Solihull School

Attendance levels at the school are good and this allows pupils to take advantage of the opportunities on offer. The level of unauthorised absence is low. Arrangements for registration are correctly observed and attendance and admissions registers are completed according to statutory requirements.

Assessment and recording of pupils' work are good. Systems for assessing and recording pupil's attainment and progress are efficient, thorough and appropriate for the age and needs of the pupils. Pupils' work is marked regularly, but the school's comprehensive marking policy is not universally applied and not all marking lives up to the best standards observed, where constructive comments offer detailed help to pupils to improve their learning. The excellent new grading system for assessment of pupils' performance is helping teachers and parents to monitor pupils' progress more thoroughly in line with school policy, but assessment information is not always used as a contribution to curriculum development and planning.

The curriculum is very good throughout and embodies the school's aim in seeking to educate and develop the whole personality. It reflects the academic character of the school and appropriately meets the needs of all pupils regardless of their gender or ethnic origin, providing very good continuity and progression of learning. The needs of the high flyers are provided for, whilst those with SEN receive learning support, compliant with regulations in the case of statemented pupils, and teachers are kept informed of their needs. The breadth of education is supplemented by the generous provision for games, by enrichment courses in Year 12 and by the well-supported, highly valued and extensive range of extra-curricular activities.

The provision and quality of teaching staff are very good. Levels of experience and qualifications are high and teachers work very hard. They are committed to the school and to the values it promotes. They are effectively deployed and constitute a major factor in the quality of the all-round education provided. The teachers make considerable contributions to activities outside the classroom that have a very positive impact upon pupils' development. Good policies and procedures for appraisal, professional development and the induction of new teachers, including newly qualified teachers (NQT), contribute well to the effectiveness of all staff.

The quality of resources for learning is very good. The quality of the school's information and communication technology (ICT) facilities is very good, with a comprehensive and stable campus-wide network. The resources offer very effective support to pupils' learning, including the use of interactive whiteboards to enliven teaching. However, because of building works to improve provision, present ICT facilities are temporarily insufficient to meet demand. The provision of and access to common resources such as textbooks, worksheets, printing and photocopying facilities, videos, televisions and digital cameras are also very good. The provision of specialist equipment in departments such as art, design and technology (DT) and physical education (PE) gives very good support to teaching and learning.

Library provision in the school is very good and offers very good support for the curriculum. The premises and stock are very well managed, but the use made of them by pupils and staff is uneven, though generally sound. As a resource for personal study the library is very good in most subject areas and it is proving increasingly successful in encouraging pupils to read and research in support of their studies and for pleasure.

The buildings, accommodation and other facilities are good overall in terms of provision, quality and condition. Some facilities are outstanding, but certain subjects are at present housed in temporary accommodation, as they await the imminent completion of a large, new teaching area, which will further strengthen the quality of provision. The buildings, accommodation and facilities are suitable for their purpose, give good support to curriculum provision, teaching and learning and contribute positively to pupils' personal development, behaviour and welfare.

The quality of links with parents and the community is very good and these bring major benefits to the pupils. Parents receive high quality information about the school. Frequent written reports and regular grading along with well-timed parents' evenings provide very good evidence of pupil progress. Among community initiatives the link with an inner-city comprehensive school, Small Heath School, is outstanding, offering insights from a different educational culture for pupils and staff.

Six out of ten parents responded to the questionnaire sent out before the inspection to elicit their views on the education provided by the school, an unusually high response. Parents were almost unanimous in appreciating the range and quality of activities provided which enrich their children's curriculum. Large numbers of the positive comments made by parents concerned their children's happiness with and enjoyment of life at Solihull and this was backed up by the high positive scores for the standard of pastoral care and support of pupils by the staff, and for the school's promotion of worthwhile values. Parents are also pleased with their children's attainment and progress, the information the school gives them and the opportunities offered for discussion with teachers. The inspectors agree with them on all of the above issues.

The quality of provision for pupils' personal development is excellent. It is embedded in the school's aims, which aspire to provide pupils with as rich a life as possible at school, so that they are open to all the possibilities of being human. The school goes a long way towards achieving this vision of educating the whole person. A range of stimulating opportunities is provided, through which all pupils can increase their spiritual awareness, develop a strong moral code and learn to care for each other. Pupils relate positively to each other and develop all aspects of their personality by playing a full and active part in the rich and varied life of the community. They are offered the opportunity to take on positions of responsibility and to put into practice their care and concern for others. Parents attest to this; pupils themselves recognise it and their general demeanour around the school confirms it.

The quality of pastoral care, support and guidance is very good. The school is true to its mission statement in providing a caring, safe and empowering environment for all its pupils. Comprehensive pastoral, tutorial and guidance systems make a worthwhile contribution to the educational standards and personal development of every pupil. Measures taken to safeguard and promote pupils' welfare, health and safety are very good and are reviewed regularly. Child protection procedures and measures to promote good discipline and behaviour are in place and are effective. This commitment to care has produced a civilised ethos in which every individual feels valued and is encouraged to make his or her contribution to community life without fear of ridicule or envy.

Governance and management are very good, providing clear direction for the school and generating considerable and wide-ranging achievement. Conspicuous success in overseeing the school's financial resources is to be attributed to very astute and committed governance over a good number of years, resulting in many first-class facilities and a remarkable level of funding for scholarships and bursaries. The school is well resourced. The visionary leadership of the headmaster, ably supported by his senior management team, has been singularly successful in creating a civilised environment, in which high standards of teaching and learning flourish and an unmistakable spirit of loyalty, collegiality and care pervades the school.

As a result, the school's aim to provide a rich and varied experience for all pupils is very largely met. Clearly defined roles and responsibilities support effective management at all levels through shared values and policies. While the governors have endorsed this successful transformation in school ethos, the relationship between the governors and the school community is perceived within the school to be distant and to be subject to occasional lapses in communication.

The achievement and quality in activities are excellent. Parents` responses to the questionnaire include the word 'exceptional' and this is supported by much of the evidence gathered by the inspection team. The range, quality and availability of all that is on offer are comprehensive and the programme is driven by knowledgeable, committed and motivated staff. This is a major strength of the school.