The Mulberry House School

The Mulberry House School is an independent day school located in West Hampstead, London, catering for boys and girls aged between two and seven years. Founded in 1989 by the current proprietor, who also served as the first headteacher, the school operates from two properties situated approximately 100 meters apart. It comprises two departments: the Early Years Foundation Stage (EYFS) for children aged two to five and the Prep department for pupils aged five to seven. The school aims to foster a love of learning among its pupils, providing a challenging education that enhances their emotional, intellectual, and physical development, preparing them for subsequent educational stages. The school is committed to nurturing individual talents and ensuring that each pupil reaches their academic potential.

The student body is diverse, with pupils coming from various professional backgrounds and representing a wide range of cultures. Nationally standardized test data indicates that the pupils' abilities are above average. The school has identified five pupils with special educational needs and/or disabilities (SEND), all of whom receive additional support for various conditions, including autistic spectrum disorder and hearing loss. Additionally, 34 pupils are identified as having English as an additional language, with one receiving extra support for English development. The school has also recognized ten pupils as the most able, modifying the curriculum to cater to their needs, as well as those of two other pupils with special talents in music and art.

The inspection conducted by the Independent Schools Inspectorate (ISI) serves to ensure compliance with the standards set forth by the Department for Education (DfE). The inspection framework assesses whether the school meets the Independent School Standards, which are divided into eight parts, each containing specific paragraphs. The inspection also evaluates compliance with the Early Years Foundation Stage statutory framework and the school's accessibility plan under the Equality Act 2010. The inspection report highlights the school's adherence to these standards, indicating that no further action is required following the inspection.

The school employs its own framework to determine pupil attainment, rather than relying on the national framework. The curriculum is well-documented and supported by appropriate plans and schemes of work, covering the required breadth of material. Teaching practices enable pupils to make good progress, incorporate effective behavior management, and are supported by suitable resources. A framework for assessing pupil performance is also in place, ensuring that the standards related to the quality of education are met.

The school actively promotes principles and values that facilitate the personal development of pupils as responsible, tolerant, and law-abiding citizens. This commitment to spiritual, moral, social, and cultural development is reflected in the school's ethos and practices. The arrangements in place to safeguard and promote the welfare of pupils are robust, adhering to current statutory guidance. The school promotes good behavior, prevents bullying, and meets health and safety requirements, including fire safety. Adequate provision for first aid is ensured, and pupils are properly supervised. The school maintains admission and attendance registers as required and adopts a strategic approach to risk assessment, with a disability access plan in place.

The school conducts appropriate checks to ensure the suitability of staff, supply staff, and proprietors, maintaining a register as required. The premises provide suitable toilet and changing facilities, as well as accommodation for pupils' medical and therapy needs. The facilities are maintained to a standard that meets health and safety requirements, with appropriate acoustics, lighting, and water provision. Outdoor space is available for physical education and outdoor play, ensuring that the standards related to premises and accommodation are met.

A range of information is published and made available to parents, inspectors, and the DfE, including details about the proprietor, the school's ethos, curriculum, and arrangements for admission, behavior, and exclusions. The school also provides information on bullying, health and safety, first aid, and the complaints procedure, along with the number of complaints registered in the preceding school year. The safeguarding policy is accessible on the school's website, ensuring transparency and compliance with information provision standards.

Parental complaints are handled effectively through a structured three-stage process, which includes informal resolution, formal procedures, and a hearing before an independent panel. Each stage has clear time scales, and the panel can make findings and recommendations communicated to the complainant. Records of complaints and actions taken are maintained appropriately, ensuring that the standards related to the handling of complaints are met.

The leadership and management of the school demonstrate good skills and knowledge, fulfilling their responsibilities effectively to ensure that the other standards are consistently met. The proprietor actively promotes the well-being of pupils, contributing to a positive school environment. The inspection evidence gathered through lesson observations, formal interviews with pupils, and discussions with staff and the proprietor indicates that the school is committed to maintaining high standards of education and care.

Overall, the Mulberry House School meets the standards set forth in the Education (Independent School Standards) Regulations 2014 and the relevant requirements of the Early Years Foundation Stage statutory framework. The inspection confirms that the school is compliant with all applicable standards, and no further action is required as a result of this inspection. The commitment to providing a nurturing and challenging educational environment is evident, ensuring that pupils are well-prepared for their future educational journeys.