Extracts from Independent Schools Inspectorate report (31 Jan 2005):   Cheltenham College Junior School combines the stimulation of a busy and purposeful school with the warmth of a supportive family environment. The high quality and flexibility of the school's boarding provision and its commitment to pupils' personal development and pastoral care strengthen it as a community. Good teaching promotes very good attitudes towards learning and high standards of behaviour. The quality of the curriculum, and the extra-curricular activities that support it, enrich pupils' lives. The high standard of facilities and accommodation is only diminished by inappropriate provision for the Nursery and design technology. Pupils achieve good standards and make good progress throughout the school and in all subjects. Pupils in the pre-preparatory department attain especially well. Pupils with special educational needs and those for whom English is an additional language also make good progress and attain well. Standards of literacy and numeracy are good, and in ICT they are high at the age of 13. Pupils are successful in their applications to selective senior schools, both at 11 and 13 and a good proportion win scholarships.

The quality of pupils' learning, attitudes and behaviour is very good and contributes very effectively to their learning. Pupils are competent learners. They relate well to their peers and show respect for each other and for their teachers. Their behaviour in the classroom and beyond is very good. The quality of teaching is good. Examples of very good teaching are found at every stage of the school and in many subjects. At the Foundation Stage, teaching is very good. Teaching meets the needs of all the pupils. It is rooted in good subject knowledge, has high expectations, is well planned and uses both time and resources effectively. It exploits opportunities for cross-curricular learning very well. However, it does not make good use of homework. Teachers maintain good discipline through high expectations and relationships of mutual trust with their pupils.

Curricular provision is good for all age groups. It contributes well to the intellectual, physical and personal development of the pupils. Pupils are offered a broad and balanced programme of study. The time allocated to various subjects is appropriate. Planning for pupils' attainment and progress is good throughout the school. Attention to individual needs ensures that the curriculum is accessible to pupils of all abilities, including those with special educational needs. The curriculum is enriched by a wide variety of activities. The provision of resources for learning is good. The books and materials which are needed to support the teaching, learning and recreation of the pupils at all levels are of good quantity, quality and organisation. Teachers make effective use of them to support pupils' learning. In the pre-preparatory department, and in art, mathematics and history, resources are very good. In English, ICT, music and PE and games, they are excellent. The quality and achievement in activities are very good. Activities outside the realm of the academic are an integral part of life at school and provide very good opportunities for pupils' personal development through a wide range of valuable recreation.