|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||04 December 2018|
|Address||310 Sneinton Dale, Sneinton, Nottingham, Nottinghamshire, NG3 7DN|
|Number of Pupils||78 (53% boys 47% girls)|
|Percentage Free School Meals||0%|
|Percentage English is Not First Language||0%|
Information about this school
The Iona School is an independent school for boys and girls. The school follows the Steiner curriculum. The school’s ethos is ‘that education should be a continuing process and our task is to stimulate and develop the faculties and skills, which enable our pupils to learn … for life … from life … throughout life.’ In line with normal Steiner practice, there is no headteacher. However, there is a chair of the college of teachers. This group is responsible body for the education provision. The business manager is in charge of the day-to-day running of the school. The school was previously inspected by the School Inspection Service (SIS). The previous standard inspection took place on 2–4 February 2016 and the school received an outstanding judgement. The school also had an emergency inspection by SIS on 5 July 2017 following concerns about safeguarding. There were no unmet standards following this visit. The school has an exemption from the learning and development requirements of the early years foundation stage.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and managers have not ensured that all the independent school standards have been met. Roles and responsibilities for the leadership and management of the school are unclear. Trustees do not hold school leaders to account well enough for the quality of education. School leaders do not hold teachers to account for the progress that pupils make. Leaders’ self-evaluation of the performance of the school is overgenerous. They have not fully identified weaknesses in the quality of teaching or in the implementation of the curriculum. Leaders’ plans to improve the quality of teaching are not comprehensive. It is not clear how leaders judge whether actions taken have been effective. The quality of teaching is variable. Teachers’ expectations for the most able pupils are low. Teachers do not consistently use their assessments to develop pupils’ problem-solving and writing skills effectively. Pupils’ ability to spell age-appropriate words is underdeveloped. Pupils do not have a deep understanding of the scientific methods that are taught. Leaders’ self-evaluation in the early years is overgenerous. In addition, leaders do not provide enough support and guidance to help staff improve the quality of teaching. The most able children underachieve. Leaders do not check pupils’ attendance closely. The school has the following strengths Pupils achieve well in reading. They read challenging texts fluently and accurately. The pupils’ personal development is good. Pupils are articulate and cooperate very well with each other and with adults. Pupils accurately complete calculations in mathematics using all four rules of number. Teaching is more effective in art, crafts, design technology and music. Pupils make strong progress in these subjects. The curriculum is greatly enhanced by enrichment activities. Pupils gain a good knowledge of the environment. Parents are very supportive of the school. Compliance with regulatory requirements The school must take action to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 and associated requirements. The details are listed in the full report.