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ISIInspection ReportHighlights 2024Independent Schools Inspectorate
ISI Report Highlights 2024ISI REPORT 2024Read the full ISI Report here
THANK YOU FOR TAKING THE TIMETO READ OUR FEEDBACK FROM THEINDEPENDENT SCHOOLSINSPECTORATE, OF WHICH WE AREVERY PROUD.This accomplishment is a testament to our entireschool community. The inspectors wereespecially impressed by how we work togetherto support the achievements and well-being ofour pupils. The report acknowledges thesignificant changes and improvements since ourlast full inspection in 2017 and applauds Forest asa forward-looking school that is ambitious andself-aware.While we celebrate this positive report, weremain committed to continuous improvement ofour outstanding all-round provision. We are notgoing to sit still. We are pleased that, from aposition of real strength, inspectors have agreedtargets that align with the strategic agendas thatwe have already identified. So, we are focused onenhancing communication and engagement withour parents and carers. We are also dedicated tobuilding on our existing strengths anddetermined not to stop the drive to build asector-leading teaching and learning cultureacross the whole school. On the back of ourrecord-breaking exam results at GCSE and A-level this year, we are keen to push on to achievean even more consistent, collaborative learningenvironment in the coming years.A huge thank you to every pupil, colleague,parent and carer at Forest for their honesty,candour and courtesy during this process. With best wishes,Marcus Cliff HodgesWardenIn September 2024, Forest School was inspectedby the Independent Schools Inspectorate (ISI) aspart of their routine cycle of inspections. I amdelighted to share the findings with you.This inspection was Forest’s first conducted underthe new statutory ISI framework introduced inSeptember 2023, which provides one report forthe whole of Forest School. The inspection reportno longer uses single-word judgments, and it nowtakes a more muted tone, with less space forinspectors to detail specific examples of activitiesor lessons worthy of singular praise. Instead, thereport focuses more on the School's compliance inmeeting all ISI standards – which unsurprisinglyForest did with flying colours.Nonetheless, the inspection process is still verythorough and rigorous. Pupils, parents, carers, andstaff were invited to participate in surveys, andmany were interviewed by the inspection team.Inspectors observed lessons, activities, andinteracted continuously with our pupils, reviewingtheir work and daily experiences. In comparison toother schools, inspectors remarked on theextraordinarily high numbers of Forest pupilsreporting that they felt safe, supported and fullyengaged in School life.The report confirms that Forest School meets allrequired standards and highlights numerous areasof excellence, with our early years provisionbeing identified as an area of significant strength. A "significant strength" designation from the ISI isexceptionally rare and represents the most positiveaffirmation the body can give. They are onlyawarded to schools that demonstrate anexceptional, nuanced understanding of pupildevelopment, exemplary leadership and teachingexpertise, and profoundly beneficial outcomes forpupils. This sets Forest apart as a beacon ofexcellence in this area and exemplifies our world-class education.
Early YearsProvisionFOREST SCHOOLAWARDEDSIGNIFICANTSTRENGTH: ISI Report Highlights 2024ISI REPORT 2024Read the full ISI Report here
“The early years provision is asignificant strength of the school.Leaders in this area have a particularlydeep understanding of how children'sskills, knowledge and understandingdevelop. They use this highly effectively whenconsidering all aspects of provision sothat children progress particularly welland flourish in the early years.”Inspectors recognisedour early years provisionas a significant strengthof the School…“The stimulating and highly effective 'enquiring me' curriculum buildschildren's knowledge and skills particularly well. It celebrates children'scuriosity and encourages them to solve problems. Learning is linked to real-life situations wherever possible. ““Teachers use the stimulating outdoor space in their curriculum planning.Teaching is sensitive to each child's needs, resources are carefully chosenand the environment is stimulating yet calm. As a result, children are notablyconfident and articulate for their age. They progress particularly well duringthe Reception Year so that they are exceptionally well prepared for Year 1.”
LEADERSHIP ANDMANAGEMENT, ANDGOVERNANCE ISI Report Highlights 2024ISI REPORT 2024Read the full ISI Report here“Leaders havethorough skills,knowledge andunderstanding in allareas of school life.They create a culture ofinclusivity andopenness where pupilsand staff express theirviews, contributing tothe continueddevelopment of theschool. Leaders arereflective andprogressive in outlook,constantly seeking toimprove.” “Leaders actively promote the wellbeing of pupils in all the decisions theymake. Leaders are both aspirational and realistic. Their expertise combine withtheir belief in the school's aims and ethos, informing every aspect of planning,delivery and evaluation.”“A highly collaborative approach to leadership, within and across the prepand senior schools, is a key factor in enabling pupils to feel happy, safe andable to make good progress.”
“Governors are highly knowledgeableabout the school's strengths andareas for development. They visitregularly and use meetings and sub-committees to ensure the Standardsare met … They provide support,challenge and a strong strategicvision for the school's development.”“The governing body quality assures the work of leaders andmanagers effectively. They provide support, challenge and a strongstrategic vision for the school's development, making considereddecisions about the character of the school.”“Leaders and governors have a clear strategic plan for the school'sfuture. They consult with pupils and staff as they draw up futureactions, allowing them to be responsive to pupils' emerging needs.”
QUALITY OF EDUCATION,TRAINING AND RECREATIONISI Report Highlights 2024“The quality of education isstrong throughout the school.The wide and varied academiccurriculum supports pupils todevelop and progress in allareas. The curriculum isregularly reviewed and adaptedto ensure pupils are preparedwell for their adult lives whilstmaximising current enjoymentand engagement.”“Academic attainment is high overall,with GCSE and A-level results well abovethe national average. Pupils, includingthose who have special educationalneeds make very good progress fromtheir starting points.” “Teachers are knowledgeable and passionate about the subjects theyteach. They deliver engaging lessons and are clear about what theywant pupils to learn. They share ideas and strategies with each other,which helps them to develop the effectiveness of their teachingpractice.”
“Pupils with high prior attainmentalso benefit from a super-curricular programme.”“Pupils’ attitudes to learning are highly positive. They have a sense ofpride in and ownership of their learning. Pupils have a strong sense ofright and wrong. They are confident when making choices about theirlearning and wellbeing. Pupils are respectful, tolerant and inclusive,challenging unfairness when it arises.”“The school provides an extensive extra-curricular programme.....There aremany opportunities for pupils to hone existing skills and develop new interestsin sports, drama and music as well as through clubs such as film making,gaming and political debating.” “Schemes of work arecarefully planned bysubject leaders to enablepupils to develop theirskills, knowledge andunderstanding.Collaborative planningallows for content andskills to be developed atincreasing levels ofcomplexity. As a result,pupils of all ages becomeeloquent, confident andcommunicate clearly.”“Leaders track pupils’ progressclosely and intervene tomitigate againstunderachievement.”ISI Report Highlights 2024
PUPILS’ PHYSICAL ANDMENTAL HEALTH ANDEMOTIONAL WELL-BEING ISI Report Highlights 2024“Pupils are taught tounderstand theimportant elements toleading a balanced andfulfilled life.” “Pupils benefit from avaried programme ofco-curricular activities.This strongprogramme supportspupils' physical andmental wellbeing,encouraging them todevelop interestsbeyond theclassroom.”
“The school has an ethos ofmutual respect and pupils are kindand tolerant. Pupils appreciate theindividuality of others and feelthey can be their authentic selves.There is a strong focus on mattersof equality, diversity andinclusion.” ISI Report Highlights 2024“Pupils are proud of theschool community towhich they belong.”“Pupils understand howto live happy andhealthy lives.” “Instances of bullying and poorbehaviour are rare and, whenthey do occur, they are dealtwith effectively.” “Pupils behave well. They understand theclear sanctions policy and the school'sfocus on positive behaviour. Pupilswelcome the conversations with staff thathelp them understand the impact of theirbehaviour when incidents arise.” “When incidents do occur, leaders takeappropriate and prompt action, providingboth consequences and support. Pupilsappreciate that there are many trustedadults with whom they can share concernsabout bullying, should they arise.” “The school's medical provision is extremely well developed. Children withmedical needs or illness at school are looked after by professionals, includinga full-time on-site doctor.”
PUPILS’ SOCIAL ANDECONOMIC EDUCATION ANDCONTRIBUTION TO SOCIETY ISI Report Highlights 2024“Pupils are prepared well for life inmodern Britain. Leaders regularlyreview the curriculum to ensure itprepares pupils for their role insociety”. “Leaders have created an array of leadership opportunities to help pupils developa sense of service and responsibility.”“The highly effective RSHE andpersonal development curriculumaddresses pupils' social educationwell.”
“Leaders and staff go togreat lengths to ensureindividuals are respectedfor their identity anddifferences.” “Leaders capitalise on the school's locality to set up partnerships thataid pupils' personal development and to expand the opportunities onoffer to them.”
“The school has a strong safeguarding culture which promotes the welfare ofpupils. Leaders emphasise that safeguarding is everyone's responsibility andthe most important thing they do.” “Pupils feel safe at school and knowwhat to do to keep themselves safeonline and in the real world. They areconfident that any concerns theymay have will be taken seriously andacted upon.” “Pupils are clear about how toreport problems, including issuesthat occur out of school. Thesafeguarding team are aware ofthe vulnerabilities of certaingroups, such as pupils withdisabilities, and their needs areaddressed accordingly.” SAFEGUARDING ISI Report Highlights 2024“A strong safeguardingculture is firmlyentrenched throughoutthe school. There is ahumble and reflectiveunderstanding that 'itcould happen here'.”
A core part of the ISI inspection process isto identify areas for development for allschools they evaluate. The ISI agreed thefollowing should be areas for developmentfor this school:Review strategies that support students'progress in the senior school so that allstudents achieve as well as possible in allsubjects.Develop ways to enhancecommunications so that parents feel wellinformed about and engaged with theschool's work.The report noted that the school'sleadership was already working on a rangeof strategies to address both these areas ofdevelopment, and the inspectors werehighly complimentary of the thoroughnesswith which the school conducts the processof self-evaluation, as well as the reflectivenature of the school's leadership.Regarding the first area for developmentidentified by the ISI - reviewing strategies tosupport students' progress in the seniorschool - the school has already undertaken arange of initiatives to address this. · AREAS FOR DEVELOPMENTThese have included:Making new appointments to seniorpositions of departmental and sectionalleadership, which has both strengthenedthe leadership in various departments andcreated greater capacity to ensure that allpupils make excellent levels of progress.Enhancing the culture of collaborationbetween departments, fostering greatercooperation, the sharing of resources andshared best practices including cross-department observations.Implementing stronger quality assurancemechanisms across the senior school.Reforming progress tracking andassessment strategies across the seniorschool.Establishing a more systematic processfor staff appraisal and professionaldevelopment, classroom observation, andreflection on teaching and learningdevelopment. Whilst the school continues to placesignificant and ongoing focus on addressingthis area for development, the IndependentSchools Inspectorate (ISI) noted that all ofthe above interventions were already provingto be powerful and purposeful. Theinspectors felt that the school's leaders weremaking significant progress in this area.
ISI Report Highlights 2024ISIInspection ReportHighlights 2024ISI REPORT 2024Read the full ISI Report here