Greasby Junior School

GREASBY JUNIOR SCHOOL

Dates of inspection: 1 st – 2 nd February 2000

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GREASBY JUNIOR 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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GREASBY JUNIOR 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. Greasby Juniors - 3 February 2000

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INFORMATION ABOUT THE SCHOOL

School address: Mill Lane Greasby Wirral Merseyside

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: June 1996 Greasby Juniors - 4 February 2000

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Team members

D S Roberts Registered inspector F Kennedy Lay inspector B Frost Team inspector S Williams 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 Greasby Juniors - 5 February 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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INFORMATION ABOUT THE SCHOOL

Greasby Juniors is a larger than average size school for boys and girls 7 – 11 years old. The school provides education for 304 pupils and the proportion eligible for free school meals is less than that found nationally. Nine pupils are from families belonging to ethnic minority groups. The proportion of pupils speaking English as an additional language (over two per cent) is higher than in most schools. There are 63 pupils on the register for special educational needs. The 11 who are at stages three to five on this register, include pupils with moderate learning difficulties, dyslexia, autism and behavioural problems. Of these, four pupils have statements of specific needs. The great majority of pupils transfer to the school from the associated infant school, and attainment levels on entry are in line with those found nationally.

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HOW GOOD THE SCHOOL IS

This is a very good school. It makes first class provision for its pupils, who achieve high standards in all aspects of their education. The headteacher, staff and governors work together effectively and successfully to promote the pupils’ academic and wider development. The school receives below average income and provides very good value for money.

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What the school does well

• Standards are high, particularly in the core subjects of English, mathematics and science. • Teaching is of high quality, particularly in the core subjects. • The headteacher and deputy headteacher provide outstanding leadership and are strongly supported by the highly effective work of co-ordinators for subjects and aspects of the curriculum. • The pupils show excellent attitudes towards their work and their behaviour is consistently of a high standard. • The school provides a highly relevant, rich and stimulating curriculum. • Relationships are very strong at all levels, and help to create a supportive and purposeful ethos for learning.

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What could be improved

• The annual written report, which already provides useful information on pupils' progress, should include separate sections for reporting on information and communication technology and design and technology.

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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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What could be improved

The area for improvement will be included in the governors' action plan which will be sent to all parents and carers of pupils at the school.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has been very successful in building upon the achievement described in the last inspection report. The proportion of pupils achieving national standards continues to grow, and shows a significant increase in mathematics and science. Continuing improvements in the quality of teaching and the successful implementation of the National Strategies for Literacy and Numeracy, together with the introduction of arrangements for grouping older pupils in separate classes for literacy and numeracy according to their prior attainment, are contributing significantly towards higher quality and standards.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the last inspection, the school has improved its use of assessment information to assist teachers in planning for teaching and learning. In addition, the arrangements for reporting on pupils' progress have been strengthened further by introducing a third parents' evening. The school is well-placed to maintain and build on the present high standards. Greasby Juniors - 7 February 2000

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STANDARDS

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

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Key

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

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Key

The table shows that standards in English are very high compared to all schools and well above average for schools with similar characteristics. In mathematics and science, standards are well above the average for all and similar schools. The standard of work produced by pupils during the inspection was consistent with the school's national test results.

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Aspect Comment

Attitudes to the school Excellent. Pupils are highly motivated and respond positively in all lessons. They like school and show considerable pride in their work.

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Aspect Comment

Behaviour, in and out of classrooms Consistently of a high standard in all lessons and in all areas of the school.

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Aspect Comment

Personal development and relationships Excellent. Pupils show maturity and a capacity to take initiative and accept responsibility. They show sensitivity and respect for each other’s feelings.

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Aspect Comment

Attendance Very good. No unauthorised absence. Greasby Juniors - 8 February 2000

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

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

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

Teaching was at least good in all lessons observed; 45 per cent of lessons were judged to be very good and 23 per cent excellent. The teaching of English, mathematics and science is highly effective. Purposeful, precise planning, high expectations of pupils, excellent class management and constructive marking of work, are strong features in the lessons. Pupils at all levels of attainment are well extended intellectually and demonstrate interest and enjoyment in the tasks they are set. They work very productively and generally make very good progress in extending their literacy and numeracy skills.

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Aspect Comment

The quality and range of the curriculum Highly relevant, rich and stimulating curriculum. Places strong emphasis on development of literacy and numeracy skills, and is enhanced by a wide range of extra-curricular activities and educational visits.

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Aspect Comment

Provision for pupils with special educational needs Very good. Teachers and classroom assistants work together effectively to provide good support. Older pupils benefit from the arrangements for grouping pupils in sets according to ability for literacy and numeracy lessons.

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Aspect Comment

Provision for pupils with English as an additional language Very good provision made by class teachers. External support from the local education authority is available when necessary.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision for all elements. Imaginative use of assemblies and work throughout the curriculum, supported by the good examples set by adults, are important factors in the successful promotion of these aspects of the curriculum.

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Aspect Comment

How well the school cares for its pupils Very good procedures (which are implemented consistently) for ensuring pupils’ welfare, health and safety and for child protection. Greasby Juniors - 9 February 2000

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Excellent leadership and management by the headteacher, deputy headteacher, senior management team and co-ordinators with responsibilities for subjects and aspects of the curriculum.

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Aspect Comment

How well the governors fulfil their responsibilities Very effective. Governors maintain direct involvement through committee roles. Highly committed and proud of the school. They combine effectively with headteacher and senior management to provide clear direction for the work of the school.

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Aspect Comment

The school’s evaluation of its performance Very strong feature. Regular and systematic assessment of own performance in terms of pupils’ progress and standards they achieve in all aspects of their education.

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Aspect Comment

The strategic use of resources Highly effective. Regular monitoring and very supportive staff development programme in place. Well-conceived school development planning process ensures money is effectively targeted to extend resources and address accommodation requirements. Governing body successfully applies best value principles when arranging services by external agencies.

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What pleases parents most What parents would like to see improved

• The children like school. • Children make good progress. • Behaviour is good. • They feel comfortable about approaching the school with questions or problems. • The school expects their children to work hard and achieve their best. • The school is well led and managed. • The school is helping their children to become mature and responsible. • A minority of parents would like more information about their children’s progress. • Some would like a greater range of learning activities outside the classroom.

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What pleases parents most What parents would like to see improved

The inspectors endorse the parents’ positive views. Parents receive a comprehensive end of year report on their children's progress. Since the last inspection, the school has added a third parents' evening, and teachers are always happy to discuss particular concerns with parents during the course of the year. These arrangements are judged to be appropriate. Inspectors also found that the school provides a wide range of interesting learning activities outside the classroom. Greasby Juniors - 10 February 2000

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Standards are high, particularly in the core subjects of English, mathematics and science

1 The pupils' performance in National Curriculum tests is very high in English and well above average in mathematics and science.

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Standards are high, particularly in the core subjects of English, mathematics and science

2 In English, the great majority of pupils at all levels of ability make very good progress during their time in the school. Their very good skills in speaking and listening are particularly apparent during the whole-class introductory element of literacy lessons, when pupils listen carefully to what others have to say and express their own opinions clearly and confidently. Their progress is helped by the fact that teachers ask challenging questions, encourage pupils to think about what they have to say, and create many opportunities for them to express their opinions.

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Standards are high, particularly in the core subjects of English, mathematics and science

3 The successful implementation of the National Strategy for literacy has a particularly positive impact on pupils' progress in reading and writing, and contributes significantly towards very high standards by the time pupils reach Year 6. Well-pitched and challenging tasks during literacy lessons result in a consistent increase in pupils' reading and writing skills.

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Standards are high, particularly in the core subjects of English, mathematics and science

4 Regular opportunities for pupils to apply newly acquired language skills in writing for particular purposes is a very good feature in the teaching. This was particularly evident during a literacy lesson in Year 6, when pupils studied ways of constructing an effective argument in writing. They examined an article on pollution to see how an experienced writer presented his argument, before analysing the text effectively to identify the key features. They produced their own argument on the relative merits of building a new supermarket in a particular area. In completing this task, the pupils extended their knowledge of the use of language, increased their vocabulary and derived considerable benefit in constructing their own argument.

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Standards are high, particularly in the core subjects of English, mathematics and science

5 In mathematics, the strong emphasis placed on teaching basic skills helps pupils throughout the school to develop confidence and accuracy in working with numbers and measures. The successful implementation of the National Numeracy Strategy has a positive effect on standards by helping teachers to plan and organise lessons effectively. In addition, the arrangements for grouping older pupils in sets according to ability enables teachers to challenge each group more effectively and increase their rate of progress. By the end of the key stage, pupils are able to apply confidently their knowledge and understanding of mathematics to solve a variety of problems.

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Standards are high, particularly in the core subjects of English, mathematics and science

6 The great majority of pupils make very good progress in science and by the end of the key stage their attainment is well above that of pupils in similar schools. They develop particularly good skills in the investigative and experimental elements of science. This was evident in Year 5, for example, when pupils investigated the relative effectiveness of various cleaning agents. They drew well on work completed during previous lessons to make sensible predictions and to carry out fair tests. They made good use of a range of sophisticated equipment to help them with their tasks. The majority carried out a series of observations and measurements with precision before reaching appropriate conclusions.

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Standards are high, particularly in the core subjects of English, mathematics and science

7 High standards of literacy and numeracy contribute significantly towards the quality of pupils' learning across the curriculum. Opportunities are taken frequently in subjects such as history, geography and science through extended writing or tasks which involve accurate measurements, to extend further the pupils' literacy and numeracy skills. Greasby Juniors - 11 February 2000

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Teaching is of high quality, particularly in the core subjects

8 Throughout the school, the quality of teaching is of a particularly high quality in the core subjects. Conscientious preparation and highly effective planning enable teachers to be secure in their subject knowledge and expertise in all three subjects. Precise learning objectives are shared with pupils at the beginning of lessons and very effective use is made of final plenary sessions to check that objectives have been achieved, to consolidate learning and to extend the pupils’ thinking. High expectations of pupils and excellent classroom management are consistent features in the teaching, which extends pupils intellectually, sustains a good pace of learning and promotes high standards of behaviour.

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Teaching is of high quality, particularly in the core subjects

9 In English, texts for literacy lessons are imaginatively selected and good use is made of overhead projectors to present texts so that pupils are able to view them clearly. Skilful lesson organisation ensures that excellent use is made of the time available, with pupils moving smoothly from one element of the lesson to another. Clear explanation and very good questioning skills promote interest in the text. Perceptive introduction of new concepts, which become increasingly complex as pupils progress, enable them to retain confidence as they learn. For example, a class of older pupils studied texts taken from "Goodnight Mister Tom" and "Rose Blanche" to identify the key features of historical writing. The word level element of the work included identifying unstressed vowel spellings in polysyllabic words. Skilful teaching, with good use of humour, enabled pupils to enjoy the experience and helped them to master some

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Teaching is of high quality, particularly in the core subjects

10 In mathematics, mental work is conducted very effectively and the imaginative use of resources is a strong feature. For example, one teacher made good use of home-made cards to support an activity to place numbers in the correct order. This enabled pupils to acquire quickly the understanding of how to order decimals to three places. The imaginative use of the overhead projector to introduce new concepts and consolidate learning is also a good feature in many lessons. In all lessons strong emphasis is placed on using correct mathematical terminology. The successful implementation of the National Numeracy Strategy is having a positive impact on teaching, and all elements of the numeracy hour are addressed appropriately, with teachers achieving a good balance between explanation and worthwhile learning activities.

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Teaching is of high quality, particularly in the core subjects

11 In science, very good lesson organisation creates opportunities for pupils to learn through direct experience. Perceptive intervention in group activities by the teachers consolidates and extends learning. In Year 5, for example, the teacher drew effectively on the experience gained by pupils as part of the school's links with industry. They worked with a visiting community scientist from Unilever Research, and pupils benefited greatly from class investigations, making good use of what they had learned from the visiting scientist.

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Teaching is of high quality, particularly in the core subjects

12 In all lessons, the constructive marking of work is a strong feature in the teaching. Care is taken to value each pupil's effort and also to set targets for continuing improvements. These are set at the end of the child's work and are expressed as "The way forward". For example, in one class, following the writing of a modern re-telling of Shakespeare’s “A Midsummer Night's Dream”, the teacher added some encouraging comments and then wrote: " Way forward:-

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Teaching is of high quality, particularly in the core subjects

* plan your story more carefully; * use a dictionary to help with new words; and * remember to use speech marks." Greasby Juniors - 12 February 2000

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aspects of the curriculum

13 The headteacher's strong sense of purpose and commitment to provide a high standard of education for the pupils are of crucial importance in this school's success. The structures which have been put in place and the perceptive appointments of key members of staff made during his term as headteacher, are significant factors in the current high standards of attainment and richness of the curriculum.

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aspects of the curriculum

14 Highly effective leadership at all levels is a strong feature in the school. The headteacher, deputy headteacher and senior management team combine very effectively with the governing body to provide clear vision and direction for the work of the school. This is reflected in the high quality school development plan which sets out clearly the school's future priorities and strategies for their implementation. Financial planning is highly effective. The relatively large proportion of funds carried forward from the last financial year is in anticipation of an adjustment in the number of pupils entering the school in the near future, and its effect on the school’s income.

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aspects of the curriculum

15 The strong and effective partnership between the headteacher and deputy headteacher contributes positively towards the highly efficient management of the school. Educational aims are communicated effectively to parents and are consistently reflected in all of the school's work. Clear guidance is provided for all staff and very good provision is made for their personal development. The school's success in gaining the " Investors in People " award is an indication of its commitment to valuing and developing its staff. The deputy headteacher has specific responsibility for monitoring the school's performance and progress towards the targets for improvements. The detail and quality of this analysis is of great value in helping the school to evaluate current practice to see if any aspects need improvements.

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aspects of the curriculum

16 The very effective leadership provided by co-ordinators for subjects and aspects of provision makes an important contribution towards maintaining a broad and high quality curriculum. The good work of those responsible for co-ordinating English and mathematics is an important factor in the successful implementation of the national strategies for literacy and numeracy. The efficient work of the special educational needs co-ordinator enables the school to make very good provision for pupils in this category. All co-ordinators contribute significantly towards the highly effective procedures for monitoring teaching, pupils' performance and the quality of the curriculum.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

17 The pupils' excellent response in lessons contributes significantly towards their very good progress and the high standards which they achieve. They enjoy coming to school, relate happily to one another in all areas of the school, work hard and show a healthy pride in their achievements.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

18 In literacy lessons, pupils listen attentively during the whole-class introduction to lessons and show enthusiasm when responding to their teachers' questions. They value the contributions of other pupils, and show respect for their opinions and beliefs. The great majority sustain concentration very effectively during independent work and share experiences confidently during the final plenary sessions. Older pupils show considerable maturity when exploring issues which give rise to conflicting views. They show an ability to use persuasive argument effectively in a calm manner. Greasby Juniors - 13 February 2000 19 In numeracy lessons, the pupils' ability to recall prior learning is a strong feature which reflects their conscientious attitudes to their work. They respond well to challenging work and show a capacity to persevere when difficulties arise. They take careful note of their teacher’s advice and

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

guidance to help them improve their performance. The very sensible attitudes of older pupils were particularly apparent when they engaged in a card game to order decimals in terms of value. Their mature co-operation contributed greatly towards the lesson's success.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

20 The pupils' consistently positive attitudes contribute significantly towards their progress in other subjects. In science, their ability to share resources and equipment and co-operate sensibly during investigative and experimental work is a strong feature. In information technology, their ability to work sensibly with low level supervision and their capacity to overcome difficulties through trial and error contribute greatly towards their good progress and attainment. In history and geography, their capacity to enter sensibly into role play and to empathise with people in difficult situations adds considerably to the understanding and knowledge which they acquire.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

21 In all lessons, the pupils' behaviour is consistently of a high standard. This is also the case in other areas of the school including the playground. Older pupils show consideration and set good examples for younger ones. The excellent behaviour of pupils is particularly noticeable during whole school assemblies and adds considerably to the strong sense of community apparent on these occasions.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

The school provides a highly relevant rich and stimulating curriculum.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

22 The curriculum places strong emphasis on the development of literacy and numeracy skills. This is achieved through the successful implementation of the national strategies for literacy and numeracy and by the imaginative use of opportunities to extend these skills through work in other subjects.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

23 In science, for example, investigative tasks which require accurate measurement help to extend pupils' numeracy skills. In subjects such as history and geography valuable opportunities are created for pupils to produce extended writing about various topics and issues arising from their studies. Careful planning links work covered during the literacy hour with that in other subjects. For example, work covered during the literacy hour in Year 6 on the key features of historical text, was followed up effectively as part of a history lesson.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

24 Strong emphasis is also placed on extending pupils' capability in the use of information and communication technology through work in other subjects. Regular use is made of the computer suite for this purpose. Some literacy lessons are timetabled for the computer suite and this increases pupils’ motivation and has a positive effect on the quality and standard of their work. In a Year 6 lesson, for example, following the text and word level work, the pupils worked on computers to word-process their responses to the task set. In this way they developed confidence and speed in using information technology as well as extending their literacy skills.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

25 In addition to placing strong emphasis on developing the pupils’ literacy and numeracy skills, the school has been successful in retaining a broad curriculum which offers a rich variety of learning opportunities. In addition, it offers a wide range of extra-curricular opportunities in sport, music and drama and residential experiences for all pupils, which enhance the statutory curriculum.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

26 The school's links with industry have created additional opportunities for pupils to extend their learning. For example, Year 6 pupils took part in a bridge building project as part of their work in design and technology, which involved designing a bridge for the Wirral Way. This followed a visit by a civil engineer from Cheshire County Council to explain the project. Greasby Juniors - 14 February 2000 27 The school is very successful in promoting the pupils’ spiritual, moral, social and cultural development. Topics covered during whole-school assemblies and issues arising in work across the curriculum create many opportunities for pupils to reflect on spiritual and moral questions relevant to their age. Their awareness of the difficulties faced by other people is heightened by the school's involvement in charities, such as that to support the street children of Bolivia. Regular contributions by local clergy and other visiting speakers extend further the pupils’

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

knowledge and understanding of life and world issues.

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The pupils show excellent attitudes towards their work and their behaviour is of a consistently

28 The pupils' social development is promoted consistently across the curriculum and through extra-curricular activities. Very good provision is made for their cultural development through art, music and literature. Their awareness of other cultures and beliefs is successfully extended through studies in history, geography and religious education and through visits to the places of worship for people of different faiths.

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Relationships are very strong at all levels and help to create a supportive and purposeful ethos

29 The school's mission statement emphasises the importance of effective teamwork and a strong partnership with parents to support the development of happy, confident children and to help them reach their potential in all aspects of their education. These aspirations are consistently reflected in all of the school's work.

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Relationships are very strong at all levels and help to create a supportive and purposeful ethos

30 Strong relationships are apparent throughout the school. The governing body sets a positive tone. Its members are sensitive to the many pressures on staff as well as having a strong desire for the school to succeed. The regular involvement of many members in classrooms helps to build good relationships between teachers and governors. The headteacher and senior management team successfully create a climate conducive to development and success. Clear communication of expectations and strong emphasis on supporting personal development, result in well motivated and confident staff. Class teachers adopt the same principles, recognising that pupils are more likely to reach their potential if they are happy and confident.

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Relationships are very strong at all levels and help to create a supportive and purposeful ethos

31 The good examples set by adults make an important contribution towards the strength of relationships between pupils. Pupils are aware that adults, including teachers, classroom assistants, cleaning and administrative staff, respect each other and enjoy working together, and this has a positive impact on their behaviour. The manner in which pupils relate to each other is a very strong feature in the school. During the inspection, there were many examples of pupils supporting each other very effectively when working in pairs or groups during work in a range of subjects. This enabled individuals to overcome difficulties and make more rapid progress. The relationships between teachers and pupils are excellent. A sense of fun is apparent in most lessons and a strong bond of mutual respect is established in all classrooms.

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Relationships are very strong at all levels and help to create a supportive and purposeful ethos

32 Parents appreciate that their children like school, and indicate that they would feel comfortable about approaching the school with problems or concerns. The strength of relationships at all levels has a very positive effect on the pupils' progress and the standards they achieve. Greasby Juniors - 15 February 2000

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and design and technology

33 The annual written reports are detailed and provide parents with useful information on their children's progress. Areas for improvement are also identified, and opportunities are arranged for parents to meet with teachers to discuss their children's progress and discuss any issues that arise.

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and design and technology

34 However, the format for the written report does not include separate sections for reporting on information and communication technology and design and technology, which is now a requirement.

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and design and technology

35 The current arrangements contribute towards some lack of clarity in the reporting on pupils' progress in information and communication technology, and consequently do not do full justice to the good work of the school and the progress made by many pupils in the subject. Greasby Juniors - 16 February 2000

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve further the quality of the written reports to parents by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

* providing separate sections for reporting on:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- information and communication technology; and

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- design and technology. (paragraph references: 34 and 35) Greasby Juniors - 17 February 2000

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Summary of the sources of evidence for the inspection

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

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Pupils on the school’s roll Nursery Y3 – 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 304

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals n/a 27

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Information about the school’s pupils

Special educational needs Nursery Y3 – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs n/a 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register n/a 46

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 7

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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 10

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 12

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Greasby Juniors - 18 February 2000

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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 41 44 85

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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 37 34 39 Numbers of pupils at NC level 4 and above Girls 39 39 40

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Attainment at the end of Key Stage 2

Percentage of pupils School 89 86 93 at NC level 4 or above National 70 69 78

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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 36 36 39 Numbers of pupils at NC level 4 and above Girls 40 39 42

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Attainment at the end of Key Stage 2

Percentage of pupils School 89 88 95 at NC level 4 or above National 68 69 75

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Greasby Juniors - 19 February 2000

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 14 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 24.3

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Teachers and classes Financial information

Education support staff: Y3 – Y7 Total expenditure 434,945.00

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Teachers and classes Financial information

Total number of education support staff 4 Expenditure per pupil 1,431.00

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Teachers and classes Financial information

Total aggregate hours worked per week 110 Balance brought forward from previous year 34,283.00

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Teachers and classes Financial information

Balance carried forward to next year 54,037.00

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) n/a

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Teachers and classes Financial information

Number of pupils per qualified teacher n/a

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Teachers and classes Financial information

Total number of education support staff n/a

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Teachers and classes Financial information

Total aggregate hours worked per week n/a

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Teachers and classes Financial information

FTE means full-time equivalent. Greasby Juniors - 20 February 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. 42 53 3 1 2

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Percentage of responses in each category

Behaviour in the school is good. 38 57 3 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 30 59 9 2 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 36 50 13 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 56 41 1 1 2

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 67 32 1 0 1

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Percentage of responses in each category

The school works closely with parents. 31 56 10 2 2

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Percentage of responses in each category

The school is well led and managed. 53 42 2 0 4

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Percentage of responses in each category

The school is helping my child become mature and responsible. 49 47 2 0 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 33 47 12 1 8

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