St Margaret's Church of England Primary School

ST MARGARET’S C of E PRIMARY SCHOOL

Dates of inspection: 3 rd – 5 th July 2000

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ST MARGARET’S C of E 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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ST MARGARET’S C of E 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. St Margaret's C of E Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Revd. D. C. Glover

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1995 St Margaret's C of E Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Mrs J Hooper Registered inspector Mr J Vincent Lay inspector Mr J Collier Team inspector Mr P Kerr Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

South West Education Services 4 Wordsworth Close Exmouth Devon EX8 5SQ

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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 St Margaret's C of E Primary 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 school is well led and managed and the headteacher has a strong commitment to raising standards of attainment by ensuring that all pupils reach their full potential. A wide range of activities enriches the curriculum and enhances pupils’ social and cultural development during and outside the normal school day. Pupils’ behaviour is very good in and around the school.

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WHAT COULD BE IMPROVED 13

The overall quality of teaching so that all teachers provide appropriate challenge enabling all pupils to learn effectively. There are insufficient resources to develop pupils’ information and communication skills to enhance their learning.

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INFORMATION ABOUT THE SCHOOL

The school is a large primary school situated on the western edge of the city of Durham. Most of the pupils come from the immediate area although there are a significant number of pupils who come from further afield because their parents have chosen to send them to the school. The school caters for boys and girls aged between four and 11 years old and at the time of the inspection nine of the children were under five. There are 347 pupils on roll in twelve classes which is slightly more than at the last inspection held in November 1995. Due to the parental involvement at the university and the college for Ministry in the Church of England, the school has a higher than normal transient population but it manages this well. Most of the children when they start school have had some pre-school education and although they arrive with a wide range of experiences, overall, their attainment is well above

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INFORMATION ABOUT THE SCHOOL

the national average. The school has identified 46 pupils as having special educational needs, which as a percentage of the total number of pupils in the school is below the national figure. The percentage of pupils with statements of special educational need is in line with the national average. Fewer than two per cent of pupils are eligible for free school meals, which is well below that nationally. Ten per cent of pupils are from minority ethnic backgrounds, and for three per cent of the pupils English is an additional language which is higher than in most schools.

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HOW GOOD THE SCHOOL IS

St Margaret’s Church of England Primary School is a very popular school and provides a spacious, safe and aesthetically pleasing learning environment. The quality of teaching throughout the school varies considerably, but is satisfactory overall, enabling most pupils as they move through the school to make sound progress. However, the lack of challenge in a significant minority of lessons hinders the progress of those pupils who learn more quickly. Nevertheless, by the time they leave the school, many pupils are achieving standards in English, mathematics and science well above those expected for 11 year olds nationally. Pupils enjoy being at school and are very well-behaved. In general, good relationships exist between pupils, and staff and pupils. The great majority of parents are very supportive of the school. The headteacher since her appointment less than a year ago provides quiet, purposeful and very effective leadership and is supported well by the staff and governors.

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HOW GOOD THE SCHOOL IS

Her commitment to ensuring that all pupils reach their full potential has already had an impact on standards. Currently, the school is giving satisfactory value for money.

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What the school does well

• The school is well led and managed and the headteacher has a strong commitment to raising standards of attainment by ensuring that all pupils reach their full potential. • A wide range of activities enriches the curriculum and enhances pupils’ social and cultural development during and outside the normal school day. • Pupils’ behaviour is very good in and around the school.

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What could be improved

• The overall quality of teaching so that all teachers provide appropriate challenge enabling all pupils to learn effectively. • There are insufficient resources to develop pupils’ information and communication skills to enhance their learning. 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

St Margaret's C of E Primary School - 7 Since the last inspection in November 1995, the school has addressed, or is continuing to address the issues raised for school improvements. The health and safety issues have been fully resolved and the school is a safe environment. The school, having tried different models, now has in place effective procedures to assess pupils’ learning so that appropriate individual work can be planned for them; the development of these is on going. Satisfactory whole school programmes of work for all subjects now ensure that pupils’ skills are developed systematically as they move through the school. The senior management team work together very well and information and procedures discussed at the weekly meetings are cascaded effectively to other members of staff at key stage meetings. Through physically changing the organisation of the junior classrooms by fitting carpets and moving

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

furniture and through careful timetabling of lessons, there is less disruption to pupils’ learning. However, the improvement in the quality of teaching across the school to ensure that all pupils are appropriately challenged has not yet been addressed. The school has introduced effectively the National Literacy and Numeracy Strategies over the last two years. Since the last inspection the school has made significant improvements and is well placed to develop further.

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

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Key

The table shows that, since 1997 the standards pupils achieve by the end of Year 6 in English, mathematics and science have been consistently well above the national average, although in 1999 they dipped slightly in science. In 1999, when comparing these results with those in schools where pupils have similar backgrounds in English and science they were very much the same but in mathematics they were well above.

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Key

Judgements on attainment of the current year groups of pupils are that, most children have achieved the standards expected for five-year-olds in language and literacy and mathematics well before they reach the age of five. The majority of pupils by the time they are seven and 11 years old are achieving standards in English, mathematics and science at least in line with national expectations. In all year groups, a significant number of pupils are attaining standards well above those expected nationally, which reflects their ability on entry. This year in these subjects, the results of the national assessment tests for pupils in Year 6, are likely to be at least similar to those of last year in mathematics, with a higher number of pupils achieving above the national expectation in English and science.

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Key

Although, throughout the school pupils’ progress in their learning is satisfactory, there are a significant minority of pupils, especially those who learn quickly, who do not make the progress they should and do not reach high enough standards. This is mainly due to the lack St Margaret's C of E Primary School - 8 of challenge they are given. Also, the progress pupils make in information and communication technology is limited due to the lack of up-to-date equipment.

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Key

The school has set challenging and realistic targets for 11-year-old pupils for the next two years in English, mathematics and science. The trend for improvement is in line with that found nationally and should at the least remain so.

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Aspect Comment

Attitudes to the school Satisfactory, overall. However, a minority of older pupils are reluctant to contribute in class.

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Aspect Comment

Behaviour, in and out of classrooms Pupils are polite, considerate and very well-behaved in and around the school.

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Aspect Comment

Personal development and relationships Satisfactory, overall and, in general, enhanced by the good relationships that exist between pupils, and staff and pupils.

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Aspect Comment

Attendance Very high. Pupils enjoy going to school.

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Aspect Comment

The high attendance figures indicate the combination of the pupils liking school and the importance that parents place on their children’s education.

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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 Satisfactory 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

Overall, throughout the school, teaching is satisfactory. Teachers are conscientious and, in general, clear about what they expect pupils to learn. Over the two days of the inspection, 97 per cent of the teaching observed was satisfactory or better, and 47 per cent was good. At Key Stage 1, all the teaching was satisfactory and 54 per cent, good. Of the teaching at Key Stage 2, 97 per cent was satisfactory and 43 per cent good. However, the work scrutiny indicated that in some classes, and especially at Key Stage 2, the quality of teaching was often lower than the overall judgements made on the limited number of lesson observations. For instance, there were many examples in English and science of exactly the same activities at the same level of difficulty being provided for all pupils, with no regard to the wide range of abilities in the class. In the best lessons observed, teachers’ enthusiasm for

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

promoting learning frequently shows and tasks are appropriately matched to pupils’ learning abilities. This is particularly so in literacy and numeracy lessons at Key Stage 1 and in some classes at Key Stage 2, when teachers successfully provide a good balance between reinforcing and building on pupils’ previous knowledge, and presenting them with new ideas and information. However, weaknesses in teaching were mainly because teachers did not give challenging activities to extend pupils’ thinking and learning and especially for those pupils who are likely to be high achievers. This was particularly significant in Year 6, in literacy, where pupils who were being taught in two groups selected on ability, were frequently working at the same tasks. Also, in numeracy lessons teachers often give pupils further mechanical work with bigger numbers as extension activities, instead of promoting St Margaret's C of E Primary School - 9

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

their learning through applying their knowledge to solving challenging practical problems. In some lessons the pace of learning is often much too slow, especially when teachers give pupils tasks that are too easy for most of them and which could be completed in a much shorter time. However, teachers nearly always give good support to pupils who have difficulties with their learning.

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Aspect Comment

The quality and range of the curriculum Satisfactory. The school provides a broad and balanced curriculum, which is very effectively enriched by a wide range of good quality learning opportunities.

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Aspect Comment

Provision for pupils with special educational needs Satisfactory. Those pupils with formal statements of their need are properly supported.

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Aspect Comment

Provision for pupils with English as an additional language Satisfactory. Pupils receive appropriate support and guidance.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. The school encourages respect for personal values and beliefs and promotes good moral standards. The pupils enjoy a wide range of social activities and learn through rich experiences to appreciate their cultural heritage.

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Aspect Comment

How well the school cares for its pupils The school looks after its pupils well.

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Aspect Comment

Currently, the school does its best to provide pupils with their entitlement to develop their information and communication technology skills, but the lack of appropriate up-to-date equipment means that pupils, especially at Key Stage 2, are prevented from improving their skills and applying them across the curriculum. However, the school recognises this is an issue to be addressed and it is built into school development planning. St Margaret's C of E Primary School - 10

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides quiet, purposeful and very effective leadership and has a clear vision for the future of the school. She is well supported by an effective senior management team and is committed to raising standards of attainment by ensuring that all pupils reach their full potential.

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Aspect Comment

How well the governors fulfil their responsibilities The governors are very supportive, have a high level of expertise and fulfil their statutory requirements.

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Aspect Comment

The school’s evaluation of its performance The headteacher and governors have a clear knowledge of the school’s strengths and weaknesses, and improvements needed are closely linked into school development planning.

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Aspect Comment

The strategic use of resources Overall, the school makes effective use of all its resources.

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Aspect Comment

The budget is operated according to the factors of best value. The headteacher and teachers in their roles of subject co-ordinators have made an effective start on monitoring and evaluating the curriculum and teaching and the impact it has on pupils’ learning.

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What pleases parents most What parents would like to see improved

• Their children like school. • The behaviour in the school is good. • The teaching is good and their children make good progress. • Their children are expected to work hard. • Parents feel comfortable in approaching the school. • The information given on their child’s progress. • The school’s partnership with parents. • Provision of a more interesting range of activities. • The quantity of homework.

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What pleases parents most What parents would like to see improved

Pupils behave very well and the vast majority enjoy school. However, the inspection findings are that, overall, the teaching is satisfactory and pupils make satisfactory progress. In general, pupils are expected to work hard. There was no evidence to support or refute the view that parents feel comfortable in approaching school. The inspection team judges that the quality of information for parents is good, specific and appropriate. A strength of the school is that it provides a wide range of activities during and outside the school day and these enrich the curriculum. The school expresses its philosophy on homework in the prospectus and is intending to develop a policy in consultation with parents. St Margaret's C of E Primary School - 11

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The school is well led and managed and the headteacher has a strong commitment to

raising standards of attainment by ensuring that all pupils reach their full potential.

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The school is well led and managed and the headteacher has a strong commitment to

1. The headteacher provides quiet, purposeful and very effective leadership. She is well supported by a competent senior management team who work together very well so that information and procedures discussed at the weekly meetings are cascaded effectively to other members of staff at key stage meetings. This was an issue raised at the last inspection and has been dealt with effectively. Since her appointment less than a year ago, the headteacher has undertaken a complete audit of the school’s strengths and weaknesses. As a result of this, with the staff and governors she has developed a detailed management plan indicating her clear vision for the future of the school and how she sees it moving forward in its developments.

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The school is well led and managed and the headteacher has a strong commitment to

2. The governors are very supportive. Most visit on a regular basis and the Chair of Governors is kept well informed about all school issues through his weekly meetings with the headteacher. Governors have high levels of expertise which enables them to take an active role in the management of the school through an effective committee structure, and also fulfil their statutory requirements. They operate the budget according to the factors of best value. All funding, including designated grants, is used properly and linked appropriately to school development planning. Together, with the headteacher and staff, governors have a commitment to providing the best education they can for the pupils and thus raising standards.

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The school is well led and managed and the headteacher has a strong commitment to

3. The school monitors and evaluates its performance closely. It makes good use of the detailed analysis of assessment results, and compares them with other schools both locally and nationally. For example, through the careful analysis of last year’s Key Stage 2 national assessment tests a common weakness in pupils’ learning in science was discovered. As a result, the curriculum was evaluated and adapted appropriately to meet this learning deficiency. The teachers in their roles of subject co-ordinators have made an effective start on monitoring and evaluating the curriculum and teaching and the impact it has on pupils’ learning. As a result of her monitoring and evaluation of lessons throughout the school, the headteacher has identified the current strengths and weaknesses in teaching.

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The school is well led and managed and the headteacher has a strong commitment to

4. The well-organised routines of the school are well known to pupils, staff and parents, and the efficient and friendly administrative staff ensure that the school runs smoothly.

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A wide range of activities enriches the curriculum and enhances pupils’ social and

cultural development during and outside the normal school day.

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A wide range of activities enriches the curriculum and enhances pupils’ social and

5. The school offers a wide variety of experiences designed to enrich pupils’ learning opportunities and enhance curriculum provision. Many activities are linked closely to the curriculum, for instance, a Victorian afternoon brought history alive for Key Stage 1 pupils. Pupils make a wide and varied range of educational visits to support their topic work. For example, Year 3 pupils had very recently visited Hadrian’s Wall as part of their history studies. The scrutiny of work also showed that pupils often make effective use of their literacy skills to write interesting accounts of their visits. Teachers make good use of the local environment such as the St Margaret’s Church, Thornley Woods and the rich learning opportunities found in Durham. Through such projects the pupils not only develop a greater insight into the historical and geographical aspects of the city, but are given also the chance to appreciate their own culture and to develop a feeling of

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A wide range of activities enriches the curriculum and enhances pupils’ social and

St Margaret's C of E Primary School - 12 citizenship. Further afield pupils visit a wide range of museums such as the Oriental Museum and a Sikh Temple giving pupils an insight into and understanding of other cultures. Through the good partnership that exists with another school, Year 6 pupils have regular French lessons as part of their curriculum, which helps them to become familiar with life in France.

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A wide range of activities enriches the curriculum and enhances pupils’ social and

6. Visitors to the school provide very good opportunities to develop pupils’ social skills. Pupils from a school for pupils with special educational needs make fortnightly visits to work with Year 4 pupils, and groups of Year 4 pupils make return visits on alternate weeks, giving them a clear awareness of others' needs. Pupils often help to raise money for charities, for instance, acting as models in a fashion show, a fund-raising event for a Hospice. Through such activities they are made aware of people less fortunate than themselves.

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A wide range of activities enriches the curriculum and enhances pupils’ social and

7. The school makes good provision for the pupils to enjoy the expressive arts. They are encouraged to take part in drama performances and these provide opportunities for, not only good social interaction, but also the development of pupils’ speaking and listening skills. A visit from a theatre group and the pupils’ visit to a traditional pantomime enriched their cultural awareness. The school makes provision for pupils who show an aptitude and interest in playing musical instruments such as woodwind and strings, to have lessons at a very little cost. Many pupils sing in the school choir or play in the orchestra and many opportunities are given for them to perform publicly.

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A wide range of activities enriches the curriculum and enhances pupils’ social and

8. Organised residential trips for the Year 5 and 6 pupils give them a greater social awareness. Also, the school provides a wide range of extra-curricular activities and often brings in coaches and other sports specialists to develop existing skills and provide new experiences. Parents also make a valuable contribution in providing support for these activities. Pupils meet other schools for sporting and other activities and there are many cups and awards displayed around the school to show that teams and individuals are successful in competitions.

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A wide range of activities enriches the curriculum and enhances pupils’ social and

9. The school building and grounds provide an aesthetic environment facilitating a calm and pleasing atmosphere.

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A wide range of activities enriches the curriculum and enhances pupils’ social and

Pupils’ behaviour is very good in and around the school.

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A wide range of activities enriches the curriculum and enhances pupils’ social and

10. The standard of the pupils’ behaviour in and around the school is very good, and, in general, is enhanced by the good relationships between staff and pupils. For example, during a music lesson, Year 4 pupils inspired by the teacher’s good-humoured enthusiasm, were getting great enjoyment from their singing and were very animated, but quickly curbed their excitement when required to listen again. Pupils are very friendly and considerate towards each other, staff and visitors and demonstrate by their actions that they know right from wrong. They listen to the views of each other, take turns and willingly share and treat property carefully. Many display a natural sensitivity and awareness to the needs of others and good examples were seen in the school of unsolicited help and support being offered to other pupils and adults alike. For example, when a pupil returned to the classroom after a music lesson another sitting next to him

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A wide range of activities enriches the curriculum and enhances pupils’ social and

immediately explained what had been happening. The very good standards of behaviour are frequently illustrated in assemblies when pupils conduct themselves quietly and sensibly, in tune with the occasion. The very good behaviour patterns demonstrated by the pupils contribute significantly to the pupils’ social and academic progress and to the purposeful and orderly atmosphere existing in the school.

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WHAT COULD BE IMPROVED

St Margaret's C of E Primary School - 13

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The overall quality of teaching so that all teachers provide appropriate challenge

enabling all pupils to learn effectively.

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The overall quality of teaching so that all teachers provide appropriate challenge

11. This was a key issue for development at the last inspection and has not yet been addressed.

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The overall quality of teaching so that all teachers provide appropriate challenge

12. Teachers are conscientious and, in general, most are clear about what they expect pupils to learn, so that overall, throughout the school, teaching is satisfactory. Over the two days of the inspection, 97 per cent of the teaching observed was satisfactory or better, and 47 per cent was good. At Key Stage 1, all the teaching was satisfactory and 54 per cent, good. Of the teaching at Key Stage 2, 97 per cent was satisfactory and 43 per cent good. In the best lessons observed, teachers’ enthusiasm for promoting learning frequently shows and tasks are appropriately matched to pupils’ learning abilities. This is particularly so in literacy and numeracy lessons at Key Stage 1 and in some classes at Key Stage 2 when teachers successfully provide a good balance between reinforcing and building on pupils’ previous knowledge, and presenting them with new ideas and information. However, the work scrutiny indicated that in some classes, and especially at

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The overall quality of teaching so that all teachers provide appropriate challenge

Key Stage 2, the quality of teaching was often lower than the overall judgements made on the limited number of lesson observations. For instance, there were many examples in English and science of exactly the same activities at the same level of difficulty being provided for all pupils, with no regard to the wide range of abilities in the class. This was particularly significant in Year 6, in literacy, where pupils who were being taught in two groups selected on ability, were frequently working at the same tasks. In some lessons, teachers did not give challenging activities to extend pupils’ thinking and learning and especially for those pupils who are likely to be high achievers. For example, in numeracy lessons teachers often give pupils further mechanical work with bigger numbers as extension activities, instead of promoting their learning through applying their knowledge to solving challenging practical problems. In some lessons the pace of learning is often

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The overall quality of teaching so that all teachers provide appropriate challenge

much too slow, especially when teachers give pupils tasks that are too easy for most of them and which could be completed in a much shorter time. However, teachers nearly always give good support to pupils who have difficulties with their learning. There were also significant differences in teaching in year groups at Key Stage 2, especially with respect to the expectations teachers had of the way pupils should present their work. For example, pupils’ work in some classes was written in a neat cursive style, whilst in a parallel class many pupils were still printing their work, often untidily.

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There are insufficient resources to develop pupils’ information and communication

13. Although there are over 30 computers in the school, most of these are old and unreliable and this limits greatly the extent to which pupils can develop their information technology skills. Of these computers there are six which are up-to-date with the facilities for pupils to gather information from CD ROMs, use for data handling, graphics and for adding interest to the presentation of their work. This is insufficient for the number of pupils in the school. Also, currently there are no means for pupils to develop their communication skills through utilising electronic mail or accessing the Internet, again for gathering information to aid their work. However, the school has identified this as an area for development and intends to buy more computers and software and provide ways for pupils to develop their communication skills. In addition, the school has identified the need for teachers to have the appropriate training in their use.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

14. In order to further the current progress in the school’s development, the staff and governors should now: St Margaret's C of E Primary School - 14 (1) Address the key issue outstanding from the last inspection and improve the overall quality of teaching so that all teachers provide appropriate challenge enabling all pupils to learn effectively by (Paragraph 12): • Having high expectations of pupils’ performance and ensuring they meet their full potential in all areas of the curriculum. • Planning work to meet these expectations for the differing needs and ability levels of pupils. • Improving the pace of lessons so pupils learn at a quicker rate. • Improving pupils’ attitudes by encouraging them to take a pride in the presentation of their work.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Up-date and improve the level of existing resources so that pupils’ information and communication skills can be developed further to enhance their learning – this issue has been identified by the school in its school development planning (Paragraph 13). St Margaret's C of E Primary School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 20

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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

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

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) Not applicable 347

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals Not applicable 5

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs Not applicable 5

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register Not applicable 46

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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 10

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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 19

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 31

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St Margaret's C of E Primary School - 16

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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 22 18 40

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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 20 21 21 Numbers of pupils at NC level 2 and above Girls 18 18 18

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Attainment at the end of Key Stage 1

Percentage of pupils School 95 (94) 98 (100) 98 (95) 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 20 21 21 Numbers of pupils at NC level 2 and above Girls 18 18 18

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Attainment at the end of Key Stage 1

Percentage of pupils School 95 (97) 98 (94) 98 (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.

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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 35 24 59

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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 28 33 33 Numbers of pupils at NC level 4 and above Girls 22 22 23

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Attainment at the end of Key Stage 2

Percentage of pupils School 85 (87) 93 (81) 95 (87) 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 28 30 30 Numbers of pupils at NC level 4 and above Girls 19 21 20

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Attainment at the end of Key Stage 2

Percentage of pupils School 80 (85) 86 (83) 85 (83) at NC level 4 or above National 68 (65) 69] (65) 75 (72)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. St Margaret's C of E Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 1 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 11 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 26.7

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 524,910

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Teachers and classes Financial information

Total number of education support staff 5 Expenditure per pupil 1,492

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Teachers and classes Financial information

Total aggregate hours worked per week 73 Balance brought forward from previous year 40,974

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Teachers and classes Financial information

Balance carried forward to next year 36,894 St Margaret's C of E Primary School - 18

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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. 33 62 4 0 1

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Results of the survey of parents and carers

Behaviour in the school is good. 38 51 5 2 4

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 22 46 24 6 3

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 14 46 30 8 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. 49 43 7 1 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. 42 49 5 1 2

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Results of the survey of parents and carers

The school works closely with parents. 20 51 25 3 1

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Results of the survey of parents and carers

The school is well led and managed. 24 55 7 1 13

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 31 54 9 1 4

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 25 42 15 8 9

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