Coton Church of England (Voluntary Controlled) Primary School

Primary School

Reporting inspector : Miss Fiona Robinson OIN : 22182

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Primary School

Dates of inspection: 11– 12 January 2000

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Primary School

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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Primary School

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Coton C of E (Voluntary Controlled) Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Whitwell Way Coton Cambridge

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs P. Taylor

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17th – 21st June 1996 Coton C of E (Voluntary Controlled) Primary School - 4

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Team members

Miss F. M. Robinson Registered inspector Mrs A.Willatts Lay inspector Mrs J. Moore Team inspector

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Team members

Arden Inspections University of Warwick Science Park Unit 2 Barclays Venture Centre Sir Williams Lyons Road Coventry CV4 7EZ Tel/fax: 02476 415299 Email: Ardeninspections@compuserve.com

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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 Coton C of E (Voluntary Controlled) Primary School - 5

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INFORMATION ABOUT THE SCHOOL

Coton Church of England (Voluntary Controlled) Primary School is a primary school located in the village of Coton, four miles west of Cambridge. 71 boys and 67 girls attend the school, and at the time of the inspection 15 of them were under five years old. The percentage of pupils speaking English as a additional language is higher than in most schools. The proportion of pupils with special educational needs is average for a school of this size. The proportion of pupils entitled to free school meals is much below average. When the pupils start school their attainment is slightly above average.

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HOW GOOD THE SCHOOL IS

Coton Church of England (Voluntary Controlled) Primary School is a very effective school. It achieves high standards and provides extremely well for its pupils. Pupils make very good progress, and by the time they are 11 standards are well above average. Throughout their time in school pupils are very well taught. Teachers provide challenging lessons which make pupils keen to learn and very interested. This is one of the main reasons why they do so well. The school is very well led, and the headteacher, staff and governors work well together as a team to maintain the high standards. The school manages its finances very well and provides good value for money.

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What the school does well

• Standards are very high by the end of Key Stage 2. Literacy and numeracy skills are well developed across the school. • The leadership is very good. The headteacher, staff and governors work well together as a team to maintain the high standards. • The pupils are very well behaved and have very positive attitudes to learning. They are very clear about what is right and wrong and their social skills are well developed • The teaching is very good across the school.

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What could be improved

• There are no significant weaknesses. Pupils do not always practise their information technology skills enough. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in June 1996. At that time it was judged that the school was a good school with a number of very good features. It needed to develop appropriate structures and procedures for monitoring and evaluating the curriculum and assessment arrangements to ensure consistently high standards of teaching, learning and assessment throughout the school. The key issues required the school to:- • Develop schemes of work in English and mathematics to ensure progression across the curriculum of the literacy and numeracy skills. • Develop pupils’ listening skills to contribute to standards of literacy and to pupils’ understanding of appropriate behaviour. • Implement procedures to ensure statutory requirements for the registration of pupils are met.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Four years later the school has made good progress overall. Standards remain very high, and there are very effective systems in place checking what the pupils are doing and achieving. The quality and range of learning opportunities are very good, especially in literacy and numeracy, and an excellent curriculum is in place. Schemes of work have been skilfully developed. This helps the teachers to plan more rigorously so that their teaching is high quality. Attendance procedures have improved and the quality of these is good. The school has the people and the expertise needed to continue to improve. Coton C of E (Voluntary Controlled) Primary School - 6

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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 Stage 2

1997 1998 1999 1999 Very high. The top 5% nationally A*

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Key Stage 2

English A A A* A well above average above average A B Mathematics A A A* A average below average C D Science A A A* A* well below average E

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Key Stage 2

This area is one of the strengths of the school. When they start school the attainment of many of the under- fives is slightly above average. By the time they are five many pupils achieve a higher standard than expected in language and literacy, numeracy and knowledge and understanding of the world. By the end of Key Stage 1, standards of attainment in English, mathematics, science, information technology and religious education, are above the national average. Progress made over time is good. By the end of Key Stage 2, standards of attainment are well above the national average in English, mathematics, science and religious education and pupils make very good progress with their work. Attainment is above average in information technology and pupils make good progress.

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Key Stage 2

The 1999 test results support these findings at both key stages in comparison with all schools. Pupils’ results are very high in English, mathematics and science by the end of Key Stage 2. These results are in the top five percent nationally. When compared to similar schools, the results in English and mathematics are well above average, and in science they are very high.

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Aspect Comment

Attitudes to the school Pupils try hard. They are eager to learn and they always do their best

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Aspect Comment

Behaviour, in and out of classrooms Behaviour in lessons and around the school is very good.

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Aspect Comment

Personal development and relationships Pupils relate very well to each other and to adults. Their personal development is good.

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Aspect Comment

Attendance Attendance is good and pupils enjoy coming to school.

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Aspect Comment

This area is another of the schools strengths. In all parts of the school pupils are highly motivated to do their best and they enjoy coming to school. They are always polite, considerate and caring towards one another, and they are punctual. Behaviour is always of a high standard in lessons and around the school and pupils are mature and responsible.

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

Lessons seen overall Excellent Very good Very good Coton C of E (Voluntary Controlled) Primary School - 7 Teaching has improved substantially since the last inspection and there is a higher percentage of very good or better teaching. Overall, the quality of teaching is excellent in 47 percent of the lessons, it is very good in 33 percent, and good in 20 percent. Teaching is a strength of the school. The quality is consistent throughout the school with some excellent teaching at both key stages. For the under-fives in reception class 50 percent of the teaching was excellent and 50 percent was very good. In Key Stage 1 teaching was very good overall. In Key Stage 2, almost half the teaching was excellent. The best teaching in the school results from well-planned lessons with clear objectives, well organised resources and effective use made of time. Another strength is the way in which teachers make the best use of questions to find out what pupils have learnt or to extend their

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

understanding. All of the teachers have high expectations of what the pupils can do and this helps to raise the standards over all. Basic skills of literacy and numeracy are taught well throughout the school. Work is well matched to pupils’ abilities and pupils with special educational needs, and those who speak another language at home are taught well. The youngest children in the school, who are still under five, follow an appropriate curriculum for their age and they are very well taught.

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Aspect Comment

The quality and range of the curriculum The curriculum is broad and balanced with a strong emphasis on the expressive arts. Residential visits made by the school and a wide range of extra-curricular activities enrich the whole curriculum.

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Aspect Comment

Provision for pupils with special educational needs Pupils make good progress in all aspects of their work. This is due to the very good levels of support they get.

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Aspect Comment

Provision for pupils with English as an additional language Suitable work is prepared for these pupils and they make good progress. Their attainment is very good.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school has a strong Christian ethos and pupils’ spiritual, moral and social development is very good. Cultural development is also very good and is enriched by visits to museums, churches and art galleries.

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Aspect Comment

How well the school cares for its pupils The school makes every effort to take care of its pupils by providing effective support for their learning and achievements.

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Aspect Comment

The school provides its pupils with a broad and balanced curriculum with a strong emphasis on the expressive arts. Reading, writing, speaking and listening and mathematical skills are developed successfully across a range of subjects, and this gives the pupils further opportunities to practise and refine their skills. Pupils with special educational needs are very well catered for, as are those pupils who speak English at home. The school makes every effort to take care of its pupils by providing effective support for their learning and achievements.

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Aspect Comment

Leadership and management by the headteacher and other key staff The quality of leadership is very good. The headteacher, staff and governors work closely together to provide an excellent ethos.

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Aspect Comment

How well the governors fulfil their responsibilities The governors work closely with the headteacher and her team. Together they have created a very effective school. They fulfil all the statutory requirements very well.

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Aspect Comment

The school’s evaluation of its performance Rigorous and thorough procedures are in place for the school in order that the school can evaluate its performance. Coton C of E (Voluntary Controlled) Primary School - 8 The strategic use of resources The school makes very good use of all the resources available so that high standards are maintained for all its pupils.

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Aspect Comment

The quality of the leadership of the school is its main strength. The school has tackled systematically the issues outlined in the last report and good progress has been made. The headteacher, staff and governors work closely together to provide an excellent ethos. There are high quality procedures in place, which make sure that the school gets good value for the money it spends.

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What pleases parents most What parents would like to see improved

• The happy friendly and welcoming atmosphere • High standards of behaviour. • The values and attitudes, which the school promotes. • The children enjoy coming to school • The amount of homework given. • Information about how their children are getting on.

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What pleases parents most What parents would like to see improved

138 questionnaires were sent out and 82 were returned. Inspector’s judgements support all parents’ views concerning what they like about the school. The school is very welcoming and provides excellent quality of support and guidance. It has very good links with parents and the community. The inspectors found the amount of homework given is satisfactory in quality and quantity. Overall the information received by parents concerning their children’s progress is of a high quality and keeps them well informed about what is happening at school. Inspection evidence does not support the views of a small amount of parents about what they would like to see improved. Coton C of E (Voluntary Controlled) Primary School - 9

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Standards are very high by the end of Key Stage 2 and literacy and numeracy skills are well developed

1. Standards have improved since the last inspection. The pupils achieved very high standards in their English, mathematics and science tests at the end of Key Stage 2 in 1999, and their results are in the top five percent nationally. When compared to similar schools results are well above average in English and mathematics, and very high in science. This is because learning is effective for all the pupils at Coton school. Standards are above the national average at Key Stage 1.

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Standards are very high by the end of Key Stage 2 and literacy and numeracy skills are well developed

2. Throughout the school there is a strong focus on improving standards. Teachers carefully monitor pupils’ progress and make the best use of assessment data to accelerate their progress, especially in English, mathematics and science. Another reason for these high standards is the high quality teaching throughout the school. Lessons are well-planned, resources are well organised and effective use is made of time. The headteacher provides very good leadership and gives very clear direction to raising standards.

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Standards are very high by the end of Key Stage 2 and literacy and numeracy skills are well developed

3. In the reception class, the pupils are introduced to challenging scientific concepts such as the properties of ice. Much of their science is practical and experimental. By Year 2 pupils name and label parts of a tree, and their method of seed dispersal. They can sort and classify materials into different categories and identify a range of natural and artificial light. The strong emphasis on scientific investigation is evident throughout the school. Work is carefully planned and objectives are clear. By the time the pupils are in Year 6 they have great depth of knowledge are well able to carry out experiments and have very good understanding of scientific concepts. For example, they can identify different materials and their properties, correctly identifying whether they are attracted to a magnet and conduct electricity.

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Standards are very high by the end of Key Stage 2 and literacy and numeracy skills are well developed

4. By the end of Key Stage 2 attainment in mathematics is well above national expectations. Pupils recognise estimates and order acute and obtuse angles with a high degree of accuracy. Numeracy skills are taught very well across the school and work on problem solving and investigation is well represented in the work of the school. They have a very good grasp of the equivalence of fractions and their decimal counterparts.

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Standards are very high by the end of Key Stage 2 and literacy and numeracy skills are well developed

5. Reading, writing, and speaking and listening skills are very good and are they are taught very well across the school. The pupils learn how to refine their writing and opinions and write for a range of audiences. This was evident in an English lesson where 11 year olds demonstrated they could put mature arguments for and against zoos. ‘ Do you think there are good reasons for having zoos?’ By Year 6 pupils produce a range of varied and interesting writing, for example in a story about ‘The Fire’ pupils expertly use courtroom vocabulary and structure the story well. Writing skills are practised very well across the school and pupils develop a wide range of vocabulary. Pupils are encouraged to apply their skills in all subject areas.

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Standards are very high by the end of Key Stage 2 and literacy and numeracy skills are well developed

6. Literacy skills are well developed across the school and standards are very good. Teachers expect very high standards from the pupils. This is evident in their approach to the teaching of speaking. Challenging opportunities are planned to extend the pupils’ skills. There are clear links between the quality of teaching and the standards achieved by the pupils. The youngest pupils listen to and respond well to questions about the Snow Queen. They imaginatively use words such as ‘brittle’ and ‘frosty’. Pupils use words precisely and they use appropriate mathematical and scientific language across the curriculum. Their standards are good.

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Standards are very high by the end of Key Stage 2 and literacy and numeracy skills are well developed

7. Numeracy skills are developed well across the school and standards are very good. In Year 2 effective use was made of key-rings as an aid to revise which numbers add together to make ten. Pupils use appropriate mathematical language when demonstrating their knowledge of addition doubles. In Year 4 they identify, estimate and order acute and obtuse angles. In the Year 4/5 plenary session in mathematics all pupils are able to form acute and obtuse angles with their arms. They identify these Coton C of E (Voluntary Controlled) Primary School - 10 angles in their written work, in the classroom and school environment, and this helps to consolidate their knowledge.

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Standards are very high by the end of Key Stage 2 and literacy and numeracy skills are well developed

8. The high standards in reading, writing and speaking, and pupils’ competent use of numeracy skills, contribute significantly to pupils’ learning across the curriculum. Overall trends in improvement are broadly in line with national trends.

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The leadership is very good. The headteacher, staff and governors work well together as a team to

9. The aims of the school are reflected in its every day life and they make a strong contribution to high standards. The school is very well led and managed. The headteacher, staff and governors form a strong and effective team. They are very good at analysing overall strengths and weaknesses of the school and in using data to decide what needs to be done next. The curriculum is broad and balanced and relevant. The expressive arts have a high profile and this aspect of the school’s work is a strength. Literacy and numeracy are very well taught.

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The leadership is very good. The headteacher, staff and governors work well together as a team to

10. The school development plan is carefully prioritised and costed by the headteacher and governors. Staff are fully involved at every level, and they all have an input into the process. All spending decisions are decided against the priorities in this plan, which improve the quality of education provided in the school. Recent decisions linked to the literacy and numeracy strategies have resulted in improved levels of support and learning resources. This has had a positive impact on standards. The headteacher and governors have well refined systems for monitoring and evaluating the work of the school and standards are kept closely under review at all times. Close links are maintained with parents and the local community and this area is a strength because parents feel they are encouraged by the school to be partners in their children’s learning.

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The pupils are very well behaved and have very positive attitudes to learning. They are very clear

about what is right and wrong and their social skills are well developed.

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The pupils are very well behaved and have very positive attitudes to learning. They are very clear

11. The headteacher and staff plan experiences to making learning challenging and exciting and show interest and enjoyment in their teaching. Pupils display very good attitudes to learning. They are keen to come to school and enjoy meeting challenges in the various curricular activities. For example, they enjoy the wide range of creative arts that the school offers. They work well individually and co- operate well in group work. They are cheerful, helpful and supportive of each other both in lessons and at playtime. They are highly motivated and are keen to make full use of the opportunities they are given. This was illustrated in all age groups. Those in the reception / Year 1 class were keen to discuss the best method for melting ice. In Year 1 / 2 pupils showed great care and co-operated well with a partner when choosing a card and recording a number as a double. In Year 3 / 4 pupils

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The pupils are very well behaved and have very positive attitudes to learning. They are very clear

attitudes were positive as they made very good use of the big book information on ‘plants’ to explore how wings are used for flight, protection and camouflage. The oldest pupils in the school enthusiastically shared ideas about acute and obtuse angles.

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The pupils are very well behaved and have very positive attitudes to learning. They are very clear

12. All pupils enjoy school. They are eager to learn and are keen to describe how they planted trees for the millennium and created willow sculptures. They acknowledge one another’s strengths and talents and are keen to participate in school productions and concerts. The pupils are very clear about what is right and wrong and their social skills are well developed.

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The pupils are very well behaved and have very positive attitudes to learning. They are very clear

13. The pupils behave very well in lessons, around school and when taking part in school activities and events. Residential visits provide pupils with the opportunity for older pupils to care for the younger ones. The school finds that if pupils are happy, they are more responsive in the learning situation. There are high expectations of pupils’ behaviour, and pupils rise to those expectations at all times. Children are made to feel special, and they are truly valued. They know the differences between right and wrong, and they are encouraged to be fair and just in their activities. Pupils show concern for others and older pupils show concern for younger pupils, the environment and the wider world. Coton C of E (Voluntary Controlled) Primary School - 11 14. Social skills are developed well, and those are evident in the positive and happy way in which pupils work and play together. There is a very positive ethos, which promotes social interaction and equality

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The pupils are very well behaved and have very positive attitudes to learning. They are very clear

of opportunity. Adults in the school are very good role models of positive relationships. Pupils take the responsibility for helping each other, keeping the school grounds and the school tidy, and playing with and helping younger children at playtimes and dinner times. Pupils work well together in lessons for example when Year 3 / 4 pupils search for ‘hidden’ numbers or Year 6 pupils appreciate the high quality of one another’s observational drawings. They are aware of the importance of supporting each other in team building and problem solving activities. Teachers have high expectations of pupils’ behaviour and attitudes to which pupils respond with mature attitudes to learning. The wide range of extra-curricular activities, as well as residential visits to museums and other places of interest, all enhance the social development of the pupils. Parents are proud of the pupils’ reputation in the wider community for example when they participate in events at Ely

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The pupils are very well behaved and have very positive attitudes to learning. They are very clear

Cathedral or participate in projects such as the Cambridge University science week on ‘flight’.

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The teaching is very good across the school

15. Overall teaching is very good with almost one half of the lessons being excellent. Throughout the school, teachers prepare their lessons well. They identify learning objectives, choose imaginative activities and appropriate methods. Pupils are grouped carefully and teachers skilfully assess what the pupils learn. Support staff are well deployed. They plan alongside teachers and are fully aware of the nature and purpose of the lessons. Planning is thorough and very good use is made of assessment to plan the next steps in learning. Lessons are well structured and proceed at a good pace. These features together with the teachers’ enthusiasm and high expectations of behaviour, contribute significantly to the very high standards achieved and the very good progress made.

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The teaching is very good across the school

16. One teacher’s excellent subject knowledge and her enjoyment of teaching art in Year 6, inspired pupils and created a vibrant, stimulating atmosphere. Pupils sensitively chose seeds, grasses and fir cones to express their visual ideas in colour, tone, line and shape. This exciting stimulus resulted in high quality work and helped the pupils to achieve well. In science in Year 4/5 the variety of work provide interesting opportunities for pupils to identify a range of materials, their properties and uses.

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The teaching is very good across the school

17. In the lessons for four to seven year olds, teachers share the learning objectives with the pupils and encourage them to reflect on the ways they learn. In the reception / Year 1 class interesting opportunities are provided for pupils to move Pip the Penguin backwards and forwards and for them to make observations of heat and cold as the polar bear’s iceberg melts. They are encouraged to think carefully about what they are learning. Older pupils in Key Stage 2 are encouraged to conduct experiments and record their answers, carry out investigations and reflect on their ideas. Teachers challenge pupils continually without losing the sense of fun and enjoyment in learning. For example, this challenging approach lead to Year 3 pupils finding information from a range of texts inspired by the Big Book on ‘Plants’.

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The teaching is very good across the school

18. In numeracy, pupils respond very well to their teacher’s probing questions. They use a range of strategies to find ‘hidden’ numbers in Year 3 / 4 and can identify angles in polygons and octagons in Year 4 / 5. The pupils confidently fulfil the expectation to use correct terminology when answering questions and use terms such as ‘degrees’, ‘angles’ and ‘protractor ‘ with very good understanding.

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WHAT COULD BE IMPROVED

19. Pupils make good progress in information technology in both the infants and the juniors. They reach above average standards but from time to time they do not have enough practise at using and applying their information technology skills.

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Issues for Action

Coton C of E (Voluntary Controlled) Primary School - 12 The school should:

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Issues for Action

• Allow more time for pupils to practise using their information technology skills across the curriculum. (paragraph 19)

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 19

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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) 0 138

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 3

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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 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 25

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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 4

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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 11

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 11

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Attendance

% % Coton C of E (Voluntary Controlled) Primary School - 13 School data 3.9 School data 0

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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. Coton C of E (Voluntary Controlled) Primary School - 14

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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 12 10 22

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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 11 11 12 Numbers of pupils at NC level 2 and above Girls 9 9 8

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Attainment at the end of Key Stage 1

Percentage of pupils School 91 (89) 91 (89) 91 (94) at NC level 2 or above National 82 (90) 83 (81) 87 (89)

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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 11 14 12 Numbers of pupils at NC level 2 and above Girls 9 8 9

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Attainment at the end of Key Stage 1

Percentage of pupils School 91 (89) 100 (94) 95 (100) at NC level 2 or above National 82 (81) 86 (95) 87 ( 860

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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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 12 4 16

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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 10 10 12 Numbers of pupils at NC level 4 and above Girls 4 4 4

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Attainment at the end of Key Stage 2

Percentage of pupils School 88 (83) 88 (79) 100 (83) at NC level 4 or above National 70 (64) 69 (58) 78 (69)

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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 10 10 11 Numbers of pupils at NC level 4 and above Girls 4 4 4

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Attainment at the end of Key Stage 2

Percentage of pupils School 88 (83) 88 (88) 94 (91) at NC level 4 or above National 68 (64) 69 (64) 75 (70)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Coton C of E (Voluntary Controlled) Primary School - 15

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 4 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

Qualified teachers and classes: Y[ ] – Y[ ]

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 5.7 Financial year 1998 / 1999

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Teachers and classes Financial information

Number of pupils per qualified teacher 24.1

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Teachers and classes Financial information

Education support staff: Y[ ] – Y[ ] Total expenditure 225,499

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Teachers and classes Financial information

Total number of education support staff 0 Expenditure per pupil 1683

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Teachers and classes Financial information

Total aggregate hours worked per week 0 Balance brought forward from previous year 1,344

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Teachers and classes Financial information

Balance carried forward to next year 9,861

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) N/A

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Teachers and classes Financial information

Number of pupils per qualified teacher N/A

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Teachers and classes Financial information

Total number of education support staff N/A

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Teachers and classes Financial information

Total aggregate hours worked per week N/A

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Teachers and classes Financial information

FTE means full-time equivalent. Coton C of E (Voluntary Controlled) Primary School - 16

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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. 69.2 28.2 2.6 0 0

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Percentage of responses in each category

My child is making good progress in school. 64.1 30.8 3.8 1.3 0

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Percentage of responses in each category

Behaviour in the school is good. 47.4 48.7 1.3 0 2.6

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Percentage of responses in each category

My child gets the right amount of work to do at home. 44.9 35.9 14.1 3.8 0

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Percentage of responses in each category

The teaching is good. 75.6 20.5 2.6 0 1.3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 46.2 35.9 16.7 1.3 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 78.2 14.1 3.8 2.6 1.3

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 62.8 26.9 7.7 0 2.6

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Percentage of responses in each category

The school works closely with parents. 50 41 5.1 1.3 2.6

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Percentage of responses in each category

The school is well led and managed. 73 21.8 2.6 0 2.6

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Percentage of responses in each category

The school is helping my child become mature and responsible. 74.4 15.4 2.6 1.3 5.1

p.16

Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 59 28.2 5.1 6.4 0

p.16