Crowton Christ Church CofE Primary School

Primary School

Dates of inspection: 17 th – 18 th January 2000

p.1

Primary 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.

p.1

Primary 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. Crowton Christ Church CE (Aided) Primary School - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Kinglsey Road Crowton Northwich Cheshire

p.3

INFORMATION ABOUT THE SCHOOL

Name of Chair of Governors: Rev. R Gilpin

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 31.10.1995 – 2.11.1995 Crowton Christ Church CE (Aided) Primary School - 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Janet Johnson Registered inspector David Jones Lay inspector

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Fron Dirion annexe Star Farm Llangynhafal Ruthin Denbighshire LL15 1RU

p.4

INFORMATION ABOUT THE INSPECTION TEAM

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:

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Crowton Christ Church CE (Aided) Primary School - 5

p.4

REPORT CONTENTS

PART A: SUMMARY OF THE REPORT Pages 6 - 10 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

p.5

PART B: COMMENTARY

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? Page 18

p.5

PART B: COMMENTARY

PART C: SCHOOL DATA AND INDICATORS Pages 19 -22 Crowton Christ Church CE (Aided) Primary School - 6

p.5

INFORMATION ABOUT THE SCHOOL

Crowton Christ Church, Church of England (Aided) Primary School is a small village school situated on the outskirts of Northwich town. There are 64 boys and girls on roll. The percentage of pupils eligible for free school meals is low and does not reflect the comprehensive socio-economic background of pupils. There are no pupils from ethnic minority groups, refugees or with English as a second language. There are 15 pupils on the register of special educational needs and this percentage is above the national average. The majority of these pupils require some level of additional support. There are no pupils with a Statement of Special Educational Need. Most pupils have attended some form of pre-school facility prior to entry to the reception class and their attainment on entry is variable but overall average and broadly typical.

p.6

HOW GOOD THE SCHOOL IS

Crowton Christ Church, Church of England (Aided) Primary School is a happy and very effective school at the heart of its community. The curriculum is challenging and the school is an interesting place for the children to be. It consistently achieves well above average standards, which are a result of the high quality leadership, management and teaching provided. The school provides good value for money.

p.6

What the school does well

• National Curriculum test results at both key stages confirm consistently high standards over time. • The high expectations of teachers and careful, well-structured assessments of what pupils know and need to learn enables them to move forward quickly in their learning. • The school has been and is very effectively led and managed by all with management responsibility. • Literacy and numeracy are well taught within a broad and well-balanced curriculum, which provides worthwhile and stimulating opportunities for pupils to learn. • The school’s ethos of strong Christian care provides a secure anchor from which pupils’ may grow spiritually, morally, socially and culturally; learning to be responsible citizens of the future. • The school is popular with parents from a wide area. Many parents are particularly pleased with the relationships in the school, which are excellent. • Pupils enjoy school, they are enthusiastic and their attendance is very good. The pupils’

p.6

What the school does well

behaviour and attitudes, particularly their positive work ethic, contribute to their good progress.

p.6

What could be improved

• There is much good work in information technology, however, by the age of 11 pupils do not attain in all aspects of the subject as expected. The school has already identified the need for improvements to this subject prior to the inspection. • There is scope to raise standards in writing even higher. The school’s own development plan echoes this issue. • The recording of judgements about strengths and what needs to be done next when tests and assessments are analysed. The areas for improvement will form the basis of the governors’ action plan Crowton Christ Church CE (Aided) Primary School - 7

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in October 1995 and was judged to be a good school overall which gave sound value for money. Since that time the school has gone from strength to strength. The school has addressed the issues identified by the previous inspection with considerable success alongside introducing national initiatives such as the literacy and numeracy hours. Schemes of work have been developed; coordinators have monitored their subjects and identified strengths and areas for improvement; the development plan has been improved and focuses on reviewing and evaluating performance and raising standards with identified success criteria, this has been very effective and is evidenced in the high numbers of pupils attaining above national expectations by the time they leave the school. The teachers’ assessments now drive the planning of work to cater for the wide range of ages and abilities within the classes. Within its tight resources the school has

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

provided additional support for pupils with special educational needs. The improvements to the accommodation are very good and have eased organisational and teaching constraints.

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the last inspection the curriculum for information technology (IT) has broadened for all schools and information technology is now a core subject. These changes and the ever-increasing resource demands have been difficult for the school to keep pace with, in spite of considerable effort. Parental support in fund raising has proved helpful. The school, like many others, has still some way to go until it can meet the full requirements of the statutory curriculum for information technology.

p.7

THE SCHOOL’S CAPACITY TO DEVELOP FURTHER

The school ethos is built on firm foundations. It has the necessary ingredients to sustain success; not least the team spirit, commitment and skills of the Acting Headteacher, staff and governors who are the cornerstones to continuing improvement.

p.7

STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

p.7

STANDARDS

Performance in: all schools similar schools Key

p.7

STANDARDS

English B A* A A well above average above average A B Mathematics A A A A* average below average C D Science A B A A well below average E

p.7

STANDARDS

* Where the comparative grade is A* or E* the school’s performance is in the highest or lowest five per cent nationally. N.B. Cohort sizes are small and different groups of pupils are being tested each year. This could account for slight fluctuations in performance in some years.

p.7

STANDARDS

The results show an impressive picture with a consistent trend of high standards in English, mathematics and science for 11 year olds. The picture is equally favourable when results are compared with similar schools and shows that pupils at Crowton Primary School attain well above average. Standards in mathematics are a real strength of the school. Analysis of results shows no significant differences between boys and girls. Test results for seven year olds also show a positive Crowton Christ Church CE (Aided) Primary School - 8 picture when compared nationally and with similar schools. The school’s targets are generally accurate and for the current Year 6 pupils show even higher expectations.

p.7

STANDARDS

In the work seen during the inspection standards were good in most aspects of English, and high in mathematics and science by the age of 11. Seven year old pupils attain well in reading and numeracy. There is scope to raise standards in writing even further for both infants and juniors. In information technology most pupils attain as expected in communication skills but standards in the other aspects of the subject are not yet high enough although pupils’ progress is often good.

p.8

Aspect Comment

Attitudes to the school Very good. Pupils work well under their own initiative and show interest in their work. Most concentrate very well indeed.

p.8

Aspect Comment

Behaviour, in and out of classrooms In both lessons and around the school the pupils’ behaviour is of a high standard.

p.8

Aspect Comment

Personal development and relationships Excellent. The relationships within the school are a good mirror of its Christian care. There is a strong family atmosphere and older pupils are watchful for the younger ones.

p.8

Aspect Comment

Attendance Very good. Well above national average. Pupils enjoy school and are keen to settle to lessons, which start promptly.

p.8

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Lessons seen overall Very good Very good Very good

p.8

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

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. During the inspection the oldest pupils were taught by a supply teacher.

p.8

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

The very good teaching has a positive impact on the standards achieved by pupils. The teachers know their pupils well and a key factor of success is the high expectations set for pupils to learn. Knowledge of the National Curriculum requirements is secure. The teachers’ assessments and support for the range of ages and abilities within the classes focus the lesson planning, grouping and match of work for pupils so that the needs of all are well met. Literacy and numeracy skills are very well taught. Time is precious and not wasted. The teachers are thoughtful about how to link the subjects together to make learning interesting and meaningful for the pupils.

p.8

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Only a small number of lessons were seen but 100 per cent of teaching was at least satisfactory. Seventy one per cent of teaching was very good and on occasion excellent. The remainder of lessons were good or satisfactory. Scrutiny of work reveals that although never less than satisfactory there is scope to raise all marking and target setting to the excellent levels seen to aid pupils in improving their own work; and to capitalise further on opportunities to extend pupils’ writing skills to make full use of their acquired literacy skills.

p.8

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

The broad curriculum enables pupils to acquire a very good range of knowledge, skills and understanding. The extensive range of complementary activities and educational visits stimulates Crowton Christ Church CE (Aided) Primary School - 9 their interests. In lessons most settle quickly to their work and achieve a good amount; they can readily explain what they have to do. Most concentrate very well and show independence in finding out for themselves and turning to aids such as dictionaries and spellcheckers to support their learning. Only a small number of pupils require the teachers’ guidance in ensuring they keep pace with the work expected of them.

p.8

Aspect Comment

The quality and range of the curriculum Very good. The curriculum is challenging and planned to capture the pupils’ interests. Links between subjects are very well made and make learning meaningful for the pupils. In spite of the good work seen the requirements for the delivery of information technology are not fully met.

p.9

Aspect Comment

Provision for pupils with special educational needs Good, teachers match work well and set suitable targets.

p.9

Aspect Comment

Provision for pupils’ personal, incl. spiritual, moral, social and cultural development Very good, broadens the pupils’ perspective of the world and prepares them well for life and the next stage of learning.

p.9

Aspect Comment

How well the school cares for its pupils Exceptionally well. Records of achievement are informative and well maintained. Pastoral care is excellent. Governors give very good attention to security and health and safety.

p.9

Aspect Comment

Leadership and management by the Headteacher and other key staff This aspect has been and is very well established and is equally well sustained by the Acting Headteacher and staff.

p.9

Aspect Comment

How well the appropriate authority fulfils its responsibilities Governors are actively involved in the school. They have clear strategies for knowing what is going on. With the exception of the full delivery of the curriculum for information technology they fulfil their statutory responsibilities.

p.9

Aspect Comment

The school’s evaluation of its performance The school knows itself well and reviews its performance regularly. Improvements are well focused on raising standards. The recording of succinct judgements following analysis of tests and assessments to safeguard continuity and ease of communication is not yet firmly in place.

p.9

Aspect Comment

The strategic use of resources The school makes the best use of the resources available to it. Governors are acquainting themselves well with the principles of best value. Crowton Christ Church CE (Aided) Primary School - 10

p.9

What pleases parents most What parents would like to see improved

• The standards achieved and the progress by their children especially in literacy and numeracy. • The efforts the school makes with information technology. • The receptiveness of the school to discuss pupils’ progress. • The quality of information in reports about their children's progress. • Homework provision. • How well the school supports pupils’ skills and attitudes, particularly confidence building. • The pupils’ behaviour in and out of school. • The quality of relationships. • The broad range of additional activities. • Information about how their child is getting on. • The homework provision. • Information about progress of children with special educational needs.

p.10

What pleases parents most What parents would like to see improved

The inspection agrees with the positive points raised by parents. Standards are good but there is scope to raise standards even higher in writing and, in spite of the school’s best efforts, standards in all aspects of information technology are not yet as expected. In relation to areas parents would like to see improved, the inspection finds that the school has an open door policy where parents may freely make appointments to know about their child’s progress and in addition the quality of annual reports to parents is exceptionally good. The school has already recognised gaps in communicating with parents about pupils with special educational needs and has imminent plans to address this. Homework provision is good, and suitable in the amount and the range given to support classroom learning.

p.10

PART B: COMMENTARY

Crowton Christ Church CE (Aided) Primary School - 11

p.11

National test results at both key stages confirm standards well above average in English,

1. The very good results of the 1999 national tests for 11 year old pupils are a reflection of the school’s success in placing the raising of standards as high priority. The school exceeded both its own and national targets in all three subjects, including the proportion of pupils attaining at the higher Level 5. Not only does the school perform well within the national picture but also when compared with similar schools the results remain well above average. The pupils’ performance in mathematics was particularly outstanding and in the top five per cent nationally. The pupils are used to success and this is confirmed by the performance of the seven year olds in the national test results for 1999 showing well above average results in reading and good results in writing and science. When compared with similar schools these pupils’ performance is also above what is usually found in reading, writing and mathematics.

p.11

National test results at both key stages confirm standards well above average in English,

2. Analysis of the trends of the school’s results over time shows an equally positive, if at times fluctuating picture, which can be easily explained. The performance of 11 year old pupils has been consistently above the national average in English and science, at times peaking to very high in English and showing constancy in well above average scores in mathematics. Seven year olds’ results were well above the national average in reading, writing and mathematics up to 1999 when reading remained high but writing and mathematics fell marginally but were still above national averages. This was due, in writing, to no pupils attaining at the higher Level 3 and in mathematics the school achieved about the same proportion of pupils at the higher level as others. There is no doubt that the school is consistently successful in taking pupils on to achieve good standards and these slight variations in performance need to be seen in perspective. The size of the groups taking

p.11

National test results at both key stages confirm standards well above average in English,

the tests are small and often one child can represent a ten per cent shift upwards or downwards in overall results. This could mean significant differences in final scores. For example, in writing, statistically less than one child would need to have attained Level 3 in writing to meet the national average and shift the school’s results from above to well above average. The important factor to bear in mind is that in spite of minor differences year on year, which must take account of the fact that different groups are being tested, the school manages consistently to support its pupils in performing at higher than expected levels.

p.11

National test results at both key stages confirm standards well above average in English,

3. The school sets targets based on rigorous analysis of a very comprehensive range of on- going tests and assessments and this is at the heart of identifying what works well and what needs improvement. The targets are realistic and are supported by the generally good match in how the teachers feel the pupils will fare and the actual results. The school exceeded its targets for 11 year olds this year. The targets it has set for the current Year 6 pupils are even higher and this is reflective of the pupils’ abilities and the school’s drive to set itself high but attainable goals. Underpinning the target setting are the incisive assessments and evaluations of what pupils know, understand and can do in their daily work which then drives the teachers’ planning and adaptation of future work. From these assessments the teachers working with the literacy coordinator have already identified that there is scope to raise standards even further in writing. To further support

p.11

National test results at both key stages confirm standards well above average in English,

literacy teaching the school has weighted additional time in favour of teaching early reading skills and this has paid off enormously as pupils’ progress in reading is striking.

p.11

National test results at both key stages confirm standards well above average in English,

4. The school has higher than average levels of pupils with special educational needs and many of these require additional support in their work. The teachers work well together and are regularly discussing pupils’ progress and adapting and supporting the work to suit the broad age ranges and abilities within the classes. As well as providing different, carefully matched work the teachers are skilful at probing and extending pupils’ ideas and giving them confidence to attempt new work. This high quality support for special educational needs by class teachers is another Crowton Christ Church CE (Aided) Primary School - 12 factor in measuring the school’s success and recognising that pupils of all abilities do succeed with the right support.

p.11

National test results at both key stages confirm standards well above average in English,

5. In the sample of lessons and books seen during this short inspection, work was mainly good quality and pupils achieve well. Most pupils have highly developed speaking and listening skills by the time they leave the school, although this is not so when they begin their school career as a number exhibit speech difficulties and others are passive. However, it is no wonder that the reception children show such enthusiasm for reading or that seven year olds can read and discuss their books so well given the excellent teaching they receive in literacy. Pupils quickly learn the conventions of reading and show an excitement to know what is going to happen when they read the playscript of Little Red Riding Hood. Central to their ability to read is the broad range of reading cues which the teacher regularly identifies, for example, looking at initial letters, spotting unusual punctuation marks such as exclamation marks and looking for words within words. The sense of

p.12

National test results at both key stages confirm standards well above average in English,

awe and wonder created by the teacher when a letter arrives from ‘Mr Wolf’ for the pupils to read and reply to was tangible and motivated the pupils to fire ideas without being prompted. The school is well resourced for reading material and pupils have the chance to read a good range of stories and information books. By seven, most make at least satisfactory and at times good efforts at writing independently and they can generally read back their own work. Spelling skills are sound. By the age of 11, pupils have a good grasp of the conventions of using Standard English, write for a range of purposes, read fluently and expressively and have a broad knowledge and understanding of how to find things out for themselves. They mainly use their literacy skills well in the other subjects.

p.12

National test results at both key stages confirm standards well above average in English,

6. Pupils’ knowledge, understanding and use of numbers are markedly good. Most have an affinity with and confidence in mathematics and when asked, ‘what do you like to do best at school?’ ‘Maths’ was often the answer. The range of mathematical activities is broad and the amount of work completed by even young pupils is surprising. Mental calculations are given high priority and pupils demonstrate their abilities well. They make rapid responses of their tables up to five in the lower juniors and by the time they are 11 the swiftness of their recall up to their 12 times table is staggering. Pupils’ work in mathematics shows evidence of plenty of challenge to use their basic skills to solve problems and investigate.

p.12

National test results at both key stages confirm standards well above average in English,

7. In science, young pupils can sort materials according to characteristics and describe how they feel and look. Keen attention to developing their vocabulary and supportive questioning by the teacher helps them to verbalise their ideas. When asked for one difference between natural and man made materials a young child says ‘if it’s natural then God must have made it and if it’s man- made a machine might have made it’ . The pupils in Year 2 can recognise that some materials have more than one property, for example , ‘shiny and smooth’ or ‘it’s natural but people have made it into something’ when describing a woollen sock. The oldest pupils by the end of Key Stage 2 have a good knowledge through regular experimentation of electrical circuits, friction, magnetism, and types of rocks.

p.12

The high expectations of teachers and careful, well-structured assessments of what pupils’

know and need to learn enables them to move forward quickly in their learning.

p.12

The high expectations of teachers and careful, well-structured assessments of what pupils’

8. Teaching has a very positive impact on standards. The most striking feature is the consistently high expectation for pupils to listen, understand and make progress in their work. The teachers know the pupils well. They have kept themselves well up to date with national initiatives and they understand how the curriculum fits together; using this knowledge to make learning relevant and meaningful. For example, in the work on the Vikings in Years 3 and 4 the pupils had researched the Vikings, written letters to their mothers from the perspective of a Viking warrior settling in England and drawn up and recorded their designs for making clay coins. They had been encouraged to use what they knew about the characteristics of materials from science when fashioning their artefacts. Crowton Christ Church CE (Aided) Primary School - 13 9. The very sound standards achieved in the basic skills enable pupils to cope well with their

p.12

The high expectations of teachers and careful, well-structured assessments of what pupils’

other work and move forward in their learning even when not directly supervised by teachers. Given their generally average attainment on entry to the school their progress is good and at times very good. This is due to the atmosphere in which they learn and the intense focus on acquiring basic skills, gaining confidence and being encouraged to think for themselves. Teachers expect the most from pupils and work hard to help them achieve. They are not often disappointed as the results confirm.

p.13

The school has been and is very effectively led and managed by all with management

10. The situation at the time of inspection was unusual in that the most recent Headteacher had retired at Christmas after 29 years service and a new Headteacher will not take up post until May 2000. The Key Stage 1 coordinator fulfilled the role of Acting Headteacher during the inspection. The effectiveness of the school rests on the quality of commitment and expertise of all those associated with its direction. There are secure procedures in place to ensure its smooth running. The governors are actively involved in the life of the school and they contribute significantly to the management of finance and buildings. They know what is happening through regular visits, from receiving reports from the Headteacher and through their awareness of the challenges and demands placed upon staff. Coordinators have informed governors about the progress in subjects and most recently governors have monitored the work in literacy giving them an insight into the

p.13

The school has been and is very effectively led and managed by all with management

effects and impact of this national initiative. Statutory responsibilities are met in most respects with the exception of the full delivery of the curriculum for information technology. The recently appointed Chairman leads the governors in their work very well. Of late, the governors have been acquainting themselves with the principles of ‘best value’ and this is adding to their ability to make critical decisions about spending, developing the school and working with other agencies. The governors realise that the size of a school can affect its viability and to secure its success they have focused their attention on providing quality of education and achieving high standards. This is most effective and the results speak for themselves as many parents understandably travel from other areas to place their children at the school.

p.13

The school has been and is very effectively led and managed by all with management

11. The school development plan is rightly and properly directed at improving standards. The success of this is evident in that the school was already aware of the areas which are in need of further development prior to the inspection starting. Another priority within the plan has been the attention given to monitoring, albeit within budget and staffing constraints. This focus has enabled personnel to become better informed and supportive. Whole school review and planning is a strength. Considerable attention has been given to the analysis of test and assessment information. Governors have been involved with target setting under the guidance of the previous Headteacher. The school is recognising the importance of this process and has incorporated it into its review and development programme. There is some scope to refine this process to safeguard continuity of information passing and for ease of reference and use.

p.13

The school has been and is very effectively led and managed by all with management

12. The school knows itself well. This is in great part due to the team spirit which pervades the school. Staff have common beliefs and they work well together; doing the best for the children drives their sense of purpose. This is best illustrated by the excellent ethos within the school. During the inspection, at a time of significant management transition, expectations and morale might have been lowered but the opposite was true. Even when at the eleventh hour a member of staff was absent a supply teacher stepped in and was fully supported by the Acting Headteacher and staff who all worked as one to ensure pupils’ education was not disrupted. The acting Headteacher is making a very good job of sustaining the ethos, vision and quality of education provided. She has already begun to address improvements to communication about special educational needs provision. Governors have kept parents well informed about progress in

p.13

The school has been and is very effectively led and managed by all with management

appointing a new Headteacher and have been rigorous in their decision making to secure and Crowton Christ Church CE (Aided) Primary School - 14 sustain the high quality of leadership and management to which the school has been accustomed.

p.13

The school has been and is very effectively led and managed by all with management

13. The school operates within tight budget constraints but nevertheless ensures that the very best use is made of resources. Given the pupils’ attainment on entry, the good and at times very good progress made by them resulting in high standards supported by very good teaching balanced by its high costs, the school gives good value for money.

p.14

Literacy and numeracy are well taught within a broad and well-balanced curriculum, which

provides worthwhile and stimulating opportunities for pupils to learn.

p.14

Literacy and numeracy are well taught within a broad and well-balanced curriculum, which

14. The effectiveness of the school’s strategies for literacy and numeracy is very good. Teachers have become quickly acquainted with the philosophy of the ‘hours’ and show real confidence and competence in their teaching. This security of subject knowledge is well transferred to pupils through direct, well-structured teaching and central to promoting standards. The curriculum is broad and well balanced with the exceptions of some aspects of information technology. The classrooms are well displayed and reflect a lively and interesting spectrum of work. Planning covers all National Curriculum subjects both statutory and non-statutory. The school places considerable value on providing pupils with creative and physical experiences as well as academic. Pupils participate in regular sporting competitions and achieve reasonable success. They have good access to music, drama, role-play and to a plentiful supply of educational visits

p.14

Literacy and numeracy are well taught within a broad and well-balanced curriculum, which

including residential. This school is very much at the heart of the village and it draws on the community regularly. Parents and other villagers often support in school, the pupils use the village hall for physical education and the links with the church are strong. One excellent example of the school’s commitment to developing all aspects of pupils’ learning is the activities week held in the summer term when members of the community come into school and share their talents and skills with the pupils. The pupils talk animatedly about the week and look forward to it.

p.14

may grow spiritually, morally, socially and culturally, learning to be responsible citizens of

15. The school aims are very well met and its ethos is excellent. There is a strong sense of community spirit and a family atmosphere. The assembly room where pupils come together for lunch is well ordered, welcoming and presents a strong picture of the school’s Christian character. It represents the heart of the school and is dominated by a superb embroidered cross, made by the oldest pupils, which is used as focus for reflection during worship. In the worship observed, pupils showed a sense of occasion when they come in quietly listening to music by Beethoven. They listen well and have ample opportunity to consider their place in the world and the importance of their family to them. Pupils are well used to listening to stories from the Bible and considering how they might reflect their lives today, when asked they are thoughtful about the messages given. Throughout the curriculum pupils learn about the values, beliefs and culture of themselves and

p.14

may grow spiritually, morally, socially and culturally, learning to be responsible citizens of

others, now and in the past. They have studied the major world religions and often complement their knowledge and understanding through visits for example, to the Jewish Museum in Manchester. In science, pupils learn about human achievement when they research electricity and acquaint themselves with the work of Michael Faraday, they study the work of artists such as Gordon Beningfield and young pupils produce some very good representations of his work in colour wash which are well displayed in the hall. Poetry, pupils’ own autobiographical accounts and history studies give pupils insight into their own thoughts and feelings, and help them to empathise with how others have felt.

p.14

may grow spiritually, morally, socially and culturally, learning to be responsible citizens of

16. Pupils are well aware of right and wrong and demonstrate this in their conduct. They move about the school sensibly, show respect for their classrooms and the school environment and have a sense that the school belongs to them. This was well illustrated when Year 3 and 4 pupils animatedly describe the organisation of their classroom, how things work and why they do things as Crowton Christ Church CE (Aided) Primary School - 15 they do. They show a great sense of pride in what they have accomplished. At break sessions older pupils happily talk to and care for younger ones. Some very incisive written work on Millennium wishes highlights the pupils’ social responsibility and they regularly support charities.

p.14

The school is popular with parents from a wide area. Many parents are particularly pleased

with the relationships in the school which are excellent.

p.15

The school is popular with parents from a wide area. Many parents are particularly pleased

17. Parents travel from beyond the immediate locality to place their children at the school. The majority of parents who responded to pre-inspection information gathering were very complimentary about the school. They particularly value the standards, not only academic but social and personal, which the school achieves and the excellent relationships which set the tone for learning. The school often takes in pupils mid way through the school year, particularly at Years 2 and 3; they are swiftly gathered into the school family and well supported.

p.15

behaviour and attitudes, particularly their positive work ethic, contribute to their good

18. Parents are quite clear that their children enjoy school. This is very evident in practice and in the attendance figures which are well above average. There is a happy buzz in lessons during discussions, and when required to settle down to work almost all pupils do so without fuss. From the youngest to the oldest pupils they are able to explain their work and readily share what they have to. For example, in a literacy lesson in Year 3 and 4 pupils were working independently in groups to research facts about ‘Space’. They worked in two’s or three’ s and were anxious that no one was left without a partner. When searching for information they cooperated very well. Only a small number needed the teacher’s quiet guidance to keep pace with the learning. The oldest pupils showed good knowledge of their routines when taught by a supply teacher. They were mainly very well behaved and showed responsibility and maturity. About the school and in lessons pupils’

p.15

behaviour and attitudes, particularly their positive work ethic, contribute to their good

behaviour is of high quality. They show a very good level of self discipline, for example when changing for after-school activities they chat together, organise their belongings and are happy to offer information to visitors. The atmosphere and work ethic, which prevail in the school, are the result of the high expectations of staff, the positive values laid down and the excellent pastoral care available. All of these factors contribute to pupils feeling safe and secure in school and ready and receptive to the very good teaching, which ensures their successful progress.

p.15

not attain in all aspects of the subject as expected. The school has already identified the

need for improvements to this subject prior to the inspection.

p.15

not attain in all aspects of the subject as expected. The school has already identified the

19. Within its development plan the school has already recognised that it needs to raise standards in information technology. It has applied for National Grid for Learning funding, already improved hardware and software resources and begun to use the widely recognised scheme of work designed by the Qualifications and Curriculum Authority. Parents have been supportive in assisting with funding for computers and they feel that information technology education in the school has improved in recent years. This is so, but the pace of change in this subject and the demands of other more pressing national initiatives in literacy and numeracy have limited progress. A significant feature in the school’s own evaluation of what needs to be improved is the recognition for staff training to keep pace with changes and the need to purchase more resources to use information technology to support literacy and numeracy.

p.15

not attain in all aspects of the subject as expected. The school has already identified the

20. The school has already made some significant strides in improving information technology Crowton Christ Church CE (Aided) Primary School - 16 provision and these are evident in discussions with pupils about what they know and can do. Most pupils can use communication technology as expected for seven year olds. Year 2 pupils can write a simple letter, use the space bar and delete keys and print out their work. They are also able to move objects around the screen and select features By the time they leave the school pupils are able to support their listening skills; they know how to operate tape recorders and listening centres, to use a keyboard, arrow keys and a mouse control device to input text, edit, save and retrieve it. Pupils in Years 3 and 4 are able to word process their work on favourite pets and organise the print effectively on the page. Some pupils were seen using headsets competently to listen to information

p.15

not attain in all aspects of the subject as expected. The school has already identified the

about ‘Space’ using a CD-ROM and they could also follow the text and illustrations on screen. In Years 5 and 6 pupils have experimented with various fonts, colours, and styles to present their ‘Magic Box’ poems effectively. Pupils in Key Stage 2 also use spellcheckers, both desktop and on Windows, to help them improve their spellings and correct their work. Within geography they have used programs about ‘Exploring world maps’ and ‘Word and Number Shark’ which are games to support reading and writing and solve number problems using up to six digits. Pupils do not attain as expected in all aspects of data handling and interrogation or control and modelling, although there is evidence that they are acquiring more skills and making better progress in these aspects. For example, they have used a database to collate information about magnetism and interrogated it to produce information and also on ‘favourite crisp flavours’. Spreadsheets have been used to

p.16

not attain in all aspects of the subject as expected. The school has already identified the

gather information on ‘table points ‘ for good work. Pupils say they have carried out a small amount of Internet work and used a CD-ROM to research information about rocks and crystals. In relation to control they can recall work completed on a program called Dart which supports building shapes and developing direction and angle work in mathematics.

p.16

not attain in all aspects of the subject as expected. The school has already identified the

21. Teachers are working hard to keep pace with initiatives but more time is needed to focus on the subject. The increased use of technology to support literacy and numeracy are valuable steps in the right direction. In spite of the useful experiences, the flaw in provision is about insufficient regular access and time allocated to the direct teaching of subject skills, and there being not enough computers for pupils to practise their skills in a systematic and structured way where gains in learning can be regularly assessed and gaps remedied.

p.16

There is scope to raise standards in writing even higher. The school’s own development

22. Standards in writing are at least satisfactory and at times good but there is scope to raise standards even higher as the school recognises from its own analysis of test results and scrutiny of pupils’ work. The areas for improvement should be seen in the context that most work was appropriate and the goal is to strive for greater consistency, depth and quality to move from what is generally good to make even better use of skills and time. The main focal points for consideration are to move pupils more quickly into using a joined script to support their spelling, fluency and speed in writing. Pupils are taught the basic skills of reading and writing well but more regular reminders at the start of lessons and encouragement for pupils to stop and check their own work for correctness could afford them more time to focus on improving the quality and depth of their work. At times worksheets are used when the task involved could better be completed by the pupils

p.16

There is scope to raise standards in writing even higher. The school’s own development

using their own well-acquired skills. These sheets do little to challenge pupils’ thinking and their use diminishes the opportunities for pupils to think creatively. Finally there is some excellent and always never less than satisfactory marking of pupils’ work with targets set for improvement. The staff could do well to share this practise and set the highest standard as the model to follow. Pupils are well equipped by teachers to work independently and to think for themselves; their learning could be better served by placing more onus upon them to check their own work and reflect on ‘What do I need to do to make my work better?’

p.16

The recording of judgements about strengths and what needs to be done next when tests

and assessments are analysed. Crowton Christ Church CE (Aided) Primary School - 17 23. A very considerable amount of time and effort has been given to testing, assessing and analysing information about pupils’ progress. The process is effective in setting targets for future learning and recognising areas for improvements. To ensure that the benefits of this valuable exercise are not lost and are readily available to a range of audiences, the school would do well to consider succinctly recording the evaluations made for future use, reference and information passing.

p.16

WHAT THE SCHOOL SHOULD DO TO IMPROVE FURTHER

The governors, Headteacher and staff should include the following matters in their post inspection action:

p.17

Raise standards in information technology by:

• ensuring that the full National Curriculum Programmes of Study are systematically developed; • reviewing the time allocated for the direct teaching of skills and pupils’ access to computers; • continuing to improve the teachers’ confidence and competence to teach the subject; • improving resources as funding allows.

p.17

Raise standards in information technology by:

Reference to these matters can be found in paragraphs 19 - 21

p.17

Raise standards even further in writing by:

• reviewing the allocation of teaching time to handwriting and spelling skills to aid fluency and speed in recording ideas; • ensuring pupils transfer the skills which they have been well taught in literacy to all subjects; • reducing the number of worksheets used for recording work; • extending opportunities for pupils to write independently and creatively; • developing pupils’ abilities to self check their work for improvements; • ensuring greater consistency in marking of work and target setting to make clear to pupils what is good and what needs to get better; • sharing the excellent practice which already exists in the school.

p.17

Raise standards even further in writing by:

Reference to these matters can be found in paragraph 22

p.17

when tests and assessments are analysed to ensure that:

• the very valuable information which has been gained is readily and quickly available for future reference and use.

p.17

when tests and assessments are analysed to ensure that:

Reference to these matters can be found in paragraph 23 Crowton Christ Church CE (Aided) Primary School - 18

p.17

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 15

p.18

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.18

Summary of teaching observed during the inspection

17 50 17 17 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.18

Information about the school’s pupils

Pupils on the school’s roll No of pupils

p.18

Information about the school’s pupils

Number of pupils on the school’s roll 64

p.18

Information about the school’s pupils

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

p.18

Information about the school’s pupils

Special educational needs Nursery YR– Y6

p.18

Information about the school’s pupils

Number of pupils with statements of special educational needs N/A 0

p.18

Information about the school’s pupils

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

p.18

Information about the school’s pupils

English as an additional language No of pupils

p.18

Information about the school’s pupils

Number of pupils with English as an additional language 0

p.18

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.18

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 9

p.18

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 4

p.18

Attendance

National comparative data 5.4 National comparative data 0.5 Crowton Christ Church CE (Aided) Primary School - 19 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.

p.18

Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 199 5 6 11

p.19

Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

p.19

Attainment at the end of Key Stage 1

Boys 5 4 5 Numbers of pupils at NC level 2 and above Girls 6 6 6

p.19

Attainment at the end of Key Stage 1

Percentage of pupils School 100 91 100 at NC level 2 or above National 82 83 87

p.19

Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

p.19

Attainment at the end of Key Stage 1

Boys 4 5 5 Numbers of pupils at NC level 2 and above Girls 6 6 6

p.19

Attainment at the end of Key Stage 1

Percentage of pupils School 91 100 100 at NC level 2 or above National 82 86 87

p.19

Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year.

p.19

Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 7 2 9

p.19

Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

p.19

Attainment at the end of Key Stage 2

Boys 5 5 6 Numbers of pupils at NC level 4 and above Girls 2 2 2

p.19

Attainment at the end of Key Stage 2

Percentage of pupils School 78 78 89 at NC level 4 or above National 70 69 78

p.19

Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

p.19

Attainment at the end of Key Stage 2

Boys 5 6 5 Numbers of pupils at NC level 4 and above Girls 2 2 2

p.19

Attainment at the end of Key Stage 2

Percentage of pupils School 78 89 78 Crowton Christ Church CE (Aided) Primary School - 20 at NC level 4 or above National 68 69 75

p.19

Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Crowton Christ Church CE (Aided) Primary School - 21

p.20

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

p.21

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

p.21

Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups 0 0 This table gives the number of exclusions, which may be different from the number of pupils excluded.

p.21

Teachers and classes Financial information

Total number of qualified teachers (FTE) 3.5 Financial year 1998/9

p.21

Teachers and classes Financial information

Number of pupils per qualified teacher 18.3:1

p.21

Teachers and classes Financial information

Education support staff: YR– Y6 Total expenditure 140726

p.21

Teachers and classes Financial information

Total number of education support staff 1 Expenditure per pupil 2166

p.21

Teachers and classes Financial information

Total aggregate hours worked per week 15 Balance brought forward from previous year 13501

p.21

Teachers and classes Financial information

FTE means full-time equivalent. Balance carried forward to next year 8894 Crowton Christ Church CE (Aided) Primary School - 22

p.21

Results of the survey of parents and carers

Percentage of responses in each category

p.22

Results of the survey of parents and carers

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

p.22

Results of the survey of parents and carers

My child is making good progress in school. 60 33 0 0 7

p.22

Results of the survey of parents and carers

Behaviour in the school is good. 60 33 7 0 0 My child gets the right amount of work to do at home. 53 27 7 7 7

p.22

Results of the survey of parents and carers

The teaching is good. 60 40 0 0 0 I am kept well informed about how my child is getting on. 47 20 27 0 7 I would feel comfortable about approaching the school with questions or a problem. 67 20 13 0 0 The school expects my child to work hard and achieve his or her best. 67 33 0 0 0

p.22

Results of the survey of parents and carers

The school works closely with parents. 47 33 20 0 0

p.22

Results of the survey of parents and carers

The school is well led and managed. 60 33 7 0 0 The school is helping my child become mature and responsible. 47 53 0 0 0 The school provides an interesting range of activities outside lessons. 47 53 0 0 0

p.22