Oakhill Primary School

Oakhill Primary School

Dates of inspection: 3 rd – 5 th April 2000

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Oakhill 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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Oakhill 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. Oakhill Primary School i

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INFORMATION ABOUT THE SCHOOL

School address: Alders Avenue Woodford Green Essex

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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: Mrs Debbie Strowbridge

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: March 1996 Oakhill Primary School ii

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Team members

Paul Canham Registered inspector David Holroyd Lay inspector Patricia Davies Team inspector

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Team members

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

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Team members

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

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Oakhill Primary School iii

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PART A: SUMMARY OF THE REPORT 1

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

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INFORMATION ABOUT THE SCHOOL

Oakhill is about the same size as most primary schools; it caters for 102 boys and 132 girls aged from four to eleven years. In addition, 40 children attend the nursery part time. A few pupils come from ethnic minority backgrounds and a very small number speak English as an additional language. The proportion of pupils eligible for free school meals is similar to the national average. Similarly, the proportion of pupils with some form of special educational need, including those with statements, matches the national average. A small number of pupils leave and others join the school during Key Stage 2. On entry to reception at the age of five, their attainment levels vary from year-to-year from average to above average; currently, attainment is average.

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HOW GOOD THE SCHOOL IS

By the time pupils leave school at the age of 11, they achieve above or well above average standards in the core subjects, when compared with that of similar schools. The commitment of the headteacher and staff, supported by the governors, contribute to these good standards and to the good provision for their pastoral care. The quality of teaching is satisfactory and pupils benefit from sensitive support. The school provides satisfactory value for money.

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WHAT THE SCHOOL DOES WELL

• By the age of 11, pupils’ attainment in English is well above average, and it is above average in mathematics and science, when compared with that of similar schools. • Children aged under five achieve well in the nursery, particularly in their literacy and numeracy skills, and in their personal and social development. • Pupils have good attitudes to their work and they want to achieve. They enjoy good relationships with one another. • There is good provision for pupils’ moral, social and cultural education.

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WHAT COULD BE IMPROVED

• The re-establishment of a permanent senior management team to further develop strategic planning. • The quality of pupils’ writing skills, particularly in Key Stage 1. • The strengths in teaching so that it is consistently good throughout the school. The areas for improvement will form the basis of the governors’ action plan. Oakhill Primary School 2

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The above average standards achieved by pupils aged 11 in English, mathematics and science have been maintained or improved upon since the previous inspection. However, standards achieved by pupils aged seven have declined in reading and writing, although they have improved in mathematics. The school has successfully tackled the action points identified in the previous inspection in March 1996. The behaviour policy is being implemented and, in most lessons, the majority of pupils respond well to the consistently applied expectations of good behaviour. Teaching has improved, in that all the teaching was judged to be satisfactory and learning objectives are clearly identified in the teachers’ planning and shared with pupils. On the other hand, less than 40 per cent of teaching was good and none was very good. Standards achieved by pupils meet the objectives of the locally Agreed Syllabus in religious

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

education. The school now places a greater emphasis on the development of pupils’ spiritual and cultural awareness in lessons, and in the assemblies, which contribute to pupils’ knowledge and understanding. Assemblies now meet statutory requirements.

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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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Performance in: All schools Similar schools

1997 1998 1999 1999 English A C A A* Mathematics C B B B Science A B B B

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Key

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

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Key

These are good results. The most recent results show that, when compared with schools having a similar percentage of pupils eligible for free school meals, standards are above average in mathematics and science, and in English they are in the highest 5 per cent of schools nationally. The proportions of pupils reaching levels above those expected for their age, were well above the national average in English, and above in mathematics and science. Evidence from this inspection confirms these standards. Over time, there has been an improving trend in all three subjects and standards in mathematics have improved steadily year on year. The most recent results showed a significant improvement in the performance of girls in English. The school has set realistic targets for English and mathematics for the Year 2000, and the most recent results indicate that the school is on its way to achieving them in both

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Aspect Comment

Attitudes to the school Pupils are interested in their work and keen to learn. Behaviour, in and out of classrooms Behaviour in lessons is satisfactory and it is good around the school. Personal development and relationships Personal development is good. Older pupils enjoy the extra responsibilities they are given. The quality of relationships is good and a strong feature of the school community. Attendance Overall attendance is broadly satisfactory, but unauthorised absence is above average.

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

Lessons seen overall Good Satisfactory Satisfactory 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 quality of teaching in the small number of lessons seen was never less than satisfactory. Of these lessons, 38 per cent were judged to be good. In the best lessons, teachers’ good subject knowledge and use of effective methods and strategies, for example in some of the literacy and numeracy sessions, captures the attention of the class for the whole lesson. Good planning ensures that pupils are fully aware of what is to be learned, and incisive questioning reflects the teachers’ high expectations. In these lessons, teachers have good management strategies and high expectations of behaviour. However, in 25 per cent of lessons seen , a small number of pupils made slow progress because they were not attentive throughout the lesson. Pupils with special educational needs and other pupils withdrawn for additional support are given tightly-crafted tasks which are challenging and closely match their needs. In

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

consequence, they achieve well and make particularly good progress. Oakhill Primary School 4

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Aspect Comment

The quality and range of the curriculum The curriculum is well balanced. The National Literacy and Numeracy Strategies have been successfully introduced. Pupils are given good opportunities to improve their literacy skills through good curricular links, particularly in Key Stage 2. Information technology is used effectively to support the teaching in several subjects and the school has plans to develop this provision further. Children make good progress in the nursery because there is a good emphasis on the development of their formal skills in literacy and numeracy which reflect their needs. Provision for pupils with special educational needs The provision is good and pupils are given appropriate work matched to their needs. Pupils benefit from effective support when working individually or in small groups away from the main class. The detailed individual education plans are used well to help with assessments.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. Pupils are made aware of other cultures and beliefs through the curriculum, and in assemblies. The provision for both moral and social development is also good. The pupils know right from wrong and relate well to each other. Spiritual development is satisfactory. Some aspects of the school’s curriculum enable pupils to reflect on events and on their lives. How well the school cares for its pupils There are good procedures to ensure that pupils are well cared for. Staff know the pupils well and take great care of them in a safe and supportive environment. Effective child protection procedures ensure that staff are sensitive to the needs of the pupils.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher is conscientious and committed to raising standards and improving the quality of pupils’ learning experiences. The absence of key staff has, however, weakened the senior management, in spite of effective interim arrangements. How well the governors fulfil their responsibilities Governors, several of whom are new to their role, are knowledgeable and supportive of the school. They are keen and bring a good range of expertise to shape its direction. The school’s evaluation of its performance Systems for monitoring the quality of teaching have been established, although the information gained has yet to have a full impact. Information from assessment and test data is used to help with planning. The school is establishing good strategies to identify the value added to its work. The strategic use of resources Financial administration and planning are good. The school

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Aspect Comment

makes good use of its resources and it budgets carefully to support the priorities identified for improvement. Oakhill Primary School 5

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What pleases parents most What parents would like to see improved

• Their children like school. • They make good progress. • The good teaching. • The school is approachable. • High expectations. • Homework that is consistently set and marked. • The effectiveness of the liaison with parents. • Information about progress. • How well the school is managed. • The range of activities outside lessons.

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What pleases parents most What parents would like to see improved

Inspection evidence supports most of the positive features expressed by parents in response to the questionnaire and at the meeting of parents with the registered inspector. The quality of teaching seen was satisfactory, with examples of good teaching and high expectations in some lessons. Evidence of homework seen in pupils’ books was satisfactory and supports their learning. Despite poor weather conditions, extra-curricular activities took place during the inspection. The governors have put appropriate measures in place to cover the absence of key staff, but the school’s management has been significantly affected because it is unable to plan strategically. This is due largely to the long-term absence of the deputy head and the uncertainty about the resolution of this problem. The governors bring a range of expertise and are in the process of establishing their roles in shaping the school. The school makes good

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What pleases parents most What parents would like to see improved

efforts to keep parents informed through regular open evenings and frequent informative newsletters which make particularly good use of the school’s own information technology. However, a key factor, which emerged from the parents' meeting, and from the analysis of their questionnaires, is the parents’ perceived lack of communication between the school and home. Oakhill Primary School 6

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By the age of 11, attainment in English is well above average and it is above average in

1. The results for the 1999 national tests show that standards at Key Stage 2 were well above the national average in English, and they were above average in mathematics and science. When compared with schools having a similar percentage of pupils eligible for free school meals, standards were very high in English, and above average in mathematics and science. The proportions of pupils reaching levels above those expected for their age were well above the national average in English and above in mathematics and science. Over time, there has been an improving trend in all three subjects and standards in mathematics have improved steadily year on year. The most recent results showed a significant improvement in the performance of girls in English, although the performance of boys also improved. The performance of girls in science has improved steadily over recent years, and at a faster rate than that of the boys. The school has set targets for English and mathematics for the Year

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By the age of 11, attainment in English is well above average and it is above average in

2000 which reflect its commitment to high standards, and the most recent results indicate that it is on its way to achieving them.

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By the age of 11, attainment in English is well above average and it is above average in

2. Evidence gathered during the inspection indicates that pupils aged 11 are working at levels above or well above those expected for their age in English, mathematics, and science. Pupils with special educational needs make very good progress when they are withdrawn for specialist support, and good progress overall. Their needs are identified as soon as possible after entry to the school, so that they can be given appropriate individual education plans. Targets in these plans are clear, specific and suitably challenging for academic and personal development. Careful monitoring of progress and regular adjustment of targets means that these pupils sustain a good quality of learning, and few pupils require a statement of special needs.

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By the age of 11, attainment in English is well above average and it is above average in

3. Literacy skills are used effectively to reinforce learning, and pupils achieve well in English. By Year 6, pupils benefit from a wide range of experiences, including studies of Shakespeare and modern children’s writers. Pupils take part confidently in class discussions, and some show good skills when talking in groups. The enthusiasm with which pupils read is a significant strength. Many pupils have a good range and depth of reading experience, and they read fluently. Pupils write increasingly for a range of reasons and different readers. Formal skills, such as punctuation and spelling are well developed. The large majority of pupils organise their writing into paragraphs. The higher attainers make use of punctuation in sentences and spell with accuracy. They are competent writers who express themselves well in some extended pieces of writing. They write with confidence and use joined-up writing.

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By the age of 11, attainment in English is well above average and it is above average in

The lower attainers produce limited amounts of written work, which is often untidy, and with inaccurate spellings. Although all pupils receive satisfactory opportunities to write independently throughout the school, the quality of the work often lacks interest and a rich range of vocabulary. Oakhill Primary School 7 4. Pupils develop a confident understanding of the number system and become increasingly proficient in mental computation as they move through the school. This is a strength which underpins the high attainment towards the end of Key Stage 2. Most pupils benefit from regular practice and from opportunities to discuss different strategies. Progress in acquiring mental skills is good. Talented pupils are challenged further when they are given additional support when working in small groups. For example, pupils in Year 6 were stretched when working with co-ordinates in four quadrants. In science, pupils have a good breadth of

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By the age of 11, attainment in English is well above average and it is above average in

understanding of all aspects of the programmes of study of the National Curriculum. Their knowledge of physical processes is particularly good. Pupils benefit from the good emphasis on practical investigations, and they predict what will happen and understand the concept of a fair test. Higher-attaining pupils begin to apply ideas about physical processes and confidently suggest a variety of ways to make changes, such as varying the amount and type of insulation around a source of sound.

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By the age of 11, attainment in English is well above average and it is above average in

5. Pupils with special educational needs make good progress in English and mathematics when they are withdrawn for specialist support, and they make good progress overall. A particular strength of the provision is that their needs are identified as soon as possible after entry to the school, so that they can be given appropriate individual education plans. Targets in these plans are clear, specific and suitably challenging for academic and personal development. Careful monitoring of progress and regular adjustment of targets means that these pupils sustain a good quality of learning, and few pupils require a statement of special needs.

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Children aged under five achieve well in the nursery, particularly in their literacy and

numeracy skills, and in their personal and social development.

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Children aged under five achieve well in the nursery, particularly in their literacy and

6. By the time they are aged five, children attain the standards expected nationally. The quality of learning is generally good and children with special educational needs are identified early and given good support. The development of children’s personal and social skills underpins all the work. The children benefit from a good range of activities which are used to encourage independent working habits. Staff use their confident and friendly relationships with children to intervene when necessary and encourage children to listen to others, to share and take turns. A particular strength of the teaching is the emphasis placed on the children’s learning of formal literacy and numeracy skills. Speaking and listening skills are developed well, for example when the teacher works with children in group activities. Children learn and use new vocabulary and they gain confidence in speaking. Children make good progress in

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Children aged under five achieve well in the nursery, particularly in their literacy and

developing reading skills and most benefit from support at home. They enjoy listening to stories and sharing books. Children learn that print conveys meaning and learn to recognise their own names, some letter shapes and sounds. The teaching of phonics is good and children enjoy reading. Children have good opportunities to develop early writing skills and to understand the purpose of writing. Children use marks, symbols and letter shapes. Higher attainers write independently and confidently with good letter formation and some awareness of full stops. Early spelling skills are well developed when the teachers work with children in small groups. Children count with increasing confidence and work with the teacher to investigate numbers. Teachers take every opportunity to promote the use of number and mathematical language as children play. Oakhill Primary School 8

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Pupils have good attitudes to their work and they want to achieve. They enjoy good

7. Pupils have good attitudes to school and to their learning. A high proportion of parents (95 per cent) indicated in their response to the questionnaire that their children like coming to school. Pupils are happy to be in school and to play a full part in their lessons. Some pupils are highly motivated to achieve well in lessons; they are stimulated by thought-provoking and well-focused tasks which capture their interest and encourages them to think for themselves. For example, a small group of higher attainers in Year 6 were fully engrossed in a mathematics lesson which encouraged them to think about their previous work and apply their knowledge to the new set of challenges. In consequence, they made good gains in their knowledge and understanding of co-ordinates.

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Pupils have good attitudes to their work and they want to achieve. They enjoy good

8. Relationships between pupils, and between pupils and adults are good. Pupils are mostly supportive of one another in the class and around the school. Teachers help to cultivate the mutual respect that exists within the school. Pupils are keen to carry out tasks and, when given the opportunity, they behave sensibly and take their responsibility seriously. A significant factor in helping pupils’ personal development through the school is that the group- work routines, such as those used in the teaching of literacy and numeracy, have been well established. Towards the end of Key Stage 2, pupils work with a maturity, and persevere in finding their own solutions.

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Pupils have good attitudes to their work and they want to achieve. They enjoy good

There is good provision for pupils’ moral, social and cultural education.

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Pupils have good attitudes to their work and they want to achieve. They enjoy good

9. In keeping with the findings from the previous report, a strength is the consistent approach by staff in dealing with moral issues. The school’s aims underpin moral development and this is reflected in the behaviour policy which, in the main, is consistently applied throughout the school. Staff are sensitive to the pupils’ needs and they value the contribution they make. For example, children in the nursery were given good opportunities to value one another’s contribution during circle time when sharing some food. The school places a strong emphasis on social skills. In assemblies, which are used well to promote a community atmosphere in the school, pupils are confident when responding to questions due largely to the caring approach taken by teachers and other adults. When pupils are withdrawn from lessons, they are encouraged to share resources and listen carefully to one another. Pupils’ sense of

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Pupils have good attitudes to their work and they want to achieve. They enjoy good

citizenship is developed through some good opportunities to discuss and reflect upon environmental issues. Older pupils respond well to the range of responsibilities given them within the school. Many opportunities are provided for pupils to appreciate and to contribute to the community in which they live through trips to Epping Forest, and when pupils in Year 5 attend a residential camp. Pupils are encouraged to appreciate and to develop their knowledge of British culture and traditions through visits to places of cultural and historical interest. For example, pupils visit art galleries, museums and they have experienced the features inside the Millennium Dome. There are also well-planned opportunities for pupils to understand and to appreciate the diversity and richness of other cultures and faiths. This is achieved through visits to a local synagogue and other places of worship, studying the religious education

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Pupils have good attitudes to their work and they want to achieve. They enjoy good

syllabus, themes in assemblies, and when pupils study art, music, and food, from other cultures as well as their own. Oakhill Primary School 9

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The re-establishment of a permanent senior management team to further develop

10. In spite of the efficient day-to-management of the school and some strengths in monitoring the quality of teaching and learning, the headteacher has not been helped in this task by the absence of some key staff. The recent absence of the English co-ordinator inhibited the school’s good introduction of the Literacy Strategy, although staff evaluated each other’s teaching following their involvement in a training programme. Since her return, the development of the subject has been monitored well and she has already taken steps to improve the quality of writing. The long-term absence of the deputy head has caused uncertainty. Within the limitations of her temporary role, the acting deputy head is giving good support to the professional development of staff by identifying their needs and organising training. She also acts as a liaison between school and home. However, the school does not benefit from an established senior management team to oversee the work of the school, and

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The re-establishment of a permanent senior management team to further develop

The quality of pupils’ writing skills, particularly in Key Stage 1.

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The re-establishment of a permanent senior management team to further develop

11. The results for the 1999 national tests show that standards at Key Stage 1 matched the national average in reading but they were below them in writing. When these results are compared with schools which have a similar proportion of pupils eligible for free school meals, standards were below in reading and well below in writing. The performance of girls showed a marked decline. The school explains that these low standards were due to the higher than usual number of pupils with special educational needs who took the tests. The majority of pupils with learning difficulties were girls. The proportion of pupils reaching the higher level was close the national average in reading and writing.

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The re-establishment of a permanent senior management team to further develop

12. Evidence from the inspection shows pupils currently in Year 2 have writing skills which are close to the national expectation. However, there was little evidence to show that a significant number of pupils are working at the higher level. Pupils are given plenty of opportunities to write independently, and they are encouraged to develop good formal skills of punctuation and spelling. However, insufficient emphasis is placed on the content of pupils’ written work, which often lacks interest, or on the variety and richness of the vocabulary. The school has recognised that pupils benefit from regular, formal writing sessions in Key Stage 1, although the skills are not transferred into every-day work. For example, only some of the higher attainers are beginning to use joined-up writing when recording or writing for different reasons in English and other subjects.

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The re-establishment of a permanent senior management team to further develop

The strengths in teaching so that it is consistently good throughout the school.

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The re-establishment of a permanent senior management team to further develop

13. Pupils benefited from good teaching in just over a third of the lessons seen. Where practice was good, teachers used a good range of methods and strategies to support learning. Those teachers who have established a good rapport with pupils manage groups well while focusing their attention on individual pupils. In the good lessons, pupils made good progress because they were given interesting tasks which were well paced. The activities were well managed and there was almost a seamless change from one task to another. For example, pupils in reception made good gains in their literacy skills because no time was lost between Oakhill Primary School 10 the whole-class session and the group activities. In this session, the pupils also benefited from the high level of close support which helped them to concentrate on their phonics. In science, pupils in Year 6 achieved well because incisive questioning helped them to think about what

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The re-establishment of a permanent senior management team to further develop

they had learned about sound and apply the knowledge to an investigation. For example, some pupils used their understanding of how sound travels to plan different tests using a range of materials to subdue the sound. Pupils were fully involved with the lesson because the task interested them and they were encouraged to contribute to the discussion. The brisk pace of a lesson involving pupils in Years 3 and 4 provided pupils with challenging work which built on their earlier learning. Pupils with special educational needs and other pupils withdrawn for additional support are given well-chosen tasks which are challenging and closely match their needs.

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The re-establishment of a permanent senior management team to further develop

14. The satisfactory teaching also had some good features, but lacked vitality and pace. Such teaching did not extend pupils’ thinking enough nor did it create a thirst for knowledge. Pupils benefit most from consistently high expectations and well-planned lessons which create a determination to find out more about the subject. A feature in parts of a small number of lessons centred on the management of a few pupils who became inattentive because they were not sufficiently stimulated by the tasks. In about a quarter of the lessons seen, there were instances, which were not well managed, of inattention and restlessness, when a few pupils were not sufficiently stimulated by their tasks. Oakhill Primary School 11

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Re-establish a permanent senior management team which can help the school plan strategically and raise standards further;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Plan the curriculum to include more opportunities for pupils to develop interesting and stimulating writing skills and extend their vocabulary in English and other subjects;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Identify and share the good teaching practice that exists in the school. Oakhill Primary School 12

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Summary of the sources of evidence for the inspection

Number of lessons observed 13 Number of discussions with staff, governors, other adults and pupils 18

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Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

0 0 5 8 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Pupils on the school’s roll Nursery YR- Y6

Number of pupils on the school’s roll (FTE for part-time pupils) 20 234 Number of full-time pupils eligible for free school meals 0 35 FTE means full-time equivalent.

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Special educational needs Nursery YR – Y6

Number of pupils with statements of special educational needs 0 1 Number of pupils on the school’s special educational needs register 4 71

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pupils

Number of pupils with English as an additional language 10

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pupils

Pupils who joined the school other than at the usual time of first admission 7 Pupils who left the school other than at the usual time of leaving 16 Oakhill Primary School 13

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% %

School data 93.3 School data 0.7 National comparative data 94.1 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

Number of registered pupils in final year of Key Stage Year Boys Girls Total 1 for the latest reporting year 1999 18 25 43

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at Boys 17 15 18 NC Level 2 and above Girls 21 20 22 Total 38 35 40 Percentage of pupils School 88 (78) 81 (88) 93 (87) At NC Level 2 or above National 82 (80) 83 (81) 87(84)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at Boys 17 18 18 NC Level 2 and above Girls 20 22 22 Total 37 40 40 Percentage of pupils School 86(83) 93 (88) 93 (88) At NC Level 2 or above National 82 (81) 86 (85) 87 (86) Percentages in brackets refer to the year before the latest reporting year. Oakhill Primary School 14

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage Year Boys Girls Total 2 for the latest reporting year 1999 17 14 31

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National Curriculum Test/Task Results English Mathematics Science

Numbers of pupils at Boys 11 13 12 NC Level 4 and above Girls 14 10 13 Total 25 23 25 Percentage of pupils School 81(72) 74 (72) 81 (83) At NC Level 4 or above National 70 (65) 69 (59) 78 (69)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at Boys 12 13 13 NC Level 4 and above Girls 14 12 13 Total 26 25 26 Percentage of pupils School 84 (78) 81(75) 87 (88) At NC Level 4 or above National 68 (65) 69 (65) 75 (72) Oakhill Primary School 15

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Permanent

Black – Caribbean heritage 3 Black – Caribbean heritage 0 0

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Permanent

Black – African heritage 0 Black – African heritage 0 0

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Permanent

Black – other 6 Black – other 0 0 Indian 2 Indian 0 0 Pakistani 11 Pakistani 0 0 Bangladeshi 0 Bangladeshi 0 0 Chinese 0 Chinese 0 0 White 189 White 2 0 Any other minority ethnic group 6 Other minority ethnic groups 0 0

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Permanent

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. Oakhill Primary School 16

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YR – Y6

Total number of qualified teachers (FTE) 10.6 Financial year 1998/1999

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YR – Y6

Number of pupils per qualified teacher Average class size 29.5 £

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YR – Y6

Total number of education support staff 3 Expenditure per pupil 2126.00

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YR – Y6

Total aggregate hours worked per week 89 Balance brought forward from previous year 50607.00

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YR – Y6

Balance carried forward to next year 53421.00

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nursery

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

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nursery

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

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nursery

Number of pupils per FTE adult FTE means full-time equivalent. Oakhill Primary School 17

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Results of the survey of parents and carers

Number of questionnaires sent out 268 Number of questionnaires returned 84

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know

My child is making good progress in school. 45 49 4 0 2

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know

Behaviour in the school is good. 33 57 4 0 4

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know

My child gets the right amount of work to do at home. 35 43 14 2 5

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know

I am kept well informed about how my child is getting on. 23 54 17 7 0

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know

I would feel comfortable about approaching the school with questions or a problem. 48 40 8 4 0

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know

The school expects my child to work hard and achieve his or her best. 43 43 7 0 6

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know

The school works closely with parents. 27 49 15 5 4

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know

The school is well led and managed. 29 45 14 8 4

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know

The school is helping my child become mature and responsible. 33 50 8 1 7

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know

The school provides an interesting range of activities outside lessons. 13 27 43 13 4

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