheir welfare; provide rigorous and reliable inspection reports which help schools to recognise and celebrate their strengths and to identify and remedy any weaknesses; inform parents and the wider public of the quality of British schools overseas by placing reports in the public domain; in the public domain;
Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate
Proportions used in the report 90–100% Vast/overwhelming majority or almost all 75–90% Very large majority, most 65–74% Large majority 51–64% Majority 35–49% Minority 20–34% Small minority 4–19% Very small minority, few 0–3% Almost none/very few 3 43
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
Information about the school The senior school, part of Tanglin Trust School, located in Singapore, provides education for students aged 11 to 18. It offers both the English National Curriculum and the International Baccalaureate (IB) Diploma programme. Around two-thirds of the students hold UK passports and there are about 50 other nationalities. Approximately one quarter of students speak English as an additional language. Most students enter the senior school from the junior school, which is based on the same campus. Almost a fifth of students receive additional support with 7% for whom the curriculum is modified or reduced. The school has expanded significantly in recent years. Years 7 to 11 have increased by approximately 100 students each year since 2004 and the sixth form has increased from 190 to 231 in the last year. There are 1216 students on roll in total, which is typical of a school of this type. Summary of the evidence base used by the inspection team This BSO inspection was carried out by a team of four CfBT Education Trust inspectors. The inspectors visited 78 lessons, observing 70 teachers. They held 26 meetings in total including those with senior leaders, staff and parents, and talked with representative groups of students. Inspectors also observed breaktimes, assemblies and other aspects of the school’s work. They looked at the school’s self- evaluation document, improvement plans, policies, assessment and tracking systems, safeguarding procedures and students’ work. Evaluation of the school This outstanding school successfully meets its aim to make every individual feel valued, happy and successful. The overall quality of education is outstanding. The excellent teaching, underpinned by an imaginative, engaging and challenging curriculum, enables students to make excellent progress, whatever their starting points. The curriculum makes an essential and highly effective impact on students’ outstanding spiritual, moral, social and cultural development. Students’ exemplary behaviour, positive attitudes and thirst for learning are also pivotal factors in the school’s continuing success. The extremely strong leadership team has an enormous influence on students’ academic performance and personal development. In addition to striving to achieve the highest possible standards, leaders at all levels play their part in ensuring students’ well-being. The standards students reach in English, mathematics, science and information and communication technology (ICT) are typically high. This is reflected in the well-above average results of assessments and public examinations at the end of each key stage. Students also do extremely well in other subjects. High-quality teaching across the board, together with students’ well-established learning skills, means that students make rapid progress in almost all lessons. Teachers’ deep subject knowledge, imaginative strategies and consummate classroom skills are not only evident in the four key subjects inspected but also in other subjects. The curriculum is designed with flair and imagination. This means that most topics thoroughly engage students. The curriculum is fully aligned with current UK curricula and prepares students exceedingly well for entry or re-entry into the education system in the UK, and for transition to other international schools that provide a British education. In addition to the formal curriculum, a wealth of additional activities contributes significantly to students’ enjoyment of school and promote their 4 44
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
personal development extremely well. The curriculum promotes pupils’ spiritual, moral, social and cultural development exceedingly well. An outstanding programme of creativity, action and service is fully integrated into a superbly enriched curriculum, and moulds students into well rounded, caring and responsible young people. Students take advantage of the numerous opportunities for leadership which develop high levels of self-confidence and self-esteem. The school recognises that some of the older buildings somewhat constrain opportunities for grouping pupils flexibly in order to promote these characteristics. Parents hold the school in high regard and are confident that all staff have their children’s best interests at heart. ‘The children always come first’, was typical of their numerous positive comments. Parents are full of praise for the school’s attention to the health and safety of their children. Excellent systems of communication enable parents to keep well informed about their children’s progress and to raise any concerns with the confidence that these will be immediately addressed. Parents greatly value the school’s exemplary counselling service that is part of an extremely effective system of care, guidance and support. The highly effective leadership team, working with the strong support of the governing body makes a major contribution to the school’s continuing success. There is an extremely strong team spirit and all staff are encouraged and empowered to be innovative. The headteacher provides outstanding leadership and is very ably supported by the deputy and assistant headteachers. Leaders at all levels share a common vision and sense of purpose and are highly effective in driving ambition. The school does not rest on its laurels. While the many successes are acknowledged and celebrated, there is continuous drive for improvement. However, the pursuit of excellence is not at the expense of ‘allowing students time and space to be who they are and begin to discover who they might be’ (values indicated on the school’s website). As a result of this inspection, undertaken during January 2014, the school has demonstrated that it meets the Standards for British Schools Overseas. This judgement is endorsed by the British Government, quality assured by the Office for Standards in Education (Ofsted) and is valid for a period of three years.
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Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
Standard 1. The quality of education provided by the school The quality of the curriculum is outstanding. It is imaginatively designed and meets the interests, needs and aptitudes of students extremely well. It is constantly under review and has been refined to provide a skilfully structured range of subjects that provide students in Key Stage 3 with a solid foundation upon which to build their knowledge, understanding and skills in Key Stages 4 and 5, where a wide range of options and an innovative dual pathway in the sixth form enables them to pursue their academic interests and aspirations exceptionally well. The curriculum is fully aligned with current UK curricula and prepares students thoroughly for the British GCSE, IGCSE and GCE A level examinations. It makes ample provision for the development of literacy and numeracy and covers all the main areas of learning required of independent schools in the UK. Students are prepared exceedingly well for entry or re-entry into the education system in the UK and for transition to other international schools that provide a British education. As in Key Stages 3 and 4, every sixth former follows an outstanding programme of creativity, action and service. It is integrated into the curriculum, co-curricular activities’ programme and house system and, consequently, enables students to grow into well rounded, caring and responsible young people. For example, sixth formers make an exemplary contribution to others by organising and teaching English to some of the school’s non-English speaking maintenance staff. As the curriculum spirals up through the school, it provides students of all abilities with appropriately challenging programmes of study that sequentially reinforce and extend their knowledge, understanding and skills extremely well. In some cases it is individualised to ensure it fully meets students’ needs. In French, for example, native French speakers follow a personalised curriculum from the Ministry of Education in France and French-speaking parent volunteers support students’ learning. Students with learning difficulties have their special educational needs carefully assessed and, as a result, receive bespoke support. This may, if necessary, involve concentrating on key literacy and numeracy skills instead of learning an extra modern foreign language. Very effective use of information and communication technology ensures that all teachers receive the latest information about students’ additional needs so that the most appropriate strategies can be used to support their learning. Imaginative, innovative and skilful planning of the curriculum results in excellent links between subjects that reinforce students’ learning. For example, some students who learn about commedia dell’arte in during drama lessons have their learning enhanced in art. Furthermore, whole-school curriculum enrichment days provide students with opportunities to apply their specific subjectrelated learning to real-life situations, such as when the whole school spent a day creating an airline. In science, for instance, students worked out the most efficient and fastest way to board an aircraft and exit it during an emergency. Some of the older buildings, however, somewhat constrain flexible grouping and limit opportunities for pupils to work independently. An excellent programme of personal, social, health and careers education (PSHCE) promotes students’ personal development and well-being extremely well and complements their academic progress. For example, students in Year 11 learn how to develop the optimum state of readiness for learning and performance in examinations by performing relaxation techniques. 6 46
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
The curriculum is enriched by an extensive range of 290 co-curricular activities including additional subjects such as Latin, clubs, trips, competitions, performances, outdoor education, sports teams, and by visits from speakers and representatives from higher education and local and global companies. These combine to enhance the core curriculum and reinforce and extend students’ learning and preparation for adult life. Full advantage is taken of the immediate environment and the resources available in the local community, and of the school’s location within reasonable travelling distance of many other countries. For example, students in Year 7 visit Tioman Island in Malaysia, which supports their learning in science lessons about the ecology of mangroves, rain forests and coral reefs. The impact of the school’s well planned and rich curriculum promotes outstanding levels of achievement and helps students become community spirited and responsible young people, equipped with the knowledge, skills, understanding and attitudes to pursue new interests to a high level and make a very positive contribution to society. Teaching, learning and assessment are outstanding. Consequently, most students, irrespective of their backgrounds, aptitudes and prior attainment, develop knowledge, understanding and skills exceptionally well. This enables them to make rapid progress in a wide range of subjects. Students are enthusiastic, motivated and positive about learning because they enjoy their lessons. Confident, stimulating and challenging teaching, which stems from expert subject knowledge and a thorough understanding of how different students learn, promotes exceptionally strong learning. For example, teachers’ powerful command of Latin language enables students in Key Stage 3 to develop an intelligent understanding of the language in the context of other European languages and cultures. Well-planned lessons take account of students’ strengths and weaknesses, and match learning objectives and activities to their different needs, interests and abilities. As a result, most students effectively reinforce their prior learning before using their intellectual, creative and physical abilities to extend it. Because of teachers’ clear explanations, effective modelling and good use of visual, auditory and hands-on learning methods, students are interested and engrossed in their lessons. Teachers’ determination to promote students’ personal as well as academic development is manifest in the consistency with which students learn independently and collaboratively. This approach helps to develop leadership, teamwork, self-esteem and a sense of responsibility to others. This was evident in a Year 11 English lesson in which groups of students increased their self-confidence as they enacted aspects of character in order to make their learning of quotations strikingly memorable. The effective use of a wide range of good quality learning resources, including ICT, stimulates interest, excitement and enjoyment, and promotes students’ understanding of how technology enhances their research skills. This is particularly well developed in Years 7and 8, where tablet computers have been introduced as part of the school’s excellent and on-going developments in the use of technology for learning.
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Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
There is mutual respect between teachers and students. Consequently, students feel confident when asking and answering questions and safe when learning from their mistakes. Teachers are generous and sincere with their praise of students’ efforts, and encourage them to contribute enthusiastically in lessons. At appropriate points during lessons, teachers check how much progress students make and, if necessary, adjust the learning activities in order to maintain the right amount of challenge. Sometimes, if students find the work particularly difficult, teachers provide additional support themselves or, if available, ask an assistant to help. This ensures that students, irrespective of their ability or prior attainment, make rapid progress in most lessons. Teachers routinely ask questions which effectively promote critical thinking and help students to reinforce and extend their knowledge and understanding. Skilful questioning also stimulates thoughtful discussions in which students improve their abilities to express themselves articulately and to listen to and respect the views of others. For example, students in Year 12 who were studying Buchner’s Woyzeck made insightful comments within an atmosphere of mutual learning, in response to the teacher’s stimulating prompts. However, in some lessons across subjects, students are not encouraged to think of answers to every question posed by a teacher because individuals are chosen to provide a response. This limits students’ ability to develop understanding. Teachers use a well-developed framework for assessment that enables them, systematically and thoroughly, to measure students’ achievements against the evaluation criteria used within the National Curriculum, GCSE, IGCSE, GCE and International Baccalaureate. As a result, teachers set and refine individual targets for students, and, if necessary, adjust their lesson plans so that sequences of lessons enable most students to achieve their targets. Students also assess their own work and that of their peers. Consequently, they know and understand what they need to achieve in order to obtain their qualifications in this school or a future school that provides a British education. Part of the framework for assessment includes high-quality marking with informative feedback and targets for improvement. However, the use of ‘next-step’ targets to which students are encouraged to respond is inconsistent. The regular allocation and completion of homework supports learning in lessons and promotes their research skills and the self-discipline and personal organisation required to be successful in future education and adult life. Standard 2. Spiritual, moral, social and cultural development of the pupils The spiritual, moral, social and cultural development of students is outstanding. The many opportunities for leadership in the school enable students to develop confidence and self-esteem. Pastoral and faculty prefects, sports’ leaders, elected school heads and year heads and council members all benefit from learning to lead. Students of all ages gain self-assurance through the many opportunities to make presentations to each other and to parents. Application for election to the students’ council and the process of election give students a belief in themselves and an awareness of their skills. One student said teachers develop students’ self- confidence by telling them, ‘It’s OK to make a mistake’. They also say that the teachers encourage and motivate them to take up music, sport and other activities and that teachers listen to them and make them feel valued. Students gain an excellent understanding of the difference between right and wrong. They develop ethical awareness in PSHCE lessons during discussions about behaviour and responsibility 8 48
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
and where, as one student said, they ‘develop a moral compass’. This vibrant, diverse, evolving programme increases students’ life skills through participation in a wide variety of well-chosen, valuable lessons. The ’global awareness and perspectives’ sessions nurture a strong respect for self and others. Students reflect on systems of belief, consider religious codes and perspectives and discuss moral issues such as the sanctity of life. They learn respect for the law and how to make decisions and life choices about, for example, substance abuse. Students’ behaviour is very good throughout the school. Their enjoyment and enthusiasm is reflected in their punctuality and high rates of attendance. Students move around the building sensibly and maturely and behave responsibly towards teachers and each other. They contribute to school life by taking part in house and faculty competitions, environmental activities and the numerous arts and sporting activities available to them. Students in Year 7 develop their initiative through ‘Dragons’ Den’ projects such as devising a theme park and planning the pricing, advertising and merchandising schedule. Older students gain from, and offer much to, the community through helping disabled children. They teach English to Ghurkha children and offer their services, and sometimes the use of school facilities, to disadvantaged young people. They show initiative, enterprise and philanthropy by organising charitable events and setting up societies of their choice, such as a gender equality group. The school ensures that students recognise the public services available to them locally and visits from, for example, the police, help them to understand public institutions. They compare Singaporean and UK institutions in order to learn about the political and legal similarities and differences between the two countries. They also learn about UK democracy, parliament and charitable bodies like Oxfam. Students study the role of the United Nations and discuss issues of global concern such as child labour and human rights and develop a good understanding of these issues. The school draws from a wide variety of cultures, and students say that they enjoy living and working harmoniously in an international environment where all are treated equally and respected. Worthwhile foreign trips, such as Year 9 helping in an orphanage and Year 12 carrying out eye tests in India promote students’ recognition of others’ needs. Foreign trips are specifically designed to develop spiritual awareness, moral values and community commitment, and all Year 12 students travel abroad with the purpose of developing these attributes. One student commented that ‘Britishness ran as an undercurrent throughout the whole school.’ Remembrance Day is commemorated and royal occasions celebrated. The school curriculum is imbued with information about the UK, its history, geography, literature and current issues like immigration and medical ethics. The exceptionally strong arts’ programme and the numerous borrowings from the library testify to students’ willing assimilation of British culture. Standard 3. Welfare, health and safety of the pupils The school ensures students’ welfare, health and safety outstandingly well. Students feel valued and safe and know that their teachers and helpers are concerned for their well-being and safety and are readily approachable. Students feel that they have been helped to settle into the school quickly and happily, because of specific induction programmes, including ‘buddying’ by existing students. Through the PSHCE programme and the guidance of a very well-staffed and qualified careers department, students are provided with progressive induction and guidance into the world of work and the choices of subject, higher education and career they have to make, covering most of the English-speaking world. 9 49
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
The excellent relationships observed are underpinned by a clear and straightforward structure, with teachers acting as pastoral tutors and overseen by heads of year. All relevant staff are alerted to any issues that arise and are kept informed by the school’s excellent online database. Support for individual students is meticulously recorded,trackedandreviewed. Studentswhosecircumstancesarejudgedtomake them particularly vulnerable are placed on a special list of pupils who have individual plans for intervention. These plans are closely monitored and reviewed through frequent multi-professional conferences, all rigorously and confidentially recorded. Staff involve parents wherever they can. A highly qualified and effective team of counsellors operates in an ideal location and setting. Communication among pastoral and academic staff is excellent and scrupulously subject to the necessary professional confidentiality of counselling. Some sixth formers act as subject prefects, while others lead registration sessions so effectively that some younger students told inspectors they would like to emulate them with students in the sibling junior school. The student code of conduct sets out clearly the standards of behaviour expected and the rewards and sanctions that may be applied. Both rewards and sanctions, including those for more serious offences, are recorded on the school database and are frequently monitored by pastoral staff and senior leaders. This record includes any incidents of actual or alleged bullying in a way that allows this to be tracked and monitored. Students confirm that any such incidents are minor and effectively dealt with. Scrupulous care is taken to safeguard students. Arrangements for child protection are well developed and have regard to both UK and Singapore procedures and guidance. All safety procedures comply fully with both UK and local requirements. Procedures to assess and minimise risk are exhaustive and are meticulously carried out and recorded. The fire risk assessment is regularly reviewed. Regular fire drills are recorded and reviewed in exceptional detail and all fire and electrical equipment is routinely checked. Relevant school activities, both within and outside the school, are thoroughly assessed for risk. The provision for first aid and support for students who fall ill is excellent. Standard 4. Suitability of the proprietor and staff Tanglin Trust is a registered charity and is managed by a board of trustees and a governing body that oversees the three schools in the trust. Staff are recruited with great care. There is an extensive range of expertise and experience among the teaching and pastoral staff. A wide range of backgrounds is represented and there is a good mix of men and women of different ages and with different interests. This means students have a wide range of role models, together with an extensive variety of expertise to draw upon as they move through the school. Arrangements for carrying out appropriate checks such as confirming identity and right to work are well-established and comprehensive. References are always taken up when any member of staff is appointed. In particular, there are appropriate checks on suitability to work with children and, where applicable, a Disclosure and Barring Service (DBS) check is sought. As well as individual staff records, the school maintains a single central record which includes precise details such as qualifications and passport numbers.
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Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
Standard 5. School’s premises and accommodation The quality of the school’s premises and accommodation is outstanding overall and provides strong support for students’ learning and welfare. The premises are extremely secure and measures to improve this further are constantly being considered and introduced. The grounds and buildings provide very pleasant opportunities for students, staff and parents to play, relax and congregate. Good provision is made for specialist subjects, including science, physical education and swimming. Provision for the performing arts, English and also the sixth form are excellent. The library and its resources are of the highest quality and are fully used by students and staff alike. Lifts provide access to all floors for any disabled staff, students or visitors. Students carrying musical instruments are also allowed to use them. Evacuation procedures are first rate, including those for students, with suitable arrangements made for assisting disabled people negotiate staircases. The areas where food is served are very well maintained, including the dining areas for students and staff. The café, which is frequented by older students, parents and staff provides a pleasant ambience for informal gatherings. Faculty areas are, wherever possible, organised to support small group and independent working, as well as classroom work. The management is aware that the increased numbers have made it difficult to provide facilities equally suited to the school’s flexible way of working in all faculties. Excellent and civilized dining arrangements and café facilities give a relaxed air to this hardworking school. The nursing facilities are of the highest quality and staffed by a team of qualified nurses rarely seen in UK day schools. Standard 6. Provision of information for parents, careers and others The school has an exemplary partnership with parents. They are provided with all the required information. Every effort is made to ensure they are well informed about their children’s progress. In addition to regular comprehensive written reports on students’ progress towards curriculum expectations and their own individual targets, teachers routinely communicate with parents through the school’s learning platform and emails. Parents’ views are canvassed regularly through surveys, and a well-organised system of tutor group representatives provides a very useful conduit for two-way communication. Representatives meet each half term with heads of year and this enables issues to be raised by parents and ideas to be floated by the year leaders. Parents’ positive views are closely aligned to the inspection findings. School counselors work in very close partnership with parents and keep them fully involved, providing them with highly detailed, confidential reports on how their children are being supported. An innovative approach to helping parents support their children’s academic and personal development is evident in the ‘passion for parenting’ programme. Sessions on topics such as managing homework, coping with examination stress and drug awareness are very well attended. The senior school works in close partnership with the infant and junior schools. They share the same governing body and the Chief Education Officer plays a central role in ensuring regular communication across the three phases. Leaders and administrative staff maintain regular contact with local authorities and agencies to ensure the school fully meets all statutory requirements and regulations. 11 51
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
Standard 7. The schools’ procedures for handling complaints Procedures for handling complaints are clearly set out and available on the school’s website. Parents are well aware that the first step is to raise any issues with the appropriate teacher or form tutor. They value the fact that they are able to raise any minor concerns quickly and directly with staff through the school’s portal, using email or by visiting the school. If this first contact does not resolve the issue, there is a clear hierarchy of procedures, culminating with a formal review by the Board of Governors which parents can attend accompanied by a companion. This review board comprises three people not involved in the complaint and at least one person independent of the management and running of the school. Standard 8. The quality of provision for boarding Not applicable. Standard 9. Leadership and management The school’s continuing successes owe much to the headteacher’s clear sense of purpose and drive to sustain and build on the school’s many strengths. His excellent leadership is acknowledged by governors, parents, staff and students. Senior leaders draw inspiration from his wise counsel; they are encouraged and empowered to be innovative. There is an extremely strong team spirit. Typical of teachers’ comments were, ‘I love working at Tanglin. It is a warm, supportive and stimulating place to work’ and, ‘I really look forward to coming to work every day.’ Leaders at all levels share a common vision and sense of purpose and are highly effective in driving ambition. The impact of their collective leadership is seen in students’ outstanding achievement and behaviour, the first-rate teaching, the imaginative curriculum and the exemplary care, support and guidance. The senior leadership team, faculty heads, heads of year and their deputies work closely with pastoral staff as a highly cohesive and effective team. Communication across the school is highly efficient due, not least, to the imaginative use of modern technology. Close liaison across the three schools within the trust is seamless and productive. This is evident, for example, in the efficient way students’ transition from one school to the next is managed. The school does not rest on its laurels. Self-evaluation draws on the views of all stakeholders and enables leaders to make well-founded plans for improvement. For example, although students have excellent attitudes to learning, the school’s self- review identified some inconsistencies in the extent to which students acquired and routinely used a range of strategies for learning. This led to a renewed focus on key learning skills with the aim of helping students to reflect on and expand their individual approaches in day-to-day lessons. The quality of teaching is monitored through a highly effective programme. This includes lesson observations by heads of department and members of the senior leadership team. Peer observation is also a significant element in the process of staff development. Teachers appreciate the comprehensive feedback they receive and leap at the chance to share their successful methods. An interactive program within the school’s learning platform is used very effectively by teachers and leaders. It enables all staff to identify their individual strengths and areas for further development. It also generates a broad picture which is used by school leaders to see specific and generic areas of strength and arrange further training when required. Each week staff meet to share a ‘tip of the week’ and regular sessions led by staff volunteers on topics such as promoting students’ 12 52
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
independence in lessons are frequently over-subscribed. The school has recently moved away from grading (for example, good or outstanding) the teaching observed in individual lessons, in keeping with the understandable desire to focus on specific strengths and offer support if necessary. However, this approach potentially limits the ability of senior leaders to gain a secure overview of the quality of teaching in order to inform self- evaluation. Governors are very aware of their role in setting the strategic direction of the school, managing finances and providing support for school leaders. They ensure that the school operates legally, that financial policies are clear and that safeguarding procedures are effective. Governors are very clear that day-to-day management is not their immediate responsibility and play a key role in sustaining links with the community. Governors empower the headteacher and appraise his performance. They keep highly informed through a committee structure. The education sub- committee, for example, receives regular updates on students’ performance and seeks assurance that any anomalies that emerge are followed up by school leaders. School leaders and members of the governing body are committed to ensuring all students do as well as they possibly can, reflecting the school’s commitment to equal opportunities. This is evident in the way meticulous records track students’ individual progress through the school and the immediate response of senior leaders, subject teachers and form tutors to any glitches. Any trends are quickly identified and feed into the school’s well-founded development planning. The school’s success in maintaining its many strengths indicates that it is well placed to ensure the outstanding quality of education is sustained. Compliance with regulatory requirements Tanglin Senior School fully meets the requirements for British Schools Overseas. What the school could do to improve further While not required by regulations, the school might wish to consider improving the older buildings to provide a flexible learning environment for students in which they can hone their well-developed learning skills in a variety of contexts.
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Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
Summary of Inspection Judgements Outstanding
The Quality of Education Overall quality of education
X
How well the curriculum and other activities meet the range of needs and interests of pupils
X
How effective teaching and assessment are in meeting the full range of pupils’ needs
X
How well pupils make progress in their learning
X
Pupils’ Spiritual, Moral, Social and Cultural Development Quality of provision for pupils’ spiritual, moral, social and cultural development
X
The behaviour of pupils
X
Welfare, Health and Safety of Pupils The overall welfare, health and safety of pupils
X
The Quality of Provision for Boarding The quality of the provision for boarding
N/A
Leadership and Management Overall effectiveness of leadership and management
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X
Good
Satisfactory
Inadequate
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
School details Name of school
Tanglin Trust Senior School
Type of school
Private secondary school
Date school opened
1925
Age range of pupils
11-18
Gender of pupils
Mixed
Number on roll (full-time pupils)
1216
Annual fees (day pupils)
Approximately 35000 SGD
Address of School
Tanglin Trust School 95 Portsdown Road Singapore 139299
Telephone number
65 6778 0771
Fax number
65 6777 5862
Email address
senior.school@tts.edu.sg
Headteacher or Principal
Neil Turrell
Proprietor
Tanglin Trust
GLOSSARY Achievement – Progress made by a pupil taking his/her individual circumstances and starting point into account. Accreditation – The system whereby a school or similar organisation is assessed against agreed standards and if deemed as having achieved the standards required is provided with some form of official certification or recognition. Accreditation Board – The body responsible for the strategic direction, operation and conduct of the accreditation service provided by CfBT Assessment – The process of finding out how well pupils have learnt what they have been taught. It is a continuous process that occurs throughout the school year, using a variety of forms for different purposes Attainment – The level pupils reach, usually measured by reference to benchmarks, such as test and examination results. 15 55
Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
British Schools Overseas Inspection (BSO) – Inspection framework and standards defined by the DfE for British schools overseas to opt to be inspected against. CfBT Education Trust – CfBT is one of the world’s leading not-for-profit education companies providing a range of education services in the UK and internationally. Central Support Team – Personnel based in CfBT Head Office who are responsible for the administration of the various educational services provided to international schools. Combined or Joint Visit – a BSO Inspection visit combined with an ISQM accreditation or reaccreditation visit conducted (or DSIB inspection in Dubai) at the request of the school. This will be carried out concurrently with reference to both frameworks and sets of standards. Some of the standards against which the school will be inspected are common, but some of the BSO standards relate to the British nature of the school. Cycle of Inspection – The period of three years between BSO inspection visits. Curriculum – The educational programmes or courses of study taught by a school including subjects and activities inside and outside the classroom, as well as extra- curricular enrichment programmes. Dubai Schools Inspection Bureau (DSIB) – All private schools in Dubai are required by the Knowledge and Human Development Authority to be inspected by the Dubai Schools Inspection Bureau (DSIB). A joint DSIB/BSO inspection may be requested through the KHDA’s strategic partner CfBT Education Trust. Leadership – Leadership at any level (for example principals/headteachers, governors, board members, team/subject leaders) involves setting direction, empowering staff to work effectively, creating a suitable environment for learning, and setting an example to others. It entails different skills from management. Learning – Pupils’ gains in knowledge, skills and understanding. Management – The practical business of running a school, department or aspect of a school’s work in an efficient and useful way. Ofsted – The Office for Standards in Education, Children’s Services and Skills is the non-ministerial government department of Her Majesty’s Chief Inspector of Schools in England and is responsible for school inspections in England. Progress – The gains in learning made between two points in time. A pupil can be described as having made insufficient progress, satisfactory, good, or outstanding progress in relation to his/her starting point. School self-evaluation – The identification by the staff of a school of its strengths and weaknesses across the key aspects of its performance. Effective self-evaluation focuses specifically on the impact of the school’s work on the outcomes for pupils.
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Inspection Report: Tanglin Trust Senior School 13th January – 16th January 2014
Standards – (1) The levels of knowledge, understanding and skills that pupils and a school demonstrates at a particular point in time. (2) The evaluation requirements to be used in the inspection of British Schools Overseas. Teaching – All activities undertaken by the teacher aimed at enhancing pupils’ learning. With 40 years’ experience of delivering education services worldwide CfBT Education Trust exists solely to provide education for public benefit. Teaching and learning are the essence of what we do and we have more than 2,500 staff around the world designing and delivering services. CfBT staff support educational reform, teach, advise, research and train. As one of the top 30 charities in the UK, we work for and with individuals and communities in order to help them reach their potential CfBT has built a reputation for providing high quality educational support and inspection services to national organisations such as Ofsted, the Teacher Training AgencyandtoschoolsinthenorthofEngland. Ourmainaimistoimproveschools through high quality school inspections. We have strong values and a clear vision to deliver a world class inspection service that will directly contribute to improving the quality of teaching, learning and care of all children and young people in settings, schools and colleges. CfBT first delivered inspections on behalf of Ofsted in 1993. Since then we have developed our experience and expertise in the field of school evaluation and improvement to become one of the UK’s first major providers of inspection services. CfBT Education Trust has been successful in bidding for the recent tender to manage inspection services on behalf of the office for Standards in Education, Children’s Services and Skills (Ofsted). CfBT is currently responsible for delivering inspection services in schools (both maintained and independent), the learning and skills sector and initial training education. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0118 902 1674, or email enquiries@cfbt.com.
CfBT Education Trust 60 Queens Road Reading RG1 4BS T: +44 (0) 118 902 1000 Report reference no: 1012
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Tanglin Trust School 95 Portsdown Road Singapore 139299 t: +65 6778 0771 | f: +65 6777 5862 | w: www.tts.edu.sg