Abel Smith School

HERTFORD

Reporting inspector: Geoff Jones - 11816

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HERTFORD

Dates of inspection: 20 th – 22 nd March 2000

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HERTFORD

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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HERTFORD

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. Abel Smith School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior with Nursery Class

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INFORMATION ABOUT THE SCHOOL

School address: Abel Smith Primary School Churchfields, Greencoates Hertford Herts Postcode: SG13 8AE

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Desmond Clark

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 21 st -23 rd May 1996 Abel Smith School - 4

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Team members

Mr Geoff Jones Registered inspector Mrs Glenda Spencer Lay inspector Mr Tom Prosser Team inspector

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Team members

National Educational Services Linden House, Woodland Way Gosfield Nr. Halstead Essex CO9 1TH

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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 Abel Smith 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 11

The head teacher provides very good leadership. The staff work effectively together and the governing body provides very good support. The pupils’ high standards of behaviour, their very good attitudes and the high standards in English, mathematics and science are a result of the good quality teaching in the school. The pupils’ excellent attendance and the school’s procedures for monitoring it result in improved progress overall. The financial planning is of high quality and enables the school to plan initiatives in advance.

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WHAT COULD BE IMPROVED 14

The contribution of the subject co-ordinators to improving the work of the subject for which they are responsible needs development The school needs to monitor the quality of teaching in each classroom so that strengths can be shared and areas for development can be identified for improvement

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INFORMATION ABOUT THE SCHOOL

Abel Smith Primary School has 234 pupils on roll. This includes a Nursery class which has 28 children who attend during the mornings only. The Nursery is housed in a separate building situated at the back of the main school. The school is situated close to the centre of Hertford and serves the surrounding area and also further afield. It is about the same size as most primary schools in the country. The school has eight classes, one for each year group with approximately 30 pupils in each. The Reception class varies in size at certain times of year due to admissions at different times of the year according to when children reach the age of five. Most parents are homeowners. Very few pupils who attend the school come from ethnic minorities and only two pupils speak English as an additional language. Most pupils have received some form of pre-school education and their attainment on entry is average. There are 38 pupils on the special educational needs register, 17 per cent of the school

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INFORMATION ABOUT THE SCHOOL

roll, just below the national average. Most of these pupils have learning difficulties and some have emotional and behavioural problems. Five per cent of the school is eligible for free school meals. This is also below national average.

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HOW GOOD THE SCHOOL IS

Abel Smith Primary School is a very good school. The pupils’ standards in reading, writing and mathematics at the end of Key Stage 1 are close to the national average and standards in English, mathematics and science are very high by the time pupils leave the school at the end of Key Stage 2. Pupils’ academic achievement is maintained by a system of setting targets for each pupil, regularly reviewing pupils’ progress towards these and re-adjusting the targets if necessary. The quality of teaching in the school is good overall and ranges from very good to satisfactory. The leadership and management of the head teacher and deputy head teacher are very effective and have enabled the school to improve its work over the past few years and to raise the standards of pupils by the age of eleven. The governors support the school very well and are committed and very involved in its development. The school provides good value for money.

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What the school does well

• Standards in English, mathematics and science at the end of Key Stage 2 are very high; • Pupils are very well-behaved, enjoy good quality relationships and have good attitudes to learning and to their school; • The leadership of the head teacher and deputy head teacher is of high quality and provides a very clear direction for the work of the school; • Pupils’ attendance is outstanding and is largely due to the very rigorous monitoring carried out by the head teacher; • The financial planning is of high quality and enables the school to plan initiatives in advance.

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What could be improved

• The contribution of the subject co-ordinators to developing and improving the work of the subject for which they are responsible; • Monitoring, evaluation and development of teaching. The areas for improvement will form the basis of the governors’ action plan. Abel Smith School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was inspected previously in May 1996. Since the last inspection it has improved the pupils’ attainments in information technology. It has provided more opportunities for pupils to use and apply their knowledge in mathematics and science. The quality of teaching has been improved by ensuring that lesson planning meets the needs of the pupils more closely. Strategies for supporting pupils with special educational needs are improved, including the use of additional literacy strategies. Links with industry, through the governing body’s work, have enhanced the school’s work through the provision of extra resources for teaching and learning. Planning of mathematics lessons now gives more appropriate attention to the needs of all pupils. Teachers assess pupils’ difficulties during lessons and provide good quality teaching to overcome problems. Pupils’ progress in science and the use of information technology in mathematics and science have improved since the last inspection.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Information technology is now satisfactory and all National Curriculum attainment targets are now taught. The pupils’ cultural understanding and awareness of the ways of life of the different ethnic groups represented in Great Britain have been extended. Most deficiencies contained in the last report have been addressed with the exception of formal strategies for monitoring the quality of teaching. Members of staff share a commitment for the school to succeed even further and have a good capacity to accomplish this.

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

The school’s results in the annual national tests show that it is in the highest 5 per cent nationally for English and science subjects at the end of Key Stage 2. Although progress in Key Stage 1 is sound the results at the end of Key Stage 2 are better. Pupils in both key stages take a pride in their work and strive hard to produce their best work. This has a very positive impact on the school’s overall standards of work. The school is very successful in meeting its targets in the above subjects. Pupils’ standards of work, particularly in the writing seen in Year 6 pupils’ books, are of a very high quality. Year 6 pupils produce good work in information technology when communicating findings of their investigations using a variety of different forms of graphs. Abel Smith School - 8

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Aspect Comment

Attitudes to the school Very good. Pupils are enthusiastic and interested in their work.

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Aspect Comment

Behaviour, in and out of classrooms Pupils’ behaviour is very good. They are polite, well mannered and are sensitive to each other’s feelings. There is an absence of oppressive behaviour.

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Aspect Comment

Personal development and relationships Pupils’ personal development is good. They relate well to each other and have good relationships with teachers and other adults in the school.

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Aspect Comment

Attendance Attendance is outstanding. The school’s attendance rate is well above the national average. There is no unauthorised absence.

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Aspect Comment

Particular strengths are the pupils’ very good attitudes towards school and very impressive standards of behaviour in classrooms and elsewhere in the school. They respect the feelings and beliefs of others and have very good relationships with children and adults in school. Their rate of attendance is extremely high compared with national norms.

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

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

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

The teaching in English, mathematics and science is good throughout the school. Teachers encourage pupils to write imaginatively with correct spellings and punctuation, to produce accurate calculations in mathematics and careful investigations in science. There is a good emphasis on phonic work when pupils are taught to read. This starts at an early stage soon after children are admitted to the nursery. Basic skills are taught systematically and thoroughly. Numeracy and literacy skills are taught well. Teachers plan lessons to meet the needs of all pupils, including those with special educational needs and higher attaining pupils. The quality of teaching in the lessons showed that 13 per cent was very good or better, 63 per cent was good or better and none was unsatisfactory. Teaching in the very good lessons has a real urgency and there is a definite focus on pupils’ enjoyment of learning. This has a

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Aspect Comment

The quality and range of the curriculum The quality and range of learning opportunities are sound. All required National Curriculum subjects and religious education are covered.

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Aspect Comment

Provision for pupils with special educational needs Provision for pupils with special educational needs is good. They are supported well and their individual educational plans are well targeted. Abel Smith School - 9 Provision for pupils’ personal, including spiritual, moral, social and cultural development The school’s provision for pupils’ moral and social education is very good. Provision for spiritual development is sound and cultural development is good.

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Aspect Comment

How well the school cares for its pupils Procedures for ensuring the health and safety of the pupils are good, as are those for child protection. Teachers assess pupils’ achievements and keep careful records and use the information to plan the next step in pupils’ learning.

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Aspect Comment

The school has effective links with its parents. A number of parents help teachers in the classroom and a home / school diary allows very useful dialogues between parents and the class teacher to take place. In addition, parents raise a considerable amount of money which is used for the benefit of the pupils as well as helping in classrooms and on educational visits. The range of learning opportunities is sound and there are particularly good strategies for teaching literacy and numeracy skills. Procedures for monitoring pupils’ academic and personal development are very good. Teachers assess pupils’ achievements during lessons regularly and use the information very effectively to plan the next step in their learning.

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Aspect Comment

Leadership and management by the head teacher and other key staff The leadership provided by the head teacher and deputy head teacher provides a clear direction for the work of the school. The contribution of subject co-ordinators towards the improvement of subjects needs development.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is very supportive and plays an effective role in shaping the direction of the school.

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Aspect Comment

The school’s evaluation of its performance The school is at an early stage in evaluating its performance. Arrangements for identifying weaker areas in the curriculum and monitoring teaching require further development.

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Aspect Comment

The strategic use of resources The budget is used wisely and effectively. Resources for assisting pupils’ learning are used well and teachers are deployed effectively.

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Aspect Comment

The head teacher and deputy provide a very strong lead for the staff of the school and provide the impetus and example for the rest of the staff to work closely as an effective team. Subject co- ordinators do not gather sufficient objective information to develop the curriculum further. Teaching is not monitored rigorously enough to be able to identify strengths and weaknesses that enable targets for individual teachers to be set. The school applies the principles of best value satisfactorily. Abel Smith School - 10

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What pleases parents most What parents would like to see improved

• The good behaviour of pupils whilst at school; • The good attitudes and values promoted by the school; • Children like coming to school; • The teaching is good; • The school expects children to work hard and achieve their best. • The provision of activities outside lessons; • Homework; • The information given to parents about their child’s progress.

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What pleases parents most What parents would like to see improved

The inspection team agrees with the parents’ positive comments. The inspection team is in agreement with parents’ views about activities outside of lessons. The schools’ provision for extra- curricular activities is satisfactory. There is a range of sporting activities for pupils but opportunities to experience non-sporting pastimes are limited. The provision for setting work for pupils to carry out at home is linked with the content of lessons and has a positive impact on pupils’ progress. Activities such as reading with parents at home, learning spellings and multiplication tables and researching specific topics are very useful for pupils. The written information provided for parents about their children’s progress is satisfactory overall. The children’s strengths are recorded but the areas that they should improve are not always indicated consistently. Consultation evenings for parents are

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What pleases parents most What parents would like to see improved

arranged appropriately each term and there is an opportunity to discuss the written report in the summer term with class teachers. Abel Smith School - 11

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The standards in English, mathematics and science at the end of Key Stage 2 are very high

1. The eleven-year-old pupils’ results in the 1999 National Curriculum tests are very high in comparison with the national average for English and science and well above the national average for mathematics. Every pupil reached national expectations in English and half of the year group achieved a level much higher than expected nationally. Similarly in science, all pupils achieved national expectations and nearly two-thirds achieved a level higher than nationally expected. The results in mathematics showed that 40 per cent of pupils achieved a high level in comparison with the national average. This was well above the national average.

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The standards in English, mathematics and science at the end of Key Stage 2 are very high

2. Pupils listen very carefully to each other and to their teacher. They use a very wide vocabulary to communicate when they speak during class discussions and are very supportive and sensitive towards each other, particularly when pupils make mistakes in what they are saying. Teachers encourage pupils to speak during these discussions and correct and provide advice sensitively. This promotes a greater confidence and enhances their progress. They write very competently in a variety of forms. Pupils write interesting poems and stories, produce very colourful and interesting descriptions and their written explanations are clear and concise. For example, one pupil wrote: ‘Regardless of Jim’s cowardly behaviour I ran towards the house. Jim followed.’ Another wrote very descriptively: ‘I noticed a deep pond. It was dark, darker than a bat in a cave at midnight.’

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The standards in English, mathematics and science at the end of Key Stage 2 are very high

3. In addition to clear and imaginative writing, their spelling is of a high standard with almost all pupils able to spell complex irregular words accurately. Most pupils divide their writing appropriately into paragraphs and use the correct convention of using separate lines for words using direct speech marks. Pupils read very fluently and with appropriate expression. They read with good understanding and use their skills when working independently with interactive information technology programs to find out information, for example, on the involvement of the Americans in the Second World War. They enjoy reading and writing poetry and recognise the variety of rhyming patterns at the ends of different lines. The high standards of written work are underpinned by sensitive marking of pupils’ efforts, which gives them helpful comments about improving their work.

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The standards in English, mathematics and science at the end of Key Stage 2 are very high

4. Pupils have a very good knowledge and understanding of numeracy. They use a variety of mental and written computations and use their very good understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000. Most pupils work within a level which is higher than national expectations for their age. For example, they calculate fractional or percentage parts of quantities or measurements and calculate answers to computations using decimals to two places. Teachers challenge pupils well and use their very good knowledge of mathematics to provide clear explanations for pupils enabling them to make good progress in their learning.

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The standards in English, mathematics and science at the end of Key Stage 2 are very high

5. Pupils’ knowledge of science is very good. They show increasing understanding of life processes and explain how the functions of human and plant organs are essential. They describe successfully how some mixtures of substances can be separated and show a very good understanding of the properties of various materials. Teachers are very effective in supporting small groups in the class and carry out good on-going assessments to help pupils in their learning. They also have good questioning techniques to reinforce pupils’ learning and to enable pupils to understand new scientific ideas. Science lessons are carefully organised. For instance, a Key Stage 2 lesson started with revision of previous learning, an excellent explanation of new ideas and associated practical work, introduction of new scientific vocabulary, assessment of pupils’ achievements by the teacher and a plenary session. This meticulous organisation is an effective vehicle for the pupils to make good

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The standards in English, mathematics and science at the end of Key Stage 2 are very high

progress. Abel Smith School - 12 6. Teachers make clear to pupils what they want them to learn by the end of the lesson and this gives purpose to what the pupils are doing. Teachers’ planning is effective because activities build effectively on what has been taught before and pupils make good gains in their learning. In a Year 3 mathematics lesson, for example, the teacher planned work very carefully so that the activities matched the needs of the pupils. The higher attaining pupils were extended so that their progress was appropriate and those whose attainments were lower than most other pupils in the class were provided with work that was at a suitable level. The pupils enjoyed their work because activities such as these challenged and inspired them and the progress made in their learning was good.

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Pupils are very well-behaved, enjoy good quality relationships and have good attitudes to

7. The quality of teaching is good. Relationships between teachers and pupils are very good and this has a very positive impact on the children’s behaviour. Relationships between pupils are also very good and these emanate from the school’s very good provision for the pupils’ social and moral development. Teachers provide regular opportunities for pupils to work together in small groups and to sit in a circle to discuss issues that have a positive impact on their understanding of social behaviour and on their moral development. They are keen to please their teachers and are polite and well mannered. This creates an enthusiastic atmosphere in the classrooms that facilitates a hard working climate and results in good progress amongst the pupils. Teachers plan work which is interesting yet challenging, resulting in pupils having a genuine enthusiasm for school.

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Pupils are very well-behaved, enjoy good quality relationships and have good attitudes to

8. The nursery staff provides a good foundation on which children can build their knowledge, skills and understanding. Members of staff encourage children successfully to build good quality relationships and attitudes to work which set the scene for their continuation throughout the school. For example, a wide variety of experiences are planned that are well-structured and designed to enable children to develop early basic skills. This develops their interest in the activities planned for them and establishes good and lasting attitudes to work. They enjoy thoroughly learning to match sounds with letters, are taught to cut and join materials properly, to count and write numbers and to write their own names independently. The liaison between the Nursery teachers and the Reception class is well developed so that pupils who will be transferring to the main school at the start of the following term cover similar activities as those in the Reception class. This ensures that the progress

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The leadership of the head teacher and deputy head teacher is of high quality and provides a

very clear direction for the work of the school.

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The leadership of the head teacher and deputy head teacher is of high quality and provides a

9. The head teacher and deputy head teacher work closely together to provide a clear direction for the school’s work. They meet regularly to discuss issues when they arise and provide good guidance for the staff. All members of staff work very effectively together under the guidance of the head teacher and deputy and this contributes much to the high standards of the pupils’ work. They are well supported by the school secretary who works tirelessly for the benefit of staff, parents and pupils and her hard work and efficiency is appreciated greatly by all concerned with the school.

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The leadership of the head teacher and deputy head teacher is of high quality and provides a

10. The head teacher requires a rigorous approach to preparation of lessons and class teachers and learning support assistants liaise regularly to discuss the work planned for the pupils. For example, teachers in the nursery department meet daily to discuss the activities planned for the children so that everyone working within the classroom is aware of the objectives for their learning. This includes how children can be extended in their knowledge, skills and understanding and has a good impact on their progress. In addition, there is a close link with the Reception class teacher which ensures that children in the Nursery class due to transfer to the Reception class at the beginning of the following term are provided with a similar focus on early reading and mathematics skills. This results in a smooth transition for children moving from the Nursery class to the main school and ensures they are

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The leadership of the head teacher and deputy head teacher is of high quality and provides a

in no way disadvantaged in their learning. The teachers of both classes continue to work together to maintain pupils’ progress. Abel Smith School - 13 11. The construction of the school development plan is led by the deputy head teacher and overseen by the head teacher. It is a product of all teachers’ conclusions concerning the priorities for improvement. Each year’s plan follows a thorough review of the action plan relating to the previous year and all teachers work together closely to decide the best way the school should move forward. This ensures that each year the school improves its work and binds the staff together as an effective team. One important factor has been missed, namely, analysing the pupils’ answers in the annual national tests to identify weaknesses. Nevertheless the school continues to develop for the benefit of the pupils’ welfare and education.

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Pupils’ attendance is outstanding and is largely due to the very rigorous monitoring carried out

12. The pupils’ attendance rate at the school is very high in comparison with other primary schools and the rate of unauthorised absence is below the national average. The head teacher monitors the pupils’ attendance on a daily basis by keeping careful records of the attendance rates in each class in the school. If he has cause for concern about an individual pupil’s attendance, immediate action is taken to ensure the absence is for a legitimate reason and to make certain the absence is as short as possible. The head teacher is well aware of the close correlation between high attendance and good progress in learning.

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Pupils’ attendance is outstanding and is largely due to the very rigorous monitoring carried out

The financial planning is of high quality and enables the school to plan initiatives in advance .

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Pupils’ attendance is outstanding and is largely due to the very rigorous monitoring carried out

13. The school’s arrangements for financial planning are very good. Not only is the day-to-day provision very efficient but the link between the long-term vision and the short-term needs is well- balanced. The school has a good range of high quality resources to develop the pupils’ knowledge, skills and understanding in the National Curriculum subjects and religious education. In addition, the school has made very good financial provision for the more costly improvements it wants to make for the benefit of the pupils’ education. For example, the nursery classroom is being improved in the very near future so that the children can be taught in more conducive surroundings. In addition to a newly refurbished room which is already in use for teaching music, another room has been set aside for use as an art room. This is being refurbished during the coming school holiday. The Governing Body has made a sensible decision to provide a computer suite in the old school building. New computers are

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Pupils’ attendance is outstanding and is largely due to the very rigorous monitoring carried out

being provided through the work of ‘ASSIST’ (Abel Smith School and Industry Standing Together) and its links with commerce. A suitable room is being supplied in the original school and is being fitted with the necessary work benches, electrical cabling and accessories to enable pupils to gain further skills in information and communication technology. Abel Smith School - 14

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The contribution of the subject co-ordinators to improving the work of the subject for which

14. Subject co-ordinators monitor curriculum planning in order to check that the National Curriculum is being covered appropriately and support colleagues with advice about teaching the subject for which they are responsible. However, they do not arrange for the pupils’ answers in the annual national tests to be analysed so that areas of comparative weakness can be identified. Neither do they interview samples of pupils about their knowledge and understanding in order to identify areas of the curriculum that could be improved. Gathering such objective evidence to recognise weaknesses is not an annual activity so that a focus for improvement of the curriculum during the following year can be discussed and decisions implemented.

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The contribution of the subject co-ordinators to improving the work of the subject for which

The monitoring, evaluation and development of teaching.

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The contribution of the subject co-ordinators to improving the work of the subject for which

15. A programme for the formal monitoring of teaching is not in place and needs to be introduced so that the school can fulfil its statutory obligations for appraisal. Members of the senior management team do not yet monitor lessons formally and regularly so that professional feedback can be provided and strengths and weaknesses in teaching identified. The strengths in teaching are not shared with all of the teachers at present so that they can benefit and thereby improve the school’s educational provision further. Other than the perceptions of the actual teacher herself, areas for development in an individual teacher’s performances are not yet identified and steps are not taken to address them. Abel Smith School - 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

16. In order to raise standards even further the head teacher, staff and governors need to:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

use information arising from assessments to improve the curriculum for the pupils by: • analysing the pupils’ answers in the annual assessment tests to identify weaker areas in the curriculum; • interviewing samples of pupils to identify weaknesses in their knowledge and understanding; (Paragraph 14)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

introduce a programme of monitoring teaching and provide a formal feedback to teachers so that: • strengths in teaching can be identified and shared with all teachers in the school in order to improve further the school’s provision; • weaknesses in teaching can be recognised by the individual teachers concerned and steps taken to provide the means to improve them. (Paragraph 15) Abel Smith School - 16

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Summary of the sources of evidence for the inspection

Number of lessons observed 22 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 10 67 23 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 – Y6 Number of pupils on the school’s roll (FTE for part-time pupils) 14 206 Number of full-time pupils eligible for free school meals 5 FTE means full-time equivalent.

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Information about the school’s pupils

Nursery YR – Y6 Number of pupils with statements of special educational needs 2 Number of pupils on the school’s special educational needs register 1 36

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Information about the school’s pupils

English as an additional language No of pupils Number of pupils with English as an additional language 2

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission 7 Pupils who left the school other than at the usual time of leaving 3

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Authorised absence Unauthorised absence

% % School data 2.1 School data 0.0 National comparative data 5.4 National comparative data 0.5

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Authorised absence Unauthorised absence

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year . Abel Smith School - 17

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 14 17 31

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at NC Boys 10 11 12 level 2 and above Girls 15 17 16 Total 25 28 28 Percentage of pupils School 84 (89) 90 (90) 90 (84) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at NC Boys 10 11 11 level 2 and above Girls 16 14 14 Total 26 25 25 Percentage of pupils School 84 (90) 81 (83) 81 (100) at NC level 2 or above National 82 (81) 86 (85) 87 (86) Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 14 16 30

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National Curriculum Test/Task Results English Mathematics Science

Numbers of pupils at NC Boys 14 12 14 level 4 and above Girls 16 14 16 Total 30 26 30 Percentage of pupils School 100 (77) 87 (57) 100 (87) at NC level 4 or above National 70 (65) 68 (59) 78 (69)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at NC Boys 12 13 13 level 4 and above Girls 14 13 14 Total 26 26 27 Percentage of pupils School 87 (83) 87 (70) 90 (90) at NC level 4 or above National 68 (66) 69 (66) 75 (72) Percentages in brackets refer to the year before the latest reporting year. Abel Smith School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage Black – African heritage Black – African heritage Black – other Black – other Indian Indian Pakistani Pakistani Bangladeshi Bangladeshi Chinese Chinese White White 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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Qualified teachers and classes: YR – Y6

Total number of qualified teachers (FTE) 8 Financial year 98/99

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Qualified teachers and classes: YR – Y6

Number of pupils per qualified teacher Average class size 29 £ Total income 424,317 Education support staff: YR – Y6 Total expenditure 417,543 Total number of education support staff 3 Expenditure per pupil 2,037

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Qualified teachers and classes: YR – Y6

Total aggregate hours worked per week 73.25 Balance brought forward from previous year 26,500

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Qualified teachers and classes: YR – Y6

Balance carried forward to next year 33,274 Abel Smith School - 19

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nursery

Total number of qualified teachers (FTE) 0.5

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nursery

Total number of education support staff Total aggregate hours worked per week

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nursery

FTE means full-time equivalent . Abel Smith School - 20

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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. 51 41 4 0 3

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Percentage of responses in each category

Behaviour in the school is good. 52 46 2 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 34 45 15 4 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 36 47 12 6 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 57 34 6 2 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. 69 26 2 0 2

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Percentage of responses in each category

The school works closely with parents. 33 49 12 7 0

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Percentage of responses in each category

The school is well led and managed. 66 34 0 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 55 39 5 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 13 33 28 14 11

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