Forest School Voluntary Work Party
A group of pupils and staff from Coln House School were recently involved in some voluntary work at a local business in the Cotswold Water Park. Studying is a complex process that includes not only the scientific space, but also the moral space (emotional intelligence), where children learn responsibility and protection of our ecosystem. Of course, we shouldn't forget about learning, and if we need help, turn to 123helpme.org or teachers, but restraint, diligence and empathy for wildlife should also be developed.
The aim of the visit was to move bark, mulch and wood chip to various points in Clay Hill Copse, filling in patches of the footpath that had become waterlogged. The group worked very hard over the visit and managed to spread an enormous amount, completing one of the many footpaths. The owner of the Cotswold Forest School John Kimberly was appreciative of the effort put in and thanked the boys for their hard work.
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Ofsted Feb 2013
Overall effectiveness: Good with outstanding features.
This is a good school. School leaders know their pupils very well. Teaching is typically good and there are some examples of outstanding teaching.
All groups of pupils make good progress in all aspects of their learning. This is almost always from a very low starting point.
Pupils have excellent attitudes to learning in class and they behave exceptionally well around the school site.
School leaders, including members of the governing body, are ambitious for the school.Governors play a full role in raising standards at the school.
The achievement of pupils is good. There is a secure trend of improvement over time, with more pupils gaining good GCSE passes A* to G.
The quality of teaching is good. Lesson planning is well organised, teacher expectations of pupils are high.
The behaviour and safety of pupils are outstanding. Exceptionally skilful behaviour management systems have been developed by school leaders.
Pupils are very proud of their achievements. Pupils speak with warmth about their successes in physical challenges away from school.
Ofsted Residential 2015
“Leadership and management of the school is strong and committed to the school’s continued improvement.”
“Staff have excellent relationships with the residential pupils they care for based on respect and trust.”
“Pupil’s well-being , safety and progress is at the heart of all the work the staff undertake
Residential pupils make good to excellent progress from their starting points on admission to the school.”
“The therapeutic team provides residential pupils and the school staff with outstanding support.”
“Behaviour management is a strength of the school.”
“Residential pupils make excellent progress from their starting point on admission to the school – evident in improvements in their behaviours and the growth of their self-confidence and self-esteem.”
“Residential pupils take part in an extremely wide range of activities both on and off the school campus which enable them to have new experiences and develop new skills.”
“Residential pupils take on roles of responsibility within the school - some said that this was the first time that they had been placed in a position of responsibility and trust.”
“Residential pupils are very proud of their school and of the individual boarding houses. The staff team have developed an effective caring community within the school.”
“Residential pupils give back to the local community.”
“Residential pupils are well prepared for making the next move in their lives.”
“Pupils benefit from excellent pastoral arrangements.”
“The pastoral and education aspects of the school have high aspirations for the pupils.”
“Pupils have a strong effective relationship with the staff who care for them and spoke highly of them: ‘they (staff) never give up on you’
‘being here has changed my life’
‘you couldn’t ask for a better place,
‘I’ve been to other schools and this is the best’.”
“The wellbeing of pupils is at the heart of all practice – supported by comprehensive, individualised plans which clearly identify pupil’s individual needs.”
“The staff establish partnership working with families.”
“New pupils are placed in the nurture unit – a highly effective approach.”
“There are many examples of innovative practice which support young people to make progress in every aspect of their lives.”
“Positive reinforcement of good behaviours is central to the school’s ethos.”
“Health care arrangement at the school are very effective.”
“Residential accommodation across the school is of a very high standard.”
“The catering provision at the school is exceptional.”
“Child protection is given a high priority.”
“Throughout the inspection, the pupils’ behaviours observed were very good.”
“There has been very innovative work within the school around the issue of bullying.”
“Physical intervention is very rarely used.”
“Health and safety is given a high priority at the school.”
“Leadership and management of the residential provision is good.”
“Feedback from parents is very positive and they praise the staff for their dedication to the pupils and the positive outcomes they achieve.”
“There is a strong governing body at the school who are very committed.”
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