School etc

Talbot House School

Talbot House School
8 Firs Glen Road

phone: 01202 510348

headteacher: Mrs E Haworth

school holidays: via Bournemouth council

141 pupils aged 3—10y mixed gender
160 pupils capacity: 88% full

75 boys 53%


65 girls 46%


Last updated: June 19, 2014

— Other Independent School

Establishment type
Other Independent School
Establishment #
Open date
June 19, 1968
OSGB coordinates
Easting: 408148, Northing: 93668
GPS coordinates
Latitude: 50.743, Longitude: -1.8859
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Region › Const. › Ward
South West › Bournemouth West › Wallisdown and Winton West
Urban > 10k - less sparse
Admissions policy
Learning provider ref #

rooms to rent in Bournemouth

Schools nearby

  1. 0.4 miles Glenmoor School BH104EX
  2. 0.4 miles Winton Arts and Media College BH104HT
  3. 0.4 miles Winton Arts and Media College BH104HT (634 pupils)
  4. 0.4 miles Glenmoor School BH104EX (680 pupils)
  5. 0.5 miles St Luke's Church of England Primary School BH91LG (418 pupils)
  6. 0.5 miles Slades Farm School BH104EP
  7. 0.5 miles The Arts Institute At Bournemouth BH125HH
  8. 0.5 miles Bournemouth University BH125BB
  9. 0.5 miles The Arts University College At Bournemouth BH125HH
  10. 0.6 miles Moordown St John's Church of England Primary School BH92SA (406 pupils)
  11. 0.6 miles Bournemouth Alternative Needs Federation BH104HG
  12. 0.7 miles Winton Primary School BH92TG (657 pupils)
  13. 0.7 miles St Mark's Church of England Aided Primary School BH104JA (418 pupils)
  14. 0.7 miles St Martin's School BH37NA (85 pupils)
  15. 0.7 miles Winton County First School BH91TP
  16. 0.7 miles Winton County Junior School BH92TG
  17. 0.8 miles Linwood School BH91AJ (226 pupils)
  18. 0.9 miles Hill View Primary School BH105BD (649 pupils)
  19. 1 mile Talbot Primary School BH125ED (346 pupils)
  20. 1 mile St Walburga's Catholic Primary School BH93BY (481 pupils)
  21. 1 mile Talbot Heath School BH49NJ (522 pupils)
  22. 1 mile Hill View County First School BH105BD
  23. 1 mile Hill View County Junior School BH105BD
  24. 1 mile Wyvern House Tutorial College BH11RW

List of schools in Bournemouth

Talbot House School

Independent school standard inspection report

DfE registration number 835/6005
Unique Reference Number (URN) 113941
Inspection number 372951
Inspection dates 9–10 November 2011
Reporting inspector John Seal HMI

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Piccadilly Gate
Store Street
M1 2WD

T: 0300 123 1231
Textphone: 0161 618 8524
E: reveal email: enqu…
No. 090070

Independent school standard inspection report
September 2011, No. 090070


Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act
2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is
to advise the Secretary of State for Education about the school’s suitability for
continued registration as an independent school.

1, 2

Information about the school

Talbot House is an independent preparatory school for girls and boys aged from
three to 11 years. The school is part of the Fidelitas group. The premises were
previously three privately owned houses. The school is registered for 180 pupils.
Currently there are 163 on roll, including 44 children in the Early Years Foundation

Stage all of whom are funded under the government’s nursery scheme. Fifteen

children attend part time. None of the pupils have a statement of special educational
needs. There are no children that are looked after. Pupils are predominantly from
White British backgrounds. The school states that its aims are:

‘… to provide a happy, stimulating school experience, where children learn and

achieve in a safe, caring environment. We promote a sense of community, fostered
through positive relationships, healthy friendships, mutual respect, good
communication and no tolerance for bullying. Children are significant as members of
a smaller school where their contribution is valued and they are able to participate
fully in the life of the school.’

This is the school’s third Ofsted education inspection since it was registered and

opened in 1969. The last inspection was in 2008.

Evaluation of the school

Talbot House continues to provide a good quality of education and meets its aims
very well. All regulatory requirements are met; an improvement from the previous
inspection. The areas suggested for improvement in the previous report have also
been addressed successfully. The effectiveness of the Early Years Foundation Stage

is good. Strengths throughout the school include pupils’ outstanding behaviour,

outstanding spiritual, moral, social and cultural development and outstanding

promotion of pupils’ welfare, health and safety. Pupils make good progress because

of the good teaching and assessment supported by a good curriculum.



Independent school standard inspection report

September 2011, No. 090070


Quality of education

The curriculum is good. Written policies and schemes of work are broadly based on
the National Curriculum for all subjects and are implemented well. As a result, most

of the pupils’ needs are met very well. The areas of learning in the Early Years

Foundation Stage have equally good planning in place. Personal, social and health
education (PSHE) is provided effectively, most notably in the annual Health Week, an
exceptionally comprehensive approach that provides all pupils with experiences
covering a wide range of practical activities. These involve the community police

officers, ‘fit for football’, beach safety, life education and ‘boxercise’. Effective
physical education (PE) is provided for all age groups who visit the local university’s

sports facilities and take part in a wide range of sporting and physical activities,
including tag rugby and athletics. Regular swimming lessons take place at the local

municipal pool. Pupils’ basic skills in literacy, numeracy and information and

communication technology (ICT) are well developed to a high standard. The school
carefully ensures pupils experience all subjects, some of which are taught by

specialist teachers, including science, French and music. The curriculum’s wide range

of enrichment activities are exemplary and have high participation rates. Examples of
these activities include tennis, learning to speak Spanish and lessons for a range of
musical instruments. The curriculum is enhanced through regular visits to local
places of interest. Pupils talked to inspectors excitedly about activities including the
science and history residential visits.
Teaching and assessment are good. From the Kindergarten to Year 6, the quality of
teaching ranges from satisfactory to outstanding, with much that is good. In the best
lessons, teachers are confident in their specialist subjects. Their planning matches
the different needs and abilities of all the pupils. Activities are practical, investigative

and develop pupils’ ability to take responsibility for their learning. Teachers provide

pupils with informal feedback on how they are progressing throughout the lesson,
giving clear information about how to improve and maximising the progress pupils
are capable of making; this is an improvement from the last inspection. In the few
instances where teaching is less effective, teachers do not take pupils’ prior learning
or their capability sufficiently into account. Consequently, the more-able pupils are
hindered from making as much progress as they are capable of because they are
expected to work through easier activities before the work becomes challenging.
Equally, those pupils who sometimes require additional support struggle at the start
of lessons because they do not receive appropriately structured work. However,
teachers ultimately compensate for this appropriately because of the small class

The school has an effective system for monitoring and assessing pupils’ progress.

Standardised national tests are used to measure progress over time, in addition to
regular testing for spelling and reading. The information is generally used well by

most teachers to inform their planning, but not consistently. Teachers’ marking of
pupils’ work is regular and conscientious.

Independent school standard inspection report
September 2011, No. 090070


The weaknesses indicated for teaching and assessment, though not undermining the
overall good judgement, suggest that the school’s approach to monitoring and
evaluating the quality of teaching in particular is not quite rigorous enough to
provide senior leaders and managers with the detailed information required to
ensure consistently high overall quality.
Pupils make good progress during their time at the school and as a result, almost all
the pupils pass the entrance examinations for the local grammar schools.

Spiritual, moral, social and cultural development of pupils

Pupils’ spiritual, moral, social and cultural development is outstanding from the

youngest children onwards. The school rightly prides itself on the warm, welcoming
and friendly atmosphere. Consequently, all pupils are happy and keen to learn and
relationships are very positive. The younger children in the Kindergarten have a
strong start and as a result are confident learners. This is sustained throughout their

time in the school. Pupils’ good awareness of different religions and cultures is

effectively promoted through a series of well-planned events marking religious
festivals throughout the year. These have included Diwali, Eid and the Chinese New
Year. In addition to high standards of basic skills, pupils of all ages work well
together and are patient, kind and tolerant of each other contributing to their
development of skills which will serve them well in their future lives. Pupils take on
additional responsibilities with relish, including as head girl and boy and their
deputies, monitors and a recycling team. The school council is effectively involved in
the development of school life, including the menus for school lunches. This

addressed successfully an area for development from the last inspection. Pupils’
attendance is high and their behaviour is exemplary. Pupils’ understanding of public

institutions is fostered well through the meetings with representatives from the
police and the Royal National Lifeboat Institution. They are encouraged effectively to
think about others; as a result, they have raised funds for very many charities. A
powerful example of this was a wreath for the Remembrance assembly for which
each pupil in the school had made a poppy.

Welfare, health and safety of pupils

The provision for all the pupils’ welfare, health and safety is outstanding. This

includes provision in the Kindergarten and Reception. Under the meticulous direction
of the headteacher, the school pays particularly close and rigorous attention to
ensure that the procedures and policies for safeguarding meet the current
government regulations for staff training for child protection. Health and safety

procedures and risk assessments are very robust. Pupils’ safety is taken very

seriously and there are no reported incidents of bullying and no exclusions. A very
high proportion of pupils who returned the questionnaires were very positive about
all aspects of school life. Those that spoke to inspectors demonstrated a very good
awareness of how to live healthy lifestyles and stay safe. The school’s three-year
access plan meets the regulatory requirements of the Equality Act 2010.

Independent school standard inspection report

September 2011, No. 090070


Suitability of staff, supply staff and proprietors

There are thorough procedures for the vetting and appointment of staff and these
meet all requirements. The school has a single central register of staff checks, which
contains all the required information.

Premises and accommodation at the school

The school’s accommodation provides sufficient space for the children and pupils to

be taught effectively and safely, and meets all the regulations. The school buildings
are well decorated and include furniture and fittings which are fit for purpose. Since
the previous inspection, the school has added an additional building to provide up-to-
date facilities for administration and reception. This has enabled improved rooms to
be provided for Year 1 pupils to learn in and a larger area where lunches can be
eaten without encroaching on learning spaces. This is an improvement since the last
inspection. There is a suitable area for pupils who are ill. Outside there is a good-
sized playground with a range of climbing apparatus.

Provision of information

The school provides clear, accurate and up-to-date information for current and
prospective parents and carers and to inspectors, Ofsted and the DfE on request,
which is an improvement since the previous inspection. There is an informative and
helpful prospectus and website. Almost all of the parental questionnaires returned
were very positive, indicating that the parents hold the school in high regard.

Manner in which complaints are to be handled

The school’s complaints procedure meets the requirements.

Effectiveness of the Early Years Foundation Stage

The overall effectiveness of the Early Years Foundation Stage is good. The good
provision and leadership and management secure good outcomes for the children.
Consequently, after a strong start, children make good progress in their learning and
personal development leaving Reception with skills, knowledge and understanding
that are above levels expected for their age.
The school provides a warm, welcoming and stimulating environment and has made
the most of the space available. Well-qualified adults support children’s learning well.

Teachers’ effective planning enables children to experience all of the areas of

learning although opportunities for independent access to outdoor activities are
sometimes limited. Long- and medium-term planning includes good provision for

children’s different needs. Well-managed resources meet the age requirements and

are accessible for children.

Independent school standard inspection report
September 2011, No. 090070


Children’s good personal development means that they are happy, articulate,

confident and secure. They learn to keep themselves safe and healthy through
activities that include role play and circle time.
The leadership and management of the Early Years Foundation Stage are good. The
coordinator is very new to her role but with the support of the headteacher and
effective teamwork, the kindergarten and reception team have established effective
patterns of working and strong relationships with parents and carers.
The school works very well with outside agencies. Policies and procedures are

comprehensive. Records are thorough and children’s progress is carefully recorded
providing helpful information about their progress to parents and carers in children’s

learning journals.

Compliance with regulatory requirements

The proprietor has ensured that the school meets all of the Education (Independent
School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’).

What the school could do to improve further

While not required by regulations, the school might wish to consider the following

points for development.

Monitor and evaluate, more effectively, the quality of teaching and

assessment to ensure that they consistently match the best in the school.

In the Early Years Foundation Stage, develop children’s access to the

outdoors even further to enable them to have more independence in
their learning outdoors.

Independent school standard inspection report

September 2011, No. 090070


Inspection judgements
good Satisfactory inadequate

The quality of education

Overall quality of education
How well the curriculum and other activities meet the range of needs
and interests of pupils
How effective teaching and assessment are in meeting the full range
of pupils’ needs
How well pupils make progress in their learning

Pupils’ spiritual, moral, social and cultural development

Quality of provision for pupils’ spiritual, moral, social and cultural
The behaviour of pupils

Welfare, health and safety of pupils
The quality of the Early Years Foundation Stage provision

The overall welfare, health and safety of pupils
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years
Foundation Stage
Overall effectiveness of the Early Years Foundation Stage

Independent school standard inspection report
September 2011, No. 090070


School details

School status Independent
Type of school Primary
Date school opened 1969
Age range of pupils 3–11 years
Gender of pupils Mixed
Number on roll (full-time pupils) Boys: 76 Girls: 72 Total: 148
Number on roll (part-time pupils) Boys: 10 Girls: 5 Total: 15
Number of pupils with a statement of
special educational needs
Boys: 0 Girls: 0 Total: 0
Number of pupils who are looked after Boys: 0 Girls: 0 Total: 0
Annual fees (day pupils) £ 3,728–£6,589
Address of school 8 Firs Glen Road
Talbot Park
Telephone number 01202 510348
Email address reveal email: Admi…
Headteacher Mrs Charlotte Oosthuizen
Proprietors Mr Mark Broadway
Mrs Joanne Broadway

Independent school standard inspection report

September 2011, No. 090070


11 November 2011
Dear Pupils

Inspection of Talbot House Preparatory School, Bournemouth, BH9 2LR

Thank you for making us feel welcome when we visited your school. We enjoyed
observing you at work, talking to you and looking at your work. Very many of you
who returned the questionnaires told us you enjoyed your school and that it was
good. We agree with you and have judged that the school gives you a good quality
of education and some areas are outstanding.
These are the findings from the inspection.

  • Your teachers give you interesting lessons most of the time and this helps you
    learn and make good progress
  • You are able to learn different subjects and have lots of interesting and exciting
    sports activities and educational visits including your sleep over in the Viking
    Long House.
  • Your attendance is good and you work hard in lessons.
  • Your behaviour in the school is excellent and you get on well with each other
    and the staff very well.
  • The school cares for you very well indeed and makes sure that you are all very
  • The younger children in the Kindergarten have a good start to their school life
    and make good progress
  • Although most of your lessons are good, sometimes teachers give some of you
    work that is either too easy or too hard. When this happens, it slows down your

We talked with your headteacher and staff about the very few things that need to be
improved and they will be working hard to make things even better for you. These
include monitoring teaching a little more closely to ensure that it is always good and,
in the Early Years Foundation Stage, giving you more opportunities to play outside.
I wish you all the best for the future.
Yours sincerely
John Seal
Her Majesty's Inspector

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