Chirbury CofE VC Primary School & Busy Bees Nursery

Chirbury CE (VC) Primary School

Dates of inspection: 6 th – 8 th March 2000

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Chirbury CE (VC) 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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Chirbury CE (VC) 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. Chirbury CE (VC) Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Chirbury Montgomery Powys

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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: Rev P Harratt

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 20 th November 1995 Chirbury CE (VC) Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Dr C Lee Registered inspector Mr D Russell Lay inspector Mrs K Campbell Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Criterion School Inspections Juniper House 23 Abbots View Abbotswood Cinderford Gloucestershire GL14 3EG

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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 Chirbury CE (VC) Primary School - 5

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REPORT CONTENTS

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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PART B: COMMENTARY

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 15

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PART B: COMMENTARY

PART C: SCHOOL DATA AND INDICATORS 16-19 Chirbury CE (VC) Primary School - 6

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INFORMATION ABOUT THE SCHOOL

Chirbury CE (VC) Primary School is much smaller than other primary schools. There are, currently, 78 pupils on roll, 40 boys and 38 girls. All are from white, English speaking backgrounds. Numbers rise to 88 at the start of the Summer term when ten more children will have reached the admissions age of four years eight months. Children’s attainment on entry is broadly average. The percentage of pupils on the register of special educational needs, at 30.1 per cent, is above average. Three pupils have Statements of special educational needs, a proportion that is also above average. Only one pupil is eligible for free school meals which is well below average.

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HOW GOOD THE SCHOOL IS

The school is a very happy, busy community that develops and educates pupils very effectively. The high expectations of pupils by staff, and pupils’ own keenness to learn, result in good academic standards, overall, with English, history and geography being well above average. The quality of teaching is consistently good and the school is well led by the headteacher. The school provides very good value for money.

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What the school does well

• Pupils attain good standards overall with English and cross-curricular topic work being of particularly high quality. • A rich, varied curriculum is carefully and imaginatively planned to provide very good learning opportunities. • The headteacher’s good leadership promotes high standards in all aspects of the school’s work. • Teaching is consistently good, successfully developing pupils as independent learners who strive for high standards. • Provision for pupils with special educational needs is very good. • Pupils develop a strong sense of responsibility through the school’s high quality of care and provision for personal development.

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What could be improved

• Procedures for formal assessment of individual pupils’ learning, particularly in mathematics, are under-developed. • There is insufficient use of specific short-term targets for pupils. • Programmes for individual more able pupils are under developed. • Accommodation has severe limitations, providing insufficient space for practical activities by the youngest and oldest pupils. The areas for improvement will form the basis of the governors’ action plan which will be sent to all parents and carers of pupils in the school.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in November 1995. In addressing the key issues arising from that inspection, the school has achieved good improvement. The headteacher now evaluates teaching and standards in other classes. A broader school development plan is now produced that effectively itemises developments in all areas involving expenditure, and those areas prioritised for improvement in any one year. There has been appropriate written clarification of the roles of the headteacher and governing body. A weakness that has not been overcome concerns teachers’ workloads. Staff continue to undertake supervisory duties at lunch-times and organise more extra-curricular activities than occurred at the time of the last inspection. The latter include various sporting activities that have been started in response Chirbury CE (VC) Primary School - 7 to parental concern about a limited physical education curriculum. This has further limited

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

teachers’ opportunities to undertake responsibilities for whole-school co-ordination of subjects, or other aspects of the school’s work. Beyond the key issues, the school has achieved good improvement in several areas, notably in standards in English and science, the overall quality of teaching, provision for information and communications technology, and physical education, and in the provision of indoor toilet facilities in the main building.

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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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schools

1997 1998 1999 1999 very high A* English A A A A* well above average above average A B Mathematics A A B D average below average C D Science A A A B well below average very low E E*

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schools

Where pupil numbers are small, as at Chirbury, results have to be interpreted with caution. The under performance of one pupil in the 1999 mathematics test resulted in the school’s results being below average, rather than average, when compared with other schools having less than eight per cent of pupils eligible for free school meals. If that pupil is disregarded, mathematics results would also match the trend of rising standards that has occurred in English and science over the past four years. In 1999, standards in English were very high in comparison with national averages, with all pupils achieving Level 4 and nearly half achieving Level 5. These results in English place the school in the top five per cent when compared with similar schools. Throughout the school, above-average standards are being maintained across the curriculum. Sixty per cent of pupils, currently in Year 6, are on the register of special educational needs but,

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schools

due to very good support, the target of 76 per cent achieving Level 4 or above in the forthcoming National Curriculum English test is achievable, albeit challenging. The target for mathematics is 82 per cent, and current levels of achievement are not in line to meet this target. At the end of Key Stage 1, standards are above average in reading, writing, mathematics and science, despite 41 per cent of pupils in Year 2 having special educational needs. The very good support is again evident, leading to nearly all these pupils working at Level 2 in lessons observed.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to the school and the work they do.

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Aspect Comment

Behaviour, in and out of classrooms Pupils’ behaviour is very good in lessons and at play.

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Aspect Comment

Personal development and relationships Excellent. The high quality of relationships, consideration for others, willingness to have responsibility, and the frequent showing of initiative, reflect the exceptional personal qualities of the pupils.

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Aspect Comment

Attendance Very good and well above national averages which is a reflection of pupils’ enjoyment of coming to school. Unauthorised absence is below average. Chirbury CE (VC) Primary School - 8 The school is a very strong and very happy community within which all pupils look out for each other.

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

Lessons seen overall No evidence 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

In the 21 lessons seen, teaching was very good in 24 per cent, good in 57 per cent and satisfactory in the remaining 19 per cent. Examples of good teaching by all support staff were also observed but these are not included in the statistics. The teaching of children under five was not observed. Organisation of all classes is very good, and pupils generally work in groups with others of similar prior attainment, regardless of age. Work is carefully matched to the differing needs of groups. Expectations are high, but never unrealistic, and pupils are, very successfully, taught the skills to become independent learners. More able individuals sometimes require more specific and more challenging targets than are given to their group as a whole. Teaching of literacy is very good. Numeracy is taught satisfactorily but, due to insufficient time being allocated to developing strategies for mental calculation, some of the specific intentions of the

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

National Numeracy Strategy are not being achieved.

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Aspect Comment

The quality and range of the curriculum Subjects are skilfully integrated into topics, producing a rich curriculum and a very good range of learning opportunities. This provides very good coverage of all subjects in the National Curriculum. Provision for pupils with special educational needs Excellent provision of carefully planned learning that enables many pupils to achieve very good progress. Provision for pupils’ personal, including spiritual, moral, social and cultural development Good, overall, with very good attention to pupils’ moral and social development.

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Aspect Comment

How well the school cares for its pupils The school is a caring community with very good monitoring of pupils’ all-round development.

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Aspect Comment

Literacy is taught and learned very well through this approach. Pupils receive a broad range of mathematical experience through the topics, but the acquisition of numeracy skills is planned less well. Chirbury CE (VC) Primary School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher’s good leadership is achieved despite a heavy teaching commitment. He leads by example, providing very effective philosophical and practical guidance. All staff share a very strong sense of purpose and commitment to the school. How well the governors fulfil their responsibilities The governing body’s good level of involvement as a group, and as individuals, provides good support to staff and pupils and responsibilities are fulfilled well. The school’s evaluation of its performance Staff plan and evaluate together well and this ensures good awareness of strengths, weaknesses and future priorities. The strategic use of resources Application of principles of best value is very good. Human, financial and physical resources are used very well in order to maintain desired levels of provision.

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What pleases parents most What parents would like to see improved

• The headteacher’s leadership. • The staff’s high expectations of pupils’ work, behaviour and attitudes to each other. • The school’s response to parents’ questions or concerns. • Their children’s good progress. • The good quality of teaching. • No significant weaknesses have been raised by parents and carers.

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What pleases parents most What parents would like to see improved

The inspection team fully agrees with parents’ views. Chirbury CE (VC) Primary School - 10

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particularly high quality

1. There is very good development of pupils’ literacy skills throughout the school. The class of reception and Year 1 pupils follow aspects of the National Literacy Strategy and have a formal literacy hour each day. Pupils in the other two classes develop their literacy skills through work that is related to the termly topics being studied. Both arrangements are successful in achieving well above average standards in all aspects of the English curriculum.

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particularly high quality

2. By the end of Key Stage 2, pupils speak articulately in whole-class and group discussions, expressing ideas clearly and being confident in their opinions. For example, when talking about their findings from studying the 1881 Census, pupils gave many valid opinions for the reasons people from widely varying birthplaces might have moved to Chirbury. They read a wide variety of texts fluently and have clear preferences about choices of favourite authors. Writing is often of a high standard, employs a rich and varied vocabulary and, when factual, provides clear description. Work displayed on the rules of composition that are evident in Turner’s paintings showed depth of research, good understanding of the topic, and very clear description of the fundamental principles. Handwriting is generally of a very high standard and contributes much to the impressive quality of presentation of much of pupils’

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particularly high quality

work in topic folders, and on display in the classroom.

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particularly high quality

3. By the end of Key Stage 1, pupils’ standards in speaking, listening, reading and writing are at least matching national expectations, and a quarter of pupils exceed these expectations. Pupils listen respectfully to each other and to adults. They speak confidently and, in groups, hold mature discussions about their work, for instance, when planning a musical composition stimulated by a favourite story. Pupils are avid readers, who have very evident enjoyment of books. The total involvement in what they were reading made many pupils unaware that their name had been called during registration. Pupils have well-established strategies for working out pronunciation of unknown words, especially through their very secure knowledge of the sound-symbol relationship of individual letters and letter combinations. Pupils write well for a variety of purposes. Stories are imaginative and well structured, with clear beginnings, middles and ends. Dictionaries and word lists are used

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particularly high quality

efficiently when correct spellings are sought. Handwriting is clear, legible and a joined script is used by most pupils. 4. Throughout the school, pupils produce much work of above average standard in relation to the termly topics that they study. In Year 1, pupils wrote their own versions of a story about “Fire” in well-constructed sentences with accurate punctuation including the correct use of speech marks by more able pupils. Science work, such as that on the camera obscura, by pupils in Class 2, indicated good understanding of the scientific principles and clear, full accounts of the key features. In Class 3, a very thorough study of the village has produced very significant depth of learning, with well-written factual and creative writing based on wide-ranging research. In lessons and at class computer clubs, pupils’ well-developed word-processing skills add a further dimension to the extensive breadth of writing that is

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learning opportunities

5. Cross-curricular topics provide a very broad range of learning opportunities The long term plan of these topics ensures that recommended programmes of study in all subjects in the National Curriculum are well covered. This ensures a balanced curriculum for pupils during their time at the school. Teachers plan collaboratively and, thus, know exactly what is being Chirbury CE (VC) Primary School - 11 learned by all pupils at any one time. These termly planning meetings are also used successfully for evaluation of previous curriculum coverage and pupils’ learning. This serves several purposes. The headteacher has an efficient way of monitoring the curriculum, individual teachers can benefit from each other’s expertise, future planning can be adapted in response to assessment, and any new initiatives can be in integrated into the system.

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learning opportunities

6. Planning of work for children under five in reception, takes full account of the Desirable Learning Outcomes 1 for nursery education. The provision is constrained by resource and accommodation limitations, but children make good progress and, by the time they are five, they generally exceed typical standards in all areas of learning. Children start on the National Curriculum when they are ready, rather than when they reach age of five. This adaptability is a very good feature of provision, for example, it enables pupils with special educational needs to have learning opportunities that are carefully matched to their needs. This is evident in the way the needs of individual pupils are very effectively met by varying learning opportunities across key stages.

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learning opportunities

7. Class organisation is flexible and can be adapted to the annual variations in year groups. In Year 4, pupils are currently split between the class of Year 2/3 pupils and that of Year 5/6 pupils. Good attention is paid to ensuring equal opportunities for all pupils, and this is evident in the care with which the learning experiences of these pupils in Year 4 are monitored to ensure all have equal access to the same curriculum.

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learning opportunities

8. Teachers’ short term planning is very good. It is founded on the learning intentions that are appropriate for the bands of prior attainment into which pupils are organised. Thirteen bands cover years Reception to 6, and all work is matched to the differing needs of each band. Pupils’ learning is constantly being reinforced by the successful integration of different subjects. For example, in Class 2, mathematical learning about a quarter turn being 90 degrees was strongly reinforced through information technology, when pupils entered instructions to move a programmable robot around a large floor map of the village. The village itself is well used as a learning resource. The geographical skills of pupils in Class 1, were well developed by drawing a map to show key buildings from memory of a walk round the village. Writing a description of a route taken by a fire-engine to one of the buildings, provided very effective consolidation of knowledge about directions. The topic of

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learning opportunities

‘Victorians’ for pupils in Class 3, included the use of photographs of village buildings as a source to determine a building’s age. Pupils’ knowledge of materials and design features was very effectively used for identification of the period of different buildings. Within the same topic, text about famous Victorians was imaginatively used for the development of literacy skills. Thus, for one group, a text on Charles Darwin was used primarily for reading skills when pupils had to identify ways in which two contrasting points of view were expressed. For a group of pupils of different prior attainment, the same text stimulated learning about grammar through study of adjectival phrases.

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work

9. The headteacher successfully combines administrative duties with responsibility for a class of 33 pupils aged eight to eleven years. The employment of a part-time teacher, for the equivalent of one day per week, releases the headteacher for half a day of monitoring teaching and pupils’ learning in other classes. The other half day is spent on administration.

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work

10. Strong and effective leadership is founded on two key principles. First, through leadership by example, whereby the many features of good practice that are characteristic of his own teaching are successfully implemented across the school. Team teaching with the newest member of staff has provided very effective induction during her first and second years of

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work

1 The nationally agreed goals for learning for children by the time they enter compulsory schooling at the age of five. Chirbury CE (VC) Primary School - 12 teaching. Second, the headteacher’s commitment to high standards is reinforced through arrangements for teachers to plan and evaluate each other’s work, coupled with his own high expectations of teachers and pupils. Pupils experience absolute consistency in their relationships with all staff due to the very good support that staff, provide and the shared sense of purpose that has been created. A very good programme of professional development for ancillary staff has been instrumental in helping to establish their own professional expertise as well as consistency in their approach. The aims and values of the school thus totally permeate all aspects of its work.

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work

11. There is effective monitoring and evaluation of standards through scrutiny of pupils’ work, analysis of results in national tests, and the thorough knowledge of each pupil’s past experience and future needs. This promotes a clear educational direction for the school that is evident in the annual development planning and the priorities that are established. For example, the priority given to information technology, during last and this year, has led to improved standards of teaching, pupils’ learning, and a prominent place for the subject in curriculum planning, despite ongoing technical difficulties. In order to develop expertise, support staff with specialist knowledge are used very effectively to teach groups of pupils. Pupils’ opportunities are extended by lunch-time computer clubs for each class. The latter also provide good evidence of the school’s aim to develop a sense of responsibility in pupils

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work

and good relationships between them. Older pupils are paired with younger pupils in order to support the latter by answering their questions, encouraging them but not dominating.

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work

12. The headteacher responds quickly and positively to feedback from governors, staff and parents. Parents expressed concern at the comparatively low time allocation to physical education. Although the accommodation and facilities limit the scope of what can be offered, a programme of staff professional development and curriculum extension has successfully broadened pupils’ experience. This has been achieved largely through the establishment of lunch-time clubs based on national guidelines promoted by the ‘Top Play’ and ‘Top Sport’ programmes. Each pupil is expected to attend at least one of these clubs and, thus, broaden the experience beyond that provided by physical education lessons in the village hall.

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strive for high standards

13. The good quality of teaching is characterised by teachers’ excellent organisational skills, the clarity of learning objectives and the thoroughness of planning. Additionally, behaviour management is consistent, effective and usually totally unobtrusive due to the pupils’ high levels of involvement in their work. Pupils are anxious to start work, concentrate well and, from an early age, have a mature ability to work independently. Knowing the organisational routines, pupils recognise that the teacher will be working with different groups at different times. When not supervised, pupils assemble any resources they may need for themselves and proceed quietly with their work until it is their turn to receive the teacher’s attention.

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strive for high standards

14. The prior attainment levels of pupils in each group dictate the specific learning objectives that are set for each group, the type of task set, and the deployment of support staff. Support staff are well briefed on the intentions of the work and, at some stage, they will have observed the teacher working with a group in order to provide a model of good practice of skills, such as questioning, behaviour management, marking, and encouragement of high standards. Consequently, the quality of support is always good.

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strive for high standards

15. The organisation of four or five groups, doing different activities at the same time, requires teachers to plan their own time carefully. There is, generally, a good balance between starting groups off, intervening at set times to monitor progress, and drawing activities to a close with short discussions to consolidate key learning points.

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strive for high standards

16. Teachers use every opportunity to develop pupils’ literacy skills by thorough planning, specific activities for English, and by using the potential of Chirbury CE (VC) Primary School - 13 work in other subjects to reinforce and extend all aspects of literacy. For example, older pupils automatically have dictionaries and thesauruses ready for their work in history, leading to good standards in spelling and developing use of a broad vocabulary. Most work is re-drafted before inclusion in topic folders, or being mounted for display, leading to high standards of handwriting and presentation. Topic work includes mathematical learning where there is an obvious link. Other mathematical concepts are successfully taught through specific mathematical topics and, by the end of Key Stage 2, pupils have good knowledge and understanding of measurement, shape, and data handling.

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Provision for pupils with special educational needs is very good

17. There is early identification of the specific educational needs that pupils have and, at the time of the inspection, 30 per cent of pupils in the school were on the register of special educational needs. This figure fluctuates due to the regular review of individual pupils’ progress, and recognition of the effectiveness of the good teaching that leads to pupils being removed from the register. The school does not identify gifted or talented pupils as having special educational needs.

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Provision for pupils with special educational needs is very good

18. In addition to the funded support for pupils who have Statements of special educational need, the school has committed a significant financial investment in the employment of support staff to work with groups of less able pupils throughout the school. In addition to working with groups or individuals in lessons, some support staff run additional sessions at playtimes. The work is very carefully matched to pupils’ needs, staff have very good relationships with the pupils they support, and there is excellent liaison with class teachers. The support staff provide a consistently good quality of teaching, using questioning very effectively and reinforcing good or improved work at every opportunity. Pupils, frequently, make rapid progress in overcoming literacy learning difficulties to a point where, by the end of a key stage, they are achieving expected levels. For example, in Year 2, pupils working

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Provision for pupils with special educational needs is very good

on the sounds of vowel letters quickly achieved a standard of spelling accuracy that is characteristic of work at Level 2. Younger pupils make good progress in reading, being heard very frequently by teachers and support staff, and with good support by parents.

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Provision for pupils with special educational needs is very good

19. Within the framework of teachers’ very good lesson planning, work for less able pupils is very well matched to their prior attainment in topic work, enabling them to maintain good progress overall.

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and provision for personal development

20. The school’s success in caring for pupils is praised by parents and, in fact, the school’s high quality of provision for pupils’ personal development is enabled by the very good sense of partnership that the school has with parents and the wider community.

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and provision for personal development

21. The cornerstone of this provision is the aim to develop a sense of responsibility in each pupil. It also very successfully develops a sense of belonging. The school, itself, is a very strong community as well as being a significant part of the wider community. Pupils are constantly encouraged to consider the feelings of others and respect the beliefs of others. This is achieved through the curriculum successfully, for example, through work on Buddhism that was explored by pupils alongside those in other local schools. Everyday- routines in school also reinforce the development of the habit of considering others, for example, older pupils reading to children in the nearby playgroup, writing the home-school agreement, and offering help before it is requested, are very small examples of these qualities.

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and provision for personal development

22. The school’s aims are well expressed in policies on personal and social education and equal opportunities. All adults in the school are, themselves, excellent role models for pupils. Chirbury CE (VC) Primary School - 14 Chirbury CE (VC) Primary School - 15

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mathematics, are under-developed

23. In order to assess what pupils are learning, there are periodic tests of pupils’ knowledge and understanding, such as National Curriculum tests at the end of Years 2,4,5 and 6. Results are analysed in order to establish strengths and weaknesses in standards at the end of key stages. Intermediate tests are used to track pupils’ long term progress and to predict their likely achievement at the end of Key Stage 2. This provides a sound basis for targets for future years. A more immediate assessment of pupils’ learning is achieved by scrutiny of pupils’ topic work in order to get a general view of standards. There are no formal systems for ongoing assessment of pupils’ learning in the shorter term and little is recorded of individual pupils’ strengths and weaknesses. Teachers are confident that their knowledge of pupils as individuals provides a full enough picture of what is being learned,

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mathematics, are under-developed

24. The reliance on informal observation, scrutiny, and discussion, as the basis for collecting information about pupils’ learning, does not provide sufficient assessment of short-term learning. The school also lacks a uniform approach to the recording of what individual pupils are learning, being reliant on broad indicators that a topic has been covered and completed by whole groups of pupils. This is most lacking in mathematics where there is no established system for teachers to assess and record how pupils are progressing. Marking of older pupils’ work is inconsistent, and is usually carried out by pupils themselves. These pupils complete weekly test papers that are matched to levels of prior attainment, but scrutiny of these papers shows that incorrect work is often repeated in subsequent tests, indicating insufficient attention to errors that pupils are making. Strengths and weaknesses are, therefore, not immediately apparent to teachers when there is no regular planning of

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mathematics, are under-developed

when or how pupils’ learning is to be assessed.

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There is insufficient setting of specific short term targets for pupils

25. Target-setting is very rarely used as a tool for guiding progress or measuring improvement in pupils’ learning, other than in relation to annual achievement in the Key Stage 2 National Curriculum tests. Pupils lack awareness of specific gains in learning to be achieved in the short term as they are rarely told what must be completed within set time frames. Thus, all pupils within a band share the same long term objectives relating to their work. Although teachers are very successful in determining appropriate learning intentions and learning activities for groups of different prior attainment, any differences between individuals, within a group, are not accounted for in planning. Older pupils frequently have tasks that extend over several lessons and they lack sufficient guidance on what should be completed by the end of a single lesson. This absence of short term targets, to motivate pupils and provide

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There is insufficient setting of specific short term targets for pupils

measurable indicators of success, can, sometimes, have the effect of reducing the work output of pupils in a single lesson. Short term targets are also missing from special educational needs pupils’ individual education plans. Broader targets are set for literacy and numeracy that are aimed at pupils progress in the medium term, i.e. between termly reviews. Less confident pupils with special educational needs, lack the security that comes from knowledge that small steps in improvement are being achieved.

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Programmes for individual more able pupils are under developed

26. Identification of pupils with learning or behavioural difficulties is early, well-documented, carefully monitored, and governed by a detailed school policy. Provision to meet the special educational needs of these pupils is thoroughly planned and well supported. There is no comparable school approach to meeting the needs of gifted and talented pupils, despite a third or more of some year groups being in the more able category. Specific provision to meet the needs of these pupils is informal and incidental and, while teachers plan activities that are well matched to the needs of the groups of more able Chirbury CE (VC) Primary School - 16 pupils, extension tasks to challenge individual pupils, still further, are not planned. The potential progress possible by these pupils is, therefore, not being identified clearly enough, nor is it catered for sufficiently.

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by the youngest and oldest pupils

27. The school’s popularity is resulting in a steady increase in numbers to a point where a fourth class is possible from September 2000. The present accommodation will have to be adapted and benefits, such as the use of the present annex in the main building for computers, music, and the library will be lost. Although accommodation is used well, it currently imposes limitations on the work that can be carried out by the two classes in the mobile unit. The class for reception and Year 1 pupils is adequate for present numbers, although the role play area is too small. The classroom becomes inadequate when more children under five join the class in the Summer term. The required curriculum for children under five can only be delivered with compromise, with the lack of space for the range of activities that should be provided. Outside facilities for these children to learn through experience of various forms of play equipment and apparatus is not possible. The oldest

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by the youngest and oldest pupils

pupils are taught in the other room in this unit and conditions are very cramped. Movement around the room, for pupils and staff, is hampered by lack of space. This restricts the scope for practical projects to be undertaken by groups of pupils, for example in art, or design and technology.

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by the youngest and oldest pupils

28. The lack of a school hall is overcome by use of the village hall for indoor physical education and this is an adequate size for the younger two classes. Whole-school activities, such as assemblies and meal times, require disruption of the classroom in the main building. Outdoor facilities for physical education consist of a small field and a small tarmac area that has the inconvenience of being a public right of way.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

29. In order to improve standards and the quality of learning, the headteacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

K develop systems of assessment that can be used as part of curriculum planning for more frequent evaluation of individual pupils’ learning. Priority should be given to mathematics to ensure that there is a whole school system for recording and evaluating pupils’ progress;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

K establish target setting as an integral part of school improvement by identifying short- term targets for pupils in their learning;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

K improve provision for individual more able pupils, through long and short term planning of activities that provide appropriate challenge. Consider the occasional deployment of support staff in order to systematically develop more complicated research skills that will enable these pupils to progress in line with their potential;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

K continue to explore, with appropriate authorities, any possibilities which could improve accommodation and facilities. Chirbury CE (VC) Primary School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 10

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

0 24 57 19 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/A 78

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals N/A 1 FTE means full-time equivalent.

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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 N/A 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 24

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 5

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 5

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Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Chirbury CE (VC) Primary School - 18

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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 4 6 10

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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 4 4 4 Numbers of pupils at NC level 2 and above Girls 6 6 6

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (89) 100 (100) 100 (100) 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 4 4 4 Numbers of pupils at NC level 2 and above Girls 6 6 6

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (89) 100 (100) 100 (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 6 3 9

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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 6 5 6 Numbers of pupils at NC level 4 and above Girls 3 3 3

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 (77) 89 (85) 100 (85) 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 6 6 6 Numbers of pupils at NC level 4 and above Girls 3 3 3

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 (93) 100 (100) 100 (93) at NC level 4 or above National 68 (65) 69 (65) 75 (72) Percentages in brackets refer to the year before the latest reporting year. Chirbury CE (VC) Primary School - 19

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 3.2 Financial year 1998/99

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Teachers and classes Financial information

Number of pupils per qualified teacher 24.4

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 139,935

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Teachers and classes Financial information

Total number of education support staff 5 Expenditure per pupil 1,749

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Teachers and classes Financial information

Total aggregate hours worked per week 50 Balance brought forward from previous year 11,949

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Teachers and classes Financial information

Balance carried forward to next year 9,744 Chirbury CE (VC) Primary School - 20

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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. 85 15 0 0 0

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Results of the survey of parents and carers

Behaviour in the school is good. 75 25 0 0 0

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 63 35 0 0 2

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 65 23 10 0 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. 88 12 0 0 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 90 10 0 0 0

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Results of the survey of parents and carers

The school works closely with parents. 65 33 2 0 0

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Results of the survey of parents and carers

The school is well led and managed. 90 10 0 0 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 65 30 0 0 5

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 58 33 0 0 9

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