Hurst Park Primary School

HURST PARK PRIMARY SCHOOL

Reporting inspector: Mrs. Jane Wotherspoon

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HURST PARK PRIMARY SCHOOL

Dates of inspection: 14 th -16 th February 2000

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HURST PARK 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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HURST PARK 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. Hurst Park County Primary School i

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INFORMATION ABOUT THE SCHOOL

School address: Hurst Road West Molesey Surrey

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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. P Miller

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: March 1996 Hurst Park County Primary School ii

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Team members

Mrs. Jane Wotherspoon Registered inspector Mrs. Vivienne Phillips Lay inspector Mr. John Woodcock Team inspector Mrs. Shirley Lee Team inspector

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Team members

Westminster Education Consultants Old Garden House The Lanterns Bridge Lane London SW11 3AD

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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 Hurst Park County Primary School iii

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PART A: SUMMARY OF THE REPORT 1

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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INFORMATION ABOUT THE SCHOOL

Hurst Park is a larger than average primary school with a current roll of 241 full-time and 67 part-time pupils aged between three and eleven years. The roll has fluctuated over the last four years, first expanding and then contracting, as the school changes status from a two-form entry first school to a one-form entry primary. Pupils’ attainment on entry to school is broadly typical. The school has identified 43 pupils as having special educational needs; a below average figure. The proportion receiving free school meals is very low. Fifteen pupils speak English as an additional language but few are in the early stages of learning English.

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HOW GOOD THE SCHOOL IS

The school has many strengths and is very effective. Pupils achieve well and standards are high because the teaching is stimulating and challenging. The headteacher, staff and governors work well together and are not complacent about the school’s achievements. The school provides good value for money.

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What the school does well

• Pupils make good progress to achieve high standards in the core subjects of English, mathematics and science by the end of Key Stage 2. • Pupils are eager to come to school and are enthusiastic about the broad range of interesting activities provided. • Moral and social development is promoted strongly; as a result, pupils’ behaviour is very good and they get on well with each other. • Very good teaching excites pupils and promotes good learning. • The headteacher is an effective leader, who is supported well by staff and governors in seeking to raise pupils’ levels of achievement and promote high standards.

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What could be improved

• The focus for monitoring in lesson observations. • The effectiveness of communication with parents, including the range of opportunities for consultation. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has continued to improve since the last inspection in March 1996. The key issues have been addressed well and test results have improved in Key Stage 1. Standards have also risen at the end of Key Stage 2, and are well above average. Teaching has improved since the last inspection and is a significant factor in pupils’ high levels of achievement. Developments in information technology, initially delayed by problems with resources, have Hurst Park County Primary School 2 gathered speed in recent months. The new library facility with its small suite of computers is now established and beginning to ensure improvements in pupils’ skills. Improvements in the process of planning for school development have helped the school to remain focused on raising standards. The financial implications of the school’s priorities for development are identified clearly so that governors can ensure that funding is targeted appropriately.

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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

excellent A* well above average A above average B average C below average D well below average E

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Key

Test results are well above the national average, and compare favourably in mathematics and science with schools that have a similar intake. Weaknesses in writing were revealed in last year’s test results and this is an area that the school is working on. Standards in reading were high. Standards in the current Year 6 are high in all three subjects and pupils are on course to achieve well, in line with the school’s predicted targets. Standards in the reception class are higher in number and shape recognition than in literacy skills. By the end of Key Stage 1, standards are above average in reading and mathematics, and similar to average in writing. Throughout the school, high standards in speaking make a significant contribution to pupils’ learning. Hurst Park County Primary School 3

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Aspect Comment

Attitudes to the school Attitudes to school are excellent. Pupils are very enthusiastic about their learning and take pride in everything they do. Pupils of all ages are highly motivated.

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Aspect Comment

Behaviour, in and out of classrooms Pupils are polite and courteous to each other and to adults. The oldest pupils conduct themselves with a good level of self discipline. Behaviour is very good.

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Aspect Comment

Personal development and relationships Relationships are very good throughout the school. The older pupils take responsibility for helping with younger pupils and for helping around the school. Pupils are keen to get involved in clubs, teams and other activities offered by the school.

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Aspect Comment

Attendance Satisfactory. Unauthorised absence is low and pupils are eager to come to school.

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Aspect Comment

Pupils’ excellent attitudes to learning, and their very good behaviour and relationships make a significant contribution to the ethos of the school and to the high standards achieved. Good concentration and a productive work rate are regular features of lessons.

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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 Satisfactory Very 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

Teaching is at least satisfactory in all lessons. In three quarters of lessons, teaching is good or better and it is very good in over two fifths. Teaching is strongest in the classes of the youngest and oldest pupils, where some very good and outstanding teaching was seen. The key skills of reading are taught well throughout the school, and the teaching of English and mathematics is consistently good in Key Stage 2. In Key Stage 1, teaching is satisfactory, with many of the good features that are evident elsewhere in the school. However, when pupils work independently during literacy and numeracy sessions, the set tasks do not always match their individual learning needs closely enough. This slows the rate of progress made in this part of the lesson. Throughout the school, lessons are well prepared and planned, with interesting and stimulating activities that add to the enjoyment of pupils’ learning. The

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

dynamism and enthusiasm of staff is obvious. Pupils are told what they are expected to learn at the start of the lesson and, when appropriate, are reminded of their individual targets for improvement. At the end of lessons, pupils are encouraged to reflect on what they have learnt Hurst Park County Primary School 4 and how they have improved. A particular strength of the teaching is the quality of questioning that challenges pupils to think more deeply about what they are doing and extends the quality and range of their vocabulary. The oral practice of number facts is managed well and, in the best examples, questions are targeted to individuals according to their learning need.

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Aspect Comment

The quality and range of the curriculum Very good. The statutory curriculum is enhanced by the addition of French from Year 4 and by a good range of after- school clubs and lunchtime activities. An interesting variety of visitors and visits, including residential trips, extends the range of opportunities.

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Aspect Comment

Provision for pupils with special educational needs Satisfactory support enables pupils to make similar progress to that of their peers. Pupils in Year 3 who are following the ‘additional literacy support’ strategy are making particularly good progress in improving their reading, writing and spelling skills.

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Aspect Comment

Provision for pupils with English as an additional language Satisfactory. These pupils are integrated well and their needs are met as required so that they achieve similar standards to those of their peers. In some classes, these pupils are among the highest achievers.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Adults have consistently high expectations of pupils’ behaviour and provide good role models in their relationships with each other. Pupils’ social and moral development is promoted very strongly. Good provision is made for spiritual development and for pupils to appreciate a broad range of cultural traditions through stories, art and music.

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Aspect Comment

How well the school cares for its pupils Pupils are looked after well on a day-to-day basis. Good procedures are in place for monitoring pupils’ achievements and for staff to be aware of their social and emotional needs.

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Aspect Comment

The school provides a stimulating curriculum which promotes high achievement in the core subjects. A premium is placed on teaching the basic skills of literacy and numeracy, but not at the expense of providing a breadth of additional activities to promote pupils’ personal development. Detailed analysis of pupils’ individual strengths and weaknesses in academic progress and effective target-setting procedures underpin the drive to raise standards. Most pupils thrive on this level of challenge, but equally, support is provided for those who need to work more slowly. Hurst Park County Primary School 5

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher’s strong lead sets high expectations of the school community. She is supported well by senior staff and a dedicated team of teachers, who share her commitment to raising standards.

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Aspect Comment

How well the governors fulfil their responsibilities Governors work effectively through committees to meet their statutory responsibilities. They are well informed and beginning to develop their role as critical friends in monitoring the school’s achievements.

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Aspect Comment

The school’s evaluation of its performance Comparisons are made with the performance of other schools, using information provided by the local authority. Internal monitoring procedures are well established and effective in identifying targets for improvement, but lesson observations do not focus well enough on whether those targets are being addressed.

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Aspect Comment

The strategic use of resources The school makes good use of specific funding and additional funds raised by parents. Careful monitoring of the small disposable budget ensures that priorities, such as the development of the computer suite, can be met. The school seeks to gain value for money when planning for large expenditure. Hurst Park County Primary School 6

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improved

• The good progress children make. • The good behaviour and values the school promotes. • Good teaching. • Their children like coming to school. • The school’s expectations that children will work hard and do well. • The amount of homework. • The quality of information they receive about their child’s progress. • The way in which the school works with parents and consults them about issues. • The range of activities outside lessons.

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improved

The inspection team endorses parents’ views about the strengths of the school. The amount of homework required is similar to that found in other primary schools. However, teachers are not consistent in the way in which they give homework or in getting older pupils to complete their homework diaries, and this is not helpful for parents. The quality of annual reports to parents on their child’s progress is good, with clear judgements about pupils’ progress and areas for improvement. The range of extra-curricular activities provided is good. Since the last inspection, the school has worked hard to improve the involvement of parents in pupils’ learning through the home/school reading partnership, curriculum meetings and training for parents to help in classes. However, the lack of consultation on organisational issues has led to misunderstandings and discontent among a small section of the parent community, who do

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improved

not feel involved in the school. Inspectors agree that the partnership could be strengthened, with further opportunities for consultation and improved communication that shares and celebrates the school’s successes. Hurst Park County Primary School 7

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Pupils make good progress to achieve high standards in the core subjects of English,

mathematics and science by the end of Key Stage 2.

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Pupils make good progress to achieve high standards in the core subjects of English,

1. Pupils achieve highly in National Curriculum tests, and current Year 6 pupils are on course to do well.

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Pupils make good progress to achieve high standards in the core subjects of English,

2. A strong emphasis on reading in the early years and Key Stage 1 is supported well by parents, as the regular entries in pupils’ reading records testify. By the age of seven, the majority of pupils read accurately and fluently at a level appropriate for their age. Pupils in Year 6 achieve high standards in reading. They empathise well with characters in favourite stories through dramatising scenes, and learn to make deductions from ideas presented in key texts. Teachers encourage them to express opinions about choices, and pupils identify key words and phrases to illustrate a point they are making. These skills are used effectively when gathering information for other subjects such as history.

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Pupils make good progress to achieve high standards in the core subjects of English,

3. Historically, pupils’ writing skills have not been as strong as those in reading and so additional emphasis has been placed on addressing these weaknesses. Pupils are given opportunities to write in many different styles and for a variety of purposes. Good attention is paid to teaching the structure of writing. By Year 6, pupils organise their writing into paragraphs, and use the conventions of punctuation correctly. Pupils make good progress in developing the skills of drafting and editing, so that they look for ways to improve their writing and make it more exciting for the reader. Many pupils use an interesting range of vocabulary to enliven their work.

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Pupils make good progress to achieve high standards in the core subjects of English,

4. High standards in speaking make a significant contribution to pupils’ learning throughout the school and across a range of subjects. The ability to question, to discuss ideas in groups, to listen to the views of others and to justify those views in a mature way, enables pupils to learn effectively from each other. Where teachers intervene with probing questions, the quality of the dialogue is high. Teachers place a specific emphasis on developing pupils’ vocabulary from an early age. In nursery and reception classes, pupils’ talk is encouraged as they play together and, for example, make pictures with glue, seeds and pasta. Questions like “ How does it feel?” encourage responses that use descriptive language. Older pupils are taught to use correct technical vocabulary to support their understanding in subjects such as science and mathematics, and this, in part, accounts for the high standards achieved in these

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Pupils make good progress to achieve high standards in the core subjects of English,

5. Most pupils in Year 6 are working at the levels expected for their age in mathematics, and almost half work at levels beyond those expected. In part, this is due to the high expectations of their teachers and the very good quality of teaching they receive. Pupils’ knowledge and manipulation of number is strong. Good recall of number and multiplication facts aids the speed and accuracy of calculations, and pupils have a well-developed understanding of the links between fractions, percentages and decimals. Their ability to Hurst Park County Primary School 8 articulate their methods of working and to discuss a range of strategies to use in calculations is beneficial to their overall level of understanding. Pupils’ work in shape and space is particularly good. An example was seen of pupils giving accurate co-ordinates and beginning to use algebraic notation to describe the position of shapes that were rotated, translated and

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Pupils make good progress to achieve high standards in the core subjects of English,

6. Pupils’ good scientific knowledge enables them to predict the results of experiments that they carry out. They are well versed in scientific methods of working, and in drawing conclusions from their observations. Results of investigations are recorded neatly in a variety of formats and presented as tables, charts and graphs. Their sophisticated understanding and use of correct vocabulary, such as solute, suspension, soluble, sediment and saturation, indicate their high level of understanding of the properties of different substances.

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Pupils are eager to come to school and are enthusiastic about the broad range of

7. The school provides a very good range of exciting and interesting activities that capitalises upon pupils’ enthusiasm for learning. Pupils enjoy coming to school. The oldest pupils spoke warmly about the variety of practical learning opportunities provided, such as the residential visits and 1970s day, and cited these as some of the features of the school that they would miss most when they leave. 8. Teachers create a stimulating environment in which pupils learn. They encourage pupils to ask questions, work things out together, and have a go at new ideas. In response, the majority of pupils are interested and receptive learners; even the youngest pupils in nursery and reception are able to sustain a good level of concentration. Pupils are attentive to adults and their peers during whole class sessions and discussions. Older pupils have well- established work habits and their work-rate in lessons is consistently high. They are confident

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Pupils are eager to come to school and are enthusiastic about the broad range of

and well motivated. Displays of pupils’ work around the school make a significant visual impact and boost pupils’ self esteem. Standards of presentation are good, and pupils take pride in their work.

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Pupils are eager to come to school and are enthusiastic about the broad range of

9. It is clear that pupils understand why they are in school and are determined to take advantage of what the school has to offer. Many pupils attend the good range of after school and lunchtime clubs; they participate willingly in end of term concerts. Projects such as the ‘environmental days’, that involve pupils in planning, preparing and planting the garden areas around the school, not only enhance the physical environment and add interest to their learning, but also foster in pupils a sense of pride and respect for their surroundings.

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Moral and social development is promoted strongly; as a result, pupils’ behaviour is

very good and they get on well with each other.

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Moral and social development is promoted strongly; as a result, pupils’ behaviour is

10. All adults have high expectations of pupils’ behaviour and give clear, consistent messages about what is right and wrong to the youngest pupils, or to those who need the occasional reminder. The older pupils need little reminding about what is expected; it is well and truly embedded in day-to-day habits. Mutual respect and self-discipline are evident in the way they conduct themselves. Throughout the school, pupils are polite and courteous to each other and to adults and visitors. Hurst Park County Primary School 9 11. From the time they start in nursery, pupils are encouraged to think about others, to socialise and to be responsible. Questions such as “ Can we make room for x to join in?” “Is this how our nursery should look?” “What do we need to tidy?” “How can you help?” instil in the youngest children a sense of responsibility to others. Care and consideration for others are fostered, and older pupils are encouraged to look after younger ones. Several give up

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Moral and social development is promoted strongly; as a result, pupils’ behaviour is

their own lunchtime to help in the nursery or to play with the younger pupils. Charity fundraising, such as the Blue Peter Bring and Buy Sale organised and run by a group of pupils in Year 6, and the Harvest baskets for local people, reminds pupils of their responsibility to think of others in the wider community.

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Moral and social development is promoted strongly; as a result, pupils’ behaviour is

12. Many planned opportunities are provided during lessons for pupils to work together collaboratively; for example, pupils in Year 5 worked effectively in small groups to create and then perform a short musical composition. Their evaluations of one another’s efforts are given in a sensitive but constructive way to encourage further improvement. Pupils in Year 4 worked well in pairs when using the new computers in the library; they supported each other when things went wrong and remained calm as they tried to work out a solution for themselves.

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Very good teaching excites pupils and promotes good learning

13. Lessons are well prepared and planned, with clear learning objectives that are conveyed to pupils at the start of the lesson so that they know exactly what is expected of them. Throughout the school, teachers remind pupils to think about their individual targets for improvement before they start work. In the best lessons, good links are made between assessments of pupils’ prior learning and subsequent planning so that tasks are pitched at just the right level to provide a challenge without being too difficult. Good quality plenary sessions refer back to the learning objectives, and pupils are encouraged to reflect on what they have learnt and how they have improved.

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Very good teaching excites pupils and promotes good learning

14. Teachers provide interesting and stimulating activities that add to the enjoyment of learning, and result in a good pace of work and good effort from pupils. As one Year 6 boy remarked about the opportunity to spend the day dressed as someone from the 1970s, “ It helps you remember things when it’s fun !” The atmosphere in classes promotes enquiry and pupils are encouraged to ‘have a go’. Where lessons are very good, the dynamism and enthusiasm of staff are transmitted to pupils so that they recognise that they are part of a special experience. High expectations of behaviour and standards of work are implicit in the expert and unobtrusive way in which teachers manage and organise pupils.

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Very good teaching excites pupils and promotes good learning

15. A particular strength of the teaching is the quality of questioning that challenges pupils to think about what they are doing and to develop specific vocabulary. Nursery pupils, engaged in measuring a strip of paper to make a hat for Teddy, were asked to consider questions such as: “ How long is it?” “Do you think it will fit?” Reception pupils making textured pictures used terms such as ‘rough/smooth’ until the teacher introduced the term ‘symmetrical’ to some. Pupils in Year 2 were asked to work out which character was in the picture. There followed a sequence of questions: “ How do you know it is the king?” “Why Hurst Park County Primary School 10 does he look like that?” “What is he feeling?” “What is he thinking?” “What might he say?” “How would he say that?” This prompted responses that the king was ‘ looking sad’ , and that he was ‘anxious and desperate because his daughter was missing’ . Further opportunities to

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Very good teaching excites pupils and promotes good learning

adopt the role of a character from the story led very effectively into specific teaching about the use of speech marks when writing what a character says.

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Very good teaching excites pupils and promotes good learning

16. In mathematics lessons, mental practice sessions are mainly well focused. Sessions in Years 3 and 5, for example, included questions that were targeted to individuals according to their learning need, and this enabled all pupils to participate. Pupils’ errors and misconceptions are used well by teachers to provide a greater level of clarity and explanation. Specific subject-based vocabulary is modelled well, and pupils are encouraged to use this when they explain their methods to the class. Pupils are fascinated when activities encompass problem solving, and teachers use pupils’ natural competitive streak to motivate them to work quickly in timed challenges. Plenary sessions are helpful in sharing strategies for developing a range of alternative methods for calculation. In Year 6, teachers’ very good subject knowledge, combined with good questioning techniques and high expectations, extends

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Very good teaching excites pupils and promotes good learning

pupils’ knowledge and promotes high standards by challenging their thinking.

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seeking to raise pupils’ levels of achievement and promote high standards

17. The headteacher has a clear view of how she wants the school to develop. This is conveyed to staff and they share her commitment to providing a high quality education for pupils. The school’s aims are met well. Good teamwork and a clarity of purpose are exemplified in the high expectations that staff have of pupils, and in the stimulating environment that supports good learning. Co-ordinators recognise the strengths and weaknesses in their subjects and give effective advice, support and guidance to their colleagues.

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seeking to raise pupils’ levels of achievement and promote high standards

18. All staff and governors are involved in the process of identifying priority areas for development, based on a careful analysis of the current situation. The structure of the school development plan has improved since the last inspection and now identifies the cost of the priorities for development, as well as a time-scale for improvement. Governors are able to ensure that finances are available to meet the priorities for development. For example, careful financial management has enabled the school to build a new library that includes the provision of a small suite of computers. This facility, though relatively recent, is already having a positive impact on pupils’ progress in developing information technology skills. Changes to the nature of the school, brought about by local authority changes to the age of transfer, have been managed well to minimise disruption to pupils’ learning.

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seeking to raise pupils’ levels of achievement and promote high standards

19. A system for target setting is now well established. It involves all staff in analysing pupils’ strengths and weaknesses and in identifying what pupils need to work on to make further improvements. Very good analyses of test results and a detailed system of tracking the attainment of individual pupils have been devised and developed by the headteacher since her arrival at the school just over two years ago. Challenging whole-school targets have been set for cohorts of pupils, and teachers set class, group and individual targets in English and mathematics. In this way, staff are constantly striving to raise pupils’ levels of achievement. Hurst Park County Primary School 11

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The focus for monitoring in lesson observations

20. The process of monitoring is well established and accepted by staff, who are keen to continue improving the quality of what they do. Different formats for observing lessons, sampling pupils’ work and monitoring teachers’ plans are in place. Detailed analysis of test results identified weaknesses in spelling, handwriting and the structure of pupils’ writing. Writing was made a target for improvement, along with the speed and accuracy of mental calculations and further developments in information technology. However, the monitoring of teaching quality in lesson observations has, so far, been broad and wide ranging. It has checked how well teachers are implementing the literacy and numeracy strategies, but has not focused on the specific elements of writing and mathematics that have been agreed as whole- school targets. The monitoring of the quality of provision for information technology has not

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The focus for monitoring in lesson observations

21. In several lessons in Key Stage 1 and in a literacy hour in Year 3, the independent group tasks given to pupils were not as effective as they might have been. The main reason was the lack of precision in the match of activities to pupils’ learning needs, although teachers did provide tasks at different levels. Where tasks were too challenging for lower attaining pupils, as in Year 2, they needed considerable adult support, which deflected the teacher or classroom assistant away from their focus group. In a mathematics lesson in Year 1, the group activities did not provide enough challenge for pupils who work more quickly. The change from the whole-class teaching to group work was not always smooth in these lessons and resulted in a drop in the pace and a loss of momentum that had been created well in the introduction. Similarly, the move back to a whole-class plenary was not always sharp. These aspects of

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The focus for monitoring in lesson observations

planning and assessment, and management and organisation require further refinement in order to raise satisfactory teaching to a good level.

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for consultation

22. Since the last inspection, the school has worked hard to improve the links with parents. The home/school reading partnership is particularly successful with the younger pupils. Parents help regularly in school, and initiatives such as the literacy training for a group of parents ensure that they provide good quality support in lessons. A similar strategy is planned for numeracy. The parents’ association is very supportive in raising funds to support projects which enhance the quality of resources for pupils. A recent example is the development of the library and information and communication technology suite.

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for consultation

23. The large majority of parents who completed and returned the questionnaire are pleased with what the school provides for their children. They recognise the school’s strengths in providing a happy and supportive environment in which their children are expected to work hard and make good progress. However, a significant minority is not content with the level of communication between home and school, and feels that the relationship could be stronger. Much of their discontent stems from the lack of consultation over changes that have been made in organisational matters, notably the restructuring of the two Year 5 classes and the changes to arrangements at the beginning of the school day. In addition, about one quarter of the parents that responded are not happy with the quality of information on their child’s Hurst Park County Primary School 12 progress, the amount and frequency of homework pupils receive, and the out of school

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for consultation

activities provided. Some parents say they would not feel comfortable approaching the school with a problem. Despite the negative views of some parents, the quality of pupils’ annual reports is good. Clear judgements are given on standards and progress, and targets for improvement are included. Inconsistencies in the way that homework is given, are not helpful to parents. Although the school appears to provide a satisfactory level of information for parents through regular newsletters, there are misunderstandings about the school’s motives and decision-making processes. The school needs to seek different ways of involving all parents and giving them opportunities for consultation.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

24. The school is pursuing the correct priorities in order to raise standards. It should now:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve the focus for monitoring teaching:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

∗ to evaluate the teaching of those areas of writing and mathematics identified as specific school targets; ∗ to monitor the provision for information technology; ∗ to identify lessons where group tasks require a more precise match to pupils’ learning needs.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Strengthen parents’ sense of involvement with the school through improved communications and greater opportunities for consultation. Hurst Park County Primary School 13

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Summary of the sources of evidence for the inspection

Number of lessons observed 32 Number of discussions with staff, governors, other adults and pupils 9

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 13 31 31 25 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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Pupils on the school’s roll

Number of pupils on the school’s roll (FTE for part-time pupils) 23 252 Number of full-time pupils eligible for free school meals 0 14 FTE means full-time equivalent.

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Special educational needs

Number of pupils with statements of special educational needs 0 0 Number of pupils on the school’s special educational needs register 1 43

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Special educational needs

English as an additional language No of pupils Number of pupils with English as an additional language 15 Hurst Park County Primary School 14 Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission 6 Pupils who left the school other than at the usual time of leaving 8

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Authorised absence Unauthorised absence

% % School data 5.7 School data 0 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. Hurst Park County Primary School 15

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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 21 9 30

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National Curriculum Test/Task Results Reading Writing Mathematics

Boys 17 17 20 Numbers of pupils at NC Level 2 and above Girls 7 8 8

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 80(83) 83(89) 93(91) at NC Level 2 or above National 82(80) 83(81) 87(84)

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Teachers’ Assessments English Mathematics Science

Boys 15 20 21 Numbers of pupils at NC Level 2 and above Girls 7 8 8

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 73(78) 93(91) 97(92) 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. Hurst Park County Primary School 16

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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 27 24 51

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National Curriculum Test/Task Results English Mathematics Science

Boys 20 22 24 Numbers of pupils at NC Level 4 and above Girls 22 20 23

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National Curriculum Test/Task Results English Mathematics Science

Percentage of pupils School 82(96) 82(90) 92(92) at NC Level 4 or above National 70(65) 69(59) 78(69)

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Teachers’ Assessments English Mathematics Science

Boys 20 22 25 Numbers of pupils at NC Level 4 and above Girls 23 21 24

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 84(96) 84(85) 96(98) at NC Level 4 or above National 68(65) 69(65) 75(71) Percentages in brackets refer to the year before the latest reporting year. Hurst Park County 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 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – other 0 Black – other 0 0 Indian 6 Indian 0 0 Pakistani 0 Pakistani 0 0 Bangladeshi 1 Bangladeshi 0 0 Chinese 0 Chinese 0 0 White 242 White 2 0 Any other minority ethnic group 14 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. Hurst Park County Primary School 18

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Qualified teachers and classes: YR – Y6

Total number of qualified teachers (FTE) 11.4 Financial year 1998/99

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Qualified teachers and classes: YR – Y6

Number of pupils per qualified teacher Average class size 29 £ Total income 563844.00

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Education support staff: YR – Y6

Total number of education support staff 4 Expenditure per pupil 1909.00

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Education support staff: YR – Y6

Total aggregate hours worked per week 55 Balance brought forward from previous year 52845.00

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Education support staff: YR – Y6

Balance carried forward to next year 36583.00

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nursery

Total number of qualified teachers (FTE) Number of pupils per qualified teacher

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nursery

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

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nursery

Number of pupils per FTE adult FTE means full-time equivalent. Hurst Park County Primary School 19

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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. 35 50 9 1 5

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Percentage of responses in each category

Behaviour in the school is good. 39 53 6 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 21 46 22 7 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 23 50 24 2 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 40 38 19 3 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 37 51 6 0 6

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Percentage of responses in each category

The school works closely with parents. 23 45 27 3 2

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Percentage of responses in each category

The school is well led and managed. 28 53 6 4 10

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Percentage of responses in each category

The school is helping my child become mature and responsible. 36 54 6 0 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 22 51 16 5 6

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