Stanborough Secondary School

Stanborough Secondary School is a co-educational day and boarding institution for students aged 11 to 18, managed by the Seventh-day Adventist Church. The school aims to foster understanding and tolerance, develop personal relationships with God, cultivate a caring attitude, and help each pupil reach their academic potential. Established in 1919, the school is situated on a 40-acre site in Garston, Watford, Hertfordshire, with its current facilities completed in 1991. The school is owned by the British Union Conference of the Seventh-day Adventists, and governance is provided by a board of governors, some of whom are members of the church.

At the time of the inspection, there were 72 pupils enrolled, comprising 44 boys and 28 girls. Among these, 19 were boarders, with eight full boarders and 11 weekly boarders. The school has ceased providing education for Years 12 and 13, with the oldest pupils currently in Year 11. The ability profile of the school aligns with the national average, with pupils coming from diverse ethnic and socio-economic backgrounds, approximately two-thirds of whom are Adventists. Six pupils require support for special educational needs and/or disabilities, while three receive assistance for English as an additional language.

The school has been successful in meeting its aims overall, with the quality of pupils' achievements and learning rated as good. Pupils exhibit a positive attitude towards learning and demonstrate confidence in applying their skills. Those with special educational needs and English as an additional language make good progress, as do more able pupils, although the latter are sometimes not sufficiently challenged in lessons. The curriculum is sound, offering a wide range of subjects in Years 7 to 9 and appropriate choices at GCSE. The quality of teaching has improved significantly since the previous inspection, with well-planned lessons and enthusiastic instruction supported by good subject knowledge. Pupils receive detailed feedback on their work, and the quality of marking is excellent.

Pupils' personal development is rated as excellent, with strong self-knowledge and opportunities for self-reflection through regular prayer. They demonstrate tolerance and maturity, with generally excellent behavior. Pastoral care is sound, with staff providing effective support and guidance, although there are inconsistencies in the application of the behavior policy. The quality of boarding is sound, with good provision and care, but the arrangements for ensuring the welfare, health, and safety of pupils are unsatisfactory. Some necessary checks on staff prior to their appointment have not been completed, and the safeguarding policy has not been implemented correctly, potentially putting pupils' welfare at risk. The quality of food provided at meal times is poor, and the school does not offer snacks between meals, although boarders can prepare their own food.

Governance is sound, with satisfactory oversight of the school and a focus on upholding its Christian ethos and improving academic performance. However, governance has not effectively overseen recruitment procedures or ensured proper implementation of the safeguarding policy. Leadership and management are sound, with senior leadership successfully securing excellent personal development for pupils and improving the quality of teaching. However, there is no objective system to measure pupils' progress, and the management structure lacks coherence.

The school does not meet all the requirements of the Education (Independent School Standards) Regulations 2014, necessitating actions to ensure compliance. These include ensuring the admission register contains all required information, implementing all necessary safeguarding arrangements, completing all required vetting checks, maintaining an accurate single central register of appointments, and ensuring that leadership and management demonstrate the skills and knowledge necessary to fulfill their responsibilities effectively.

In addition to regulatory actions, the school is advised to improve the range, presentation, and quality of food provided to pupils, offer snacks between meals, implement an objective system to measure pupils' progress, ensure a consistent response to breaches of discipline, and devise a coherent management structure that clarifies responsibility and strengthens accountability.

The quality of the pupils' achievements and learning is good, with the school effectively supporting pupils in realizing their academic potential. Pupils are articulate and demonstrate strong listening skills, with good progress observed in lessons. The curriculum is effective in supporting the school's aims and meets the needs of all pupils, including those with special educational needs and English as an additional language. The school provides a helpful careers program and a well-planned personal, social, health, and economic education curriculum that promotes respect for others and does not undermine British values.

Teaching is good, characterized by high expectations and effective use of resources. Teachers have good subject knowledge and provide personal attention to pupils, which supports their specific learning needs. The quality of assessment is good, with regular and detailed feedback provided to pupils. However, the school does not use a nationally standardized measure for setting GCSE targets, which could enhance the objectivity of progress measurement.

The spiritual, moral, social, and cultural development of pupils is excellent. The school promotes caring attitudes and understanding towards different beliefs and opinions, actively supporting British values. Pupils demonstrate strong self-knowledge and moral development, with a clear sense of right and wrong. Their social development is also excellent, with a strong code of conduct emphasizing respect and tolerance. Cultural awareness is enhanced through various events, and pupils leave the school as emotionally mature and caring individuals, ready to contribute positively to British society.