In 2010, the Independent Schools Inspectorate (ISI) visited Barfield School and produced a report with the following statements:
'Pupils are well educated, with well developed knowledge, understanding and skills…
… Pupils gain high standards in their learning, attitudes and skills.
A wide ranging curriculum, both inside and outside the classroom, enables pupils to develop good attitudes to learning, which they embrace with enthusiasm. They are well-motivated, concentrate and persevere with their work. A wide variety of teaching methods stimulate pupils.
The Early Years setting recognises the uniqueness of each child and the recently introduced ‘Learning Journeys’
illustrate the value placed upon this…. The children’s needs are exceptionally well met through highly effective partnerships with parents, carers and others. Results of the parents’ questionnaire show parents are
overwhelmingly supportive of the setting….. The quality of provision is good and supports learning and development extremely well in all six areas of learning. The staff thoroughly plan work and undertake regular observations and assessments to inform them of what each child needs to learn next.
The pupils' excellent behaviour reflects the happy and warm atmosphere in the school, where the relationships between themselves and with the staff are a particular feature of the school. Pupils expressed great enthusiasm for all aspects of their care, and many said they wished that they could stay at Barfield throughout their schooling.
The personal development of the pupils is excellent, resulting from strong relationships between
staff and pupils, detailed and sensitive pastoral care, and lively encouragement for pupils
to develop strong independent personal qualities. It meets the school’s aim to instill family and
community values in a sustainable world.
Spiritual development is outstanding… Pupils have a very well developed moral sense…
Pupils demonstrate excellent social development.
The governors preside over a successful school, which effectively secures its aims, promotes academic and pastoral development of its pupils, and provides a rich environment in which pupils thrive. The leadership and management of the school are dynamic. A vibrant atmosphere has been created, in which innovation is encouraged, and outdoor activities
such as the school’s ‘Three Peaks’ adventure training and Forest Schools initiatives are flourishing.
The school has excellent links with parents, who were very strongly supportive of all the school does.'
The full report can be seen at http://www.isi.net/