Newnham St Peter's Church of England Primary School

PRIMARY SCHOOL

Dates of inspection: 21 ST May - 22 nd May 2000

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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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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. Newnham St Peters C of E Primary School - 3 - June 2000

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INFORMATION ABOUT THE SCHOOL

School address: Station Road Newnham-on-Severn Gloucestershire

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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 R Copeland

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: May 1996 Newnham St Peters C of E Primary School - 4 - June 2000

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Team members

J Heap Registered inspector G Tyrrell Lay inspector P Garner Team inspector W Lowe Team inspector

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Team members

Strathblane House Ashfield Road Cheadle Stockport SK8 1BB

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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 Newnham St Peters C of E Primary School - 5 - June 2000

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PART A: SUMMARY OF THE REPORT 6

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

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WHAT THE SCHOOL DOES WELL 11

By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English, mathematics and science, is well above average.

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WHAT THE SCHOOL DOES WELL 11

Overall, teaching is good in Key Stage 2. This promotes good learning.

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WHAT THE SCHOOL DOES WELL 11

Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development and the relationships they form are good.

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WHAT THE SCHOOL DOES WELL 11

Provision for pupils’ social and moral development is good

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WHAT THE SCHOOL DOES WELL 11

The good headteacher has developed in the school an effective ethos that promotes effectiveness and the drive towards improvement. She receives satisfactory support from the governors and staff

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WHAT COULD BE IMPROVED 15

The attainment of lower achieving pupils in Key Stage 1 is not high enough, particularly in reading and writing skills.

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WHAT COULD BE IMPROVED 15

The monitoring of teaching and learning is insufficient to avoid weakness in practice.

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WHAT COULD BE IMPROVED 15

The curriculum for the under fives does not provide sufficient opportunities for children to acquire the skills to become independent learners

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PART C: SCHOOL DATA AND INDICATORS 18

Newnham St Peters C of E Primary School - 6 - June 2000

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INFORMATION ABOUT THE SCHOOL

Number of pupils on roll 141 (below average) Pupils with English as an additional language 0 (below average) Pupils entitled to free school meals 4 ( below average) Pupils on the register of special educational needs 34 (well above average) Average class size 23.5 - mornings 28.2 - afternoons

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INFORMATION ABOUT THE SCHOOL

The school serves pupils aged four to eleven years from a diverse range of social backgrounds. The majority live in the parishes of Newnham-on-Severn and Awre, which are about 11 miles from the city of Gloucester. However, a significant proportion travels from neighbouring villages and towns. There are 67 boys and 74 girls in the school. The size of the school roll is larger than at the time of the last inspection. The vast majority of the pupils are white, and a very small minority comes from other ethnic heritages. Three pupils have a Statement of Special Educational Need and this is above the average for similar schools. Overall, attainment on entry to the school is broadly average but this masks a wide range of ability that is also evident in national results at the end of Key Stage 1. The majority of classes are organised to cater for mixed age groups, particularly in the afternoon sessions.

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HOW GOOD THE SCHOOL IS

This is an effective school in several important aspects. It continues to achieve standards that are well above average at the end of Key Stage 2. Pupils are prepared very well for the next stage of their education. The leadership and management of the headteacher are effective; governors and staff provide satisfactory support. Standards of behaviour and pupils' attitudes to school and learning are very good. Given that the costs of running the school are high and that the progress of pupils is above the average, the school gives satisfactory value for money.

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What the school does well

• By the time pupils leave the school at the end of Key Stage 2, attainment in the core subjects of English, mathematics and science is well above average. • Overall, teaching is good in Key Stage 2. This promotes very good learning. • Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development and the relationships they form are good. • Provision for pupils’ social and moral development is good. • The headteacher has developed in the school good standards of teaching and learning and the drive towards improvement. She receives satisfactory support from the governors and staff.

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What could be improved

• The attainment of lower achieving pupils in Key Stage 1 is not high enough, particularly in reading and writing skills. • The monitoring of teaching and learning is insufficient to avoid weaknesses in classroom practice. • The curriculum for the under fives does not provide sufficient opportunities for children to acquire the skills to become independent learners.

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What could be improved

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 developed satisfactorily since the previous inspection in May 1995, but this has not been enough to overcome all the shortcomings, particularly in Key Stage 1 and for the under fives. At Key Stage 1, results in mathematics have improved from below average to well above the average. Results in reading and writing have improved in relation to the well above average proportion of pupils who achieved the higher than expected Level 3. At Key Stage 2, the proportion of pupils who exceed the expected Newnham St Peters C of E Primary School - 7 - June 2000 Level 4 is very high in English and well above the average in mathematics and science. The school is on course to exceed its targets for English and mathematics.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Satisfactory improvement has been made to standards in geography in Key Stage 1 and art in Key Stage 2, largely due to improved planning and policy-making. Standards in information technology have risen satisfactorily, most particularly in desk-top publishing and word processing. The role of co-ordinator has been developed well and they now have a much wider remit. There have been satisfactory improvements in monitoring, but the influence of the headteacher has been reduced by her need to teach Year 2 pupils every morning. The school development plan is a detailed document that has clear priorities and a broad review and evaluation system. The school has maintained the positive ethos and relationships and has qualified for Investors in People status.

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

English B A A B well above average above average A B mathematics A A A C average below average C D science B A A B well below average E

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Key

The level of attainment of five-year olds is broadly average, but overall there is a wide range of attainment.

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Key

By the end of Key Stage 1, the wide variation in attainment is still apparent. For example, in 1999, 42 per cent of Year 2 pupils reached the higher than expected Level 3 in reading whilst 37 per cent did not reach the expected Level 2. Standards in mathematics are well above the national average; whereas results in reading and writing are below the national average, even though Level 3 results are well above average in both aspects of literacy. In comparison to similar schools, standards are above average in mathematics and well below average in reading and writing. Over the last four years results have been well above the national average in mathematics, above in reading and close to the national average in writing. There is no significant difference between boys' and girls' levels of attainment.

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Key

By the end of Key Stage 2, the wide variations in attainment are still an issue, but the amount of higher than average achievement is considerable. In fact, the incidence of pupils achieving the higher than expected Level 5 in English is in line with the top 5 per cent of schools in the country. In comparison to similar schools, the results in English and science are above average and the mathematics results are in line with the average scores. Over the last four years pupils' performance has been well above the national average in English, mathematics and science. Girls' attainment has been significantly better than boys over the same four-year period. The inspection findings did not provide substantial reasons for this inequality. The work seen during the inspection broadly reflects the result of the National Curriculum tests. Improvements in reading and writing at Key Stage 1 are beginning to lift standards, most

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Key

particularly the improvements in pupils' knowledge of letter sounds.

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Key

The targets set for 2000 are 80 per cent in English and mathematics. Generally, these targets are appropriate and the standards achieved are at the expected level.

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Key

At the end of Key Stage 2, standards in information technology are in line with expected levels. Pupils identified as having special educational needs make satisfactory progress in relation to prior learning. Newnham St Peters C of E Primary School - 8 - June 2000

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Aspect Comment

Attitudes to the school Pupils are keen and eager. They have very good attitudes to school and their work. Behaviour, in and out of classrooms Behaviour in lessons and outside is very good.

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Aspect Comment

Personal development and relationships Pupils develop good relationships with each other and with adults. Social and moral development are good.

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Aspect Comment

Attendance Good. Pupils enjoy coming to school.

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

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

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

The teaching of English and mathematics is satisfactory up to the end of Key Stage 1 (4-7 year olds) and good at Key Stage 2 (7-11 year olds). Teachers are well prepared, know their pupils well and in the best lessons the pace of teaching and learning is high. The Year 6 teacher is a leading practitioner for literacy and her expertise and enthusiasm are paying dividends with some good work being done. The school meets the needs of all pupils satisfactorily. Overall, the teaching of literacy and numeracy is satisfactory. Ninety-five per cent of lessons seen were satisfactory, or better; five per cent were very good, or better and five per cent were unsatisfactory.

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

Overall, the quality of learning is satisfactory in under fives and in Key Stage 1. Pupils in Key Stage 2 learn very well. In the under fives children do not learn well enough the skills of experimenting and investigating. In Key Stage 1, higher and average attainers are developing their reading and writing skills well, but lower attainers are not acquiring the basic skills of writing and reading well enough, particularly the use of letter sounds to build up difficult and unknown words. Learning in Key Stage 2 is generally very good. Particular strengths are the mature and accurate reading, the understanding of algebra in mathematics and the developing use of vivid language to develop interesting stories.

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Aspect Comment

The quality and range of the curriculum Overall, the quality and range of the learning opportunities are satisfactory. The curriculum in both key stages is broad and balanced and the literacy and numeracy strategies are effective, most particularly at the end of Key Stage 2. The provision for children under five is unsatisfactory. The range of opportunities outside the normal school day is narrow.

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Aspect Comment

Provision for pupils with special educational needs Throughout the school, the work designed for pupils with special educational needs and the support they receive is satisfactory.

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Aspect Comment

Provision for pupils with English as an additional There are no pupils who need extra support. Newnham St Peters C of E Primary School - 9 - June 2000 language

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The headteacher and staff provide good role models; values are central to the school’s work and enable pupils to have a good and mature understanding of social and moral issues. Overall, cultural development is satisfactory, particularly the approaches to local culture. Opportunities for pupils to visit religious settings of other faiths are narrow. How well the school cares for its pupils Overall, the school has satisfactory procedures for its pupils' welfare. Health and safety matters are dealt with promptly and the school is a secure place to learn. Procedures for assessing academic and personal development are satisfactory. Pupils receive good support and guidance that helps to raise achievement. Child protection procedures and practice are satisfactory. The school’s partnership with parents is satisfactory.

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Aspect Comment

Leadership and management by the headteacher and other key staff The head teacher is a good leader and manager who has a clear vision of the areas needed to improve the school. Consequently, the educational direction of the school is focussed and primed for further improvement.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is supportive of the school and its management. Particular strengths are the ways that governors challenge management in the areas of finance and special educational needs. They are effective in these areas and now have a good opportunity to further shape the future direction at the school, for instance, in the monitoring of the curriculum and raising standards

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Aspect Comment

The school’s evaluation of its performance This is an unsatisfactory part of the school’s work, primarily because the headteacher has had to reduce her monitoring role as a result of her teaching commitment.

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Aspect Comment

The strategic use of resources Satisfactory. Educational priorities are budgeted for and grants are appropriately used. The school has satisfactory procedures that enable it to measure itself against other schools and use its resources effectively.

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Aspect Comment

Overall, levels of staffing and learning resources are adequate. The accommodation has shortcomings:

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Aspect Comment

- the playground is too small; - some classrooms are cramped and the Year 2 group has to be taught in a corridor each morning. Newnham St Peters C of E Primary School - 10 - June 2000

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What pleases parents most What parents would like to see improved

• Their child likes school. • The good behaviour in the school. • The progress their child is making. • The quality of teaching. • The way the school helps their child to become more mature. • Expectations on the child to work hard. • The quality of leadership and management. • The approachability of the school. • The range of activities outside lessons. • Homework. • The closeness of the school/parent relationship.

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What pleases parents most What parents would like to see improved

Inspectors agree with the majority of positive comments. The quality of teaching in under fives and Key Stage 1, but is good in Key Stage 2. The range of activities outside lessons is small, and the running of clubs is not a regular event. The homework policy is similar to that of other primary schools, shows consistency with government guidelines, but it is inconsistently administered across the school. Overall, the closeness of the school’s relationship with parents is satisfactory. Newnham St Peters C of E Primary School - 11 - June 2000

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

mathematics and science is well above average.

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

1 The results of the 1999 end of Key Stage 2 National Curriculum tests in English, mathematics and science are well above average. When compared with schools that have a similar intake of pupils, English and science results are above average and mathematics results are average. The proportion of pupils attaining the higher than expected Level 5 is very high in English (in line with the top five per cent of schools) and well above average in mathematics and science. These Level 5 results are the main reason why the school is judged to have made very good progress in its results since the same group of pupils did their Key Stage 1 tests in 1995. The main reasons for this progress are:

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

• the good quality of teaching, which includes improvements in the use of the assessment; • the pupils' very good attitudes to learning; and • the pupils' growing maturity.

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

2 Girls’ attainment in English, mathematics and science has been significantly better than that of boys since 1996. There is no evidence from the inspection as to the reason for this.

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

3 By the end of Key Stage 2 the higher attainers have a mature understanding of the issues raised in their reading books. They can identify with characters and their traits. Their expression is particularly good and they understand how to use punctuation properly. Lower attainers recognise lots of words and their understanding of plot and characters is satisfactory. Standards in writing are developing from weak beginnings at the end of Key Stage 1 to mature, detailed and skilful work at the end of Key Stage 2. For example, Year 6 pupils make good use of adjectives:

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

' the blistering, hot sun ‘ ; - ' Nick, a short boy with dark hair ' – this often provided extra detail to interest the reader;

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

They are also able to strongly argue a case, typically, for and against the building of a superstore.

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

4 Pupils of all levels of attainment show increasing maturity; for example an average attainer writes:

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

‘The passengers cried out in horror as the ground came surging towards them. The plane was spiralling hopelessly downwards with terrifying speed. There was a big thunderous bang as it hit the soft sand and skidded across it.’

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

5 All pupils produce examples of atmospheric and interesting introductions to their writing that captures the attention of the reader :

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

‘The scream echoed through the alleyway……………’

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

6 Pupils’ work in mathematics is invariably accurate and completed at a good pace. They are particularly quick at mental mathematics and basic number work. Pupils attain similar standards in all of the areas of mathematics. For example, the majority of pupils calculate fractional parts of measures, such as length, using a calculator. They have excellent knowledge and understanding of algebra and complex operations such as working out equations. Most pupils use fractions accurately and know how to work out the square of a number. Newnham St Peters C of E Primary School - 12 - June 2000 7 Attainment in English and mathematics is developed well by their further use in pupils’ topic work which is often completed as homework. This work is often enhanced by the good use of information technology, particularly desk-top publishing skills and word processing.

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

Overall, teaching is good in Key Stage 2. This promotes very good learning.

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

8 In relation to the findings of the previous inspection, the teaching in Key Stage 2 has significantly improved. This reflects the vast majority of parents' views that the quality of teaching is good and that the children are expected to work hard. A smaller majority feels that the provision of homework is about right, but inspectors found that there are inconsistencies, particularly concerning the amount of time to be spent on tasks. On both of these issues, pupils were in agreement when they talked to inspectors. There are several reasons for these improvements:

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

• satisfactory implementation of the literacy and numeracy strategies; • increased monitoring of teaching by senior staff, co-ordinators and local officers; • improved guidance documents and training in areas such as geography, design and technology and art.

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

9 The strengths of the teaching at Key Stage 2 include good classroom management, effective planning and secure knowledge and understanding of subjects. Moreover, these qualities are underpinned by effective questioning which assists the teachers' understanding of pupils’ present levels of attainment. For example, in a Year 6 reading lesson, the plan identified materials and discussion that were matched to individuals and groups. As pupils worked, the teacher made notes about strengths and weaknesses. In the very good lesson in Year 4/5, work was closely matched to the range of attainment in the class and the teacher provided plenty of the illustrations and examples that inspired the pupils to be imaginative in their approach to the poetry. Teachers manage to challenge pupils’ thinking and perseverance. This was well illustrated in a Year 6 geography lesson about life in India, where pupils confronted new ideas about lifestyle and

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

philosophy, which they find difficult to understand. In a Year 4 dance lesson, the warm-up drills were designed to make the pupils think whilst performing. The quality of the performance improved markedly as a result of this approach.

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

10 Whilst the quality of learning is not always very good, the accumulation of the varied experiences leads to very good progress overall. The pupils have very good attitudes to school and they respond very well to intellectual and physical challenge. In a Year 6 mathematics lesson, the majority of pupils increased their knowledge and understanding of algebra as a result of their quick appreciation of the idea of an unknown number :

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

4 + b = 12 ( where b = 8 ) c - 2 = 7 ( where c = 9 ) 2q = 14 ( where q = 7 )

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

11 Next, they realised quickly that the bracket needed to be worked out first. For example:

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

2 ( x + y ) = 20 ( where x + y = 10 ) ( 2p ) 2 = 36 ( where 2p = 18 )

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

12 In a Year 6 literacy lesson, pupils brought atmosphere to their writing within the fairy tale genre:

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By the time they leave the school at the end of Key Stage 2, pupils’ attainment in English,

13 Towards the end of this lesson, the teacher produces flashcards that had word-endings on them and she read out words to which the pupils matched the correct ending. Pupils’ speed and accuracy improved during the lesson as a result of gentle competition and good concentration. Newnham St Peters C of E Primary School - 13 - June 2000

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

and the relationships they form are good.

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

14 The vast majority of parents at the meeting with inspectors and in the survey of their views agree that their children enjoy school and they are also pleased that the school helps children to become more mature. Most parents feel that behaviour is good.

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

15 Attitudes to the school and to learning are very good. Reception pupils are enthusiastic and responsive when they are learning about their house and the locality. They maintain these attitudes even when the work provided for them is less interesting and lacks challenge. For example, the group of pupils completing jigsaws that were too easy in a mathematics lesson. In a discussion lesson, Year 1/2 pupils respect the right of everyone to express opinions, they know they must be supportive of others' views and invariably help the speaker. Year 4 pupils form partnerships very well in dance lessons, once their inhibitions were overcome; including the boys, who were all very reticent at first. The Year 6 pupils relish the challenges set by teachers and clearly enjoy the opportunities to work collaboratively. As with pupils in other years, and taking into account the advanced stage in their final term, these pupils remain responsive, co-operative

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

16 Behaviour is very good, inside and outside the classroom. Pupils are courteous and respectful to each other, their teacher and guests. They respect people’s property and the resources that belong to the school. Only one incident of rude and challenging behaviour was seen during the inspection, in a Year 3 lesson; the teacher had some difficulty controlling this, but the rest of the class took no notice and carried on with their work.

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

17 Pupils' personal development is good. The school provides ample opportunities for pupils to develop socially and for them to take on added responsibility. For example, Year 6 pupils look after their ' buddies ' in the reception class. Pupils enjoy doing jobs efficiently.

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

Provision for pupils’ social and moral development is good.

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

18 The school provides a variety of effective opportunities for the moral development of pupils. These have been most helpful in recent times because there have been individuals and small groups who have exhibited challenging behaviour. The school has discussed difficulties with parents, pupils and staff and, where necessary, has brought in dedicated caseworkers to support individuals. Consequently, there is a consistent requirement that everyone practise good behaviour and the valuing of relationships. Discussions about moral issues are a regular part of classroom life. For example, in the Year 1/2 class all pupils took part in a full discussion about incidents that upset them. The class teacher introduces rules that help in the management of the session, for instance pupils can only speak when they have the soft toy in their hand that was being passed around the group. Without the soft toy the expectation is for them to listen carefully. The links

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

with speaking and listening are clear and used well. The message at all times is the valuing of the individual and the nurturing of self-esteem. Moral issues are raised regularly in assemblies and pupils are led to a good understanding of the difference between right and wrong.

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

19 The effective social development of pupils is readily seen in the high level of co-operation and in the collaborative work observed. Country dancing in Year 4 helps to overcome boy/girl inhibitions and it was noticeable that the initially inhibited behaviour lessened as the session progressed. Young pupils in the reception class are helped to socialise, and settle into school, within the ' buddy ' system that helpfully pairs them with a pupil from Year 6. Events in the annual school calendar provide good opportunities for pupils to view, and take part in, a wider world. For example, harvest festival, carol service, variety shows and the Year 6 residential visit. There are good opportunities to respond sociably in the dining hall at lunchtime, where good manners and sensible behaviour prevail. The wider curriculum provides many opportunities for pupils to study and understand social settings other than their own. For example, the study of Indian life in

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Pupils’ attitudes to school and their behaviour are very good. Pupils’ personal development

geography. Newnham St Peters C of E Primary School - 14 - June 2000 20 The effective headteacher has developed in the school good standards of teaching and

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learning and the drive towards improvement. She receives satisfactory support from the

The headteacher is a good leader and manager. Her strengths are: • good teaching skills, particularly in literacy and numeracy; • a willingness to analyse appropriate data that highlights strengths and weaknesses, and institute remedies where necessary; • she is respected by pupils, parents, governors and staff; • a strong philosophy that promotes improvement, support and respect. Consequently, she leads by example in an open and knowledgeable manner. She has brought about improvements, for instance, in the use of monitoring data to track attainment and progress. She is aware of shortcomings in school, such as:

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learning and the drive towards improvement. She receives satisfactory support from the

- attainment in Key Stage 1; - the quality of teaching in under fives and Key Stage 1; and - the curriculum for under fives.

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learning and the drive towards improvement. She receives satisfactory support from the

21 The school improvement plan is very detailed and is set out correctly to make clear the priorities, personnel responsibilities, deadlines and resource implications.

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learning and the drive towards improvement. She receives satisfactory support from the

22 The governing body provides satisfactory support for the school management and there is very useful expertise in its ranks; for instance, finance management skills and knowledge and special educational needs experience. They challenge views and decisions in these areas. Scrutiny of meeting minutes show the governing body receiving increasingly more information, most particularly about financial and curriculum matters. However, the governing body’s impact on curriculum and teaching monitoring is not as far advanced as it ought to be and lags behind the development of the teachers as curriculum managers with budgets to control and action plans to design and implement. The enhancement of the co-ordinators’ role is a good improvement from the previous inspection and includes:

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learning and the drive towards improvement. She receives satisfactory support from the

• managing budgets • providing in-service training • scrutiny of teachers’ files and pupils’ work

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The attainment of lower achieving pupils in Key Stage 1 is not high enough, particularly in

23 The 1999 National Curriculum test results at the end of Key Stage 1 in reading, writing and mathematics are significantly worse than those at the end of Key Stage 2. Compared with all schools, results in mathematics are well above the average, but results in reading and writing are well below average. In comparison to similar schools, the mathematics results are above average, but in reading and writing the results are well below average. The important factors at work here are: • the wide variations in the levels of attainment of children under five; • weaknesses in basic skills, such as using letter sounds to build up difficult and unknown words; • an unsuitable curriculum for the under fives; • teaching that does not challenge or support lower attainers. Newnham St Peters C of E Primary School - 15 - June 2000 24 Work seen during the inspection confirms two views:

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The attainment of lower achieving pupils in Key Stage 1 is not high enough, particularly in

• that there is a wide variation in the levels of attainment at Key Stage 1, but this narrows markedly at Key Stage 2; • that the management’s identification of difficulties and weaknesses are sound and attainment is improving at the end of Key Stage 1. This is because of improvement in reading skills and the teaching of single age classes in literacy and numeracy.

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The attainment of lower achieving pupils in Key Stage 1 is not high enough, particularly in

25 In Year 2, attainment in reading shows marked variations. Higher attainers are very accurate and fluent readers who recognise many words on sight and understand the book very well. They use expression well and show a sense of humour whilst reading. Lower attainers lack confidence and have too few strategies to use when confronting new, or difficult words, but this is improving. Their description of plot and characters is very brief.

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The attainment of lower achieving pupils in Key Stage 1 is not high enough, particularly in

The monitoring of teaching and learning is insufficient to avoid weaknesses in practice.

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The attainment of lower achieving pupils in Key Stage 1 is not high enough, particularly in

26 At the time of the previous inspection, classroom monitoring was just beginning. There is a great deal of evidence that co-ordinators are much more involved in monitoring teaching and the curriculum. For example, the literacy co-ordinator has monitored teaching, given example lessons and continues to take in planning to keep a careful watch on the curriculum. A similar programme was undertaken by the numeracy co-ordinator. Moreover, the head teacher has observed all colleagues and continues to mentor the newly qualified teacher. The local authority attached inspector provides a useful input into the school’s programme of monitoring.

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The attainment of lower achieving pupils in Key Stage 1 is not high enough, particularly in

27 However, these advances took place some time ago. The headteacher has been unable to monitor literacy and numeracy in the morning because she is teaching Year 2 pupils. Her reasons for taking on this responsibility are appropriate in terms of improving standards and early indications are that they will be rewarded with higher levels of attainment in reading and writing. Nevertheless, it has meant that the quality of teaching and compliance with curriculum guidelines in lessons has received less attention than is necessary. Issues that need to be addressed by systematic monitoring are:

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The attainment of lower achieving pupils in Key Stage 1 is not high enough, particularly in

• differences in attainment between boys and girls; • the teaching and learning of lower attainers, particularly in under fives and Key stage 1; and • the curriculum for under fives.

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The curriculum for the under fives does not provide sufficient opportunities for children to

acquire the skills to become independent learners.

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The curriculum for the under fives does not provide sufficient opportunities for children to

28 Evidence from work scrutiny, lesson observations and baseline assessment shows that there is a wide range of attainment in the reception class. For example, in writing the higher attainers are working above the average level for their age by conveying meaning in their work and by writing in sentences. Average and lower attainers are working at a level well below their classmates. In mathematics, the higher attainers are again working above the average level for their age, particularly in counting and adding. The gap between these pupils and the rest is not as wide as in literacy. However, the programmes provided for pupils in each level of attainment are similar, particularly with regard to the resources available and they pay insufficient attention to the nationally recommended guidelines. There are three issues :

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The curriculum for the under fives does not provide sufficient opportunities for children to

• the work for higher attainers is not sufficiently challenging • limited range of teaching methods, for example, the development of too many • worksheets and • generally, a lack of high expectations. Newnham St Peters C of E Primary School - 16 - June 2000 29 The classroom is not set up to encourage pupils to experiment, investigate and determine some of their own learning. The programme is totally reliant on the teacher providing tasks and materials and the pupils carrying these out in a keen and enthusiastic manner, which, for the most part, they do. There is a need to ensure that the youngest children, those under five, are encouraged and allowed:

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The curriculum for the under fives does not provide sufficient opportunities for children to

- to explore new learning and show the ability to initiate ideas and to solve simple practical problems; - to demonstrate independence in selecting an activity or resources.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

30 Improve standards of attainment for lower attainers in Key Stage 1 by: • developing further their reading and writing skills; • providing greater opportunities for the skills to be used across the curriculum.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve the curriculum for under fives by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• planning more activities according to the nationally recommended guidelines; • ensuring that all pupils are challenged appropriately; • maximising the development of pupils’ independent learning skills.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve the monitoring of teaching and the curriculum by ensuring that the headteacher is available to lead the process and focussing more rigorously on areas of weakness such as:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• differences in attainment between boys and girls; • the teaching and learning of lower attainers; • the curriculum for under fives; Newnham St Peters C of E Primary School - 17 - June 2000

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 15

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

0 5 55 35 5 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) 141

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 4 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 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 34

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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 4

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 14

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Attendance

Newnham St Peters C of E Primary School - 18 - June 2000

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Authorised absence Unauthorised absence

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.

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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 9 10 19

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National Curriculum Test/Task Results Reading Writing Mathematics

Boys 6 6 8 Numbers of pupils at NC level 2 and above Girls 6 6 10

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 63(80) 63(70) 95(85) at NC level 2 or above National 82(80) 83(81) 87(84)

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Teachers’ Assessments English Mathematics Science

Boys 6 7 9 Numbers of pupils at NC level 2 and above Girls 6 9 10

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 63(70) 84(85) 100(95) at NC level 2 or above National 82(81) 86(85) 87(86)

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Teachers’ Assessments English Mathematics Science

Percentages in brackets refer to the year before the latest reporting year. Newnham St Peters C of E Primary School - 19 - June 2000

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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 10 8 18

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National Curriculum Test/Task Results English Mathematics Science

Boys 7 7 8 Numbers of pupils at NC level 4 and above Girls 7 7 8

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National Curriculum Test/Task Results English Mathematics Science

Percentage of pupils School 78(79) 78(81) 89(88) at NC level 4 or above National 70(65) 69(59) 78(69)

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Teachers’ Assessments English Mathematics Science

Boys 7 7 9 Numbers of pupils at NC level 4 and above Girls 7 7 8

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 78(79) 78(87) 89(83) 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. Newnham St Peters C of E Primary School - 20 - June 2000

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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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Qualified teachers and classes: YR– Y6

Total number of qualified teachers (FTE) 6.23 Financial year 1999

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Qualified teachers and classes: YR– Y6

Number of pupils per qualified teacher 23 Total income 257760

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Qualified teachers and classes: YR– Y6

Average class size 25.8 Total expenditure 254113

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Qualified teachers and classes: YR– Y6

Education support staff: YR – Y6 Balance brought forward from previous year

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Qualified teachers and classes: YR– Y6

Total number of education support staff 4 Balance carried forward to next year 18102

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Qualified teachers and classes: YR– Y6

Total aggregate hours worked per week 38.25 Newnham St Peters C of E Primary School - 21 - June 2000

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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. 46 44 10 0 0

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Percentage of responses in each category

Behaviour in the school is good. 29 61 7 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 20 51 20 10 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 37 54 10 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 61 29 10 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 61 32 2 0 5

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Percentage of responses in each category

The school works closely with parents. 29 54 12 5 0

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Percentage of responses in each category

The school is well led and managed. 37 49 10 0 5

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Percentage of responses in each category

The school is helping my child become mature and responsible. 41 49 7 0 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 27 37 27 7 2

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Other issues raised by parents

Comments attached to the questionnaires are mainly positive. Some concerns about bullying were raised but they were not endorsed by pupils in the lengthy discussions held with representatives from each year group.

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