Hopelands Preparatory School

Hopelands Preparatory School, an independent co-educational day school located in Stonehouse, Gloucestershire, caters to pupils aged 3 to 11. Founded in 1954, the school operates as a charitable foundation overseen by a board of governors. The school is housed in two large Victorian buildings and offers a combined Early Years Foundation Stage (EYFS) class for nursery and reception pupils, followed by individual classes for Years 1 to 6. Since the last inspection, the school has made significant investments in information and communication technology to enhance the learning experience for its pupils.

During the COVID-19 pandemic, the school remained open only for children of key workers from March to August 2020, providing remote learning materials for all pupils during the closure. The inspection process was adapted to include both remote and on-site evidence gathering to minimize contact within the school environment. The inspection did not evaluate the effectiveness of the provisions made during the pandemic, in line with guidance from the Department for Education.

The school aims to create a nurturing and supportive environment that enables each child to achieve their full potential. Pupils come from diverse professional backgrounds within a 15-mile radius of the school, and national standardized test data indicates that their abilities are broadly average. The school supports four pupils with special educational needs and/or disabilities (SEND), and two pupils speak English as an additional language.

The regulatory compliance inspection revealed that the school does not meet all the required standards set out in the Education (Independent School Standards) Regulations 2014. Key findings indicated that while the quality of education provided is good, certain areas require immediate attention. The school’s framework for assessment confirms that teaching enables pupils to make good progress, and the curriculum is well-documented and supported by appropriate plans. Pupils receive relationships education, and the standards relating to the quality of education are met.

In terms of spiritual, moral, social, and cultural development, the school actively promotes principles and values that facilitate the personal development of pupils as responsible citizens. The standards in this area are also met. However, the welfare, health, and safety of pupils require improvement, particularly regarding first aid provisions in the EYFS. The school must ensure that at least one person with a current paediatric first aid certificate is present at all times when children are on the premises.

The inspection confirmed that the school makes appropriate checks to ensure the suitability of staff, supply staff, and proprietors, and the standards relating to this area are met. The premises and accommodation are suitable, with adequate facilities for pupils’ medical and therapy needs. The school provides a range of information to parents and handles complaints effectively through a structured process.

Leadership and management were identified as areas needing improvement. The proprietor must ensure that leadership demonstrates good skills and knowledge, fulfilling responsibilities effectively to consistently meet the independent school standards and promote pupil well-being.

The educational quality inspection focused on the achievement of pupils and their personal development. The quality of pupils’ academic and other achievements is good, with pupils demonstrating positive attitudes towards learning. Pupils with SEND achieve well due to effective support, although the progress of the most able pupils is sometimes limited by insufficient challenge. Younger pupils show a lack of confidence in using information and communication technology (ICT) to support their learning.

Pupils’ personal development is also good, with a deep respect for diverse cultures and effective collaboration skills. They are confident decision-makers and exhibit a good sense of moral responsibility. Recommendations for improvement include enabling the most able pupils to progress more rapidly by providing sufficient challenge and increasing opportunities for younger pupils to develop their ICT skills.

The school’s assessment data indicates that male pupils’ achievement in writing is below that of female pupils, although recent initiatives have begun to address this gap. Pupils’ numeracy skills are strong, and they effectively apply their knowledge in various contexts. Older pupils are proficient users of ICT, although younger pupils require more opportunities to use technology in their learning.

Pupils demonstrate effective study skills and achieve well across a broad range of activities, including sports and the arts. Many older pupils gain entry to their preferred senior schools, including academically selective institutions. The school fosters a positive culture of kindness and respect, with pupils actively participating in community initiatives and demonstrating a good understanding of diversity and cultural appreciation.

Pupils are aware of how to stay safe and live a healthy lifestyle, reflecting the school’s commitment to promoting well-being. The nurturing environment created by the school enables many pupils to achieve their potential, and the positive relationships fostered among pupils contribute to a supportive school culture.

In summary, while Hopelands Preparatory School demonstrates strengths in educational quality and personal development, it must address specific compliance issues, particularly in leadership and management, as well as health and safety provisions. The school is well-positioned to build on its successes and continue to provide a supportive and enriching environment for its pupils.