Folksworth CofE Primary School

FOLKSWORTH C OF E 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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FOLKSWORTH C OF E 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. Folksworth C of E School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior school

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INFORMATION ABOUT THE SCHOOL

School address: Apreece Road Folksworth Peterborough Postcode: PE7 3TY

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Richard Lee

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 07/05/1996 Folksworth C of E School - 4

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Team members

Dennis Maxwell Registered inspector Candy Kalms Lay inspector

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Team members

Advisory Inspection Service Essex County Council PO Box 47 Chelmsford CM2 6WN

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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 Folksworth C of E School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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WHAT THE SCHOOL DOES WELL 12

Leadership and Management Monitoring of teaching and provision The governing body evaluates school performance Teaching at Key Stage 2 is good Standards are high in English and science particularly at the end of Key Stage 2, and good in mathematics Attitudes to learning are good

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INFORMATION ABOUT THE SCHOOL

Folksworth C of E Primary School is a small village school with 103 boys and girls aged 4 to 11 years. Most children come from Folksworth village or nearby villages, although several children have come from a further distance recently as a result of parental choice. The pupils' attainment on entry to the school is a little above average. Thirteen percent of pupils are on the school's register of special educational needs and no children currently have statements of need. Pupil mobility is high at around 20 per cent. The school has no pupils eligible for free school meals. All children come from white, UK heritage cultural backgrounds.

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HOW GOOD THE SCHOOL IS

This is a successful school with a positive learning ethos created by the professional leadership of the headteacher and the dedication of all staff. Standards in the national tests at the end of Key Stage 1 in June 1999 were well above the national average in reading, writing and mathematics. Standards at the end of Key Stage 2 were very high in English and science, and above average in mathematics in comparison with national averages. The quality of teaching is good at Key Stage 2 and satisfactory at Key Stage 1 overall. Under the effective leadership of the headteacher and governing body the school has made satisfactory improvements since the previous inspection in the matters raised then. There have also been significant improvements in the quality of education, the facilities and the buildings as a result of good management and vision. The pupils make good progress through the school, standards are high at the end of Key Stage 2 and the school provides

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What the school does well

• Leadership and management are very good. • The monitoring of teaching and the quality of provision is good. • The governing body's evaluation of the school's performance is good, being thorough and well managed. • Teaching is good, particularly at Key Stage 2, which motivates pupils and promotes high standards. • Standards are high in English and science at the end of Key Stage 2, and good in mathematics. • The quality of learning and pupils' attitudes are good. • Attendance is well above the national average. • Provision for pupils with Special Educational Needs is very good.

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What could be improved

• The preparation for pupils to live in a diverse, multi-cultural society The areas for improvement will form the basis of the governors’ action plan. Folksworth C of E School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in May 1996. Since then the school has made satisfactory improvements in the key issues identified at that time. Under the effective leadership of the headteacher and governing body the school has also made substantial improvements to other aspects of its work.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The quality of classroom management and teaching is more consistent through the school, although it remains most effective at Key Stage 2. There is now good progression and continuity in all subjects, supported by well-prepared schemes of work, apart from in design and technology. There are now good procedures for planning, evaluation and assessment. The behaviour policy is implemented consistently. The safety issue of the school pond was resolved immediately following the previous inspection.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvements to the building by creating a group room that allows greater flexibility in teaching arrangements. The space for Information Communication Technology (ICT) has been improved to create good working conditions for the pupils with high quality ICT facilities. The children under five now have a secure area for outside play. There is a good school library. The school grounds have been the focus for development as a learning environment for the past two years with good improvements planned. The problem over drainage to the school field has not been resolved. There is an increase in accidents when pupils are confined to the playground, pupils fall in the mud, and outside games are affected.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The headteacher has introduced good procedures for monitoring the quality of teaching that have helped staff professional development by identifying aspects for improvement which are also generally consistent with those noted by the inspection team. The procedure for reviewing subject policies and schemes of work is good. The process of preparing the school development plan is thorough and includes all staff and governors. Provision for pupils with special educational needs is very good, and support staff are used well in providing thoughtful support.

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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 B D average below average C D science A* A A B well below average E Folksworth C of E School - 8 The results for the national tests in English at Key Stage 2 in 1999 were very high and came in the highest 5 percent nationally. Standards at the end of Key Stage 2 were very high in English and science, and above average in mathematics in comparison with national averages. In comparison with schools in similar contexts the proportion of pupils reaching level four or above in English and science was very high, while for mathematics it was average. The year group cohorts are relatively small so standards are liable to variation. The trend in the school's performance is broadly in line with the national trend, although well above it. The school's marking policy is developmental by identifying targets for all pupils that are realistic but challenging. The standard of English through the school is good with

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Key

examples of very expressive poetry and other writing in Year 6.

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Key

Standards are good overall across the curriculum and match expectations for the pupils appropriately. Some artwork shows a high level of talent and several pupils have good skills in many subjects, such as ICT, mathematics and geography. There are good examples of cross-curricular work in ICT. Currently, less attention is given to investigational aspects of mathematics as the school introduces the Numeracy strategy.

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Aspect Comment

Attitudes to the school Good. Pupils' attainment is increased because they enjoy their tasks and take a good interest in them.

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Aspect Comment

Behaviour, in and out of classrooms Pupils are well behaved, and there is no evidence of bullying.

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Aspect Comment

Personal development and relationships Relationships and personal development are good .

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Aspect Comment

Attendance Very good, and well above the national average .

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Aspect Comment

Pupils' attitudes to school and their work are good so that standards are promoted well. Pupils enjoy the activities and at Key Stage 2 often show high levels of interest and involvement. They listen attentively and sustain concentration well. A few pupils at Key Stage 1 are less attentive. Pupils through the school are well behaved. Discussions about class rules help the children to internalise expectations, particularly amongst the older pupils. Relationships are good in response to encouragement by staff. Personal development is good and now pupils have opportunities to take responsibility around the school. The pupils' attendance is well above the national average, but many absences are as a result of pupils taking holidays during term time. Folksworth C of E School - 9

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

Lessons seen overall Not appropriate Satisfactory Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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

The teaching of English and mathematics through the school is good overall. Teachers plan carefully and use effective methods, making good use of the literacy and numeracy strategies. All teachers set high expectations of the pupils for learning and behaviour. They give good attention to the teaching of basic skills in all subjects. This is particularly apparent in Key Stage 2, for example, in mental arithmetic, investigational skills in science, and research skills in English. The quality and use of ongoing assessments are good at both key stages, with good marking procedures that are carefully linked to pupils' targets.

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

The school has introduced a setting arrangement for English and mathematics that is broadly successful in meeting the needs of all pupils since teaching is planned carefully and matched to the pupils' attainments. The teachers take very good account of a wide range of learning needs in decisions about pupils' groupings. The proportion of satisfactory or better teaching was 100 percent, with no unsatisfactory teaching. A few lessons have points for development, for example in the use of resources. All teaching was at least satisfactory.

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

Pupils sustain a good level of interest and concentration during lessons that promotes their learning well. They are making steady progress in learning new skills and, at Key Stage 2 particularly, make a good effort and want to complete the tasks well.

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Aspect Comment

The quality and range of the curriculum Good. Planning for progression and the choice of activities are good overall.

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Aspect Comment

Provision for pupils with special educational needs Good provision and support.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. There is a clear moral framework. Pupils are expected to collaborate during several tasks, for example in Mathematics, Information Communication Technology and Science, and be responsible. There are many opportunities for cultural experience, although less for multi-cultural understanding.

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Aspect Comment

How well the school cares for its pupils Good, with many good features. The staff take good account of the children's needs in making decisions about school life and work.

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Aspect Comment

The quality and range of learning opportunities are good at Key Stages 1 and 2. There is a well-balanced curriculum through the school. Activities for the under fives are differentiated down from tasks for other pupils in the class. All pupils have very good equality of access to the curriculum, which is enhanced through the setting arrangements for English and mathematics. The curriculum meets statutory requirements. There is good provision for pupils' personal development, but not for their multi-cultural understanding. There is very good provision for extra-curricular activities, including music and sport. Folksworth C of E School - 10

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher has effected substantial change and improvement in partnership with all staff and the governing body.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body takes a full and active part in the life and management of the school.

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Aspect Comment

The school’s evaluation of its performance Good. The school has very good procedures for monitoring teaching and standards.

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Aspect Comment

The strategic use of resources Good. The staff, learning resources and facilities are deployed well in support of high standards.

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Aspect Comment

The headteacher and governing body provide very good leadership. They have planned for and managed a range of good improvements in recent years that enhance the pupils' learning. The governing body has a good understanding of the strategic responsibilities of forward planning, considering value for money and evaluating the effects of their decisions. The school has very good procedures for monitoring teaching and for supporting staff professional development so that teaching approach and skills are considered. The school also analyses strengths and weaknesses in test performance, making good use of the information. The school uses the facilities and buildings very flexibly and to good effect through the setting arrangements for English and mathematics. In planning new developments, the governing body looks to gain the best value possible, taking account of cost as well as the pupils' quality of experiences.

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What pleases parents most What parents would like to see improved

• They feel that their children like school • They think that their children are making good progress • They find behaviour is good • They believe the teaching is good • They think the school expects the children to work hard • Their experience is that the school is led and managed well. • They consider that the school helps the children to become mature and responsible. • They think the school provides an interesting range of activities outside lessons. • A few parents feel progress by the children is not good. • A few parents do not think the children get the right amount of homework to do. • Several parents do not feel well-informed about how their children are getting on. • A few parents do not feel that the school works closely with them. Folksworth C of E School - 11 The inspection team concurs with the positive views expressed by parents. On the matter of progress, the inspectors think that children make good progress through the school, resulting

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What pleases parents most What parents would like to see improved

in overall high standards by Year 6. In relation to setting homework, there is a school homework policy, a variety of tasks is given that are more demanding for older pupils but the school should clarify homework expectations to parents. Parents are offered three parents' evenings during the year to discuss their child's progress, and the school has good procedures to make further appointments when asked. The inspectors consider that the school's arrangements are reasonable. The evidence available suggests that the school does work closely with parents and that the school is a good focus for community activities. Folksworth C of E School - 12

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Leadership and management

1. The headteacher and governing body have had a clear plan for improvement over the past few years. They have been successful in establishing several good procedures to assist the monitoring and evaluation of the work of the school. For example, the school carries out thorough assessments of the pupils from Year R to Year 6, so that progress and targets are monitored closely.

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Leadership and management

2. The process of school development planning is good. All staff and the governing body are included in clear procedures that identify priorities for action with careful budgeting.

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Monitoring of teaching and provision

3. The headteacher has introduced good procedures for monitoring the quality of teaching that have helped staff professional development by identifying aspects for improvement. The literacy and numeracy strategies have been a particular focus.

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The governing body evaluates school performance

4. The governing body has good procedures to make focused visits. The information gained is used well to inform their decisions about further improvements. Governors, together with staff spend considerable time analysing test performance before setting challenging targets.

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Teaching at Key Stage 2 is good

5. Teachers at Key Stage 2 in particular, have good knowledge and understanding that is shown through their discussions and purposeful teaching. They set high expectations of the pupils and carry out thorough assessments that inform further teaching well. There are examples of good teaching throughout the school.

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good in mathematics

6. The approach to English, including the work of the literacy strategy, provides high quality experiences that have a good effect on pupils' expressive language. The good textual analysis and rich range of texts studied is effective in supporting both pupils’ basic skills and their wider imagination. The good attention to investigational science provides a very good basis for pupils' knowledge and understanding. The good focus on numeracy and reasoning in mathematics supports attainment well.

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Attitudes to learning are good

7. Most pupils quickly become interested in the tasks. They are keen to contribute answers and ideas in class. Most pupils sustain concentration well, particularly by Years 5 and 6, which supports their attainment well. The teachers set high expectations, and the reward system motivates pupils to work hard and achieve. Folksworth C of E School - 13

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WHAT COULD BE IMPROVED

8. The school makes quite good provision for pupils' cultural interests through a range of visits and visitors to the school. For example, children visit museums and places of interest and the theatre. Artists and musicians visit the school on a regular basis to work with the pupils or give concerts. The local vicar visits the school regularly to take assemblies. They also have occasional visits from members of minority ethnic groups. However, there is little experience offered that prepares pupils for the demands and responsibilities of living in a diverse, multi-cultural society.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

9. In order to make provision more consistent and extend pupils' experiences, the headteacher and governing body should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve provision for pupils' multi-cultural education by: a. Reviewing the present practice and provision; b. Preparing a policy with appropriate guidance; c. Making resources for the initiatives available; d. Monitoring the quality of provision once established. Folksworth C of E School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 6

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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 YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 103

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Information about the school’s pupils

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

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 13

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 19

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 6

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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. Folksworth C of E School - 15

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 8 4 12

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 7 8 7 Numbers of pupils at NC level 2 and above Girls 4 4 4

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Attainment at the end of Key Stage 1

Percentage of pupils School 92 100 92 at NC level 2 or above National 82 83 87

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 7 7 7 Numbers of pupils at NC level 2 and above Girls 4 4 4

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Attainment at the end of Key Stage 1

Percentage of pupils School 92 92 92 at NC level 2 or above National 82 86 87

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Attainment at the end of Key Stage 1

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

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 6 8 14

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 6 5 6 Numbers of pupils at NC level 4 and above Girls 8 6 8

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 79 100 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 6 5 6 Numbers of pupils at NC level 4 and above Girls 8 6 8

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Attainment at the end of Key Stage 2

Percentage of pupils School 86 71 100 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. Folksworth C of E School - 16

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage

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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) 4.3 Financial year 1998/9

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Teachers and classes Financial information

Number of pupils per qualified teacher 24

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 185663

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Teachers and classes Financial information

Total number of education support staff 4 Expenditure per pupil 1955

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Teachers and classes Financial information

Total aggregate hours worked per week 45 Balance brought forward from previous year 20100

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Teachers and classes Financial information

Balance carried forward to next year 15694 Folksworth C of E School - 17

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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 likes school. 55.0 41.0 4.0 0 0

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Percentage of responses in each category

My child is making good progress in school. 47.0 40.0 11.0 0 2.0

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Percentage of responses in each category

Behaviour in the school is good. 40.0 56.0 4.0 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 18.0 61.0 14.0 2.0 5.0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 29.0 39.0 27.0 5.0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 33.0 58.0 4.0 4.0 2.0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 63.0 30.0 5.0 0 2.0

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Percentage of responses in each category

The school works closely with parents. 30.0 54.0 9.0 5.0 2.0

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Percentage of responses in each category

The school is well led and managed. 66.0 30.0 2.0 0 2.0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 40.0 56.0 0 0 4.0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 63.0 26.0 7.0 2.0 2.0

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