ISI Inspection Report - Flipbook - Page 36
Inspection of Educational Quality
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unanimously reported that they felt that their needs were being effectively met and that the easing
of covid restrictions was better helping them settle into boarding regimes. School leaders reported
that an increased pastoral focus was having a positive impact. Evidence gathered during the visit
concurred with this view. The sixth-form pupils have a significant impact on the ethos of the school,
most particularly in their role in assisting with younger pupils. It is evident that the majority of pupils
really do believe in and live up to the key values of the school of courage, integrity and compassion.
This was highly evident in the manner in which the prefect body managed a lunch time meeting,
attended by the inspectors, in which various senior school pupil driven committees, presented their
reports on progress to date and initiatives for the future. Present were representatives from inter alia
anti-bullying, food, cultural, charity and faith groups. Their deliberations were genuine, unrehearsed
and led entirely by the pupil body and portrayed young adults with a deep conviction in supporting
the interests of the pupils and in turn the success of their school.
4.15 Pupils of all ages are highly self-confident without being overbearing. They show notable resilience
and a determination to succeed. Pupil discussions confirmed that they have a very clear and objective
understanding of how to improve their own learning and performance both academically and in cocurricular activities. Pupils have well-developed decision-making skills. They are accustomed to
making decisions about their own development and understand the ramification of these decisions.
Sixth-form pupils in discussion spoke about being assisted with their career choices and attributed
their abilities to make good decisions to the level of independence they have as senior pupils in the
boarding house. Older pupils in discussion explained that they enjoy having a key role in the peer
mentoring and counselling of younger pupils, creating a positive ethos and work ethic as role models.
A recent initiative has been the development of a tracking system which links pupils’ academic and
pastoral performance. This supports pupils who need extra encouragement in positive decision
making and time keeping, and such tracking allows early and appropriate interventions to be put in
place where needed.
4.16 The majority of pupils develop a deep spiritual understanding and have a good appreciation of nonmaterial aspects of life through valuing nature, the influence of their teachers and the strong emphasis
on the well-being of the whole community, on mutual respect and on showing concern for others. The
vast majority of pupils fully embrace the strong Christian values of the school, and this has a significant
guiding influence on their lives both within and outside of the school. This is seen though attendance
of chapel, tutor group assemblies and through bible study groups and attendance of Alpha courses. In
RE and PSHEE lessons pupils of all faiths are encouraged to explore other faiths, and those of other
non-Christian world faiths. Pupils reported that they felt well supported in their own worship. The
quiet and deeply respectful attitude of the pupils in an outdoor Chapel service reflects the strong
moral values of the pupils.
4.17 Pupils’ moral understanding and responsibility for their own behaviour is exemplary. Pupils form very
positive and productive relationships with each other and their teachers, irrespective of culture, race
or background. Their moral understanding is firmly fixed within the strong Turi values prompted by
the school and seen in all areas of school life during the visit and is evident from the excellent
behaviour throughout the school. Pupils are generally very respectful, courteous and kind to each
other. They challenge misbehaviour and unkindness and are quick to show initiative in addressing any
unkindness or bullying that occurs. The successful house pastoral system allows positive inter-year
bonding to take place in tutor time and trained older pupils have weekly mentoring sessions with the
younger pupils. In the questionnaire, which took place prior to the pre-inspection visit, a small
minority of pupils said that pupils in the boarding houses did not get on well with each other. In
discussions with a full range of age groups during the visit, pupils were clear that relationships were
very good in the boarding houses and that the younger pupils especially valued the mentoring offered
by the older pupils and prefects in the school. The very large majority of parents responding to the
questionnaire acknowledged that the school actively promotes good behaviour and the overwhelming
majority of pupils agreed that the school encourages them to behave well. Inspection evidence
supports this view.
© Independent Schools Inspectorate 2022
St Andrew’s School – Turi – Kenya – March 2022
