Silsoe CofE VC Lower School

SILSOE CHURCH OF ENGLAND LOWER SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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SILSOE CHURCH OF ENGLAND LOWER SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Silsoe C of E Lower School

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INFORMATION ABOUT THE SCHOOL

School address: High Street Silsoe Bedfordshire

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 10 June 1996 Silsoe C of E Lower School

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Team members

Mrs L Woods Registered inspector Mrs C Webb Lay inspector Mrs J Cutler Team inspector

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Team members

TWA Inspections Ltd 5 Lakeside Werrington Peterborough PE4 6QZ

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Silsoe C of E Lower School

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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WHAT THE SCHOOL DOES WELL 10

Pupils really enjoy coming to school and develop impressive levels of maturity and responsibility Good teaching and high expectations together with teachers’ detailed knowledge of the needs of individual pupils leads to very high standards The very good links made between different subjects of the curriculum lead to a rich range of experiences for the pupils, which are celebrated extensively in high quality displays around the school The school is a valued, integral part of the community

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WHAT COULD BE IMPROVED 12

The school needs to develop schemes of work in order to simplify planning and ensure that it takes greater account of the level of work to be provided within its topics and for children under five Closer liaison is needed between teachers to ensure that pupils of the same age in different classes receive comparable experiences The school needs to rationalise the wealth of information gained from assessment of pupils’ work to a common format in order to provide a clear picture of the progress made by individual pupils in each area of the curriculum

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INFORMATION ABOUT THE SCHOOL

Silsoe Church of England Lower School is an integral and important part of the village community. It is a popular school with currently 127 boys and girls on roll between the ages of four and nine. The school is smaller than most primary schools, but has grown in size since the time of the last inspection. The majority of pupils live locally although a significant proportion, 25 per cent, travel from other villages and towns to attend the school. Almost all pupils come from professional homes, with three per cent being eligible for free school meals, which is low compared to the national picture. Seven per cent of pupils come from different ethnic backgrounds and all are fluent in English. Pupils’ attainment on entry to the school is above average overall. Twelve per cent of pupils are identified as having special educational needs, which is below the national average. Six of these pupils are at Stage 3 and above of the Code of

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INFORMATION ABOUT THE SCHOOL

Practice for the identification of such pupils and three have statements of special educational need. 1

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HOW GOOD THE SCHOOL IS

Silsoe is a good school. It provides a good education for its pupils within a full and varied curriculum and achieves very high standards particularly in English and mathematics. Teaching is good overall and all staff are fully committed to providing a rich range of experiences for the pupils within a warm and welcoming environment. The school is led effectively by the recently-appointed headteacher and he is fully supported by staff, governors and the vast majority of parents. The governing body is taking an increasingly active role in monitoring the work of the school and the standards attained. As a small school unit costs are inevitably high, but it makes good use of its resources and provides good value for money.

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What the school does well

• Pupils really enjoy coming to school and develop impressive levels of maturity and responsibility. • Good teaching and high expectations together with teachers’ detailed knowledge of the needs of individual pupils leads to very high standards. • The very good links made between different subjects of the curriculum lead to a rich range of experiences for the pupils, which are celebrated extensively in high quality displays around the school. • The school is a valued, integral part of the community.

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What could be improved

• The school needs to develop schemes of work in order to simplify planning and ensure that it takes greater account of the level of work to be provided within its topics and for children under five. • Closer liaison is needed between teachers to ensure that pupils of the same age in different classes receive comparable experiences. • The school needs to rationalise the wealth of information gained from assessment of pupils’ work to a common format in order to provide a clear picture of the progress made by individual pupils in each area of the curriculum. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The inspection in June 1996 judged Silsoe to be a good school with many strengths. Current inspection findings show that this positive position has been maintained fully and the school has addressed the issues raised at that time satisfactorily. The governing body has many new members and is taking an increasingly active role in the planning and monitoring of the work of the school. All subjects apart from design and technology have recently revised policies and a regular review programme for these is firmly established. Opportunities for spiritual development are now clearly identified within planning and pupils’ annual reports are detailed. Library accommodation and resources have been improved in principle, although at the time of the current inspection, with space at a premium, pupil numbers necessitated the library books being relocated to the entrance hall and the room being used again as a classroom.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

1 Code of Practice – this gives practical advice to schools and local education authorities about their responsibilities and tasks to ensure that pupils who have special educational needs receive the most appropriate help to further their learning and personal development. This is a statutory duty under the 1993 Education Act. Stages of special educational needs range from Stage 1, when limited additional support is provided for pupils entirely from within the school, to Stage 5, which ensures that a pupil has a statement outlining his or her needs and shows what additional and specific support that pupil will receive. Stages 3, 4 and 5 involve external specialists as well as staff within the school. Silsoe C of E Lower School

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STANDARDS

The table shows the standards achieved by 7 year olds based on National Curriculum test results.

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Key

1997 1998 1999 1999 very high A* Reading A* A* A* A* well above average above average A B Writing A* A* A* A* average below average C D Mathematics A* A* A A well below average E

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Key

The above table shows that the school’s performance in the standard assessment tasks has consistently been in the top five per cent nationally and is equally high compared to schools with a similar intake of pupils. Results from the tests in 2000 are of an equally very high standard, although national comparisons are not yet available. All pupils reached the expected Level 2 and above in the three tested areas and in teachers’ assessments of speaking and listening and science. Forty-six per cent of pupils achieved the higher Level 3 in the writing task and 62 per cent of pupils attained Level 3 in mathematics. In the reading test 69 per cent of pupils achieved the higher Level 3. The school is justifiably proud of its results, but works continually to improve performance and sets challenging targets for each year group to achieve, with notable success.

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Key

Inspection findings confirm these very high standards not only in the core subjects of English and mathematics but also across all aspects of the curriculum. A particular strength lies in the way subjects are interwoven in topics and in the use of literacy and numeracy skills in all subjects such as extended writing in science and history and graphical work in geography. Information technology is used extensively to support work in all areas of the curriculum, with some particularly effective artwork using a graphics program. Very high standards are maintained throughout the two years of Key Stage 2 and by the time they leave the school at the age of nine pupils’ work is well above that expected for their age. Children under five in the reception class are working well within the first levels of the National Curriculum.

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Aspect Comment

Attitudes to the school Very good. Pupils are proud of their school and very much appreciate the wide range of activities provided. They settle down to work quickly and enthusiastically and are keen to do their best. They enjoy sharing their efforts with each other, their teachers and visitors to the school.

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Aspect Comment

Behaviour, in and out of classrooms Good. Pupils are attentive in lessons and assemblies and move quietly around the classrooms and the school. They enjoy each other’s company and although play outside is exuberant, it is consistently good natured. No bullying was seen during the inspection.

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Aspect Comment

Personal development and relationships Very good. Pupils are confident, articulate and show very high levels of maturity and responsibility. Warm relationships permeate the school and pupils respond very well to teachers’ high expectations.

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Aspect Comment

Attendance Very good. Pupils enjoy coming to school and almost all arrive promptly. Silsoe C of E Lower School

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Teaching of pupils: aged up to 5 years aged 5-7 years Aged 7-9 years

Lessons seen overall satisfactory good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: aged up to 5 years aged 5-7 years Aged 7-9 years

The quality of teaching is a strength of the school. It is never less than satisfactory, is good or better in 70 per cent of lessons and very good in five per cent. Teachers have a detailed knowledge of the needs of individuals in their classes and work hard to provide relevant activities which capture pupils’ interest and imagination. Teaching of English and mathematics is consistently good. The structures from the National Literacy and Numeracy Strategies have been successfully introduced and lessons move at a brisk and productive pace, resulting in a good quality of learning. In all lessons teachers involve pupils fully in lively and relevant discussion and debate. As a result pupils’ confidence in speaking and listening and their level of understanding is impressively mature. The admission policy means that children under five who have just joined the school are taught together with pupils who have reached their fifth birthday and have been

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Teaching of pupils: aged up to 5 years aged 5-7 years Aged 7-9 years

in school for two and a half terms. Whole-class teaching in this class is satisfactory overall, but does not always take full account of the needs of the very youngest children.

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Aspect Comment

The quality and range of the curriculum Good overall. All statutory requirements are met and the links made between different subjects within the topic framework are very effective. As a result the range of relevant and interesting learning experiences is very good. However, lack of liaison between some teachers means pupils of the same age in different classes do not always have similar experiences.

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Aspect Comment

Provision for pupils with special educational needs Good. Pupils needs are clearly identified and their progress towards targets in their individual education plans is regularly reviewed. Parents and external agencies are fully involved as appropriate. Pupils are sympathetically and effectively supported in class by their teachers, peers and by dedicated and well-informed support assistants.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. Provision for pupils’ personal and social development is very good and its effectiveness is clearly evident in pupils’ mature and sensible attitudes. Provision for their spiritual, moral and cultural development is good through assemblies, class discussions and a wide range of visits and visitors.

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Aspect Comment

How well the school cares for its pupils Good. The school has appropriate procedures in place to monitor pupils’ health, safety and wellbeing and all staff know the individual pupils very well. Assessment is thorough, but the information gained is not always collated in a clear and simple format. Silsoe C of E Lower School

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Aspect Comment

Leadership and management by the headteacher and other key staff Good. The recently-appointed headteacher has energy and vision and is fully supported by governors, staff and the vast majority of parents. All staff work as an effective team, with a shared commitment to maintaining and improving standards.

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Aspect Comment

How well the governors fulfil their responsibilities Sound. Governors take a close interest in the school and many visit regularly to see its work at first hand. Many of the newly-appointed governors bring a considerable degree of expertise to their roles and the governing body as a whole is taking an increasingly active part in monitoring the work and standards in the school.

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Aspect Comment

The school’s evaluation of its performance Good. The school has a clear understanding of its strengths and where improvement could be made. Areas for improvement identified by the inspection are already highlighted in the comprehensive school development plan, which provides a clear framework to address these areas.

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Aspect Comment

The strategic use of resources Good. The budget is well managed and all specific grants are spent effectively. Day-to-day expenditure is carefully monitored and the principles of best value applied appropriately to spending decisions. Plans for improvement are fully costed and all implications considered in detail.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Fifty-four per cent of questionnaires were completed and 28 parents attended the meeting with the registered inspector.

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What pleases parents most What parents would like to see improved

• Their children like coming to school, behaviour is good and children are mature and responsible. • Teaching is good, the school has high expectations and children make good progress. • The school is well led and managed and approachable when parents have questions and problems. • Some parents feel the school does not involve them sufficiently and they are not kept well informed about their children’s progress. • Some parents would like more activities outside lessons.

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What pleases parents most What parents would like to see improved

Inspectors fully support parents’ positive views about the school. All staff already work very hard to provide a full and interesting range of extra-curricular activities. Reports on pupils’ progress, including the interim report in the spring term, are detailed, but the school acknowledges the need to provide more explanation regarding the latter. The school provides regular information for parents, but is also aware that the details of forthcoming topics vary between teachers. Silsoe C of E Lower School

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responsibility

1. Pupils really enjoy coming to school and almost all arrive promptly in the morning and settle quickly into the routine of the day. They very much appreciate the wide range of activities available, with the ‘best things being art and mathematics’ although some do not like getting up in the morning and find science ‘boring’! Pupils throughout the school are confident and articulate. In class discussions they enter into the debate with enthusiasm and their understanding is clearly evident in the thoughtful and relevant contributions they make. At Key Stage 1, for example, pupils have decided opinions on whether pictures are easier to produce using pencils or a graphics program; ‘pencil is easier because you go wobbly on the computer and it doesn’t look so nice’; although they agree the writing looks neater when computer generated. Pupils at Key Stage 2 explain how they have created their ‘fantasy islands’ clearly and in great detail and they share their exciting

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responsibility

future plans confidently and enthusiastically.

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responsibility

2. From youngest to oldest pupils show very highly developed levels of maturity and responsibility. They respond very well to teachers’ high expectations, behaving well as they move around the rather cramped building quietly and sensibly. They are attentive in lessons and assemblies and take responsibility seriously from changing their own library books and finding out information to setting out and clearing up the hall for assemblies and lunch. They enjoy each other’s company and warm relationships permeate the school between pupils and between adults and pupils. Provision for pupils’ personal and social development is very good and its effectiveness is clearly evident in pupils’ mature and sensible attitudes.

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responsibility

3. Pupils are proud to have their names displayed on the ‘Congratulations Board’ which celebrates their academic and personal success in a wide range of activities. These are changed weekly, enabling a large number of pupils to be congratulated over the course of the year and reinforcing their sense of pride in achievement. They are pleased for their friends and peers when they do well and recall past events such as sports day with pleasure, being pragmatic about certain individuals ‘always winning the races’!

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needs of individual pupils leads to very high standards

4. Teachers plan and prepare lessons thoroughly and have a detailed knowledge of the needs of individuals in their classes. They work hard to provide relevant activities which capture pupils’ interest and imagination. Teachers consistently involve pupils fully in lively and relevant discussion and debate as lessons progress. They carefully ensure pupils understand what is expected of them and high-quality questioning encourages pupils very effectively to think and reason in their answers. All teachers have high expectations both of hard work and concentration and of standards of work and presentation. Teaching of English and mathematics is consistently good. The literacy and numeracy hours have been successfully introduced and teachers appreciate the benefit of these in raising standards in the school. Introductory sessions are lively and lessons move at a brisk and productive pace.

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needs of individual pupils leads to very high standards

5. As a result of this good teaching standards throughout the school are very high, particularly in literacy and numeracy. Pupils have a secure knowledge of grammar, punctuation and spelling and standards of handwriting and presentation are very good. They use these skills extensively in all areas of the curriculum, for example writing class Silsoe C of E Lower School books in reception and postcards related to geography in Class 2. Pupils are confident at mental calculations and enjoy mental arithmetic sessions in the numeracy hour. They confidently tackle problems such as dividing with remainders in Class 3 and calculations involving decimals in Class 4 and their mathematical ability is well above expectations for their age by the time they leave the school. Pupils’ level of understanding in all areas of the curriculum and their confidence in speaking and listening are impressively mature. Pupils respond well to teachers’ high expectations and work hard at their assigned

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needs of individual pupils leads to very high standards

activities. Pupils’ information technology skills are well developed and they confidently use computers to support work, for example in English, mathematics and art. They have a clear understanding of the value of technology in supporting work across the curriculum. Pupils with special educational needs are fully involved in all activities and are sympathetically and effectively supported at all times by their teachers and peers and by dedicated and well-informed support assistants.

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displays around the school

6. The links made between different subjects within the school’s topic framework are a strength of the curriculum provision in the school. The resulting range of relevant and interesting learning experiences for the pupils is very good. In Class 2, for example, work on the legendary character Robin Hood effectively links English, information technology, history and art as pupils research information from a wide range of books and design front covers for their project using coloured pencils and a graphics program. In Class 4 work in the ‘Our World’ topic covers science and design and technology with the use of levers to ‘make creatures fly’, geography as they design and make ‘fantasy islands’ and art with lovely watercolour paintings of flowers in the style of different artists. Pupils enjoy their work and take great pride in seeing it displayed around the school. The quality of these displays is excellent and they celebrate the efforts of all pupils in the school and the

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displays around the school

wide range of activities they take part in. A recent visit to the canal is effectively recorded in photographs, writing and colourful ‘castles and roses’ artwork. Pupils’ writing such as on the life of a coal miner in Class 3, their work in mathematics, for example graphs of favourite pets in Class 1, and their work in information technology such as displays of the school’s web pages are all of a very high standard.

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The school is a valued, integral part of the community

7. The school values the contribution the local community makes to its work and in turn is a valued part of village life. Members of the community are proud of the school and take an active part in caring for the grounds and its security. Parents and local residents, for example, have planned and planted the gardens and water these regularly. Others bring valuable expertise to the governing body. Visits to the local farm and study of village architecture make an important contribution to work in science, geography and history. Pupils organise their own collections for Blue Peter and undertake regular charity work with, for example, UNICEF, the British Legion and Marie Curie Cancer Foundation, raising substantial sums of money for these. Parents successfully gained a millennium grant for the ‘Summer Fayre’ to enhance provision at this successful event, which was enjoyed by the whole village. The fair, Christmas productions and pupils’ participation in

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The school is a valued, integral part of the community

the Silsoe Jazz Festival with dancing, playing and performing contribute to valuable two- way communication and welcome members of the community into school on a regular basis.

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The school is a valued, integral part of the community

8. School news is published in the parish magazine and the local vicar enjoys taking fortnightly assemblies. He has a good rapport with the pupils who in turn enjoy his lively presentations! The local policeman and community nurse regularly attend meetings for Silsoe C of E Lower School new parents as well as providing valuable input into the curriculum. All these links make an important contribution to the family ethos of the school and pupils’ awareness of their place in both the local and wider community.

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children under five

9. The school works hard to provide an interesting and relevant curriculum for its pupils. Many topics are wide ranging and effectively link different subjects in a lively and stimulating way. Apart from English and mathematics, however, where the Literacy and Numeracy Strategies provide a sound framework for the development of pupils’ skills, schemes of work have not been fully developed. As a result there is no guidance for teachers on the appropriate level of work to be provided within each topic and the school has no means of ensuring that all elements of each subject are covered fully. A science display, for example, showed work normally expected of pupils in Year 2 and of pupils in Year 6 within the same Key Stage 2 topic. This lack of understanding of the level of work appropriate to each age group means the progressive development of pupils’ knowledge within each subject is not securely established.

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children under five

10. The school’s admission policy results in children under five who have just joined the school being taught together with pupils who have reached their fifth birthday and have been in school for two and a half terms. Whole-class teaching in this class does not always take full account of the curriculum requirements for the very youngest children set out in the Desirable Outcomes for Children’s Learning 2 . Whilst they cope well with the work provided, their basic understanding is not effectively catered for through close interaction with adults as they complete their tasks.

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different classes receive comparable experiences

11. The size of the school and constraints within the available accommodation result in almost all classes having mixed year groups, some of which cross key stages. Teachers plan the work for their classes in detail within the school’s topic framework. Planning, however, is done mainly independently and is most often based upon the requirements of the older age group in the class. This provides good challenge for the younger age group pupils in that particular class but leads to inequality in provision for pupils of the same age in different classes. Whilst some teachers with pupils of the same age consult closely to ensure they provide similar work, this is not a consistent practice. During the inspection, for example, pupils in Year 3 in different classes covered quite different areas in their mathematics lessons. When these pupils come together as Year 4 their experiences and their level of knowledge and understanding of mathematical principles will consequently

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different classes receive comparable experiences

vary. Because teachers plan independently and there is no consistent format for recording the work covered or the attainment of individual pupils these differences will be difficult to pinpoint for subsequent teachers to plan appropriate work.

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different classes receive comparable experiences

2 Desirable learning outcomes – these are goals for learning for children by the time they enter compulsory education at the age of five. They mainly refer to literacy ( speaking, listening, reading (recognising their own names and common words, enjoyment of stories, books and pictures) and writing, e.g. writing their names and recognising UPPER and lower case ), numeracy ( recognising the meaning of numbers, beginning to add and subtract small numbers, sorting and matching objects and numbers and recognising common shapes and patterns ) and personal and social skills ( showing confidence, self-respect, ability to work with other children and adults, concentrating, offering ideas, taking turns and sharing ). These will be replaced with the Early Learning Goals in September 2000. Silsoe C of E Lower School

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by individual pupils in each area of the curriculum

12. Teachers know the pupils in their classes very well and are adept at providing work which is well matched to their needs. This provides challenge for both more able pupils and those with special educational needs effectively and enables them to make good progress. Pupils’ work is assessed regularly, both formally and informally and teachers use their assessment appropriately to decide the progress of future lessons. Some of this information is collated, for example results from the initial assessments done when children first start school and from national standardised tests. However, the school is still developing a useful, informative system for recording the progress of pupils across the curriculum and as a result information remains too dependent on individual teachers’ knowledge. It is not easily accessible either to different teachers when pupils move class or to the school as a whole to establish what work individual pupils have covered, their

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by individual pupils in each area of the curriculum

attainment and progress and consequently the value added by the school.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

13. The governors, headteacher and staff should now:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• continue to develop schemes of work in all subjects in order to: • simplify the planning process; • ensure that greater account is taken of the level of work to be provided within its topics and that children under five receive the curriculum appropriate to their age; • provide a clear framework for the progressive development of pupils’ knowledge, skills and understanding;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• establish closer liaison between all teachers to ensure that pupils of the same age in different classes receive comparable experiences, particularly where these cross key stages;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• develop a manageable, common format for recording the wealth of information gained from assessment of pupils’ work in order to provide a clear picture of the progress made by individual pupils in each area of the curriculum. Silsoe C of E Lower School

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 21

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very poor

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Summary of teaching observed during the inspection

0 5 65 30 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 127

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 3 FTE means full-time equivalent.

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Information about the school’s pupils

Number of pupils with statements of special educational needs 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 15

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 1

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 0

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 0

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Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Silsoe C of E Lower School

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 15 12 27

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 14 15 14 Numbers of pupils at NC level 2 and above Girls 12 12 12

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Attainment at the end of Key Stage 1

Percentage of pupils School 96 100 96 at NC level 2 or above National 82 83 87

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 15 14 15 Numbers of pupils at NC level 2 and above Girls 12 12 12

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 96 100 at NC level 2 or above National 82 86 87 Silsoe C of E Lower School

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 1 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 3 Other minority ethnic groups 0 0 This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Qualified teachers and classes: Y R - Y 4

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 5.7 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 22

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Teachers and classes Financial information

Education support staff: Y R - Y 4 Total expenditure 234,923

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Teachers and classes Financial information

Total number of education support staff 5 Expenditure per pupil 2,196

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Teachers and classes Financial information

Total aggregate hours worked per week 87.75 Balance brought forward from previous year 0

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Teachers and classes Financial information

Balance carried forward to next year 6,235 Silsoe C of E Lower School

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 61 35 1 0 3

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Percentage of responses in each category

Behaviour in the school is good. 61 38 1 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 45 41 7 4 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 43 28 28 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 70 25 4 1 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 72 28 0 0 0

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Percentage of responses in each category

The school works closely with parents. 54 32 14 0 0

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Percentage of responses in each category

The school is well led and managed. 46 33 0 4 17

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Percentage of responses in each category

The school is helping my child become mature and responsible. 59 38 0 0 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 25 46 17 4 8

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