Inspection Reports | Welcome to Feltonfleet | Feltonfleet School

• Leaders promote pupils' wellbeing effectively. They ensure that the school's ethos and values are embedded in school life. Through a clear emphasis on honesty, responsibility, respect and kindness, leaders establish an environment in which pupils feel known, valued and supported. These values shape the positive relationships, pastoral systems and daily routines. This helps pupils develop confidence in themselves and trust in others.
• Leaders and governors provide clear strategic direction. They maintain an effective culture of reflection and accountability. Working closely together, they ensure that Standards are met consistently, including the National Minimum Standards for boarding schools (NMS).
• Leaders in early years are knowledgeable and effective. They implement high-quality professional development for staff. This enhances staff knowledge and understanding of how children learn. Leaders and teachers use this knowledge to ensure that there is an integrated cycle of planning for learning, teaching and assessment. Learning is skilfully adapted to meet children's individual and wider needs. As a result, children are highly motivated. They learn purposefully through play and instruction. The curriculum promotes both their academic development and wider personal growth.
• Leaders provide a well-managed, positive and nurturing boarding experience for pupils. The clear routines and responsive pastoral support help boarders to feel safe and valued. They develop independence, confidence and resilience as a result. 
• Teaching is effective because teachers plan learning carefully. They adapt provision thoughtfully and draw on their good subject knowledge to motivate pupils and to support their good progress. Well-judged and individualised feedback helps pupils to work purposefully as they improve their knowledge, skills and understanding over time.
• Leaders have high expectations for pupils who have special educational needs and/or disabilities (SEND). Effective adaptations in the classroom ensure that these pupils' needs are met. If further support is required, this is carefully planned through individual pupil profiles. These outline further support strategies and personalised learning targets. The learning enrichment department provides effective and small-group support. This helps pupils who have SEND to focus securely on meeting their targets. As a result, they make good progress during their time in school.
• Leaders ensure that pupils' physical and emotional health are supported effectively through a cohesive and nurturing environment. Pupils benefit from a broad physical education (PE) and sports programme. This promotes their fitness, teamwork skills, resilience and self-confidence effectively. The personal, social, health and economic education (PHSE) programme and the relationships and sex education (RSE) programme supports pupils' emotional development. They gain the relevant knowledge and skills to prepare them for their lives now and in the future.
• Leaders promote a positive culture of pupils' attendance.
• Leaders ensure that pupils' social wellbeing is supported through a range of educational, co-curricular and boarding opportunities. This means that pupils contribute constructively to the school community. Pupils demonstrate positive social skills, underpinned by a clear understanding of the school's values. Through Leadership roles, such as prefects, sports captains and as school council representatives, pupils develop responsibility, confidence and independence. They contribute well to school life and decision-making as a result.
• Leaders provide a structured programme to help pupils and their families to prepare for senior schools. 
• Safeguarding is embedded securely in the school's culture. It is underpinned by rigorous procedures, knowledgeable leadership and a shared understanding that concerns must be identified and acted on promptly.

Please find the link to ISI Report Booklet here