Study School

The Study School, an independent co-educational day school founded in 1923, is situated in a residential area of New Malden, Surrey. The school caters to children aged 2 to 11, comprising an Early Years Foundation Stage (EYFS) and a junior school for Years 1 to 6. The nursery operates in its own building, while older pupils utilize a local secondary school's sports facilities for physical education. The school is overseen by the Inspired Learning Group, supported by a board of advisory governors. Since September 2021, the school has been led by an executive headteacher.

The school's mission is to provide pupils with a safe, stimulating, and exciting learning environment that fosters a love of learning. The aim is to help pupils discover their interests and develop confidence across all aspects of their lives. Most pupils live nearby, and the school reports a wide range of abilities, with overall pupil performance above the national average. No pupils have an Education, Health and Care (EHC) plan, although eight are identified as having special educational needs and/or disabilities (SEND), receiving additional support. Eight pupils speak English as an additional language, and the curriculum is adapted for four more able pupils.

The inspection conducted by the Independent Schools Inspectorate (ISI) assessed the school's compliance with the Independent School Standards and the Early Years Foundation Stage statutory framework. The inspection revealed that the school does not meet all required standards, necessitating immediate action to address deficiencies. The quality of education provided is generally good, with effective teaching enabling pupils to make good progress. However, the curriculum documentation for personal, social, and health education (PSHE) and relationships education is insufficiently detailed, and assessment of pupils' learning in these areas is not systematic. The school lacks a written policy for relationships education that aligns with statutory guidance and has not consulted parents in its development.

The school meets standards related to spiritual, moral, social, and cultural development, promoting principles and values that foster responsible citizenship. Welfare, health, and safety standards are also met, with appropriate arrangements in place to safeguard pupils and promote good behavior. The school conducts suitable checks to ensure the suitability of staff and maintains required records. Facilities for pupils' medical needs and adequate toilet and changing facilities are provided, and the premises are maintained to a satisfactory standard.

However, the school has not published or made available certain required information to parents, including health and safety arrangements, first aid details, and the complaints procedure. This information was updated during the inspection. The complaints procedure is effective, with a clear three-stage process for handling parental complaints, but details were not initially available to parents.

Leadership and management have not demonstrated sufficient skills to ensure all standards are consistently met, particularly regarding PSHE and relationships education. The school must ensure that those responsible for leadership fulfill their responsibilities effectively to promote pupils' well-being.

The educational quality inspection focused on two key outcomes: pupils' academic achievements and their personal development. The quality of pupils' academic achievements is good, with pupils demonstrating excellent communication skills and enjoying their learning. They develop strong information and communication technology (ICT) skills, which support their learning across the curriculum. However, progress can be limited when teaching is not well-planned to meet individual needs, and opportunities for higher-order thinking skills are sometimes lacking.

Pupils' personal development is also good, with high levels of self-esteem and self-confidence. They exhibit strong moral development, reflected in their behavior, and their social skills are well-developed. However, opportunities for pupils to initiate or lead activities benefiting others are limited. Recommendations for improvement include using assessment more effectively to meet all pupils' needs, strengthening higher-order thinking skills, and extending opportunities for pupils to develop independence and lead projects.

The overall achievement of pupils is good, fulfilling the school's aim to provide a stimulating learning environment. Nationally standardized test results and evidence from lesson observations indicate that pupils' attainment in English and mathematics is above national expectations. The school's tracking system confirms that most pupils make expected progress, with some, particularly in the EYFS, making excellent progress. Pupils with SEND and EAL are well-supported and achieve expected levels relative to their abilities.

The curriculum is broad and balanced, including subjects like Latin and French, and incorporates outdoor learning sessions. Pupils demonstrate good knowledge and skills for their age, with rapid progress observed in the EYFS due to a stimulating environment and responsive teaching. Pupils' aesthetic and creative skills are nurtured through art, and feedback from parents indicates satisfaction with the support provided by teachers.

Pupils exhibit excellent communication skills, engaging positively in lessons and expressing their ideas confidently. They demonstrate good numeracy skills, with outcomes in mathematics meeting or exceeding expected levels. Pupils' ICT skills are also strong, supported by effective use of one-to-one devices in lessons.

Pupils enjoy a range of extracurricular activities, developing additional skills in music, sport, and performing arts. They participate in school celebrations and competitions, achieving success in various areas. The quality of pupils' personal development is good, with high levels of self-esteem and confidence fostered by supportive relationships with teachers.

Pupils' decision-making skills are well-developed, particularly in the EYFS, where they are encouraged to select activities and manage their tasks. Throughout the school, pupils benefit from outdoor learning experiences that promote risk assessment and decision-making. They respond generously to community needs, participating in local initiatives and expressing a desire to lead their own activities through the newly established school council.

The inclusive nature of the school fosters a sense of belonging and sensitivity to differences among pupils. The school promotes kindness, respect, and tolerance, with pupils demonstrating a clear understanding of right and wrong. However, their understanding of diversity in society is limited, and opportunities to learn about different cultures and beliefs could be enhanced.

Pupils show a well-developed understanding of health and safety, articulating how to stay safe in various situations. They appreciate the support from staff and feel comfortable discussing any concerns. Overall, the inspection highlights the strengths of The Study School while identifying areas for improvement to ensure compliance with standards and enhance the educational experience for all pupils.