Petersgate Infant School

PETERSGATE INFANT SCHOOL

Green Lane, Clanfield, Waterlooville Hampshire PO8 0JU

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PETERSGATE INFANT SCHOOL

Inspection number: 183023 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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PETERSGATE INFANT 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. Petersgate Infant School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Green Lane Clanfield Waterlooville Hampshire

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Sandie Higginbottom

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: May 1996 Petersgate Infant School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Carrie Branigan Reporting inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Education Department – OFSTED Office Clarendon House Romsey Road Winchester Hampshire SO22 5PW

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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:

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Petersgate Infant School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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WHAT THE SCHOOL DOES WELL 10

Pupils make a very good start in the reception classes and leave the school with well-above-average standards in reading and mathematics Teaching is good overall and all adults work together as a very effective team Parents have very positive views about the school and recognise that their children are very well cared for The headteacher, governing body and staff are clear about how to improve the school further, including the professional development of staff Finances are managed very well through very good administration and evaluation of spending

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WHAT COULD BE IMPROVED 13

Continue to share good practice, particularly the management of pupils’ behaviour, pupils’ presentation of work and teachers’ marking to make teaching and learning even better The professional development of staff, in particular their understanding of investigative work in science and in the use of information technology (IT) to support learning during some lessons

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INFORMATION ABOUT THE SCHOOL

Petersgate Infant School is a smaller-than-average-sized school for boys and girls aged four to seven with 190 pupils on roll. It is situated in the village of Clanfield, Hampshire, which is a commuter area surrounded by farmland. The social and financial circumstances of most families are broadly average. Pupils’ attainment on entry varies each year from below the county average to above average this year. Over a third of pupils throughout the school have special educational needs (SEN), which is above the national average. The percentage of pupils with English as an additional language (EAL) is a little higher than most schools.

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HOW GOOD THE SCHOOL IS

Petersgate Infant is an effective school. Pupils make a very good start in the reception classes and continue to make good progress as they go through the school. Pupils achieve very high standards because teaching is good. The headteacher, governing body and staff work very well together to ensure that the school continually improves. The school provides good value for money.

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What the school does well

• Pupils make a very good start in the reception classes and leave the school with well-above-average standards in reading and mathematics. • Teaching is good overall and all adults work together as a very effective team. • Parents have very positive views about the school and recognise that their children are very well cared for. • The headteacher, governing body and staff are clear about how to improve the school further, including the professional development of staff. • Finances are managed very well through very good administration and evaluation of spending.

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What could be improved

• Continue to share good practice, particularly the management of pupils’ behaviour, pupils’ presentation of work and teachers’ marking to make teaching and learning even better. • The professional development of staff, in particular their understanding of investigative work in science and in the use of information technology (IT) to support learning during some lessons. 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 improvement the school has made since the last inspection (May 1996) is good overall, including the key issues which have been improved effectively. For example, the curriculum overall ensures that there is enough time for each subject. Standards have improved significantly from average to well-above average and teaching has improved from satisfactory to good overall. This has resulted from a significant improvement in the leadership and management of the school, particularly in the areas of analysing and evaluating the school’s performance. As a consequence, the school fully recognises the areas that are needed to improve further, including those identified within the current inspection. Petersgate Infant School - 7

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STANDARDS

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

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key

reading B B A A well above average above average A B writing B B B B average below average C D mathematics B B A A well below average E

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key

The test results show that pupils have well-above-average standards in reading and mathematics, which have improved from above-average standards in previous years. Pupils’ standards in writing are consistently above average. The test results reflect the work seen within the school. Pupils in the reception classes are achieving beyond the expectations for their age.

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Aspect Comment

Attitudes to the school Good. Throughout the school the vast majority of pupils show consistently good attitudes to their work, teachers and each other. They are highly motivated and keen to learn.

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Aspect Comment

Behaviour, in and out of classrooms Good. The vast majority of pupils respond positively to what is expected of them. However, there is a significant minority in Years 1 and 2 whose behaviour is less good and inappropriate and can disrupt the learning of their fellow pupils.

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Aspect Comment

Personal development and relationships Good. Pupils collaborate well and use their initiative to further their own learning. Relationships are very good in the reception classes where pupils demonstrate high levels of responsibility and mutual respect.

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Aspect Comment

Attendance Good. Pupils’ attendance is in line with national averages and unauthorised absence is below national averages. Petersgate Infant 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 very good good n/a 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

Teaching is good overall and ranges from excellent to satisfactory. No unsatisfactory teaching was observed, which is a significant improvement on the last inspection.

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

Teachers’ planning is effective in ensuring that ideas are presented well. The planning and organisation for learning in the reception classes is particularly good. All teachers know their pupils well and ensure that the work they plan is well matched to their ability, including higher-attaining pupils and those with SEN. Teachers’ knowledge of literacy and numeracy is good, which is having a positive impact on pupils’ learning. The school recognises the need to review teachers’ understanding of science and how IT is used in the classrooms. The knowledgeable support staff and other adult helpers work as very effective teams with the classteachers and support pupils’ learning purposefully.

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

The school’s behaviour policy is very clear about procedures to ensure teachers manage pupils effectively and teachers generally have high expectations of pupils’ behaviour. However, a significant minority of pupils, in Years 1 and 2, are not always fully checked and their silly behaviour can effect the concentration of others.

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Aspect Comment

The quality and range of the curriculum Good. All subjects of the National Curriculum are given due weight with appropriate emphasis on the National Literacy and Numeracy Strategies. Religious education (RE) fully meets requirements. Extra-curricular provision is good and homework, including reading, is appropriate.

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Aspect Comment

Provision for pupils with special educational needs Good. Individual Education Plans (IEPs) are well focused and pupils make good progress.

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Aspect Comment

Provision for pupils with English as an additional language Good. Well supported. The liaison between the specialist teacher and class teacher is good.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. The provision for pupils’ spiritual, moral and social development is good. The provision for pupils’ cultural development is satisfactory, particularly of their own culture.

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Aspect Comment

How well the school cares for its pupils Very well. The school takes seriously its responsibility towards the care of its pupils. The arrangements for safety, welfare and child protection are well organised and regularly monitored. Petersgate Infant School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher has a very clear vision for the school in raising standards. All staff work very well together as a very effective team.

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Aspect Comment

How well the governors fulfil their responsibilities Very well. The governing body is knowledgeable about its responsibilities and is very well informed about the work of the school.

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Aspect Comment

The school’s evaluation of its performance Very good. The school analyses pupils’ results thoroughly and the headteacher is clear about the quality and effectiveness of teaching throughout the school.

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Aspect Comment

The strategic use of resources Very good. The school is very clear about the priorities needed to improve the school and ensures that resources are used efficiently and effectively to support developments.

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What pleases parents most What parents would like to see improved

• Their children enjoy school and they recognise that their children are making good progress. • The school expects their children to work hard and achieve their best. • Parents feel comfortable about approaching the school with questions or problems. • They are pleased with their child’s standards and progress. • The attitudes and values the school develops. • The range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The findings of the inspection agree with parents’ positive views. The school is very welcoming and approachable. The inspection found that the range of activities outside lessons is good. Pupils regularly go on trips and there are opportunities for pupils to take part in a variety of clubs. Petersgate Infant School - 10

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well-above-average standards in reading and mathematics

1 Pupils visit the school during the summer term before they start and parents are fully involved and knowledgeable about the organisation of the school through home visits and meetings with staff and headteacher. As a consequence, the school ensures that pupils make a very secure and successful start within the three reception classes.

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well-above-average standards in reading and mathematics

2 The start to each day in school is very well managed. Pupils and parents are welcomed into the classrooms and pupils are encouraged to settle to a variety of activities. During these ‘planning time’ sessions, pupils are given good responsibility in choosing their activities. They place their name confidently on a board to show what they have chosen, and staff ensure that all pupils are fully involved. As a result, pupils show very good levels of working independently as well as collaboratively on these well planned and stimulating tasks. For example, a pair of pupils, from different classes, worked together on a story about a castle and discussed their ideas as they wrote and drew a large picture on an easel. Their story was then told articulately to others who had gathered round showing how confident and enthusiastic they were about their work.

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well-above-average standards in reading and mathematics

3 At the end of each ‘planning time’ session pupils are then able to tell each other and show what they have done through carefully directed discussions with an adult. All staff have high expectations for pupils to ask questions and discuss what they have made or done. Pupils’ confidence in speaking and listening is developed very effectively in such examples.

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well-above-average standards in reading and mathematics

4 Due to the staff’s high expectations for learning and personal development, by the time pupils reach compulsory school age they are achieving levels above those expected nationally. For example, many pupils are confident in retelling stories and have good knowledge of the alphabet and the use of dictionaries. In addition, they are able to respond very imaginatively through dance and role-play in a variety of situations, such as representing the life cycle of a dandelion through body movements.

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well-above-average standards in reading and mathematics

5 The very good start pupils have in the reception classes continues through the school. Pupils leave the school with well-above-average standards in reading and mathematics and above-average standards in writing. The test results have improved significantly since the last inspection and the trend in results over the last three years has been consistently better than the national trend.

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well-above-average standards in reading and mathematics

6 By the end of Key Stage 1, pupils are able to read with some maturity and discuss the books they are reading confidently. In addition, they show very high standards in their reading through using the sound of letters, word recognition and the meaning in the story as ways of supporting and correcting their reading. In mathematics, pupils’ mental skills in recalling a variety of calculations are mostly correct and their reasons for how they worked out their mental and written calculations are articulated very well illustrating the maturity in pupils’ skills in speaking. Pupils’ skills in listening Petersgate Infant School - 11 are less well developed and are affected by their behaviour where a significant minority of pupils have difficulty in concentrating over longer periods of time.

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well-above-average standards in reading and mathematics

7 Pupils’ standards in writing are above average. For example, the vast majority of pupils are able to write in full sentences with some descriptive detail and with handwriting that is generally well formed and consistent. Pupils’ use of punctuation is appropriate and pupils’ spelling of simple words is generally correct. Pupils’ very good levels of reading have supported their writing skills very well. However, the number of pupils who reach the higher level of writing are very few. The school is very aware about the need to develop this and has planned a variety of strategies to ensure improvement.

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well-above-average standards in reading and mathematics

8 By talking to pupils and looking through their work, the school has been successful in using pupils’ literacy and numeracy skills in other subjects such as writing in history and measuring in science. However, pupils’ use of information technology (IT) is less well used.

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Teaching is good overall and all adults work together as a very effective team

9 The quality of teaching is good overall ranging from excellent to satisfactory. Teaching is very good overall in the reception classes. All staff work very effectively together and ensure that new members of staff feel fully supported. The teamwork ensures that all pupils are clear about what they are going to learn and as a result, different groups of pupils, such as those with special educational needs (SEN) and higher attaining pupils, are well supported and make good progress.

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Teaching is good overall and all adults work together as a very effective team

10 The quality of teaching has improved since the last inspection where it was judged to be satisfactory overall but had a significant amount of unsatisfactory teaching. In the current inspection no unsatisfactory teaching was observed. Teachers have improved their use of a range of strategies in teaching, such as the structure and organisation of lessons. In addition, their knowledge of pupils has improved which supports the teaching of specific knowledge and skills, such as grouping pupils when appropriate to support their achievements.

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Teaching is good overall and all adults work together as a very effective team

11 At the beginning of lessons throughout the school, teachers are generally very clear about the purpose of the session. They present the main ideas very well to pupils through clear demonstrations, such as in a Year 1 literacy session about story sequencing, and check their understanding through structured conversations and questions. As a consequence, pupils are confident about what they are doing and make very good progress in their work. In addition, teachers are skilled in changing their discussions and ideas with pupils to ensure they all understand and respond positively. For example, in a Year 2 dance lesson the teacher needed to clarify the intentions of the dance by changing the planned task and demonstrating further appropriate responses to the well-selected music.

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Teaching is good overall and all adults work together as a very effective team

12 Teachers have high expectations for pupils to work together on a task or as part of a group supported by an adult. The support staff and adult helpers show good levels of confidence when working with pupils because of the carefully shared planning and a clear focus on assessing pupils’ achievements. The records kept on individual pupils are appropriate and support teachers in planning further work. As a result, pupils are set targets in writing and mathematics that are known by pupils who generally recognise where they need to improve. However, teachers’ marking of books and the way pupils present their work is inconsistent in Years 1 and 2. Petersgate Infant School - 12 13 Teachers are well prepared and organised in ensuring there are enough materials for pupils to use. All staff have high expectations that pupils use these materials independently, such as measuring tapes in science and the computers when

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Teaching is good overall and all adults work together as a very effective team

practising their spelling. The school grounds are used well, for example the pond by the reception classes for collecting and observing pondlife.

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Teaching is good overall and all adults work together as a very effective team

14 Teachers generally have high expectations for pupils’ behaviour in a variety of situations, such as assemblies, lunchtimes and within the classroom. However, a significant minority of pupils are not fully checked by some teachers and pupils’ silly behaviour can affect other pupils’ concentration.

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are very well cared for

15 Parents fully recognise that the school cares for their children. The responses to the questionnaire sent out to parents indicate that they are pleased with their child’s progress and standards and recognise how the school is very approachable about any concerns they may have. They feel well informed about the work of the school.

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are very well cared for

16 The views of parents are fully justified about how well their children are supported. The school ensures that each pupil is known well and fully supported by all staff, including pupils with SEN and higher-attaining pupils. The use of outside agencies, such as specialist teachers and health visitors, is effectively organised and linked closely to the work of classteachers.

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further, including the professional development of staff

17 The headteacher joined the school just over two years ago and has established a very effective team of staff. She has ensured that the improvements needed in the last inspection have been fully completed and reviewed. The school continues to analyse the available data, such as test results, which are clearly reported to governors and parents. The school’s strategic plan for improvement is excellent in expressing the priorities for improvement, such as pupils’ standards in writing. As a result, staff and governors are very clear about further improvements and recognise their personal role in the development of the school. For example, subject leaders have action plans that support the subject as well as indicate how they will support the targeted whole-school improvements.

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further, including the professional development of staff

18 The headteacher regularly monitors and evaluates the quality of teaching throughout the school, which is a significant improvement since the last inspection. She has a good working knowledge of individual teacher’s strengths and areas for development. The feedback given to teachers about their performance is well received and they are clear about what they do well and how they need to improve. In addition, the school’s procedures for developing the professional skills of teachers and support staff are very well organised and focused on the needs of the school and individuals based on analysing the available data, pupils’ records and the quality of teaching.

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further, including the professional development of staff

19 The National Literacy and Numeracy Strategies have been introduced effectively showing a positive impact on pupils’ learning, such as pupils’ growing confidence in mental mathematics. The school recognises the need to review and develop other areas of the curriculum, in particular science and IT. Petersgate Infant School - 13

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spending

20 The school clearly prioritises the budget to ensure that the improvements for the school are effectively financed and monitored. For example, spending on improvements in pupils’ standards clearly shows the resources, including external support that are required.

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spending

21 The general financial administration within the school is very good and the procedures in place are very well organised to ensure that they run efficiently and unobtrusively. The governing body is fully informed about spending, and records are kept in very good order to ensure that costs are easily determined and managed. The principles of best value are clearly understood and used appropriately to ensure that spending is rigorously analysed, such as spending on school grounds. As a result, governors are very confident in using information and data to evaluate their spending in ensuring a positive impact on pupils’ learning. For example, the high spending on support staff within classrooms has been recognised by governors as having a very positive benefit to pupils. As a result of evaluating the effectiveness of spending, the school is confident that it provides good value for money.

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even better

22 The meetings for staff regularly focus on identifying and sharing aspects of good practice in the quality of teaching, such as teaching mental mathematics, based on the headteacher’s and other staff’s monitoring of teaching and pupils’ work. As a result, there is a consistent approach throughout the school. However, where areas have not been fully discussed, although identified as future areas for improvement by the headteacher, there is some inconsistency in practice which affects pupils’ learning, such as the management of pupils’ behaviour and the presentation and marking of pupils’ work.

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Behaviour management

23 Although pupils’ behaviour in classrooms and around the school, including playtimes and lunchtimes, is good overall, there is a significant minority of pupils, mainly boys in Years 1 and 2, who cause disruptions in lessons. Some teachers are very effective in ensuring that this type of behaviour is stopped quickly but other teachers are less effective.

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Behaviour management

24 The school recognises the difficult behaviour of some pupils and has developed a good behaviour policy, which clearly describes the procedures for maintaining acceptable behaviour and avoiding unacceptable behaviour. However, the policy is not fully effective in practice and as a result, some pupils’ silly behaviour affects the concentration of others.

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Marking and presentation of pupils’ work

25 In examining pupils’ work, inconsistencies in how teachers mark books and how pupils present their work are evident in Years 1 and 2. There is currently an Petersgate Infant School - 14 appropriate statement on marking which will form an agreed school marking policy. Where there is good practice, teachers’ marking effectively indicates pupils’ success and areas for improvement and pupils’ work is well presented across all subjects. However, some teachers’ marking lacks an appropriate commentary on pupils’ work and, as a result, the expectations teachers have on pupils’ progress is uncertain. In addition, some teachers do not sufficiently explain or check the presentation of pupils’ work and allow pupils’ books to be untidy, particularly in mathematics where pupils’ workings out can be unnecessarily scruffy.

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learning during some lessons

26 The school’s procedures for developing staff’s professional knowledge are good and well thought through. As a result, the school recognises that to ensure continued improvement, staff need to be updated in their knowledge of science and the uses of IT during lessons.

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Science

27 Pupils’ work in science and in the lesson observed generally indicates that pupils are working above expectations in their use of numeracy, such as in measuring using centimetres. However, their standards vary in other areas of science. This is due to teachers’ lack of detailed knowledge of the requirements within the National Curriculum, in particular investigative work; for example, teachers are expecting pupils to complete whole investigations which, in some cases, are not necessary. This is particularly evident when pupils are asked to guess rather than predict the outcomes of their tests based on previous knowledge or evidence. As a result, pupils’ efforts are not clearly focused on comparing or explaining their findings using simple scientific ideas.

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Information technology (IT) during lessons

28 The use of the computer and other equipment, such as programmable robots, are planned and taught appropriately to ensure that pupils have a variety of IT skills. However, when examining pupils’ work and observing lessons there are missed opportunities for pupils to fully use and apply their skills; for example, when pupils are writing stories or when pupils are constructing tables and graphs to present results. Petersgate Infant School - 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

29 Petersgate Infant School is an effective school where pupils attain very high standards, particularly in reading and mathematics. In the context of the school’s many strengths, the following issues should be considered for improvement in the school’s strategic plan:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Continue to share good practice, particularly the management of pupils’ behaviour, pupils’ presentation of work and teachers’ marking to make teaching and learning even better by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- ensuring that the good behaviour policy is fully understood by all members of staff and its use is monitored in practice so that pupils’ learning is not adversely affected (paragraphs: 14, 22-24)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- developing marking and presentation policies based on some already effective examples within the school so that pupils’ progress and the pride in their work are made more explicit. (paragraphs: 12, 22, 25)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• The professional development of staff in science, in particular their understanding of investigative work, and the use of IT to support learning during lessons by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- ensuring that time is given to developing teachers’ understanding of investigative work in science so that pupils make full use of their very good literacy and numeracy skills (paragraphs: 19, 26, 27)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- ensuring that teachers’ planning identifes the use of IT within lessons so that pupils are consistently using their IT skills where appropriate. (paragraphs: 8, 19, 26, 28) Petersgate Infant School - 16

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Summary of the sources of evidence for the inspection

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

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

14 21 36 29 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

Pupils on the school’s roll Nursery YR – Y2

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/A 190

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals N/A 18 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y2

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Information about the school’s pupils

Number of pupils with statements of special educational needs N/A 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 67

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 1

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 21

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 13

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Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Petersgate Infant School - 17

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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 44 30 74

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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 38 41 41 Numbers of pupils at NC level 2 and above Girls 30 30 29

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Attainment at the end of Key Stage 1

Percentage of pupils School 92 (89) 96 (86) 95 (90) 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 39 41 41 Numbers of pupils at NC level 2 and above Girls 30 30 29

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 (94) 96 (94) 95 (100) 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. Petersgate Infant School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8 Financial year 1998-1999

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Teachers and classes Financial information

Number of pupils per qualified teacher 24

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Teachers and classes Financial information

Education support staff: YR – Y2 Total expenditure 340259

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Teachers and classes Financial information

Total number of education support staff 11 Expenditure per pupil 1840

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Teachers and classes Financial information

Total aggregate hours worked per week 188 Balance brought forward from previous year 15159

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Teachers and classes Financial information

Balance carried forward to next year 18191 Petersgate Infant School - 19

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 71 29 0 0 0

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Results of the survey of parents and carers

Behaviour in the school is good. 47 49 6 1 1

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 40 52 6 1 1

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 62 36 2 2 2

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 78 22 0 0 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 76 24 0 0 0

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Results of the survey of parents and carers

The school works closely with parents. 60 38 2 2 2

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Results of the survey of parents and carers

The school is well led and managed. 73 26 1 0 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 62 38 0 0 0

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 26 38 14 4 19

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