REGULATORY COMPLIANCE INSPECTION REPORT

FOR SCHOOLS WITH RESIDENTIAL PROVISION

DRAGON SCHOOL

APRIL 2018
Contents 2

CONTENTS

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 and proprietors 7
PART 5 – Premises 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 Dragon School – April 2018

School’s details 3

SCHOOL’S DETAILS
School Dragon School

DfE number 931/6062

Registered charity number 309676

Address Dragon School

Bardwell Road
Oxford
OX2 6SS

Telephone number 01865 315400

Email address schooloffice@dragonschool.org

Headmaster Dr. Crispin Hyde-Dunn

Chair of governors Prof. Roger Ainsworth

Age range 4 to 13

Number of pupils on roll 821

Boys 488 Girls 333

Day pupils 597 Boarders 224

EYFS 44 Y1-Y6 515

Y7 & Y8 262

Inspection dates 25 to 26 April 2018

© Independent Schools Inspectorate 2018 Dragon School – April 2018

Background information 4

1. BACKGROUND INFORMATION

About the school

1.1 The Dragon School is an independent day and boarding school for boys and girls aged between four
and thirteen years.
1.2 It is an educational trust with charitable status, overseen by a board of governors who are trustees
of the charity. Since the previous inspection the EYFS outside area has been completely redeveloped,
increasing opportunities for outdoor learning. A new chair of governors has been appointed and the
current headmaster has been in post since September 2017.
1.3 It was founded in 1877, originally for the sons of university staff. It moved to its present site at the
turn of the 20th century, and became fully co-educational in the 1970s. The Dragon Pre-Prep,
situated on a separate site, was opened in 1995.
1.4 Ten boarding houses accommodate pupils between eight and thirteen years.

What the school seeks to do

1.5 The school’s aim is to offer a broad and balanced curriculum, which enables every child to fulfil their
potential in a nurturing environment and equips them with skills for life and learning in the 21st
century.

About the pupils

1.6 Day pupils come from a range of backgrounds, mostly within a 25-mile radius. Boarders come from
further afield, with a significant number from British families living overseas, whilst others are
nationals from 26 different countries. Standardised test data provided by the school indicate that
the ability of pupils is above average. The school has identified 47 pupils as having special
educational needs and/or disabilities, 27 of whom require additional support with speech, language
and communication needs, literacy and numeracy difficulties, sensory integration difficulties and
coordination difficulties. No pupil in the school has a statement of special educational needs or an
education, health and care plan. English is an additional language for 52 pupils, 40 of whom receive
additional support.

The school offers a differentiated curriculum for all pupils, both curricular and co-curricular,
including extension activities, specialist groups and mentoring in their academic studies, music,
sport, art, design, IT and drama.

© Independent Schools Inspectorate 2018 Dragon School – April 2018

Regulatory compliance inspection 5

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. The
inspection of schools that have early years settings not requiring registration similarly records whether the
school complies with key provisions of the Early Years Foundation Stage statutory framework. 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, Early Years Foundation
Stage Statutory Framework.

© Independent Schools Inspectorate 2018 Dragon School – April 2018

Regulatory compliance inspection 6

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 relevant
requirements of the statutory framework for the Early Years Foundation Stage, and associated
requirements, and no further action is required as a result of this inspection.

PART 1 – Quality of education provided

2.2 The school uses its own framework to determine attainment, instead of the national framework.
2.3 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.
2.4 The standards relating to the quality of education [paragraphs 1–4] are met.

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

2.5 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. The prefect system operating in the
senior boarding houses is suitably managed.
2.6 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

2.7 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.
2.8 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.
2.9 The standards relating to welfare, health and safety [paragraphs 6–16], the requirement of
Schedule 10 of the Equality Act 2010, [and] the ban on corporal punishment under section 548 of
the Education Act 1996, and NMS 2–4, 6–12, 15, 16 and 20 are met.

© Independent Schools Inspectorate 2018 Dragon School – April 2018

Regulatory compliance inspection 7

PART 4 – Suitability of staff and proprietors

2.10 The school makes appropriate checks to ensure the suitability of staff and proprietors and a register
is kept as required. Visitors to boarding accommodation are appropriately supervised.
2.11 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 and accommodation at schools

2.12 Suitable toilet, changing and showering facilities for pupils 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.
2.13 The standards relating to the premises and accommodation [paragraphs 22–31] and NMS 5 are
met.

PART 6 – Provision of information

2.14 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 those 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, and
its results in public examinations, 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.
2.15 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

2.16 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.
2.17 The standard relating to the handling of complaints [paragraph 33] and NMS 18 are met.

© Independent Schools Inspectorate 2018 Dragon School – April 2018

Regulatory compliance inspection 8

PART 8 – Quality of leadership in and management of schools

2.18 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.
2.19 The standard relating to leadership and management of the school [paragraph 34] and NMS 13 are
met.

© Independent Schools Inspectorate 2018 Dragon School – April 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
form meetings and assemblies. Inspectors visited boarding houses and the facilities for the youngest
pupils, together with 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
Ms Alison Horton Reporting inspector
Mrs Bridget Windley Accompanying inspector
Mr Gareth Davies Compliance team inspector (Head, IAPS school)
Mr Mike Crossley Team inspector for boarding (Head, IAPS school)
Mrs Niamh Green Team inspector for boarding (Deputy head, GSA school)
Mr Patrick Mason Team inspector for boarding (Deputy head, IAPS school)

© Independent Schools Inspectorate 2018 Dragon School – April 2018