Edward Jenner School

Edward Jenner School is a co-educational independent day school located in central Gloucester. Founded in September 2012 by the sole proprietor and her husband, the school serves pupils in mixed-age classes. Since its relocation to its current premises in January 2019, the school has aimed to foster self-reliance skills among its students, preparing them for future opportunities. The school emphasizes understanding each child as a unique learner and strives to support them in achieving their full academic potential. Kindness and empathy are core values, with a focus on encouraging students to act honorably, maintain optimism, and hold high expectations for themselves.

The student body comprises 40 pupils, with a broad range of backgrounds, most residing within a 15-mile radius of the school. The school reports that the overall ability of its pupils is broadly average compared to national standards. Among the pupils, 29 have been identified as having special educational needs and/or disabilities, including specific learning difficulties and autism. All these students receive additional support from their teachers. The school does not have any pupils for whom English is an additional language and does not categorize any pupils as the most able.

The Independent Schools Inspectorate conducted a focused compliance inspection in March 2023, assessing the school’s adherence to the Independent School Standards. The inspection confirmed that the school meets all required standards, with no further action needed. The quality of education provided was evaluated, revealing that the school’s assessment framework indicates that teaching enables pupils to make good progress. Pupils take GCSE examinations in their final year, and while the small cohort size limits reliable comparisons with national averages, evidence suggests that teaching effectively supports pupil progress.

The curriculum is well-documented and includes appropriate plans and schemes of work, ensuring a breadth of material is covered. The school provides relationships education in the junior school and relationships and sex education in the senior school, adhering to statutory guidance. The standards related to the quality of education are met, and the school actively promotes the spiritual, moral, social, and cultural development of its pupils, fostering responsible and tolerant citizenship.

In terms of welfare, health, and safety, the school has established arrangements to safeguard pupils, promote good behavior, and prevent bullying. Health and safety requirements are met, and there is a strategic approach to risk assessment. The school maintains appropriate supervision and has a disability access plan in place. The standards related to welfare, health, and safety are met, as are those concerning the suitability of staff, with appropriate checks conducted and a register maintained.

The school’s premises are well-maintained, providing suitable facilities for pupils’ medical and therapy needs, as well as adequate outdoor space for physical education. The standards regarding premises and accommodation are met. A range of information is published and made available to parents, including details about the school’s ethos, curriculum, and arrangements for admission and behavior. The standard for the provision of information is met, and parental complaints are handled effectively through a structured process.

Leadership and management at Edward Jenner School demonstrate good skills and knowledge, ensuring that all standards are consistently met and promoting pupil well-being. The standard relating to leadership and management is met.

The educational quality inspection focused on two key outcomes: the achievement of pupils and their personal development. The quality of pupils’ academic achievements is deemed good, with pupils showing resilience in overcoming individual barriers to learning. They develop excellent information and communication technology skills and maintain positive attitudes toward their learning. While pupils make good progress, there are instances where teaching does not sufficiently challenge them or encourage collaboration with peers.

Pupils’ personal development is rated as excellent. They build positive relationships with peers and staff, appreciate diversity, and become increasingly determined regarding their future aspirations. They demonstrate a strong understanding of consent, boundaries, and safety. However, opportunities for developing leadership skills are not fully realized.

The school is advised to enhance pupils’ academic achievements by incorporating more collaborative and challenging activities in teaching. Additionally, there is a recommendation to strengthen the development of leadership skills among pupils.

Overall, pupils of all abilities make good progress across various subjects, achieving well in academic studies and enrichment activities. The supportive environment provided by leaders, teachers, and staff contributes to this success. In Year 11, pupils complete GCSE and vocational courses, achieving good levels of success, particularly in core subjects like English, mathematics, and science. The school’s ethos promotes the development of skills and talents, with most parents affirming that teaching enables their children to progress.

Pupils engage in a variety of activities both within and beyond the school, demonstrating enthusiasm and success in adventurous pursuits, creative design, and sports. They participate in the Arts Award scheme and have achieved success at the bronze level. Educational visits further enhance their cultural experiences and learning.

Pupils develop effective study skills as they progress through the school, engaging in hands-on learning experiences and applying their knowledge across subjects. They demonstrate proficiency in writing and analysis, showcasing their understanding of various genres and techniques. The teaching encourages independence, with pupils actively using prior learning to refine their work.

Pupils’ attitudes toward learning are generally excellent, characterized by perseverance and collaboration. They appreciate the supportive environment created by staff, which fosters confidence and resilience. The school promotes good behavior, with pupils demonstrating respect and courtesy towards each other and staff. Bullying is rare, and pupils understand the importance of kindness and empathy.

In terms of personal development, pupils show respect for diversity and engage in discussions about social issues. They participate in community activities, such as litter picks and fundraising for those affected by global conflicts, which fosters empathy and social responsibility. While opportunities for leadership roles within the school are limited, pupils express a desire to take on more responsibilities.

Pupils exhibit strong social awareness and the ability to work collaboratively, responding positively to the school’s nurturing approach. They develop strategies to manage their behavior and emotions, contributing to a positive school environment. Overall, the school successfully promotes values of respect, tolerance, and democracy, preparing pupils for their future endeavors.