School inspection report
27 to 29 January 2026
Sherborne Preparatory School
39 Acreman Street
Sherborne
Dorset
DT9 3NY
The Independent Schools Inspectorate is appointed by the Department for Education to inspect association independent schools in England. Our inspections report on the extent to which the statutory Independent School Standards and other applicable regulatory requirements are met, collectively referred to in this report as ‘the Standards’.
Summary of inspection findings
1. Leaders place pupils’ wellbeing at the forefront of their work. Their vision for a community and collegial environment is communicated well and enacted through warm and caring relationships with the pupils. This results in pupils being recognised and respected at school, which develops their confidence as integral members of the school community.
2. Governors maintain effective oversight of the school. They work well with leaders to consider the strategic vision for the school and to ensure that policies are suitably implemented and that the Standards are met.
3. Leaders in the early years have a clear vision for high-quality early years provision with a nurturing ethos. This enables children to develop positive relationships and make progress in their learning.
4. Leaders for boarding are attentive to the needs of boarders, ensuring a caring and secure experience. They implement policies and procedures effectively so that they meet the National Minimum Standards for boarding schools (NMS).
5. Leaders liaise well with the local authority attendance officer so that they can proactively promote high attendance. Typically, they report pupils who leave and join the school at non-standard transition times to the local authority. However, an administrative error recently led to a small number of pupils not being reported within the required time frame.
6. Leaders implement a broad curriculum that reflects their high expectations for the pupils’ learning. The curriculum is inclusive and enables all pupils to have equal access to subjects such as sport, music and drama. The curriculum is underpinned by the promotion of the school’s ‘core skills’ of communication, collaboration, thinking and learning, reviewing and improving, independence and leadership. It is designed to enable pupils to develop skills to be ready for the next stage of their education.
7. Teaching enables pupils to make good progress through well-planned lessons and effective use of resources. Teachers typically provide high-quality feedback so that pupils are aware of how they can deepen their understanding and make further progress. However, this is not consistently the case across subjects and year groups with the result that pupils do not always know the exact steps that will help them to enhance their progress.
8. Leaders successfully promote clear and consistent expectations for behaviour through their ‘dragon values’ of kindness, perseverance, awareness, generosity, honesty and independence. As a result, pupils display high levels of respectful and considerate behaviour.
9. The school prepares pupils well for life in modern Britain by fostering a culture of pupil leadership and initiative. Pupils participate in a range of roles, including house captains, competition leaders and subject ambassadors. Through these, they develop independence, social skills and confidence so that they contribute responsibly to their school and community.
10. Safeguarding arrangements are robust and effective. Pupils feel safe and well cared for, staff are vigilant and well trained, and leaders demonstrate a commitment to continuous improvement in safeguarding practice.
The extent to which the school meets the Standards
Standards relating to leadership and management, and governance are met.
Standards relating to the quality of education, training and recreation are met.
Standards relating to pupils’ physical and mental health and emotional wellbeing are met.
Standards relating to pupils’ social and economic education and contribution to society are met.
Standards relating to safeguarding are met.
Recommended next steps
Leaders should:
consistently report pupils who leave and join the school at non-standard transition times to the local authority within the required time frame
ensure that teachers consistently provide high-quality feedback that enables pupils to understand how to deepen their learning and progress further.
Section 1: Leadership and management, and governance
11. Leaders place pupils’ wellbeing at the centre of school life, supported by a caring and comprehensive pastoral structure in which individual pupils are valued. Leaders work cohesively with staff to promote community values through the school’s motto of ‘non nobis solum’, which translates as ‘not for ourselves, alone’. They model and establish nurturing relationships with pupils to develop a genuine sense of belonging within a caring environment. In turn, pupils develop positive relationships with each other, showing care and consideration for their peers, as well as pupils outside of their own year group.
12. Governors work effectively with leaders to enable them to set the strategic direction of the school. They meet with leaders regularly to review and evaluate their work. Through meetings with leaders and visits to the school, governors gain reassurance that policies are implemented well. They provide suitable professional development opportunities so that leaders can enhance their knowledge, skills and understanding and meet their responsibilities. This ensures that Standards are met consistently.
13. Leaders adopt a thorough approach to self-evaluation to ensure that academic and pastoral systems remain effective. Leaders reflect on how they can improve the school further, underpinned by what the school terms the ‘five strategic pillars’ identified with governors. As part of this process, leaders consider the views of parents and pupils, such as when formulating their development plan to enhance character education for pupils and widening the variety of snacks at break times.
14. Leaders in the early years provide an emotionally secure and stimulating environment so that children are nurtured and enjoy coming to school. Leaders ensure that staff in the early years are well supported through induction, mentoring, regular meetings and ongoing professional development. This enables staff to support children to make good progress in the learning. Leaders liaise effectively with parents and keep them updated about their child’s progress.
15. Leaders for boarding have established clear boarding principles which are reviewed regularly to reflect the school’s ethos and expectations. Leaders ensure that these principles are clearly communicated to boarders, parents and staff, providing consistent guidance for daily boarding life. These expectations are well understood and visibly reflected in pupils’ behaviour, relationships and positive interactions within the boarding community.
16. Leaders demonstrate a secure and informed understanding of risk. They ensure that appropriate risk assessment procedures are in place and that potential risk is systematically assessed and reviewed, including through robust oversight at governor level. Leaders undertake relevant training in the identification, assessment and management of risk, enabling consistent and effective practice. Risk assessments are comprehensive, covering a wide range of considerations including curriculum areas, site security, trips and boarding. Leaders adopt a reflective stance, including the review of near misses and individual risk management for vulnerable pupils.
17. Leaders provide the required and other relevant information on the school’s website, including policies and contact details. They ensure that parents receive detailed information about their child’s progress at school, including through regular reports.
18. Leaders meet the requirements of the Equality Act 2010 by providing an inclusive ethos that rejects discrimination. Leaders implement a suitable accessibility plan that outlines the actions they are
taking to improve access to the site, curriculum and information. There is an ongoing auditing programme that enables leaders to review their actions, such as the effectiveness of a portable ramp, and plan for further actions, such as how buildings could be redeveloped.
19. Leaders maintain effective professional partnerships with external agencies. They liaise with the local authority about annual reviews and finances for pupils who have education, health and care plans (EHC plans). Leaders have systems in place to inform the local authority about pupils who leave and join the school at non-standard transition times. These are typically effective. However, an administrative error recently led to late information being shared about a small number of new pupils joining the school.
20. Leaders implement suitable arrangements for handling complaints according to appropriate stages and timescales. Their complaints policy is accessible on the school’s website. Governors are aware of their role in the complaints process, should the need arise.
The extent to which the school meets Standards relating to leadership and management, and governance
21. All the relevant Standards are met.
Section 2: Quality of education, training and recreation
22. Leaders implement a broad and balanced curriculum which meets pupils’ needs. Leaders evaluate the curriculum to ensure that key early skills in English and mathematics are developed and extended, as well as giving pupils the opportunity to experience a range of subjects. The curriculum is designed to enable pupils to develop the school’s ‘core skills’, such as communication and independence, to prepare them for the next stage of their education. Leaders provide ‘drop down days’ in which pupils take part in project-based activities that promote deep thinking. This often involves older pupils working with younger pupils on open-ended tasks that promote leadership and collaboration. The creative arts of music, drama and art are a pronounced feature of the curriculum. These subjects develop pupils’ creativity and confidence as they learn to present and perform to an audience.
23. Leaders in the early years provide an appropriately play-based and active curriculum that enables children to make good progress. The curriculum ensures that children are engaged in their learning and that they build on their knowledge and skills in age-appropriate ways. Oral language is prioritised so that children develop their speaking and listening skills. Staff are skilled at interacting with children to extend their ideas and vocabulary. Children develop their understanding of numbers by singing songs and counting objects. The learn about shapes and colours by completing repeating patterns and making pictures out of coloured shapes. Children learn phonic sounds which they initially use to help them recognise the sounds in their name. They then apply this knowledge when reading and writing simple sentences.
24. Teachers demonstrate good subject knowledge and use a range of teaching approaches effectively. Lessons are well structured, with clear explanations, purposeful questioning and effective use of resources. This enables pupils to make good progress in their learning. Pupils are engaged in their learning as a result of a variety of well-chosen teaching methods, including debates, project work, analysis of texts and independent tasks.
25. Teachers ensure that relationships within lessons are positive and supportive. This gives pupils the confidence to contribute, collaborate and learn from one another. Teachers manage classrooms calmly and sensitively, promoting respectful behaviour and high expectations. This results in focused learning environments in which pupils can learn without distraction.
26. Teachers use feedback in lessons to extend pupils’ progress. Typically, teachers provide clear guidance, both verbal and written, to enable pupils to understand exactly what they need to do to make further progress. However, this is not consistently the case across subjects and year groups. Pupils readily understand that qualities such as resilience and independence help them to make progress in their learning, but the inconsistent effectiveness of teachers’ feedback means that pupils do not always fully understand the precise steps they can take to refine their knowledge and skills further.
27. Leaders implement an effective assessment framework and analyse assessment data with teachers. They monitor pupils’ progress and identify any gaps in the curriculum or pupils’ learning. When indicated by assessment data, tailored support is put in place for individual pupils to help them make further progress.
28. The provision for pupils who have special educational needs and/or disabilities (SEND) is effective. Leaders identify pupils’ needs in a timely way and implement detailed pupil profiles, containing targets and relevant teaching approaches. Staff are kept informed about pupils’ needs, which are regularly reviewed and discussed in pastoral meetings. This ensures that support is responsive and dynamic, according to ongoing needs. Leaders provide regular training for teachers so that they can enable pupils who have SEND to make good progress.
29. Leaders have effective procedures to identify and support pupils who speak English as an additional language (EAL) so that they can make good progress. When required, pupils receive specialist lessons to develop their acquisition of spoken English. Teachers provide additional assistance in class to promote development of subject-specialist vocabulary and comprehension when necessary.
30. Leaders carefully design the enrichment programme so that pupils can access an extensive range of clubs and activities to enhance their personal development. Pupils take part in clubs and activities that build their skills in sport, the creative arts and technology, whilst developing their confidence and social skills. Boarding provision offers a broad programme of evening and weekend activities, as well as offering support with homework when required. Boarding activities are inclusive by being open to both day pupils as well as boarders. At these times, pupils mix readily across year groups, providing opportunities for leadership and teamwork.
The extent to which the school meets Standards relating to the quality of education, training and recreation
31. All the relevant Standards are met.
Section 3: Pupils’ physical and mental health and emotional wellbeing
32. The school’s ‘dragon values’ provide a consistent framework for pupils to develop their moral understanding and sense of mutual respect. These values are promoted within lessons and during assembly times so that pupils are immersed in the expectations for them to be kind and thoughtful individuals. Pupils display respectful behaviour in the way that they listen to each other, help those in need and are courteous in their interactions with others.
33. Leaders promote spirituality by encouraging pupils to reflect on being selfless and to think about others. Pupils learn that they are connected to others and about the concept of a greater good. Spirituality is enhanced through the school’s work on sustainability so that pupils can consider their actions in promoting a sustainable world. Moral debates help older pupils to think more deeply about spirituality and sustainability, such as discussing whether God or humans have responsibility for looking after our planet.
34. Pupils have well-developed confidence and self-esteem. Positive and nurturing relationships with staff enable pupils to speak up with confidence, knowing that they will be respectfully heard. Confidence is gained from the opportunities that arise from the curriculum and enrichment programme. As pupils try new activities and reflect on the school’s core skills, they develop a sense of accomplishment in themselves as capable and successful learners.
35. Leaders implement an effective personal, social, health and economic education (PSHE) curriculum that promotes pupils’ understanding of positive wellbeing and mental health. Pupils discuss emotions and explore ways of managing their feelings, such as talking to their trusted adult. The PSHE curriculum focuses on resilience so that pupils understand how to bounce back from setbacks or disappointment and cope during potentially stressful periods, such as during examinations.
36. Leaders promote physical health through the broad and effective physical education (PE) and sports curriculum that encompasses team sports, including hockey and cricket, as well as individual pursuits, such as cross-country and swimming. Pupils are frequently active, building their fitness and co-ordination. Pupils learn how physical activity boosts their emotional wellbeing. Physical health is further promoted in PSHE and science lessons, where pupils learn about the benefits of healthy eating. Older pupils explore the negative effects of harmful substances on physical and mental health.
37. Teachers in the early years support children to develop their personal and physical health. Children develop their stamina and co-ordination as they climb on equipment, ride bikes and participate in physical education lessons. Children learn how nutritious food and a balanced diet is beneficial for their physical health. They brush their teeth after lunch so that they know about the importance of oral hygiene. Daily registration involves children selecting an emotion, for example happy or tired, to reflect how they are feeling that day. Circle time activities enable children to discuss their feelings and teachers remind them of the support available through talking to an adult if they feel overwhelmed.
38. Relationships and sex education (RSE) is effectively planned and implemented through the PSHE curriculum. Pupils learn about positive friendships and different family relationships. Pupils understand how to manage conflict and gain understanding of themes such as consent, in age-
appropriate ways. Pupils learn how their bodies change when they experience puberty. Leaders consult parents about the RSE curriculum and keep them informed about sex education for older pupils.
39. Behaviour across the school is calm and respectful, underpinned by leaders’ clear expectations, consistent routines, effective rewards and, when appropriate, proportionate sanctions. Leaders promote a reflective approach to behaviour management, supporting pupils to learn from any poor behavioural choices.
40. Pupils have a well-developed understanding of bullying which is reinforced through PSHE lessons and assemblies. Incidents of bullying are rare, but staff are effective at dealing with any issues that do arise. Pupils have a mature understanding of not being bystanders so that they are proactive at reporting bullying concerns about their peers as well as themselves.
41. Leaders take a systematic and robust approach to health and safety, including fire safety, across all areas of school and boarding life. Detailed record-keeping, regular maintenance, external monitoring and effective governor oversight ensure that pupils learn and live in well-maintained environments.
42. Leaders for boarding are attentive to the needs of boarders, ensuring a positive experience. Boarding accommodation is comfortable and secure, with suitable facilities for sleeping and washing. There is a broad programme of evening and weekend activities that promote inclusion, confidence and positive relationships. Leaders ensure boarding procedures are clear and well understood, including those related to safeguarding and the protection of personal possessions.
43. Supervision is effective across the school day, including during unstructured times, off-site activities and boarding, ensuring that pupils are well cared for in different contexts. Boarding pupils are well supervised and can always access of member of staff should they need support overnight. Suitable ratios are maintained in the early years, including when children are eating.
44. Leaders maintain admission and attendance registers in line with statutory requirements. They liaise effectively with the local attendance officer. They promote the importance of attendance and have suitable procedures in place when attendance may need to improve.
45. Pupils have access to trained first aiders, including paediatric first aiders in the early years. There are suitable facilities to ensure that pupils receive appropriate medical attention. There are appropriate procedures for any administration of first aid or medication.
The extent to which the school meets Standards relating to pupils’ physical and mental health and emotional wellbeing
46. All the relevant Standards are met.
Section 4: Pupils’ social and economic education and contribution to society
47. The well-structured PSHE curriculum enables pupils to develop their understanding of British values. They learn about democracy and discuss what this looks like in practice, through their work in school council and when participating in the Sherborne Youth Council. They develop their understanding of how elections operate and the rule of law when exploring governance and the justice system as part of the humanities curriculum. Pupils learn that rules and laws are necessary for an ordered society and develop their understanding of freedom of choice within a law-abiding society. Teachers ensure that discussions that involve political content are conducted impartially.
48. Leaders promote an inclusive environment in which diversity is valued. They provide opportunities for pupils to learn about different cultures. The religious education (RE) curriculum enables pupils to gain knowledge and appreciation of major world religions and their associated places of worship and festivals. Pupils are encouraged to offer any first-hand experiences when discussing religions and culture, such as during class assemblies about themes such as customs from around the world. Leaders ensure that texts for the English curriculum and library represent different cultures to extend pupils’ knowledge and understanding. Pupils use art lessons to explore different cultures, such as creating mandalas as part of a recent art day. The caterers provide regular international food menus so that pupils can experience foods from around the world. Through PSHE lessons, pupils learn about different forms of prejudice and discrimination so that they enhance their awareness of the importance of respect and inclusion.
49. Leaders’ effective promotion of the school's motto, ‘not for ourselves, alone’, creates a sense of responsibility and civic duty for the pupils. In support of the local area, pupils are involved in litter picking, planting flowers beds and creating a pond. Many pupils sing with the Sherborne Abbey choir and younger pupils visit a local care home. Pupils collect donations for local food banks. Their civic duty extends to raising money for charities, most recently for the Dorset Wildlife Trust, through activities such as a sponsored triathlon and cake sales. Pupils are encouraged to use their initiative for charitable events, such as some pupils raising money for charity by selling home-made items at the local market.
50. Leaders enable pupils to discern the difference between right from wrong through providing them responsibilities, such as house captains and ambassadors, and opportunities to make their own decisions, such as managing personal budgets. These roles and activities promote pupils taking responsibility for and accepting the consequences of their actions. Older pupils take part in ethical and philosophical debates, with topics such as ‘do great leaders have to be good?’ as a way of thinking critically about right and wrong.
51. Teachers in the early years promote social awareness so that children begin to understand how to relate to each other. They help children to understand rules and model the importance of listening to their friends. Teachers promote courteous manners so that children routinely say please and thank you. They facilitate resolving disagreements between children, with discussion about the kindest way to interact with others. Teachers help children to work in a team by showing and encouraging them how to share and take turns.
52. Leaders provide effective careers provision through the PSHE programme so that pupils are well prepared for the next stage of their lives. The ‘Lent lecture series’ enables pupils to benefit from
encounters with a variety of professions, including artificial intelligence (AI) specialists, authors, influencers and bankers. Leaders ensure that they challenge stereotypes in the selection of speakers so that pupils can feel inspired by people representing different groups. Pupils in Year 8 participate in ‘skills week’ to broaden their understanding of diverse industries and pathways. They gain key life skills, such as learning to iron, to enhance their readiness for the next stage of their education. Pupils are well prepared for applications to senior schools with tailored interview practice and examination revision sessions.
53. Pupils have opportunities to develop their economic literacy. In the early years, children play with pretend money, such as buying tickets for imaginary train journeys. Within PSHE lessons, pupils develop their understanding of the value of money. They explore topics such savings, budgeting and mortgages. Pupils learn about taxation in history, such as how the Domesday Book was used to determine rates of taxation. Pupils learn how to manage a personal budget in meaningful ways, such as what to buy at the school fair or when on a school trip. Older pupils take part in enterprise activities, including creating a business plan and investing in simulated stocks and shares.
The extent to which the school meets Standards relating to pupils’ social and economic education and contribution to society
54. All the relevant Standards are met.
Safeguarding
55. Safeguarding arrangements are effective and underpinned by a robust culture to ensure that safeguarding is a high priority. Leaders and staff demonstrate a clear understanding that safeguarding is everyone’s responsibility. As a result, pupils feel safe and are confident to raise concerns.
56. Governors have effective oversight of safeguarding procedures to ensure that policies are implemented consistently and based on up-to-date statutory guidance. They visit the safeguarding team regularly to provide support and challenge.
57. Staff receive effective safeguarding training, with regular updates and opportunities for leaders to test staff’s understanding. Induction arrangements ensure that staff new to the school are aware of safeguarding procedures, low-level concerns and whistleblowing arrangements. Staff demonstrate a clear understanding of how to report and record concerns about pupils or adults. They know about different risks relating to safeguarding, including online harm and radicalisation.
58. Safeguarding leaders are appropriately trained for their role. They have in-depth knowledge about safeguarding procedures and contextual risks. They use this knowledge to ensure that safeguarding records are comprehensive, securely maintained and reviewed regularly. They respond promptly to concerns and evaluate the effectiveness of actions taken. They are proactive at liaising with external agencies, including local safeguarding partners, to make referrals and access suitable support for pupils when required.
59. Safer recruitment processes are robust. The school undertakes all relevant pre-employment checks before adults commence working at the school to confirm their suitability to work with children. These checks are accurately recorded on the single central record of appointments (SCR).
60. Suitable internet filtering and monitoring systems are in place and tested regularly. Pupils know that these systems are for their protection when working online at school. They learn about online safety during their computing lessons, with regular quizzes to reinforce their understanding. This helps them to remember key points, such as not sharing personal information online and being wary of potentially fake websites.
61. Pupils learn how to report concerns via trusted adults, online reporting systems or worry boxes. Pupils are confident in the processes for raising issues. Any concerns raised are taken seriously and responded to swiftly by staff. Boarders are provided with information about the independent person and other external services so that they can access support available at any time.
The extent to which the school meets Standards relating to safeguarding
62. All the relevant Standards are met.
School details
School Sherborne Preparatory School
Department for Education number 838/6026
Registered charity number 1081228
Address Sherborne Preparatory School 39 Acreman Street Sherborne Dorset DT9 3NY
Phone number 01935 812097
Email address school.office@sherborneprep.group
Website www.sherborneprep.group
Proprietor Sherborne School
Chair Mr Christopher Samler
Headteacher Mrs Annie Gent Age
Date of previous inspection 17 to 19 January 2023
Information about the school
63. Sherborne Preparatory School is an independent co-educational day and boarding school located in Sherborne, Dorset. The school was founded in 1858 and since 1998 has been administered as a charitable trust. In 2021, the school merged with Sherborne School and is now part of the Sherborne Schools Group, with a shared governing body. The current chair of governors took up his appointment in September 2024. The school comprises three sections: the nursery, for children aged three to four years; the pre-prep, for children aged four to seven years; and the prep school, for pupils aged seven to thirteen years.
64. The school has one boarding house located in the main building. There are separate floors for male and female boarders. Boarding is available from Year 3 and can be on a flexi, weekly or full boarding basis.
65. There are 30 children in the early years which comprises one Nursery class of 18 children and one Reception class of 12 children.
66. The school has identified 50 pupils as having special educational needs and/or disabilities. A very small number of pupils in the school have an education, health and care plan.
67. The school has identified English as an additional language for 19 pupils.
68. The school states its aims are to inspire every pupil to grow in confidence, compassion, curiosity and character, ready to embrace life and shape their future.
Inspection details
Inspection dates 27 to 29 January 2026
69. A team of four inspectors visited the school for two and a half days.
70. Inspection activities included:
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 chair and other governors
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
visits to boarding houses accompanied by pupils and staff
scrutiny of samples of pupils’ work
scrutiny of a range of policies, documentation and records provided by the school.
71. The inspection team considered the views of pupils, members of staff and parents who responded to ISI’s pre-inspection surveys.
How are association independent schools in England inspected?
The Department for Education is the regulator for independent schools in England.
ISI is approved by the Secretary of State for Education to inspect independent schools in England, which are members of associations in membership of the Independent Schools Council.
ISI inspections report to the Department for Education on the extent to which the statutory Independent School Standards, the EYFS statutory framework requirements, the National Minimum Standards for boarding schools and any other relevant standards are met.
For more information, please visit www.isi.net.
Independent Schools Inspectorate
CAP House, 9-12 Long Lane, London, EC1A 9HA
For more information, please visit isi.net