All Saints' CofE Primary School

(VOLUNTARY AIDED) PRIMARY SCHOOL

Dates of inspection: 1 st – 2 nd March 2000

p.1

(VOLUNTARY AIDED) 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.

p.1

(VOLUNTARY AIDED) 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. All Saints Church of England Primary School - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Dudwell Lane Skircoat Green Halifax West Yorkshire

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Nigel Dickens

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17 th June 1996 All Saints Church of England Primary School - 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Mr Martin Newell Registered inspector Mr Saleem Hussain Lay inspector Mr Barrie Cooper Team inspector

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Lynrose Marketing Ltd. Bungalow Farmhouse Six Mile Bottom Newmarket Suffolk CB8 0TU

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE All Saints Church of England Primary School - 5

p.4

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

p.5

WHAT THE SCHOOL DOES WELL 10

Attainment in mathematics and reading and speaking and listening is very high. Attainment in science is well above average. The quality of teaching is good, with examples of very good teaching at both key stages and for children under the age of five. Behaviour in class and around the school is of a good standard, helping to create and effective learning environment The attendance rate is outstanding, reflecting the children’s love of school All staff know the children very well and relationships between staff and pupils are of a good standard, which creates an ethos that strongly supports learning The school is well led and managed. The headteacher, staff and governors have a real commitment to sustaining the high standards the school achieves.

p.5

WHAT COULD BE IMPROVED 13

Standards in information technology Pupils’ ability to write expressive, creative and extended pieces of writing The effectiveness of supporting, monitoring and evaluating teaching ad learning, in order to spread the good practice that exists and to tackle any weaknesses.

p.5

PART C: SCHOOL DATA AND INDICATORS 15

All Saints Church of England Primary School - 6

p.6

INFORMATION ABOUT THE SCHOOL

The school is an average sized voluntary aided Church of England primary school for boys and girls aged to 11-years-old. At present there are 212 pupils on roll, 113 boys and 99 girls. Assessment data provided by the school shows that children’s level of attainment when they start school is above that found nationally. Almost all pupils are of white ethnic origin. The percentage of pupils eligible for free school meals is well below the national average. The percentage of pupils on the school’s register of special educational needs is 11 per cent. This is below the national average.

p.6

HOW GOOD THE SCHOOL IS

This is a good school where pupils consistently over time achieve high standards in National Curriculum tests. The strengths of the school greatly outweigh its weaknesses, although there are still areas for future development. The school is well led and managed. The teaching is of a good standard, ensuring that pupils’ learning is effective and that pupils of all abilities make good progress. The school provides good value for money.

p.6

What the school does well

• Attainment in mathematics and in English, particularly in reading and speaking and listening, is very high. Attainment in science is well above average; • Overall, the quality of teaching is good, with examples of very good teaching at both key stages and for children under five; • Pupils are eager and keen to learn. They have a thirst for new knowledge, which makes a significant contribution to their learning; • Behaviour in class and around the school is of a good standard, helping to create an effective learning environment; • The attendance rate is outstanding, reflecting the children’s love of school; • All staff know the children very well and the relationships between staff and pupils are of a good standard, which creates an ethos that strongly supports learning; • The school is well led and managed. The headteacher, staff and governors have a real commitment to sustaining the high standards the school achieves.

p.6

What could be improved

• Standards in information technology; • Pupils’ ability to write expressive, creative and extended pieces of writing; • The effectiveness of supporting, monitoring and evaluating teaching and learning in order to spread good practice and to tackle any weaknesses. The areas for improvement will form the basis of the governors’ action plan which will be sent to all parents and carers of pupils at the school.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvement overall since the time of the last inspection in June 1996. Standards in English, mathematics and science have risen. Schemes of work for all subjects are now in place to ensure better continuity in pupils' learning. With the valued help of parents and the local community, there has been significant expenditure made on improving the school’s accommodation and it is now clearly a more attractive and effective learning environment. Procedures to evaluate the cost effectiveness of major spending decisions are now in place. The staggering of break times for infant and junior children now means that there is more room for them to play harmoniously. The good quality teaching All Saints Church of England Primary School - 7 identified in the previous inspection has been maintained. The school is well placed to continue to maintain and, where appropriate, improve the quality of education it provides.

p.6

STANDARDS

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

p.7

STANDARDS

Performance in: all schools similar schools Key

p.7

STANDARDS

1997 1998 1999 1999 very high A* English A A A* A* well above average above average A B mathematics A A A* A* average below average C D science C A A C well below average E

p.7

STANDARDS

The above results show that attainment in English and mathematics is very high in comparison with all schools and with similar schools, on the basis of the 1999 National Curriculum tests. In science attainment is well above average when compared to all schools, but when compared to similar schools the school did not do as well. To address this the school carried out a detailed analyses of test results in science and identified specific areas for improvement, which have been acted upon during the current academic year. Inspection findings show the present Year 6 has a high percentage of pupils who are on track to achieve the level expected (Level 4) of eleven-year-olds in all three subjects. A significant percentage will achieve the next higher level (Level 5). Standards in writing, although above average, are not at the same high level as reading. Attainment for seven-year-olds is high in reading,

p.7

STANDARDS

mathematics and speaking and listening. Pupils’ writing skills are above average, as is their scientific knowledge and understanding. In information technology pupils at both key stages are adept at basic keyboard skills, word processing skills and in locating information. However, standards are not at an appropriate level across all elements of the subject. When children start school attainment levels are above average. By the time they leave school at the age of eleven, standards overall in English, mathematics and science are well above average. The school is, therefore, adding much to pupils’ academic knowledge, understanding and skills.

p.7

Aspect Comment

Attitudes to the school Good. Pupils are keen to learn and show a real interest in their lessons. They concentrate well and are very responsive in question and answer sessions.

p.7

Aspect Comment

Behaviour, in and out of classrooms Good. Pupils behave in a mature and sensible manner within lessons, in the playground and when they move around school. Pupils show good levels of respect to all adults and to one another. All Saints Church of England Primary School - 8 Personal development and relationships Good. Pupils have many planned opportunities to take on extra responsibilities. Relationships between pupils and teachers are of a good standard.

p.7

Aspect Comment

Attendance Outstanding. The school has almost no authorised or unauthorised absence. The children clearly love coming to school and always arrive punctually and ready to start work.

p.8

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

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

p.8

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

The quality of teaching is good overall. During the inspection teaching was very good in 24% of lessons. It was good in 64% of lessons and satisfactory in the rest No unsatisfactory teaching was observed. Examples of very good teaching were observed in both key stages and, in particular, for children under the age of five. Literacy and numeracy are taught well across the school, ensuring that pupils’ learning is effective and that pupils of all abilities are challenged. Lessons are often interesting, varied and taught with enthusiasm. The quality of teaching in science is good as it develops pupils’ investigative skills as well as their scientific knowledge. The school has recognised the need to develop teachers’ knowledge and expertise in the teaching of information technology to help improve standards. Teachers have high expectations and, in response pupils work hard and at a good pace. These factors

p.8

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

contribute to the good progress that pupils make.

p.8

Aspect Comment

The quality and range of the curriculum Overall, the school provides a broad and balanced curriculum that ensures the needs of all pupils are met.

p.8

Aspect Comment

Provision for pupils with special educational needs Work is often well matched to pupils’ individual needs and as a result they make good progress.

p.8

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ personal development is good overall, with provision for their moral and social development stronger than the provision for cultural and spiritual.

p.8

Aspect Comment

How well the school cares for its pupils This is a caring, friendly school. Staff know individual pupils very well and respond to them in a caring and supportive manner. All Saints Church of England Primary School - 9

p.8

Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher leads the school well. She is ably supported by a dedicated team of teaching and non-teaching staff. The monitoring, supporting and evaluation of lessons and pupils’ work to make teaching and learning even better is not rigorous enough.

p.9

Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil their responsibilities well. They show a good awareness of the school’s strengths and areas for development.

p.9

Aspect Comment

The school’s evaluation of its performance The school has accurately identified areas for development through its school improvement plan. These match closely to the inspection findings. All staff show a willingness to reflect critically on what they do, in order to secure improvement. The school analyses test and assessment data in an effective manner, in order to target areas for improvement.

p.9

Aspect Comment

The strategic use of resources All available staff and resources are used in an effective manner, so as to have the most beneficial impact in helping to raise standards.

p.9

Aspect Comment

The school overall has an adequate number of teaching and non-teaching staff to meet the demands of the National Curriculum. The school has significantly improved accommodation since the last inspection, including the building of two classrooms and a computer suite. The school still has no playing fields, and has a small-sized hall and demountable classrooms in the playground. Resources are satisfactory. The school applies the principles of best value in an effective manner in its management and use of all available resources.

p.9

What pleases parents most What parents would like to see improved

• The quality of teaching • The expectations that children will work hard and achieve their best • The leadership and management of the school • How the school helps children to become mature and responsible • That their children like school • Children are making good progress • The amount of work children are expected to complete at home • The information about how their children are getting on • A more interesting range of extra curricular activities.

p.9

What pleases parents most What parents would like to see improved

Inspection findings support the positive views of the school. This is a good school, where children achieve well. The amount of work children are expected to complete at home is not dissimilar to that found in most primary schools and is, therefore, judged to be appropriate. Annual reports on children’s progress are sent to parents. In addition, there are formal parents’ evenings when parents can discuss their children’s progress. Teachers are available at the start and end of each day for informal discussions. These arrangements are, therefore, judged to be satisfactory. The school has provided a limited amount of extra-curricular activities during the first term of this academic year but has recently re-started sports clubs and a bridge club, in addition to the drama club that runs all year round. All Saints Church of England Primary School - 10

p.9

WHAT THE SCHOOL DOES WELL

Attainment in mathematics and reading and speaking and listening is very high. Attainment in science is well above average.

p.10

WHAT THE SCHOOL DOES WELL

1. The basic skills of mathematics are taught well. The school has effective strategies for ensuring that pupils’ numeracy skills are systematically and progressively developed as pupils move through school. The school places much emphasis on pupils developing different strategies to help them solve mathematical problems. The good subject knowledge and enthusiastic manner in which teachers teach enable pupils to be highly motivated learners who get a sense of enjoyment and achievement in lessons. All of these factors have a significant impact on the very high standards that pupils achieve by the time they leave school. Pupils are very adept at handling numbers and carry out mental calculations with speed and accuracy. The work is often challenging for pupils of all abilities and by the age of eleven pupils have a very good knowledge and understanding of shapes, space and measures and are very adept at handling data.

p.10

WHAT THE SCHOOL DOES WELL

2. Pupils learn to read quickly from an early age. By the age of seven, many pupils are fluent and expressive readers who use a wide range of differing strategies to help them with any unfamiliar words. Many pupils throughout the school love reading and receive strong support from parents in developing a love of literature. As pupils get older they are encouraged to read a wide variety of fiction and non-fiction books which broadens their knowledge of writing styles. The school emphasises the importance of pupils using their reading skills in other areas of the curriculum. This helps them to locate information quickly from books and to develop understanding beyond the literal level.

p.10

WHAT THE SCHOOL DOES WELL

3. The teachers expect high standards from the pupils and this is evident in the emphasis they place on the development of speaking and listening skills. The way pupils of all ages listen attentively, express their views and make contributions in discussions is impressive. In the Reception class children talk in clear sentences and talk broadly about, for example, places they have visited. Such is the clarity of expression that it enthrals classmates. Older pupils in school use good expressions and vocabulary to outline why they like a particular book or character and when comparing different texts. When reading the poem ‘The Spanish Armada’ pupils vary the pace, rhythm and stress on words to really make the poem come alive. The manner in which teachers are constantly seeking to develop pupils’ spoken language plays an important part in the high standards that are achieved.

p.10

WHAT THE SCHOOL DOES WELL

4. From an early age the children are introduced to the concepts of investigation and inquiry in their scientific work. Much work is of a practical nature. This is consistently developed so that, by the time pupils are in Year 6, they are knowledgeable, able to carry out experiments accurately and use their scientific knowledge to predict what might happen next or in predicting outcomes to their investigations. Pupils’ recall of what they have learned is good, and is enhanced by the good amount of recorded work in their books. This also provides a useful source of reference to help them when revising. The manner in which the school analysed the science results from 1999 and modified curriculum planning and coverage for the present year has had a beneficial impact on the pupils’ level of attainment. All Saints Church of England Primary School - 11

p.10

The quality of teaching is good, with examples of very good teaching at both key stages

5. The good quality teaching and on occasions very good teaching makes a significant contribution to pupils’ learning and to the good progress they make during their time at All Saints School. Lessons are well planned with clear learning objectives that are made known to pupils. This results in pupils being clear about what they are learning and why. Invariably, lessons proceed at a good pace and are well structured to sustain pupils’ interest. The setting of deadlines within lessons keeps the pupils on their toes and they respond well. The enthusiasm of teachers, together with the effective management of pupils, contribute significantly to the high standards that are achieved.

p.11

The quality of teaching is good, with examples of very good teaching at both key stages

6. Literacy and numeracy are taught well across the school. Texts that are shared with the whole class at the start of a lesson are well chosen and really motivate the pupils. The effective use of the summing up session at the end of lessons means that teachers are aware of what pupils have or have not learned in the lesson. Examples were seen at the end of both key stages of good quality numeracy teaching. In both instances, one on place value and the other on probability, an excellent balance was struck between the oral session and the amount of time allocated for pupils to test out their new found knowledge. The lively and enthusiastic teaching kept the pupils keen and eager to learn throughout the lesson. In the Reception class, the teacher encourages children to investigate, to have a go and to look for answers themselves in their mathematical work. She actively promotes independent learning, while at the same time giving high

p.11

The quality of teaching is good, with examples of very good teaching at both key stages

quality, subtle prompts. The children respond very well to this approach and from an early age are inquisitive, investigative learners.

p.11

The quality of teaching is good, with examples of very good teaching at both key stages

7. A strength throughout the school is the high expectations of teachers. Work is often challenging and demanding but it does not lose a sense of enjoyment in learning for the pupils. Pupils in Years 3 and 4 had been studying Ancient Greece. To conclude the topic, the teachers arranged a Greek event, where pupils and staff dressed for the occasion in chitons and wigs. The pupils ate Greek food and acted out domestic, rural, military and agricultural scenes. The event was enjoyed by all and also provided a valuable learning experience for pupils, whose knowledge and understanding of Greek history and culture was significantly enhanced.

p.11

The quality of teaching is good, with examples of very good teaching at both key stages

8. The teachers have a good knowledge of the subjects they teach and this is often used to good effect. In a Year 5 lesson on the Tudors, the teacher’s knowledge and interest in the Mary Rose enthused the pupils and, as a result, they were all keen and eager to find out more information from primary and secondary sources of evidence. The school also makes very good use of a part-time teacher who is a music specialist. The energetic and very well-informed teacher challenged the pupils and enabled them to make very good progress within the lesson, in how to choose and sing solo rhythms.

p.11

effective learning environment

9. The pupils know what is expected of them in terms of behaviour and they respond in a positive manner. They are polite and courteous to visitors and show good levels of respect to all adults in school and to one another. They listen attentively when classmates are making contributions and respect other people’s views and opinions, even if they are different from their own. When the pupils attend church for assembly and when watching a visiting puppet show, the level of behaviour remains at a good level. At lunchtimes, the older pupils are sensitive to the needs of younger children and All Saints Church of England Primary School - 12 any mishaps in the playground are accidental, rather then intentional. Children aged under five are equally well behaved and show high levels of maturity and independence both in and outside of the classroom. The dining arrangements are not ideal, because the pupils have to eat in a building just off the school site. However, movement between

p.11

effective learning environment

the two sites is very well supervised and pupils show good levels of self-discipline. During the inspection inclement weather meant that pupils had to stay indoors. Standards of behaviour did not drop and pupils played table top games in a harmonious manner.

p.12

The attendance rate is outstanding, reflecting the children’s love of school

10. The attendance rate for the academic year 1998/99 was 99.3% with no unauthorised absence. This is very high in comparison with other schools ad reflects the parents’ recognition of the importance of regular school attendance. Dialogue with many pupils shows that they really love coming to school and are keen not to miss any lessons unless it is absolutely necessary. This is reflected in their commitment to working hard and achieving the best they can.

p.12

good standard, which creates an ethos that strongly supports learning

11. As soon as children start school, staff take an interest in each and every child and communicate well with their families. Many children spend all their primary schooling years at the school. This enables teaching and non-teaching staff to know the children very well – strengths and weaknesses. The school provides a safe, secure and caring learning environment where children’s personal and academic development is nurtured. When they leave the school at eleven-years-old the children are confident individuals who achieve high standards and are well prepared for the next stages of their educational lives.

p.12

The school is well led and managed. The headteacher, staff and governors have a real

commitment to sustaining the high standards the school achieves.

p.12

The school is well led and managed. The headteacher, staff and governors have a real

12. Central to the school’s mission statement and aims is the provision of a high quality standard of education in which each child achieves the maximum of his or her potential. This is reflected in the school’s everyday life. The headteacher, ably supported by the teaching and non-teaching staff, has set a clear direction for the development of the school and in raising standards. Led well by the headteacher, the school sets itself challenging targets that reflect a commitment to achieving and maintaining high standards. The headteacher has a good grasp of the school’s strengths and areas for development and these are clearly articulated in the school development plan. The governing body is very supportive of the work of the school and is equally adept at acting as a ‘critical friend’ when holding the school to account for the quality of education it provides. Many pupils come from advantaged homes but there is no

p.12

The school is well led and managed. The headteacher, staff and governors have a real

complacency from the school, as staff constantly endeavour to seek ways of challenging or stimulating pupils of all ability levels so that all children reach their potential. The ethos in the school is very good and pupils of all ages and attainment levels are motivated and keen to do well. The atmosphere in school is friendly and caring and parents are rightly satisfied with the quality of education and the high standards the school achieves. Taking all factors into account the school is providing good value for money. All Saints Church of England Primary School - 13

p.12

Standards in information technology

13. The school has recently created a computer suite within the school and is building up a good range of quality computers and appropriate software. In addition, there are computers in classrooms. However, pupils have not systematically and progressively been taught the necessary skills and knowledge over time across all elements of the subject. Pupils have satisfactory keyboard skills and can carry out basic word processing tasks, but are not adept at, for instance, merging pictures and text. The development of information technology has been clearly identified by the school as an area in need of improvement. By the time pupils leave school they have not been taught the necessary skills to enable them to explore and utilise the capabilities of computers to their fullest potential. Insufficient emphasis is placed on setting up and investigating databases, on using control technology or on using computers as a method of

p.13

Standards in information technology

electronic communication. Examples were observed of computers being used to support work in other areas of the curriculum, such as mathematics and carrying out historical research, but again this is not to their fullest potential. The school has rightly identified the need for further staff training so that teachers’ knowledge and expertise can be enhanced and, therefore, have a bigger impact on helping to raise standards in this area of the curriculum.

p.13

Pupils’ ability to write expressive, creative and extended pieces of writing

14. Pupils at both key stages are provided with opportunities to write for a variety of audiences and purposes. Work is often well presented and good attention is paid to the use of appropriate grammar and correct spelling. The weakness, however, is that writing, at both key stages, although technically correct, lacks a real sense of expression and depth. Although children throughout school are avid readers, this is not reflected as much as it could be in terms of expressive vocabulary or in building and then sustaining ideas or characters. This restricts their ability to write extended pieces of work, particularly for the oldest pupils in school. Opportunities are also missed to extend pupils’ writing skills in other areas of the curriculum, such as history, science and religious education. To the credit of the school, it has already identified writing as an area for development and through their involvement in the Halifax Learning Zone they

p.13

Pupils’ ability to write expressive, creative and extended pieces of writing

have put together a programme of activities specifically designed to improve writing standards. These include writing workshops, careful targeting of extended writing skills and visits from authors, all to help stimulate pupils’ interest in writing.

p.13

The effectiveness of supporting, monitoring and evaluating teaching and learning, in

order to spread the good practice that exists and to tackle any weaknesses.

p.13

The effectiveness of supporting, monitoring and evaluating teaching and learning, in

15. The headteacher has carried out some lesson observations in order to monitor the quality of teaching and learning. In addition, the school’s local education authority advisor has undertaken observation but curriculum co-ordinators have only had limited opportunities to evaluate what is working well within lessons and what is not. The school does not carry out a regular scrutiny of pupils’ work to identify strengths and weaknesses and then to set targets for improvement. The lack of systematic and stringent monitoring by the headteacher and curriculum co-ordinators means that the impact of teaching on pupils’ progress is not sufficiently addressed and the good practices that are clearly in evidence in school are not always disseminated across the school. All Saints Church of England Primary School - 14

p.13

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

16. In order to improve further, the school should:

p.14

improve standards in information technology by:

− ensuring that the necessary sills and knowledge across all elements of the subject are taught in a systematic and progressive manner; − providing appropriate in-service training for all staff; − making good use of computers to support work in all areas of the curriculum. (paragraph 13)

p.14

improve standards in writing by:

− developing pupils’ opportunities and abilities to write creative, expressive and extended pieces of writing; − continuing to exploit the opportunities that arise for such pieces of writing in other areas of the curriculum. (paragraph 14)

p.14

scrutinising of pupils work so that:

− strengths and weaknesses are clearly identified; − the good practice that clearly exists is then disseminated across the school. (paragraph 15) All Saints Church of England Primary School - 15

p.14

Summary of the sources of evidence for the inspection

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

p.15

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.15

Summary of teaching observed during the inspection

0 24 64 12 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.15

Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

p.15

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 212

p.15

Information about the school’s pupils

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

p.15

Information about the school’s pupils

Special educational needs Nursery YR – Y6

p.15

Information about the school’s pupils

Number of pupils with statements of special educational needs 2

p.15

Information about the school’s pupils

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

p.15

Information about the school’s pupils

English as an additional language No of pupils

p.15

Information about the school’s pupils

Number of pupils with English as an additional language 2

p.15

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.15

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 4

p.15

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 2

p.15

Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. All Saints Church of England Primary School - 16

p.15

Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 17 13 30

p.16

Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

p.16

Attainment at the end of Key Stage 1

Boys 17 16 17 Numbers of pupils at NC level 2 and above Girls 12 12 12

p.16

Attainment at the end of Key Stage 1

Percentage of pupils School 97 (100) 93 (87) 97 (100) at NC level 2 or above National 82 (80) 86 (85) 87 (86)

p.16

Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

p.16

Attainment at the end of Key Stage 1

Boys 17 17 17 Numbers of pupils at NC level 2 and above Girls 12 12 12

p.16

Attainment at the end of Key Stage 1

Percentage of pupils School 97 (100) 97 (100) 97 (100) at NC level 2 or above National 82 (81) 86 (85) 87 (86)

p.16

Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year.

p.16

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 19 12 31

p.16

Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

p.16

Attainment at the end of Key Stage 2

Boys 19 19 19 Numbers of pupils at NC level 4 and above Girls 11 11 11

p.16

Attainment at the end of Key Stage 2

Percentage of pupils School 90 (90) 97 (83) 97 (97) at NC level 4 or above National 70 (65)` 69 (59) 78 (69)

p.16

Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

p.16

Attainment at the end of Key Stage 2

Boys 19 19 19 Numbers of pupils at NC level 4 and above Girls 11 12 12

p.16

Attainment at the end of Key Stage 2

Percentage of pupils School 97 (87) 100 (87) 100 (93) at NC level 4 or above National 68 (65) 69 (65) 75 (71) Percentages in brackets refer to the year before the latest reporting year. All Saints Church of England Primary School - 17

p.16

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage

p.17

Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

p.17

Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 1 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.

p.17

Teachers and classes Financial information

Total number of qualified teachers (FTE) 7.8 Financial year 98/99

p.17

Teachers and classes Financial information

Number of pupils per qualified teacher 27

p.17

Teachers and classes Financial information

Education support staff: YR-Y6 Total expenditure 379,245

p.17

Teachers and classes Financial information

Total number of education support staff 6 Expenditure per pupil 1781

p.17

Teachers and classes Financial information

Total aggregate hours worked per week 73 Balance brought forward from previous year 5051

p.17

Teachers and classes Financial information

Balance carried forward to next year 4082

p.17

Teachers and classes Financial information

Qualified teachers and support staff: nursery

p.17

Teachers and classes Financial information

Total number of qualified teachers (FTE) N/A

p.17

Teachers and classes Financial information

Number of pupils per qualified teacher N/A

p.17

Teachers and classes Financial information

Total number of education support staff N/A

p.17

Teachers and classes Financial information

Total aggregate hours worked per week N/A

p.17

Teachers and classes Financial information

Number of pupils per FTE adult N/A FTE means full-time equivalent. All Saints Church of England Primary School - 18

p.17

Results of the survey of parents and carers

Percentage of responses in each category

p.18

Results of the survey of parents and carers

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

p.18

Results of the survey of parents and carers

My child is making good progress in school. 56 36 7 0 1

p.18

Results of the survey of parents and carers

Behaviour in the school is good. 47 42 8 0 3

p.18

Results of the survey of parents and carers

My child gets the right amount of work to do at home. 27 56 16 0 1

p.18

Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 34 54 11 1 0

p.18

Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 53 37 9 1 0

p.18

Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 70 28 2 0 0

p.18

Results of the survey of parents and carers

The school works closely with parents. 44 48 7 1 0

p.18

Results of the survey of parents and carers

The school is well led and managed. 51 47 2 0 0

p.18

Results of the survey of parents and carers

The school is helping my child become mature and responsible. 50 48 2 0 0

p.18

Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 15 26 39 11 9

p.18