Regulatory Compliance Inspection Report

For Schools with Residential Provision

King Edward’s School, Witley

October 2018
Contents 2

Contents

Contents 2

School’s Details 3

1. Background Information 4
About the school 4
What the school seeks to do 4
About the pupils 4

2. Regulatory Compliance Inspection 5

Preface 5
Key findings 6
PART 1 – Quality of education provided 6
PART 2 – Spiritual, moral, social and cultural development of pupils 6
PART 3 – Welfare, health and safety of pupils 6
PART 4 – Suitability of staff, supply staff, and proprietors 6
PART 5 – Premises of and accommodation at schools 7
PART 6 – Provision of information 7
PART 7 – Manner in which complaints are handled 7
PART 8 – Quality of leadership in and management of schools 8

3. Inspection evidence 9

© Independent Schools Inspectorate 2018 King Edward’s School, Witley – October 2018
School’s details 3

School’s Details
School King Edward’s School, Witley

DfE number 936/6103

Registered charity number 311997

Address Petworth Road

Witley
Godalming
Surrey
GU8 5SG

Telephone number 01428 686700

Email address info@kesw.org

Headmaster Mr John Attwater

Chair of governors Mrs Justine Voisin

Age range 11 to 19

Number of pupils on roll 391

Boys 277 Girls 114

Day pupils 174 Boarders 217

Seniors 255 Sixth form 136

Inspection dates 17 to 18 October 2018

© Independent Schools Inspectorate 2018 King Edward’s School, Witley – October 2018
Background information 4

1. Background Information

About the school

1.1 King Edward’s School is an independent day and boarding school for boys and girls aged between 11
and 19. It is a charitable trust, whose members, known as the Court of Bridewell, constitute its
governing body. Since its previous inspection, the school has refurbished a number of its classrooms
and installed a new computer suite. The school was founded in 1553 in the City of London and moved
to its current location in 1867. All of its premises, including its 8 boarding houses, are located on its
main campus in the village of Witley in Surrey.

What the school seeks to do

1.2 The school aims to provide an environment which nurtures its pupils to achieve success in their chosen
fields; to become happy, confident, independent learners; to become fulfilled, active, decent people
of integrity, with global awareness, wisdom, humility and a sense of duty; and to be aware of how
they have become so.

About the pupils

1.3 Day pupils live in the surrounding area; boarders come from Britain and from more than 40 countries
across the world. Parents are predominantly professional or self-employed. Nationally standardised
tests indicate the ability profile of the school is above average. The school has identified 92 pupils as
having special educational needs and/or disabilities, including a range of additional needs including
dyslexia, 53 of whom receive specialist help. No pupil has an education, health and care plan. English
is an additional language for 132 pupils, 44 of whom receive extra support for their English. Data used
by the school have identified 33 pupils as being the most able in its population, and the curriculum is
modified for them as well as for 32 other pupils because of their special talents in art, drama, music
and sport.

© Independent Schools Inspectorate 2018 King Edward’s School, Witley – October 2018
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2. Regulatory Compliance Inspection

Preface
The registration authority for independent schools is the Department for Education (DfE), which directs
inspection according to a specified frequency or at any time where the DfE has particular concerns about a
school. The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the
purpose of inspecting schools which are, or whose heads are, in membership of the associations which form
the Independent Schools Council (ISC) and reporting on the extent to which they meet the Independent
School Standards (‘the standards’) in the Schedule to the Education (Independent School Standards)
Regulations 2014. Accordingly, inspection records whether the school meets each of these standards, which
are arranged in eight Parts, each of which is divided into separate paragraphs. Additionally, the inspection
reports on the school’s accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal
punishment under section 548 of the Education Act 1996. It comments on the progress made by the school
in meeting the compliance action points set out in the school’s most recent statutory inspection.
This inspection also contains specific judgements on the National Minimum Standards for Boarding Schools
(‘boarding NMS’). It also comments on the progress made by the school in meeting the compliance action
points set out in the most recent statutory boarding inspection and it judges the extent to which the school
currently meets the boarding NMS. It identifies any standards which the school does not meet and requires
action to meet them. Findings are distributed across sections relating to the eight Parts of the standards.
All association independent schools will have an inspection within three years from April 2016, in accordance
with the Framework and DfE requirements. The inspection may be of COMPLIANCE ONLY or a combined
inspection of EDUCATIONAL QUALITY AND COMPLIANCE depending on a number of factors, including
findings from their most recent inspection. Schools judged not to meet the standards, including the boarding
NMS, may also be subject to a progress monitoring visit before their next routine inspection. The progress
monitoring visit will judge whether the school has taken the necessary action to meet any un-met standards
identified at their previous inspection.
The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and
improvement of the quality of their membership.
This is a COMPLIANCE ONLY inspection and as such reports only on the school’s compliance with the
standards, including the boarding NMS. The standards represent minimum requirements and judgements
are given either as met or as not met. All schools are required to meet all the standards applicable to them.
Where the minimum requirements are not met, this is clearly indicated in the relevant section of the report
and the school is required to take the actions specified.
Inspections do not include matters that are outside of the regulatory framework described above, such as:
an exhaustive health and safety audit; compliance with data protection requirements; an in-depth
examination of the structural condition of the school, its services or other physical features; contractual
arrangements with parents; an investigation of the financial viability of the school or its accounting
procedures.
Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the
inspection process. Such matters will not usually be referred to specifically in published reports in this
document but will have been considered by the team in reaching its judgements.
Links to the full regulations and requirements can be found here: The Education (Independent School
Standards) Regulations 2014, National Minimum Standards for Boarding Schools.

© Independent Schools Inspectorate 2018 King Edward’s School, Witley – October 2018
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Key findings
2.1 The school meets the standards in the schedule to the Education (Independent School Standards)
Regulations 2014, the National Minimum Standards for Boarding Schools 2015 and associated
requirements, and no further action is required as a result of this inspection.

PART 1 – Quality of education provided

2.2 At GCSE in the years 2015 to 2017, performance has been above the national average for maintained
schools. Results in IGCSE examinations have been similar to worldwide norms.
2.3 In the sixth form, A-level results in the years 2014 to 2017 have been in line with the national average
for sixth formers in maintained schools. Results in International Baccalaureate examinations have
been higher than worldwide norms.
2.4 The curriculum is documented, supported by appropriate plans and schemes of work for the pupils
and covers the required breadth of material. The teaching enables pupils to make good progress,
encompasses effective behaviour management and is supported by suitable resources. A suitable
framework for the assessment of pupils’ performance is in place.
2.5 The standards relating to the quality of education [paragraphs 1–4] are met.

PART 2 – Spiritual, moral, social and cultural development of pupils

2.6 Principles and values are actively promoted which facilitate the personal development of pupils as
responsible, tolerant, law-abiding citizens. Boarders’ views are actively encouraged, and their opinions
and concerns are appropriately considered by staff. Any prefect system operating in the school is
suitably managed.
2.7 The standard relating to spiritual, moral, social and cultural development [paragraph 5] and NMS
17 and 19 are met.

PART 3 – Welfare, health and safety of pupils

2.8 Arrangements are made to safeguard and promote the welfare of pupils by means that pay due regard
to current statutory guidance; good behaviour is promoted; bullying is prevented so far as reasonably
practicable; health and safety requirements are met, including those relating to fire safety; provision
is made for first aid. Pupils are properly supervised; admission and attendance registers are
maintained, as required, and there is a strategic approach to risk assessment. A disability access plan
is in place.
2.9 An appropriate induction process for pupils new to boarding is implemented, and suitable provision is
made for boarders’ medical and health care, their food and drink and for managing boarders’ laundry
and possessions. Boarders have suitable contact with friends and family and access to a programme
of activities. Boarding staff are appropriately trained and deployed.
2.10 The standards relating to welfare, health and safety [paragraphs 6–16], the requirement of Schedule
10 of the Equality Act 2010, the ban on corporal punishment under section 548 of the Education Act
1996, and NMS 2–4, 6–12, 15 and 16 are met.

PART 4 – Suitability of staff, supply staff, and proprietors

2.11 The school makes appropriate checks to ensure the suitability of staff, supply staff, and proprietors
and a register is kept as required. Visitors to boarding accommodation are appropriately supervised
and the school’s arrangements for guardianship are suitably managed.

© Independent Schools Inspectorate 2018 King Edward’s School, Witley – October 2018
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2.12 The standards relating to the suitability of those in contact with pupils at the school [paragraphs
17–21] and NMS 14 are met.

PART 5 – Premises of and accommodation at schools

2.13 Suitable toilet and changing facilities, and showering facilities where required by the standard, and
appropriate accommodation for their medical and therapy needs are provided. The premises are
maintained to a standard commensurate with health and safety; acoustics and lighting are
appropriate; water provision is adequate. Suitable outdoor space is provided for physical education
and outdoor play. Boarding accommodation is adequate for the needs of all boarders, and safeguards
and promotes their welfare.
2.14 The standards relating to the premises and accommodation [paragraphs 22–31] and NMS 5 are met.

PART 6 – Provision of information

2.15 A range of information is variously published, provided or made available to parents, inspectors and
the Department for Education. These include details about the proprietor, the ethos of the school and
the curriculum, and of the school’s arrangements for admission, behaviour and exclusions, bullying,
health and safety, first aid, details of the complaints procedure, and the number of complaints
registered under the formal procedure during the preceding school year, and the provision for any
with education, health and care plans or English as an additional language. They also include
particulars of the school’s academic performance during the preceding school year, inspection reports
and (for parents only) a report at least annually of their own child’s progress. The safeguarding policy
is posted on the school’s website. A suitable statement of boarding principles and practice is published
by the school.
2.16 The standard relating to the provision of information [paragraph 32] and statement of boarding
principles [NMS 1] are met.

PART 7 – Manner in which complaints are handled

2.17 Parental complaints, if any, are handled effectively through a three-stage process, (informal, formal
and a hearing before a panel of three, one of whom is independent of the school). Each stage has clear
time scales, and at the third stage the panel can make findings and recommendations which are
communicated to the complainant. Records are kept appropriately, including of any action taken,
whether or not a complaint is successful, and identifying those relating to the boarding provision.
2.18 The standard relating to the handling of complaints [paragraph 33] and NMS 18 are met.

© Independent Schools Inspectorate 2018 King Edward’s School, Witley – October 2018
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PART 8 – Quality of leadership in and management of schools

2.19 The proprietor ensures that the leadership and management demonstrate good skills and knowledge,
and fulfil their responsibilities effectively, so that the other standards are consistently met and they
actively promote the well-being of the pupils. Appropriate leadership and management of boarding
ensure that the required policies and records are maintained and effectively monitored.
2.20 The standard relating to leadership and management of the school [paragraph 34] and NMS 13 are
met.

© Independent Schools Inspectorate 2018 King Edward’s School, Witley – October 2018
Inspection evidence 9

3. Inspection evidence
3.1 The inspectors observed lessons, conducted formal interviews with pupils and examined samples of
pupils’ work. They held discussions with members of staff and with a group of governors, observed a
sample of the extra-curricular activities that occurred during the inspection period, and attended
house and tutor group meetings, and chapel. Inspectors visited boarding houses and the learning
support and educational resource areas. The responses of parents and pupils to pre-inspection
questionnaires were analysed, and the inspectors examined curriculum and other documentation
made available by the school.

Inspectors
Mr Robin Gaff Reporting inspector
Ms Claire Parker-Wood Compliance team inspector (deputy headteacher, ISA school)
Mrs Louise Belrhiti Team inspector for boarding (assistant head, HMC school)
Mr James Jones Team inspector for boarding (deputy head, HMC school)

© Independent Schools Inspectorate 2018 King Edward’s School, Witley – October 2018