Westminster Under School was inspected using the ISI’s new Framework 23, which is much changed from previous formats, as detailed in last week’s edition of Acta. There are no longer overall judgements or grades, and instead more nuanced evaluations, with findings given using supporting evidence in five key areas: leadership, management and governance; quality of education, training and recreation; physical and mental health and emotional wellbeing; social and economic education and contribution to society; and safeguarding.

Although single-word judgments (excellent, good, satisfactory etc.) are no longer used, inspectors are able to identify what they deem a ‘significant strength’ if they find evidence at a school of deep and genuine aspiration for pupils’ development, knowledge and skill of leaders and staff, and clear benefits for pupils. Westminster Under School has been recognised as having one such ‘significant strength’.

The inspectors report: “A significant strength of the school is the enrichment programme available through the wider curriculum. Pupils have ready access to a wide range of lunchtime and after-school clubs, which they strongly support. They participate in a highly inclusive drama, music and sports programme. Pupils with particular aptitudes and interests have many opportunities to deepen their passions through competitions, educational visits and international tours. Pupils’ outcomes from the enrichment programme are often exceptional, with success in competitions up to national and sometimes international level.”

The new reporting framework is less focused on teaching, learning and results than previously, instead concentrating more on school culture and the promotion of wellbeing.

In these areas, the inspectors are clear:

— “Leaders are effective in promoting the wellbeing of pupils, who feel happy and secure in their school environment. Leaders involve pupils, parents and staff in formulating the school’s values, which have a positive impact on pupils’ personal development.”

— “The school is an inclusive community where pupils are happy. They flourish in an environment in which they are well known as individuals and form part of a community in which difference and achievement are both promoted and celebrated. Respect and tolerance are routinely shown towards others.”

— “Pupils feel happy and secure at school due to staff’s individualised understanding of their needs. There is a culture of inclusivity and kindness that underpins the school’s values, which pupils actively seek to implement.”

The high level of teaching and learning is described in detail, with the wide-ranging curriculum, high standards, and adaptation for individual need all described:

— “Leaders enable pupils to experience a broad, challenging curriculum that engenders high levels of interest. Teaching is challenging and is delivered at a pace that supports pupils’ rapid acquisition of knowledge, skills and understanding.”

— “The subjects pupils study engage their interest, supporting their good progress. This enables them to acquire a broad and deeply embedded range of skills and knowledge across linguistic, mathematical and scientific subjects.”

— “Teachers skilfully adapt the questions they ask to meet pupils’ individual needs and interests. High levels of challenge feed pupils’ thirst for knowledge. The use of high-quality resources supports.”

During the inspection, the ISI team took a detailed look at our day-to-day operations, hearing from pupils, governors, management, teachers, and administrative and support staff, touring the site, assessing lessons, surveying pupils, parents and staff, scrutinising and discussing samples of pupils’ work, and examining school records. The results of their work can be read in the full report, but below are particular highlights:

On co-curricular and Extras: “The quality and range of the school’s wider curriculum provision is notably strong. Pupils’ skills, understanding and enthusiasm are deepened through a diverse range of ‘extras’ such as breakdancing, bridge, chess, parkour and robotics clubs. There is a high level of inclusion and participation in activities beyond the classroom.”

On contribution to society: “The school’s aim ‘to serve others’ is promoted effectively. Pupils embrace opportunities to take on positions of responsibility which are seen as meaningful and rewarding. Pupils regularly participate in projects to help the local community which helps them both give service to others and gain valuable insights into other people’s lives.”

On behaviour: “Pupils behave well in their classrooms, at breaktimes and between lessons. They are motivated by the way the school rewards positive behaviour and view the application of the sanctions policy as fair. Pupils learn to recognise bullying behaviour and to understand that it can occur both in-person and online.”

On leadership and governance: “Leaders and governors know the school well. They routinely evaluate its strengths and identify areas that could be developed further. Leaders gain awareness of pupils’ school experience through regularly observing lessons, looking at pupils’ work and having discussions with pupils in forums such as school council and prefects’ meetings. Leaders address pupils’ ideas and concerns promptly and effectively.”

On SEND: “Pupils who have SEND are carefully assessed, using external expertise when required. The measures that are put in place to support their needs enable them to make good progress.”