ISI Inspection Report
December 2025 Highlights
Welcome I am delighted to share the highlights from our recent Independent Schools Inspectorate (ISI) inspection, carried out under the new inspection framework introduced in 2023. While reports under this framework are intentionally factual in tone, I was delighted that, even within this format, inspectors clearly recognised what a special place Forest is to learn and grow. I was particularly thrilled that inspectors acknowledged the strength of our ‘Forest Way’ and the deep commitment shown by leaders to pupils’ wellbeing. They commented on the careful attention given to pupils’ emotional, physical and mental health, and how this shared approach creates positive interactions and a harmonious community. As a result, inspectors noted that our pupils are self-confident, self-aware and feel secure within school life. I am proud that inspectors recognised our inclusive approach, particularly the strong systems in place to support pupils with special educational needs and/or disabilities. Early identification, timely assessments and well-informed teaching ensure that pupils are supported effectively in lessons. The strong academic capabilities of our Year 6 leavers was also noted. I am immensely proud of our staff, whose dedication, care and professionalism are evident every day, not just during an inspection. Most of all, I am proud of our Foresters, who truly live and breathe #theforestway. Their achievements, personal development, kindness and sense of responsibility shone throughout the inspection and reflect the values we hold within our ‘Forest family’.
Mr G Booth Headmaster
By the end of Year 6, pupils have developed a thorough understanding of the curriculum.
Understanding ISI Inspections
Forest Preparatory School met all five standards and received a very positive report. transparency while recognising the distinctive character of each school. Forest Preparatory School was assessed across the following five key areas: Leadership and management Quality of education, training and recreation Pupils’ physical and mental health and emotional wellbeing Safeguarding Pupils’ social and economic education and contribution to society. The Independent Schools Inspectorate (ISI) is appointed by the Department for Education to inspect independent schools that are members of associations in England. Inspections evaluate the extent to which schools meet the statutory Independent School Standards and other applicable regulatory requirements, collectively referred to as the Standards. Forest Preparatory School was inspected from 2 to 4 December 2025 under the new ISI inspection framework, introduced in 2023. This framework represents a significant shift from previous inspection models. Rather than awarding single word judgements such as “excellent” or “good”, schools are now assessed on whether they have met or not met expectations across a number of defined areas. Under this approach, inspection reports are intentionally factual and evidence based. They focus on how effectively schools meet the required standards, providing clarity and
The Inspection A team of three inspectors visited the school for two and a half days. The Inspection included the following : Observation of lessons, some in conjunction with school leaders Observation of registration periods and assemblies Observation of a sample of extra-curricular activities that occurred during the inspection Discussions with the safeguarding director Discussions with the headteacher, school leaders, managers and other members of staff Discussions with pupils Visits to the learning support area and facilities for physical education Scrutiny of samples of pupils’ work Scrutiny of a range of policies, documentation and records provided by the school.
The inspection team also considered the views of pupils, members of staff and parents who responded to ISI’s pre-inspection surveys.
The ‘Forest Way’ shone through as the inspectors clearly saw what a special community we have.
Summary
Leaders are committed to the wellbeing of pupils. The school’s ‘Forest way’ provides a vehicle through which careful attention is given to pupils’ emotional, physical and mental health. Leaders’ approaches successfully create positive interactions and a harmonious community. As a result, pupils are self-confident and self-aware. Leaders take effective action to identify and mitigate risk. A regular rhythm of leadership meetings, half-termly health and safety committees and a robust approach to record-keeping supports leaders to fulfil their responsibilities in relation to risk management. Leaders have developed secure systems to support pupils who have special educational needs and/or disabilities (SEND). This begins with a focused identification process which is appropriately supported by well-integrated and timely assessments. Teachers are well informed about pupils’ precise needs and support pupils in lessons to access the curriculum and learn effectively. There is some inconsistency around the quality of teachers’ guidance and feedback to pupils to support their next steps in their learning. Typically, the guidance and feedback that pupils receive provides praise but does not always give precise, subject-specific advice about how best to improve their understanding and work. This means that opportunities are sometimes missed to extend pupils' learning. Health and safety arrangements are robust. Suitable attention is paid to aspects such as fire prevention and the administration of first aid. The arrangements are supported by comprehensive records. These actions support the safety and welfare of pupils. Leaders ensure that a comprehensive scheme of work for personal, social and health education (PSHE) is in place. From the Early Years to Year 6, the curriculum focuses on, and revisits, important themes and topics. This enables pupils to build on their knowledge and understanding in an age-appropriate way. Leaders provide opportunities for pupils to take on roles and responsibilities within the school. Older pupils pair up with younger members of the school to support them, this includes reading and playtime buddies. Older pupils act as positive role models and in turn they learn about qualities such as kindness and patience. Leaders place importance on supporting the local community. Pupils are involved in a range of initiatives that broaden their experiences and understanding. They develop a sense of social responsibility and this helps prepare them well for their future lives. Leaders actively promote equality, diversity and inclusion. This is achieved through units within the PSHE scheme of work and through constantly reminding pupils about the importance of treating everyone with respect. Pupils challenge discrimination whenever it arises. Appropriate safeguarding processes are well embedded, including those related to pre-employment checks and recruitment.
Section 1: Leadership and management, and governance All the relevant Standards are met
Leaders effectively promote the school’s aims, ethos and pupils’ wellbeing, creating a supportive and inclusive environment. Strong governance provides appropriate challenge and ensures standards are consistently met. Early years leadership is knowledgeable and well coordinated, supporting high- quality care and learning. Leaders prioritise self-evaluation, risk management and informed decision-making, with pupils’ wellbeing at the centre. Effective partnerships with external agencies support safeguarding and additional needs. Equality, accessibility and inclusion are embedded across the school. Policies are well managed, information is shared clearly with parents, and a robust complaints procedure ensures concerns are addressed promptly.
Strong Character Education
“The ‘Forest Way’ focuses on how pupils need to think carefully about how they can positively contribute to the life of the school.”
High Quality Education from the Start
“ This supports early childhood development and learning, including for the youngest children who are two years old.”
Section 2: Quality of education, training and recreation All the relevant Standards are met Leaders have created a well-planned and ambitious curriculum that supports strong academic progress, promotes British values, and prepares pupils effectively for secondary school. Teachers use their strong subject knowledge and positive relationships to deliver engaging lessons, including in the Early Years, where children are well prepared for Year 1. Pupils with SEND and those with EAL are well supported and able to access the curriculum. Overall, pupils develop strong foundational skills and achieve high academic outcomes by the end of Year 6.
Academic Achievements
“Many go on to achieve scholarships or places in selective senior schools through entrance examinations where a pre-requisite is high academic achievement.” “There is a well-embedded approach to early reading, mark making and writing skills.” Strong Early Literacy
The school provides a well-planned PSHE and RSE curriculum that addresses societal issues, reinforced through visits and workshops, helping pupils prepare for senior school. The PE curriculum develops a broad range of physical skills, including teamwork and participation in local and national events. Health, safety, and first aid systems are robust, with well-maintained premises, trained staff, and proper supervision. Pupils’ spiritual, emotional, and mental wellbeing is actively supported through subjects, calming spaces, and targeted initiatives like worry boxes and colour monsters, helping them regulate emotions and flourish socially and academically. In the Early Years, warm relationships, positive routines, and physical activities build children’s confidence, self-esteem, and fine motor skills. A consistent behaviour and anti- bullying policy ensures fairness and promotes positive social interactions. Attendance and admissions records are properly maintained and monitored. Section 3: Pupils’ physical and mental health and emotional wellbeing All the relevant Standards are met
“Leaders support pupils’ spiritual development and emotional wellbeing through subjects such as Art and Music.” Fostering Wellbeing “This positively impacts pupils’ emotional regulation and wellbeing. This in turn helps them to flourish in other areas of school life, including academically and socially.” Wellbeing Drives Success
Section 4: Pupils’ social and economic education and contribution to society All the relevant Standards are met Leaders actively promote equality, diversity, and inclusion, helping pupils develop respect for different faiths, backgrounds, and perspectives. Pupils learn responsibility, moral awareness, and social skills from a young age, including sharing, teamwork, and leadership roles such as house captains and buddies. The school fosters community engagement through charity work, local visits, and civic activities, while also teaching fundamental British values, democracy, and respect for public institutions. Pupils gain practical understanding of economic and financial concepts, preparing them to be responsible, informed, and socially aware citizens.
Leadership Opportunities
“Roles, such as head pupils and house captains, provide valuable opportunities for pupils to develop their leadership and social skills.”
Community and Personal Development
“Pupils develop an appreciation and respect for those whose lives and beliefs may be different to their own.”
Safeguarding All the relevant Standards are met
The school has a strong safeguarding culture embedded across all levels, supported by clear policies, robust systems, and well-trained staff. Leaders act promptly on concerns, work closely with external agencies, and ensure pupils are taught how to keep themselves safe, including online. Internet use is carefully monitored, and pre-employment checks are thorough and accurately recorded, ensuring that the safety and wellbeing of all pupils are consistently prioritised.
“Pupils are taught how to keep themselves safe, including when working online.” Online Safety Awareness “Pupils are taught the different ways as to how they can raise any concerns or worries that they have.” Effective Safeguarding Education
Recommended Next Steps We are delighted to only have one recommendation and no action points. ISI noted a recommendation relating to feedback in some foundation subjects, such as Religious Education, History and Geography. Inspectors observed that, while pupils regularly receive positive and encouraging comments, there is occasional inconsistency in the level of precise, subject-specific guidance given to help pupils understand their next steps in learning. This was described as an area where opportunities to extend learning can sometimes be missed. The school recognises that, within the foundation subjects, celebrating pupils’ effort, engagement and developing ideas is an important part of building confidence and enthusiasm. Moving forwards, we are introducing a range of classroom strategies to ensure feedback in these subjects increasingly combines encouragement with clear, practical guidance for improvement. Importantly, we will continue to celebrate our pupils' work in the foundation subjects. This was identified as a recommendation to enhance practice further, reflecting the school’s commitment to continual development.
Read the full ISI Inspection report
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