The school was duly organised in September 1925 and the greatest credit is due to the Authority and the Teaching Staff for what has been done in such a short time to make its establishment a success.

The course is conceived on broad lines and there is a wise and careful blending of Arithmetic, Algebra, Geometry, Trigonometry and Mechanics. The instruction is thoroughly sound and practical; the importance of the requirements of local industries is fully recognised and to this end more than usual stress is placed on the application of geometry to the needs of a Clicking Room in a modern Boot and Shoe Factory.

There is a wise differentiation in the treatment of boys and girls, the future requirements of all the children are kept well in mind and the girls are being well trained in the manipulation of Household Accounts.

In all classes the children were found to be exceedingly alert; they responded quickly and worked accurately and rapidly.

The present course is rather of an improvised character pending the opening of the Laboratory at the beginnings of the new school year. Useful preparatory work has been done in connection with pulleys, reflection and refraction of light, the application of electro-magnets etc. and it is obvious that each topic dealt with has been treated in a practical and very sensitive manner. It is suggested that a study of each physical properties of air and water is needed for the Geography scheme and should be given greater prominence when the new Science Course is prepared.

The English Course needs further amplification and development. In its present form it is too meagre and gives little idea of the real aim and purpose of the teaching. It is suggested that in future the written work in English Composition and the reading of literature should be more closely correlated.

As means of cultivating careful observation and accurate reproduction, the training in first principles has been unusually sound and a very good level of attainment has been reached. Further development in the direction of applied art should however be kept well in hand.

Nothing but praise can be given to the two lessons seen during the course of the inspection. The gramophone is a useful adjunct to the teaching of Country Dancing in the case of the girls.

It was felt that while the schemes were suitable and the teaching generally effective, a school of this type should be able to develop the mental training which should be gained by more personal study, under due supervision, of suitable up to date text books.

The teaching of this subject is in the hands of an expert craftsman who has a natural gift for training boys in the rudiments of the Handicraft; he demands and gets from his pupils a very good quality of work. It was noted that a large proportion of the boys do not receive instruction in Handwork and it is hoped that it may be possible for provision to be made for all eligible scholars to do.

A very promising start has been made in French.

Until the school premises are ready, instruction in Domestic Subjects is being given in the Higham Ferrers Centre. The class inspected was a form receiving their first lesson in Laundry Work. The teacher’s demonstration was well prepared and the practical class set to work in a competent fashion. It will be necessary to regulate the amount of work attempted. Most of the girls could have done more in the time allotted for practice and it is very desirable that they should acquire a good rate of speed as well as correct method. When the school premises are available some books of reference should be provided so that the pupils can learn where to look for information and also make use of their spare moments profitably.

This is a mixed school into which some 80 to 90 children are admitted every September, but is has not been found possible to secure even a three years’ course for more than a few of the children, for only a few stay after they reach the statutory leaving age and those few remaining for but one or two terms.

The organisation is difficult owing to children leaving each term, but the absence of external examinations makes it possible to have the boys and girls in separate classes and to devise schemes of work which are entirely suitable to the future lists of the pupils.

The school is fortunate in having, among the teachers who were appointed at its inception, several of outstanding capacity; they are still on the staff and under the inspiring leadership of the Headmaster ensure the continued success of the school in spite of the shortness of the course.

A particularly pleasant feature is the natural and unaffected behaviour of the girls both in and out of the premises.

The course has been improved a good deal, and much of the teaching of Literature is both sound and interesting; in some cases too much time is spent on details and the general view or importance of the book or poem is missed, some excellent dramatisation is a frequent item with the oldest girls and might well be a more prominent fixture in the other girls’ classes. It is noticeable that the desire to read, deliberately fostered, increases rapidly among the boys and girls until in the highest classes it is not unusual for a pupil to read 4 or 5 books every fortnight. Reading aloud and recitation get much attention and show marked improvement from class to class.

The written exercises, also show steady development as the children move up the school; this is very clear in vocabulary, completeness and handwriting which is really excellent; there is however a tendency to emphasize length as an advance in skill at the expense of the power of using the perfectly suitable words such as could be obtained by practice in writing conversation or plays.

The whole of the mathematical teaching is influenced by the Headmaster’s unshaken conviction that the traditional methods of teaching the subject – whatever else might be said in their favour – are not suitable for children of the age range. Text books and text book methods make no appeal to him, so he does not use them. The scheme, which contains interesting selections from Arithmetic, Algebra, Trigonometry, Co-ordinate Geometry and Mechanics is his own prescription for the school; the methods in use – many of them ingenious – are the results of his own patient research during the past thirty years.

He is a brilliant teacher, and has trained two members of his staff, a mistress and a master, to carry out the scheme; this they are doing with conviction and success of their teacher, a more recent addition to the staff, is doing useful work on similar lines.

In the first form, girls and boys follow a common scheme of Arithmetic, Algebra and Practical Geometry during their stay in the Second and Third Forms the difference is of degree mainly the girls scheme is not confined to so called Domestic Arithmetic, it is much wider.

The children think deeply and quietly: some of the boys produced, mentally, solution to problems in Algebra and Mensuration which scholars two years older in another school of established reputation arrived at only after laborious written work.

It must be a source of joy to the Headmaster to find his pupils and staff so successful and so happy in their Mathematics.

The scheme is mainly General Science, Physical and Chemical. Collective demonstration lessons are given in the classroom and are followed up by work in the laboratory. As in the Mathematics, the Headmaster, who directs the teaching and takes a share of the lessons, has displayed considerable ingenuity in devising experiments to illustrate the fundamental principles. The boys handle the apparatus well – they make much of it and do their own glass blowing and make sound deductions from the experiments they perform. They also make suitable records of the demonstration lessons and experimental work.

The scheme is tending more and more towards the study of plant life. In the first form structure has been stressed and the experimental work on the functional side of plant life is reserved for the second and third forms. As few girls complete a year in the Third Form it might be well to curtail the structural side in favour of some less sharply graded experimental work. The boys are perfectly capable of making all the necessary cases for growing specimens and to fix them.

The teaching seen was good; specimens are regularly provided for all the girls, who make suitable records of the lessons. The collection of wild flowers is encouraged.

The specialist teacher in this subject left at the end of May and although there has been no serious brick in the continuity of the instruction it is reasonable to suppose that the work was not seen at its best. In all forms the children are now being trained to study from suitable textbooks on a systematic plan; too much time is, however, being spent on the transcription of more facts or on making a précis of the information in the books. All the children showed considerable facility in tracing maps with which their work books are profusely illustrated and from there comparisons and deductions are sometimes made. Almost without exception the children were found to be most responsive and alert and it is clear that the teaching has been generally successful.

The teacher who is responsible for the instruction in this subject is leaving at the end of the term. For a school of this type the course of study provided is far from ideal and a thorough revision of the scheme and methods of teaching is strongly recommended for the ensuing year. Oral lessons, though carefully prepared and well delivered by the teacher, are apt to occupy too prominent place in the method of treatment and the scholars might well be encourage to do more for themselves. Some training in individual enquiry should now be commenced and for this the supply of more suitable books will be necessary.

Within the limits of the syllabus, the teaching has certain good features, but in the main the mere memorisation of facts (not always facts of importance) appears to have been made the basis of instruction.

This subject suffers seriously from the shortness of the children’s stay in the school and from the small proportion of time that it is found possible to allot to it. It has also been handicapped by the fact that of the two teachers concerned one has shown herself unable to arouse interest in the subject while the other is a comparatively new addition to the staff and is not yet experienced.

The Headmaster’s aim in giving French a place in the curriculum is that the children who leave shall be able to read simple French and shall have a certain working knowledge of French conversation. Under the circumstances it is something that a part, at any rate, of the older pupils can make out the meaning of a simple French text, though their powers of understanding spoken French or themselves speaking are very limited indeed.

The exercises in Physical Training are performed with spirit and precision, and it was pleasant to see so many of the boys and girls suitably dressed for these lessons. The gramophone continues to be used with great effect in the teaching of Country Dancing, a suitable form of activity which the girls obviously enjoy.

The school maintains its excellent reputation for prowess in various games and sports, a fact which is evidenced by the number of cups and shields on exhibition. A playing field has recently been acquired and a pavilion is already erected.

The children’s voices show evidence of careful training and the forms seen during the inspection displayed a good knowledge of the elementary theory as well as satisfactory ability in reading a time and tune test from sight. The repertoire of songs is commendably extensive.

The school is fortunate in its part-time teacher of Handicraft. An artisan, skilled in woodwork and metal work, unfettered by the tradition of trivial model making, he is doing excellent work. The course is thoughtful and elastic. The earliest exercises in tool manipulation are few and definitely purposeful; the subsequent course is based on the requirements of school and home and though it is short it is an unqualified success.

Recently a small lathe has been added to the equipment, this is a valuable and a much appreciated addition and good use is being made of it. Many of the older boys, about to leave school, are looking forward to continuing their handicraft in the Evening Classes which are conducted by this teacher; of those who left school last year it was found possible to form a complete class last October for one night a week.

An unsatisfactory feature is the continued inadequacy of the provision of this instruction. The teacher attends for two and a half days a week which is not sufficient; during the first year in the school few boys receive any instruction in Handicraft. Attention was drawn in the Report of 1926 to this defect, but there is no evidence of any action to remedy it.

Great credit is due to the Needlework teachers for the excellent work which is being done under their direction. In planning the scheme they have realised that this instruction should not be confined to training in stitchery but that to plan and to construct are essential in girls’ education. The work throughout the school was attractive as well as remarkably clean and dainty. The high standard reached could only have been the result of much diligence on the part of the girls and great enthusiasm and hard work on the part of the teachers whose faith has been justified.

Careful work is being done in Housecraft and the teacher has made good progress during her short experience; but considering the nature of the subject she has to teach she is inclined to be too academic. The girls, who work individually, are self reliant, alert and quiet, and they are getting varied experiences in cookery. In Laundry work the arrangements hitherto have not been conducive to good results, but some readjustment of the time will be made without delay.

Now that the premises have been enlarged a course in Household Management can be developed but in order to do this it will be necessary to extend the course either by beginning it in the first year or by allowing more time for it in the last. The provision of a bath in the centre has proved a great benefit to many of those whose homes are crowded.

A satisfactory four years’ course of study is arranged. In the first and second year forms there is every evidence of progressive methods of instruction. The work is simple in aim, definite in character and forcefully applied to practical ends. The Colour Design is particularly effective.

The paper work in the third and fourth forms is not so thorough in its conception and greater effort is required to bring it to a more satisfactory conclusion. The craftwork, however, is of a practical and interesting character.

This school was established in 1925 as the Selective Central School for Rushden and District, the entrants being chosen from candidates sitting for the Annual Schools’ Exam.

The average annual entry is about 80-90; an abnormal entry about three years ago has resulted in a correspondingly large number of leavers in the last two terms, and to meet the situation certain internal promotions have unfortunately been made. The Forms are arranged in two streams, the girls being segregated from the boys except for a few special lessons.

Owing to the heavy demand for juvenile workers in this area very few children remain at school long enough to complete the full four years course; indeed, except in special cases, they usually leave at the end of the term in which they reach the age of fourteen. Probably for that reason no undertaking from the parents is required by the Local Education Authority to retain the children beyond the statutory leaving age; even so it must not concede that with the wider curriculum, additional facilities, the degree of specialist teaching and the enlightened outlook of the head teacher, education reaches to a point beyond that which is attempted in the ordinary elementary school.

No external examinations are taken except in special circumstances for example, two boys who have completed the normal school course are preparing for the Royal Air Force entrance examination.

Drawing pupils from several places outside Rushden, a proportion of them – some 40-60- stay at school for the mid-day meal; some provide their own food, others can purchase a two course meal at 3d per head per day. There is no dining room and the arrangement whereby the boys take their meal in the Woodwork Centres and the girls in the Domestic Science Rooms is most unsatisfactory, clearly a valuable opportunity for social training is missed.

The atmosphere of the school is pleasant and purposeful; the bright manly attitude of the boys, the nature and agreeable behaviour of the girls, the neat clean appearance of all, the efficiency of the Prefects, all testify to the valuable character training they are receiving.

The Headmaster, who retires in 1936, pleasantly but firmly controls his school. He is a man of character, strong personality and a sound educationist who has devotedly and whole-heartedly given himself to the cause of the school since its inception. Besides guiding his staff he takes an active and full share in the teaching whilst his contacts with the businessmen of the town and neighbourhood have enabled him to secure employment for large numbers of the pupils who have passed through his hands.

The staff inspired by his example, with one exception, work with vigour and keenness and the Head Master undoubtedly appreciated the time and care they devote to the following out of school activities in addition to the supervision of games and the training in Athletics.

(1)   Annual Sports’ Day and Parents’ Days are held all of which were supported by many parents and friends of the school.

(2)   Certain visits of an educational nature are annually paid to shoe factories, the Gas Works and in the neighbourhood.

(3)   A Flourishing Old Scholars’ Society (with a membership of over one hundred) exits: meetings and dance, are regularly held and the old scholars meet the school in friendly matches (e.g. hockey) at intervals.

(4)   Clubs for Cricket, Football, Hockey, Tennis and Swimming flourish; several trophies have been won in local contests and last year the school won the County Championship for swimming.

This is a strong subject. The Head Master is to be congratulated on the Syllabus and the practice and unorthodox methods of approach. The teachers who share in the work have been imbued with enthusiasm of the Head Master and some excellent results have been achieved. The children, too, appear keenly interested in their work; the freshness of the commonsense methods appeals to them.

Written tests and oral questioning revealed at each stage a highly creditable knowledge of the mathematical processes and graphical constructions so ably taught.

An Assistant Master, a Graduate in Science, is chiefly responsible for the work in this subject, through an Assistant Mistress who teaches Botany and Nature Study to the girls. In connection with this part of the syllabus a collection of 287 varieties of wild flowers has been made and the children each keep a diary of a growing tree noting its characteristics and developments. The lessons in Botany stimulate interest and some very useful work has been done. Side by side with the lessons in Botany, instruction is given to the girls in forms I and II in General Elementary Science with as close a relationship as possible between the two subjects. In Form III the girls take a course of Household Science which supplements the Domestic Science Lessons

The Syllabus of General Elementary Science for the boys is progressive and provision is made for an adequate amount of practical work in the laboratory. In each form it is clear that the subject is taught thoroughly and that the boys have not merely assimilated the matter provided to them but that they can readily apply principles already learnt to the solution of new problems.

A few working models to illustrate the lessons in Electricity have been made. The scope of this work might well be extended but care should be taken that such apparatus is soundly constructed and suitably finished.

The schemes of work in English are comprehensive both for boys and girls with perhaps a tendency to stress the value of language study and Shakespeare’s works in some classes.

The work in the forms for boys and the two lower forms for girls is solid and successful, whilst lacking the buoyancy of treatment found in the Form III Girls where the success achieved by the teacher is in a large measure due to her enthusiasm and breadth of vision. The girls in the class have an intelligent appreciation of prose and poetry and are able to express themselves in written English in a delightfully fluent style which is pleasant to read; their natural and effective dramatisation of passages of plays is also deserving of praise. In view of her successful handling of the subject it would appear that the mistress should be given a larger share in the teaching of English.

French is taken throughout the school, the time given to the subject being in some classes four lessons of 40 minutes each per week and in others only three such lessons. All the teaching, except that of a class of first year girls which is now in the hands of an experienced mistress, is in the hands of a young mistress, appointed last September and still  in her probationary year. She holds an Honours Degree in French and speaks the language with good accent and instruction.

The classes were seen at some disadvantage as promotion of groups of children from lower classes has just taken place.

The children are evidently interested in their French lessons and progress is being made. The girls on the whole are more ready to express themselves in the language and find less difficulty with the pronunciation than the boys. The quality of a further supply of readers and teaching material is being considered.

The scheme closely follows the course laid down in the modern method used and the teaching is successful with regard to basic facts.

A wise proportion is maintained between private study and oral teaching, the right use is made of sketch maps, diagrams and pictures and the note books if somewhat “wordy” have “merit”.

The private study of the girls in Form III has been well directed and they have been well trained to make their own notes which are coherent and useful; These girls might be encourage to use reference books for simple research in topical subjects outside the scheme. When confronted with simple problems which could be solved from the map without reference to the text book, many children failed to do what was required of them and the claims of local Geography have not been fully realised.

The schemes of work in History are arranged to provide a three years’ course and cover the whole of English History in chronological sequence. Unfortunately, the expedience of termly promotions has cut across the syllabus leaving serious gaps which hampers the teaching.

The subject is taught by two teachers, neither of whom is specially qualified for this purpose. The Mistress who takes the first year scholars is very painstaking and is anxious that the children shall receive the full advantage of the course provided; in fact she could make them more dependable on their own resources. The maps and diagrams used by their teacher are clear and concise and should be very helpful.

The teaching in the Second and Third Year Classes is also very painstaking, but it lacks initiative and resource so that boys and girls who are obviously intelligent do not develop for History the enthusiasm which they display for other subjects. The early interest evolved in the first year for some aspects of local history might well be continued in the second and third years and some visits to places of historical interest in the town and neighbourhood should not be difficult to arrange.

In a school of this type a small reference library of a representation character containing a variety of books which go beyond the ordinary school text book and including biographies and historical fiction should be of value to both teachers and scholars.

The morning assembly is followed by a short period of Choral Singing for the whole school and to this, in part, may be attributed the facility which most classes display in sight reading. In the formal lessons National and other songs of musical value have been carefully taught and those presented were rendered with expressiveness and clear tone. Useful practice is given in Music Dictation. Some of the common musical terms might be taught incidentally.

Two members of the staff share responsibility for this subject; both are capable and experienced teachers of wide interests. The syllabus provided a progressive course in pencil tones and colour and included drawing from objects, nature and memory in addition to design and lettering. Design is taught on sound lines in logical sequence and is closely related to Needlework and Handwork.

Some pleasing examples were seen in each section, the colour-work being particularly worthy of commendation.

It is doubtful if isolated examples of Lettering drawn to a large scale serve as useful a purpose as the simple direct style which could be practical throughout the course.

Girls from Form II receive instruction in Basketry and the girls from Form III follow a course in Basketry Leatherwork and simple Bookcrafts. A high level of skill is attained and the specimen seen during the inspection were well designs, of good proportions and pleasing in colour.

During the summer term lessons in Leatherwork are taken by the boys from Form III. These provide some useful training in the value of which could be enhanced by extending the duration of the course.

A suitably equipped workshop is provided where the boys receive instruction in woodwork. Forms II and III take the normal lesson of half a day per week but the boys from Form I are unfortunately allowed only half that period. The early part of the course is designed to give training in the use of the ordinary bench tools as a preparation for the constructional work which follows. The instruction is on modern lines and some well designed, soundly constructed pieces are made.

Needlework is in the capable hands of two mistresses who have for several years been responsible for this part of the training.

The work continues to make a highly creditable standard. It is exceptionally clean and well finished and the decorative work is highly pleasing in colour, design and stitchery.

The girls present a fresh and workmanlike appearance in the needlework classes and the general training which they get from this part of the curriculum must be a considerable factor in the generally refining influence which the school has upon them. It is pleasing to know that many of the girls continue the work in Evening Classes after they leave school and find in it an occupation for their leisure.

A short course in Hygiene is taken by the girls in their last year. This included some training in mothercraft and some very attractive baby’s garments have been made by the girls.

A training in Domestic Subjects is begun as soon as the girls enter the school and is continued for half a day a week until they leave:- special arrangements for a whole day’s work are made when the girls are being trained in Laundry Work. The subject is taken in the Centre which is practically part of the school premises and which is equipped for Cookery, Laundrywork and general Housewifery. The addition of an Electric Cooker to the equipment would be an advantage.

The general care of the Centre is satisfactory and the lessons heard were clear and follows with obvious interest by the girls. A meal made from ingredients brought from home was prepared by a class of second and third year girls. This was, generally speaking, well balanced and suitable. The girls, who presented a very pleasant appearance in their Cooks’ Uniform, set about their work purposefully, carried on without fuss and turned out dishes which were for the most part appetising in appearance and nicely served.

The outstanding feature of the provision for Physical Training is the excellent games field situated sufficiently close for full advantage to be taken of the facilities provided. The field provides ample accommodation of excellent quality for the games of both boys and girls and is an asset to the school socially as well as physically the importance of which it would be difficult to exaggerate.

At the school itself the playgrounds, although not large, provide fair accommodation for the Physical Exercise lessons. The Hall is used for Physical Exercises when the weather is wet and also for Country Dancing.

Girls. Three Mistresses take part in the training of the girls and being responsible for the teaching throughout of one of the branches – Physical Exercises, Games and Dancing. Much good work has been done in encouraging the wearing of suitable costume and shoes for exercise and opportunities are made in connection with the training for the giving of advice on matters of personal hygiene.

The mistress responsible for the Physical Exercises is still feeling her way to some extent with the new matter contained in the most recent edition of the Board’s Syllabus. As yet a chance has not presented itself for her to attend a course. The working out of the scheme is going on satisfactorily and the training which is being given has a definite physical value. There is a good tone among the girls who work with a will and there is no doubt that when the mistress has had more time to make herself familiar with the newer work and has in consequence acquired more assurance and ease a good standard may be anticipated.

Some very attractive Country Dancing was seen during the inspection. The movements of the girls were easy, light and rhythmic. A point is made of the musical basis of the dance and the girls are learning not only the figures of the various dances but to dance well.

Unfortunately it was not possible to inspect the work done in Physical Training for the boys at this inspection.