Landscore Primary School

LANDSCORE PRIMARY SCHOOL

Dates of inspection: 3 rd – 5 th April 2000

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LANDSCORE 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.

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LANDSCORE 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. Landscore Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Age range of pupils: 4 to 11 Gender of pupils: Mixed

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INFORMATION ABOUT THE SCHOOL

School address: Threshers Crediton Devon

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 5 th June 1995 Landscore Primary School - 4

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Team members

Mr A Clark Registered inspector Mr P Widdowson Lay inspector Mr C Farthing Team inspector Mrs K Hurt Team inspector

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Team members

SCHOOL haus Ltd Riverbank Station Road Ollerton Village Newark Notts NG22 9BN

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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 Landscore Primary School - 5

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PART A: SUMMARY OF THE REPORT 6-9

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 10-12

Pupils reach high standards by the time they leave school The pupils are eager to learn and behave well Provision for personal development is very good Literacy and numeracy are well taught and the quality of teaching in Year 6 is very high The headteacher and senior management provided very good leadership The governors take effective initiatives to ensure the school gives best value for money

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WHAT COULD BE IMPROVED 13

Standards in writing in Key Stage 1 are not as high as they could be and teachers do not expect enough written work from pupils

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INFORMATION ABOUT THE SCHOOL

Landscore is a larger than average Primary School in the town of Crediton, near Exeter. There are 356 pupils on roll aged from 4 to 11. Children’s attainment on entry to the school is above levels expected for their age. Approximately 10 per cent of pupils are entitled to a free school meal which is below the average. The percentage of pupils with special educational needs (33 per cent) is above the national average this year. The percentage of pupils with a statement of special educational needs is about average. Over half the teaching staff have changed during the last two years for promotion to other schools.

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HOW GOOD THE SCHOOL IS

The school is very effective overall. Standards are well above the national average by the time the pupils transfer to secondary education and have improved substantially since the last inspection. Pupils’ personal development is very good and they are provided with a rich and exciting curriculum. Teaching is good overall and very good in Year 6. Standards of writing in Key Stage 1 are not as high as they could be. The school is very well led and managed and gives very good value for money.

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What the school does well

• Pupils reach high standards by the end of their time in school. • The pupils are eager to learn and behave very well. Provision for personal development is very good. • Literacy and numeracy are well taught and the quality of teaching in Year 6 is very high. • The headteacher and senior management provide very good leadership. The governors take effective initiatives to ensure the school gives best value for money.

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What could be improved

• Standards in writing in Key Stage 1 are not as high as they could be and teachers do not expect enough written work from pupils.

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What could be improved

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 school has taken very effective action since the last inspection in 1995 and the improvement has been very good. By the time they leave school at the end of Year 6, pupils attain very high standards in English, mathematics and science. The school’s rate of improvement in national tests over the past three years has been above that of most schools. More able pupils are particularly well challenged and by the age of 7and 11 the proportion of pupils achieving higher levels is well above the average in all subjects. However, standards of writing by the age of 7 are not as high as in other subjects. This is recognised by the school and initiatives involving the local education authority and other institutions have had some impact on standards. The headteacher and governors have built on the strengths identified at the last inspection to create a strategic approach to school improvement based on very good planning procedures and efficient

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

monitoring. The structure for curriculum management is clearly focused and no longer puts an undue burden on individuals. The work of co-ordinators in English, mathematics and science makes a significant contribution to standards in the subjects. Assessment procedures are detailed and informative. The school makes effective use of a detailed analysis of national data to measure achievements and set targets. The school is very well placed to continue to improve. Landscore Primary School - 7

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STANDARDS

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

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Key

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

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Key

Since the last inspection standards have risen in English, mathematics and science much faster than they have nationally and are well above average. There has been a year on year improvement with slight variation in last years’ English results in 1999. Standards have also been well above the standards of similar schools. The present pupils in Year 6 are also attaining very highly. The percentage of pupils reaching the higher level five is well above the national average in all three subjects, indicating that the brightest pupils are suitably challenged. In fact, several pupils have been entered for level 6; the expected level for 14 year olds. The A* grade indicates that the school’s test results were amongst the top five per cent in the country. In Key Stage 1, overall standards are generally above the national average except in writing which has risen from below national average in 1996 to the national average in 1999. Achievement is not as high in this key

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Key

stage as too many opportunities to extend pupils’ writing ability are missed. However, the proportion of pupils achieving the higher levels is above the national average in reading, writing and mathematics

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Key

The pupils attain very high standards in religious education and music and standards are good in information technology and art. Pupils with special educational needs make good progress throughout the school. The children under five and those in Key Stage 1 make sound progress over time. Progress is good in Key Stage 2 and this reflects the substantial amount of good teaching and the high expectations of the teachers in this key stage.

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Aspect Comment

Attitudes to the school All pupils are very enthusiastic and hard working. They are very involved in all subjects.

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Aspect Comment

Behaviour, in and out of classrooms Pupils’ behaviour is very good. There is a friendly and calm working atmosphere.

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Aspect Comment

Personal development and relationships These are very good. Pupils are very involved in decision making and respect each other’s feelings.

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Aspect Comment

Attendance This is good. There are very few unauthorised absences.

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Aspect Comment

The school is a reflective and challenging community. Good relationships and an appreciation of each other’s achievements provide a secure base for good learning. Landscore Primary School - 8

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

Lessons seen overall satisfactory satisfactory good

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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.

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

In all the lessons observed the quality of teaching was satisfactory or better. In over 75 per cent teaching was good or very good. It was consistently good in Key Stage 2 and very good for Year 6. The teaching of literacy and numeracy is good overall. Teaching of pupils with special educational needs and the more able is at least good. Lessons are well planned with a clear focus on basic skills. However, in Key Stage 1 teachers do not take every opportunity to develop pupils’ writing skills and to encourage them to write at length. Children under five make a very secure start to their learning. The very good teaching in Year 6 is very fast paced and challenges pupils to think and respond quickly. There are more inexperienced teachers in reception and Key Stage 1 than Key Stage 2, reflecting the large number of staff promoted to senior posts in other schools.

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Aspect Comment

The quality and range of the curriculum The quality of the curriculum is good. There is a focus on basic skills and a rich contribution from art, religious education and music.

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Aspect Comment

Provision for pupils with special educational needs This is very good. Pupils are supported well in class and through additional tuition. The school identifies pupils’ needs at an early stage and manages their progress very effectively.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development All aspects are very good. The spiritual ethos is apparent in all the school’s work and encourages pupils’ delight in learning. Moral and social teaching is very effective and there is a wide range of cultural opportunities.

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Aspect Comment

How well the school cares for its pupils This is very good. Teacher’s know pupils well and set realistic, yet challenging targets for individual’s personal and academic achievement.

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Aspect Comment

The curriculum is broad and balanced. Pupils’ lives are enriched by many opportunities to perform in local concerts, inter-school sporting events and residential visits. Talented pupils are encouraged to tackle academic work to a high standard and to participate in team games and musical events at a local and county level. Procedures for promoting pupils’ health and safety are very good. The school works very effectively with parents and receives good support. Landscore Primary School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher and key staff have a good understanding of the strengths of the school and lead initiatives for improvement.

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Aspect Comment

How well the governors fulfil their responsibilities Very good. They manage the school in a professional manner and are well informed.

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Aspect Comment

The school’s evaluation of its performance The school uses a wide range of available data to improve standards and set targets for improvement.

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Aspect Comment

The strategic use of resources The talents of individual teachers are put to very good use in many subjects through specialist teaching. All initiatives are resourced well with a keen eye to achieving the best possible value.

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Aspect Comment

The headteacher gives a strong lead in the drive towards school improvement and this is reflected in the ethos of the school. Analytical and highly motivated key staff support her well. The governors are business like in their decisions and very knowledgeable. In all areas of their work they evaluate achievements effectively and strive for best value.

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What pleases parents most What parents would like to see improved

• The school’s high expectations. • The standards achieved. • The high standards in music, art and information technology. • Homework is sometimes too demanding. • The school does not work closely enough with parents. • There is not a wide enough range of extra- curricular opportunities.

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What pleases parents most What parents would like to see improved

The vast majority of parents fully support the school. The inspection findings endorse parents’ positive views. Homework is demanding, but is well planned and makes a good contribution to pupils’ learning. The school encourages parents’ to participate in both the daily events of the school and through their particular skills. The information provided for parents is of a very high standard. There is a good range of extra- curricular activities involving music, art, information technology and sport. Landscore Primary School - 10

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WHAT THE SCHOOL DOES WELL

Pupils reach high standards by the time they leave school.

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WHAT THE SCHOOL DOES WELL

1. Children enter the school with achievement that is above that typical for their age and leave the school with very high standards. Pupils of all abilities make good progress, particularly in Key Stage 2.

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WHAT THE SCHOOL DOES WELL

2. By the time pupils are 11 they are very effective readers and writers. Many pupils have a good grasp of lively strategies to add interest to their reading; for example when enjoying the story of Tom’s Midnight Garden. Pupils have well developed comprehension skills and give a clear and full explanation of the story line. They speak with confidence and articulation and respond well to the many opportunities to do so. The majority of pupils write in well organised paragraphs and use imaginative language. The more able pupils use subordinate clauses in their sentences to good effect in newspaper reports. The less able pupils also use exciting and expressive language in their writing and one pupil effectively used the description ‘a tangled heap sprawled on the floor’. Spelling is very good, but handwriting is more variable and pupils do not make consistent use of pens. The vast majority of pupils in Year 6 are working at or above the expected level 4 in English with

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WHAT THE SCHOOL DOES WELL

almost 40 per cent at the higher levels.

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WHAT THE SCHOOL DOES WELL

3. Standards in mathematics are high and are set to be higher in the current Year. Almost half the year group are working at level 5. They are extremely well challenged in lessons, particularly in Year 6. Their response to quick fire questions on a wide range of number related problems is very impressive, both for the speed and accuracy of their response. They are very sure in their understanding of a wide mathematics vocabulary and quickly calculate combinations of ‘product’, ‘factors’, multiples’ and ‘inverse’. They have a very good grasp of decimals and use a range of strategies to mentally calculate 6.2 x 2.4 in their mental work. A strength of the pupils’ attainment is the management of problem-solving techniques and the ability to explain their thinking clearly and rationally. Standards are high in most aspects of the subject. The teachers’ understanding and use of methods based on the numeracy strategy are a significant contributory factor in raising standards.

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WHAT THE SCHOOL DOES WELL

4. Pupils’ achievements in science have been very high over the last three years. In lessons in Year 5, pupils are well on their way to maintaining such standards with a strong focus on investigation and experimentation. Pupils have a good understanding of the properties of different materials and how they can separate them. They devise their own experiments to mix and then separate a range of materials. Teachers’ planning is effective and many pupils produce detailed diagrams. They show keen interest and work in a logical and ordered way. These pupils understand processes of filtration, evaporation and condensation and use the correct vocabulary. A strength of their work is in the quality of the evaluations they make and a sound understanding of scientific principles and their awareness of safe practice.

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WHAT THE SCHOOL DOES WELL

5. Pupils’ achievement in music is very good. The standards of singing, composition and appreciation of music are high. Year 5 and 6 pupils create their own songs from interesting word patterns and build them into multi-layered compositions sung in three or more parts. The singing is tuneful, accurately pitched and sung with feeling and understanding. Pupils attain good standards in information technology using a good range of word processing skills in their written work and producing graphs of increasing complexity from their own data. Pupils transport pictures and text across different programmes to good effect.

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WHAT THE SCHOOL DOES WELL

6. In all subjects teachers make regular and accurate assessments to evaluate pupils’ achievement and to ensure work is matched closely to pupils’ needs. This is particularly Landscore Primary School - 11 effective with pupils who have special educational needs. For example, the outcomes of a pupil’s attainment in a science lesson are discussed in detail with support staff to plan for the next part of the programme of work.

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The pupils are eager to learn and behave very well. Provision for personal development is

7. Pupils of all ages show exemplary behaviour both in lessons and around school. They are very polite to each other, to their teachers and to other adults. Pupils are very attentive in assemblies and take part with enthusiasm. All staff have high expectations for pupils’ behaviour and the school’s behaviour policy is very effective. Through the School Council pupils have a real opportunity to be involved in setting and monitoring the code of behaviour and this contributes to its success.

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The pupils are eager to learn and behave very well. Provision for personal development is

8. The pupils are very enthusiastic about their work and keen to learn. In the reception class the children are eager to show their understanding of how plants grow and to name the parts of a tree. By Year 6 the pupils get a thrill out of increasing the class score in a mental mathematics game. They are eager to share their thoughts with visiting adults and enjoy adult company. Pupils are eager to come to school and attendance is above average with no unauthorised absence.

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The pupils are eager to learn and behave very well. Provision for personal development is

9. Pupils show confidence in their work due to the school’s very good provision for their personal development. There is a strong sense of spirituality which is reflected in many subjects, particularly art, music, religious education and science. The acts of collective worship actively encourage pupils to explore their beliefs and be aware of the spiritual significance of symbols such as light. The pupils have a good understanding of right and wrong and pupils discuss their actions positively with teachers and support staff. This is particularly effective with pupils who have a statement of special educational needs for behavioural difficulties.

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The pupils are eager to learn and behave very well. Provision for personal development is

10. There are many opportunities for pupils to develop their social skills. The school has many visitors and there is regular contact with adults. During the inspection the mathematics co- ordinator, who is a leading teacher for mathematics, took a demonstration lesson for other teachers. The pupils in her class responded well to opportunities to discuss their work with other adults. The old swimming pool is to be altered to become a playground and all pupils are working with an artist in residence to create murals for the wall. Older pupils develop their social skills through residential visits and many team activities and sporting events. Strong emphasis is placed on pupils’ cultural experiences. In Year 5 they explore the art and beliefs of Africa and explain the significance of the colours in African pictures. The quality of music is very high and pupils perform at local events. Personal development is

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The pupils are eager to learn and behave very well. Provision for personal development is

closely monitored and reported well to parents.

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The pupils are eager to learn and behave very well. Provision for personal development is

Literacy and numeracy are well taught and the quality of teaching in Year 6 is very high.

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The pupils are eager to learn and behave very well. Provision for personal development is

11. The strategies for teaching literacy and numeracy are well developed and carefully monitored. The co-ordinators, both Year 6 teachers, set an extremely good example through their own teaching.

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The pupils are eager to learn and behave very well. Provision for personal development is

12. All teachers have a clear focus on the development of literacy skills and make good use of the national strategies for teaching this subject. However, in Key Stage 1 the teachers have not placed sufficient importance on developing pupils’ extended writing skills through all subjects. Planning for literacy lessons is effective and teachers make it clear to pupils what they are expected to learn. The teachers’ own reading often enlivens lessons and leads to lively discussion and debate for all ages. Teachers have a very clear understanding of the levels at which pupils are working and the path to the next stage. Landscore Primary School - 12 13. In numeracy lessons there is a good understanding of the need for pupils to discuss their mathematical thinking and to use a range of strategies. In Year 2, pupils explain how they recognise missing numbers when they are counting on in 10s, 50s or 100s. The pace of

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The pupils are eager to learn and behave very well. Provision for personal development is

teaching in numeracy hours is frequently brisk and challenging. Tasks are timed and there is an element of competition against the clock to encourage quicker thinking. Teachers make clear to pupils what they are expected to learn and they measure their achievement at the end of the lesson. Teachers make accurate assessments of achievement in lessons and use that to plan for the future. Very good use is made of ‘Pupils’ progress books’ to set individual targets for future learning.

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The pupils are eager to learn and behave very well. Provision for personal development is

14. Teachers make good use of learning resources and displays in teaching and they are of very good quality. However, there is very little pupils’ written work on display in Year 2.

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The pupils are eager to learn and behave very well. Provision for personal development is

15. In Year 6, the teaching of literacy and numeracy is particularly good. The depth of understanding and enthusiasm of the teachers challenges the pupils and this has a positive impact on achievement. The teachers are very at ease with extending pupils’ knowledge through effective discussion and they use the available time extremely well. Expectations of pupils are very high.

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The headteacher and senior management provided very good leadership. The governors

take effective initiatives to ensure the school gives best value for money.

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The headteacher and senior management provided very good leadership. The governors

16. The headteacher leads the school with clarity and enthusiasm. She has a very good knowledge of the teaching staff and the strengths and weaknesses of the school. This is based upon effective monitoring procedures and good communications. The deputy headteacher and key staff ably support her. Since the last inspection systems of monitoring and evaluating progress have been significantly improved, particularly for literacy and numeracy. Teaching is closely monitored and this has a positive impact on standards. Procedures to allow co-ordinators time and opportunity to monitor standards are very good. Teachers show a high level of professional commitment. Standards of data is carefully analysed and used in action planning. The procedures for monitoring standards are systematic and planned effectively. However, the focus has been on individual subjects and lessons and has not yet looked at progress in basic skills across all subjects which is a

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The headteacher and senior management provided very good leadership. The governors

weakness for writing at Key Stage 1. The school plans to develop this in the next phase of monitoring. The headteacher takes a keen interest in the professional development of her staff and teachers are regularly promoted to deputy headship and headship from the school.

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The headteacher and senior management provided very good leadership. The governors

17. The governing body is very effective and actively involved in developing the curriculum. There is an excellent system that allows governors to work closely with subject co- ordinators to question and support progress. Committees and meetings are managed efficiently and productively. The chair and vice-chair have a very good understanding of issues facing the school and make sound decisions on all the evidence available. They consistently seek the good value in all activities. For example, they have opted out of several local authority services because they obtain better value elsewhere. Suitable procedures are in place to ensure the quality of service is high. This has led to substantial financial savings and allowed the school to improve its resources. They are well informed through the headteacher’s reports. The effectiveness of the governing body has a positive impact on standards in all areas.

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Standards in writing in Key Stage 1 are not as high as they could be and teachers do not

18. Standards of writing at Key Stage 1 are in line with national average and similar to those of other schools. They have shown steady improvement overtime, but are not as well as standards for reading and mathematics. Last Year’s test results at Key Stage 1 were slightly lower than usual because of a significant number of pupils of lower ability and special educational needs. However, significantly more pupils than average attained the higher level 2b and 2a in reading and mathematics, but not in writing. However, the percentage of pupils attaining the higher level 3 in writing was above the national average. There is evidence that standards are higher this year but they are not improving as quickly as they could.

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Standards in writing in Key Stage 1 are not as high as they could be and teachers do not

19. By Year 2 pupils’ basic skills are usually sound with spelling, handwriting and punctuation being the focus of many lessons. However, the range and content of their written work is not as good. When given the opportunity current Year 2 pupils achieve suitable standards in their letter writing and they write to a good length. However, there is very little evidence of the pupils involvement in sustained writing activities during the year and the teachers do not expect enough writing from pupils in literacy. Many opportunities are missed in other subjects for pupils to write in a meaningful way. For example, in science too many work sheets are used requiring only a one word answer or picture. The monitoring of writing in all subjects is not yet in place, although it is planned for in the school improvement plan.

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Standards in writing in Key Stage 1 are not as high as they could be and teachers do not

20. The school has made a detailed analysis of past test results and extended the amount of time devoted to English teaching. However, the focus has been on skills rather than their use and has had limited effect so far. Useful ‘Progress’ books have been introduced recently to more closely monitor improvements in writing. These are effectively used to set individual targets for learning although they do not yet identify National Curriculum levels yet.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

21. The school should now continue to improve the quality of teaching and learning in writing at Key Stage 1 by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) ensuring that teachers provide more opportunities for extended writing activities in English;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) ensuring that teachers’ planning identifies ways for pupils to practise and improve their writing skills in other subjects;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) more thoroughly monitoring pupils’ progress in writing through all subjects. Landscore Primary School - 14

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Summary of the sources of evidence for the inspection

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

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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 3 9 4 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) 356

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 33

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Information about the school’s pupils

Number of pupils with statements of special educational needs 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 117

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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 0

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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 24

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 10

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Attendance

National comparative data 94.1 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Landscore Primary School - 15

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 29 19 48

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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 25 23 25 Numbers of pupils at NC level 2 and above Girls 17 18 18

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Attainment at the end of Key Stage 1

Percentage of pupils School 88(89) 85(81) 90(98) at NC level 2 or above National 82(80) 83(81) 87(84)

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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 24 25 29 Numbers of pupils at NC level 2 and above Girls 17 18 18

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Attainment at the end of Key Stage 1

Percentage of pupils School 85(90) 90(81) 98(98) at NC level 2 or above National 82(81) 86(85) 87((86)

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Attainment at the end of Key Stage 1

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

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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 27 24 51

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 18 21 25 Numbers of pupils at NC level 4 and above Girls 22 20 24

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Attainment at the end of Key Stage 2

Percentage of pupils School 78(90) 80(72) 96(98) at NC level 4 or above National 70(65) 69(59) 78(69)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 22 21 22 Numbers of pupils at NC level 4 and above Girls 22 20 22

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Attainment at the end of Key Stage 2

Percentage of pupils School 86(68) 82(79) 86(83) at NC level 4 or above National 68(65) 69(65) 75(71) Percentages in brackets refer to the year before the latest reporting year. Landscore Primary School - 16

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group Other minority ethnic groups 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

Total number of qualified teachers (FTE) 13 Financial year 1998-9

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Teachers and classes Financial information

Number of pupils per qualified teacher 27.4

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Teachers and classes Financial information

Education support staff: YR– Y6 Total expenditure 507363

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Teachers and classes Financial information

Total number of education support staff 5.5 Expenditure per pupil 1480

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Teachers and classes Financial information

Total aggregate hours worked per week 146 Balance brought forward from previous year 5959

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Teachers and classes Financial information

Balance carried forward to next year 9142 FTE means full-time equivalent. Landscore Primary School - 17

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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. 48 48 3 2 0

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Percentage of responses in each category

Behaviour in the school is good. 37 57 2 2 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 31 50 15 2 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 40 49 6 2 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 59 35 5 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. 62 36 0 1 1

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Percentage of responses in each category

The school works closely with parents. 40 47 9 2 2

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Percentage of responses in each category

The school is well led and managed. 48 48 4 1 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 47 49 3 1 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 22 45 15 3 15

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