Christ Church CofE Primary School

CHRIST CHURCH CE PRIMARY SCHOOL

Dates of inspection: 14 th February – 16 th February 2000

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CHRIST CHURCH CE 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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CHRIST CHURCH CE 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. Christ Church C E Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School category: Voluntary Aided Church of England

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INFORMATION ABOUT THE SCHOOL

School address: 1 Robinson Street Chelsea London Postcode: SW3 4AA

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs H Morgan Edwards

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 1 st - 4 th July 1996 Christ Church C E Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Ian Pratt Registered inspector Pam Goldsack Lay inspector Roger Hardacre Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Christ Church C E Primary 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 11

• The school achieves high standards in literacy and numeracy and the rate of pupils’ learning is rapid. • Pupils are very eager to learn and behave very well in the classroom. • Teaching is very good overall. • Curriculum planning is very good and the provision for the pupils’ moral development is very effective. • The school cares for, guides and supports all of its pupils very well. • The school has excellent overall management and leadership.

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WHAT COULD BE IMPROVED 14

• Pupils with special educational needs miss other subjects, when they are withdrawn from mainstream lessons for additional support, and therefore do not receive their full curriculum entitlement. • The range of extra-curricular activities is narrow. • Traffic calming measures are inadequate to ensure the safety of pupils as they move from one part of the school site to another.

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INFORMATION ABOUT THE SCHOOL

Christ Church CE Primary School is a mixed school of average size, serving 193 pupils aged between four and eleven years of age. There are almost equal numbers of boys and girls. Children enter the Reception class either in September or January, depending on the date of their fifth birthday, and a majority have levels of skill and knowledge a little above those usually found in children of this age. The school has a high proportion of pupils in some years who have joined the school after the Reception year. Currently, 55 per cent of Year 6 pupils did not start their primary years at Christ Church School, but in Year 5, the figure is only 23 per cent.

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INFORMATION ABOUT THE SCHOOL

The school is situated near to the River Thames, in an affluent residential area of Chelsea, immediately adjacent to its sponsoring church. As at the time of the last inspection, only a small proportion of the pupils live in the immediate area, the majority travel from outside the neighbourhood, including 37 per cent from outside the borough. The pupils come from a very wide range of social backgrounds. Twenty-four per cent of pupils are eligible for free school meals; broadly average. Twenty-four per cent of pupils are from minority ethnic backgrounds, predominantly Caribbean and African, and 19 per cent come from homes where English is an additional language. Whilst this is very high compared with national averages, no pupil is at the earliest stages of learning English and requiring support. Thirty-six per cent of pupils have special educational needs; a figure above the national average, although the proportion

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INFORMATION ABOUT THE SCHOOL

of pupils with a statement of special educational need is below the national average.

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HOW GOOD THE SCHOOL IS

Christ Church CE Primary is a very effective school that makes very good provision for its ethnically diverse community. The pupils achieve high standards because the quality of teaching is almost always good and is frequently very good or excellent. The headteacher provides excellent leadership and continues to significantly improve standards of achievement and the quality of education provided. The school provides very good value for money. Its effectiveness has recently been recognised by the Department for Education and Employment through the award of ‘Beacon School’ status.

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What the school does well

• The school has excellent management and leadership. • High standards in literacy and numeracy are achieved, and the rate of pupils’ learning is rapid. • Pupils are very eager to learn and behave very well in the classroom. • The quality of teaching is very good overall. • Curriculum planning is very good and substantial provision is made for the pupils’ moral development. • The school cares for, guides and supports all of its pupils very well. Christ Church C E Primary School - 7

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What could be improved

• Traffic calming measures are inadequate and do not ensure the safety of pupils and staff as they move from one part of the school site to another. • Pupils with special educational needs miss other subjects, when they are withdrawn from mainstream lessons for additional support. Therefore they do not receive their full curriculum entitlement. • The range of extra-curricular activities is narrow and is in need of development.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan .

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in July 1996, and it was found to be a good school. It has improved significantly across many aspects of its work. Standards of attainment have improved even further and pupils now achieve well above expected levels in English, mathematics and science at the end of both key stages. Behaviour has also improved substantially, and the quality of teaching is now very good overall. All issues for action, identified in the last report, have been resolved very effectively. However, the measures taken by the Royal Borough of Kensington and Chelsea have not been effective in calming the traffic, which still presents potential dangers when pupils and staff cross the roads between the school sites.

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

The good standards that the pupils attain are a significant strength of the school. Children enter the Reception class with slightly above expected attainments. They make rapid gains in language and literacy and mathematical development, and at the age of five, attain standards above those expected for children of this age. The results of the 1999 Key Stage 1 National Curriculum assessments are above the national average in reading, and well above average in writing and mathematics. When compared to similar schools, standards are well above average in reading and writing and very high in mathematics, placing the school’s performance in the highest five per cent nationally. Work seen during the inspection confirmed these standards.

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STANDARDS

Results in the 1999 Key Stage 2 National Curriculum tests show that standards are in line with the national average in English, above average in mathematics and well above average Christ Church C E Primary School - 8 in science. When compared with schools with pupils from similar backgrounds, the test results in English, mathematics and science are all well above average. Work seen during the inspection confirms these standards, although in English, standards are higher in the current year because of the highly successful implementation of the school’s literacy strategy, and its particular concentration of raising standards in writing. The pupils’ literacy and numeracy skills are well above average. In all three core subjects, standards are rising at a rate similar to that of the national picture. Girls attain higher standards than boys in the tests, although this was not evident in work seen during the inspection. The school’s targets

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STANDARDS

for attainment over the next two years are suitably challenging. Pupils also attain expected standards in information technology. All pupils achieve well, including pupils with special educational needs, pupils with English as an additional language and high attaining pupils.

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Aspect Comment

Attitudes to the school Very good; the pupils’ very good response ensures very good learning.

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Aspect Comment

Behaviour, in and out of classrooms Good; a substantial improvement since the last inspection.

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Aspect Comment

Personal development and relationships Good overall; very good relationships.

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Aspect Comment

Attendance Satisfactory; with less unauthorised absence than the national picture.

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Aspect Comment

The pupils have very positive attitudes to learning. Behaviour is very good in class; pupils show self-control and are keen to follow the school rules. They are very sensible when moving from one part of the site to another and behave well at break-times. The pace of personal development accelerates in Years 5 and 6, where the pupils have a wide range of opportunities to show maturity, initiative and independence in their learning. Relationships between pupils and with adults are very good.

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

Lessons seen overall very good very good very good

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

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 is very good overall because of the high proportion of good and very good teaching. During the inspection, teaching was satisfactory or better in 100 per cent of lessons, good or better in 89 per cent of lessons and very good or excellent in 46 per cent. No unsatisfactory teaching occurred.

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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 English and mathematics is very good, and the basic skills of literacy and numeracy are taught effectively across the subjects of the curriculum. The teachers’ planning is excellent, providing work that is matched well to the needs of all pupils. Teachers have very high expectations of what pupils will achieve and the pupils almost always rise to the challenges set. The methods used by teachers are a particular strength, Christ Church C E Primary School - 9 including whole-class teaching at the start of all literacy and numeracy lessons, where questioning is used very effectively to promote learning. Pupils are organised and managed very effectively, so very little time is wasted. Teachers are highly effective in setting a positive climate for learning in the classroom, and this motivates the pupils to work hard and enjoy their learning.

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Aspect Comment

The quality and range of the curriculum Good curriculum overall; very good provision for literacy and numeracy development.

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Aspect Comment

Provision for pupils with special educational needs Good overall; but a few pupils do not have access to the full curriculum.

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Aspect Comment

Provision for pupils with English as an additional language No pupils at the earliest stages of learning English, therefore no special provision made.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall; very good provision for moral development.

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Aspect Comment

How well the school cares for its pupils Very good; potential hazard from traffic when pupils cross roads between the school sites.

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Aspect Comment

The school provides a broad and balanced curriculum overall, although opportunities for children under five to learn through play are insufficiently developed, a point already recognised by the school. Learning opportunities are enhanced well by visitors to the school, visits to museums, galleries and theatres, and through its links with the church. The range of extra-curricular opportunities is narrow. The school makes good provision for the pupils’ personal, social, spiritual and cultural development, and very good provision for their moral development. The school aims to provide equality of opportunity for all pupils and largely succeeds in doing so. However, some pupils with special educational needs consistently miss the same lesson each week when they are withdrawn from mainstream classes to receive support in a small group, and this prevents full access to the curriculum. The school promotes and monitors good behaviour very well. It has very effective procedures to assess

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Aspect Comment

the pupils’ attainments and monitor their rate of learning, and uses assessment information very well to guide curriculum planning. Christ Church C E Primary School - 10

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent. The headteacher is highly effective in motivating all staff to strive for higher standards and improvements in the quality of their work, and this is a major factor in the school’s success.

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Aspect Comment

How well the governors fulfil their responsibilities Very good. Governors fulfil all of their responsibilities well and are effective in supporting the school in its improvements.

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Aspect Comment

The school’s evaluation of its performance Excellent. Constant self-evaluation leads to continuous improvement in standards and the quality of education provided.

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Aspect Comment

The strategic use of resources Very good.

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Aspect Comment

The headteacher provides excellent leadership for the school and is supported very well by the governors and senior managers. The school has a clear educational direction that is focused on the achievement of high academic and personal standards and a good quality of education. It evaluates its own work very thoroughly, identifies what needs to be improved and is successful in the action it takes. All staff and governors are highly committed to make this successful school even better and have excellent capacity to do so. The day-to-day administration of the school is of high quality. The budget is planned and controlled very efficiently and the school applies the principles of ‘best value’ very well when it purchases goods and services. The school does not let its very cramped accommodation prevent pupils from attaining high standards.

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What pleases parents most What parents would like to see improved

• The academic standards that pupils attain. • Standards of behaviour in the school. • The good quality of teaching provided. • The school’s expectation of the pupils to work hard. • The good leadership and management of the school. • The way the school is helping the children to become mature and responsible. • The range of extra-curricular activities provided, especially sport. • The information provided about how the children are getting on. • Traffic calming measures in the streets between the school sites.

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What pleases parents most What parents would like to see improved

Inspection findings fully support the parents’ very positive views about the school, and agree that the range of extra-curricular activities is narrow and that traffic calming measures are inadequate to ensure the pupils’ safety. Annual progress reports to parents are unclear about the standards that the pupils achieve, and the lack of space for written comment does not give a full picture to parents. There are, however, good, regular opportunities for the parents to talk to teachers both formally and informally. Christ Church C E Primary School - 11

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The school achieves high standards in literacy and numeracy and the rate of pupils’

1. Work seen during the inspection shows that standards in literacy are well above the national expectations at the end of Key Stages 1 and 2. The literacy hour has been implemented very effectively and is making a major contribution to the high standards achieved. Literacy development has a high priority, both in specific literacy lessons and also throughout the subjects of the curriculum. In a Year 3 history lesson, for example, skills of research and note taking were taught well and used very effectively by the pupils, enabling them to make good progress in their learning.

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The school achieves high standards in literacy and numeracy and the rate of pupils’

2. Teachers have very high expectations of what pupils will achieve in literacy and are constantly looking for ways to challenge the pupils in their learning. Children under the age of five and the five-year-old pupils in the Reception class quickly develop reading skills. The knowledge, understanding and use of phonic skills are taught systematically and monitored rigorously. Throughout the school, whole-class and group reading sessions in the literacy hours are used effectively to develop understanding of texts. Individual work is very well matched to the differing learning needs of the pupils in the class. The home/school reading partnership is operated particularly well at Key Stage 1, ensuring that the pupils have a steady stream of suitable books to help develop their reading competencies. By the end of Key Stage 2, most pupils have developed as fluent, accurate and expressive readers, and show a high degree of understanding of

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The school achieves high standards in literacy and numeracy and the rate of pupils’

3. Writing skills develop well throughout the school. Good foundations of letter formation, basic punctuation and spelling are established in the Reception class, and the complexity of written work advances well because pupils are given very many opportunities to use their writing skills in a wide range of situations. By the end of Key Stage 1, many pupils join their writing and produce quite lengthy and interesting stories and accounts. Pupils in Year 3 understand how collective nouns are used to make writing interesting and are creative in suggesting their own. By the end of Key Stage 2, the presentation and accuracy of written work is of very high quality, pupils write confidently for a wide range of different purposes and can match the style they use to achieve differing effects, for example dialogue, poetry, note taking and recording information.

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The school achieves high standards in literacy and numeracy and the rate of pupils’

4. In Years 3 and 4, the Additional Literacy Support scheme provides well-targeted and good quality support for pupils needing extra help, enabling them to make good advances in their learning. Pupils with special educational needs are also supported well in developing literacy skills when they are taught within a small group and make good progress in their learning.

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The school achieves high standards in literacy and numeracy and the rate of pupils’

5. Numeracy standards are well above the national expectations at the end of Key Stages 1 and 2, and build well on the good standards achieved by children at the age of five. The National Numeracy Strategy has been implemented very effectively. The daily mental mathematics sessions are used well to develop quick recall of number facts and multiplication tables, and to develop an understanding of mathematical language. As a result, a large majority of the pupils are confident with the mental manipulation of numbers, and are able to explain the strategies they use to the rest of the class. Teachers have high expectations of what the pupils will achieve and are careful to provide written and mental challenges that are well suited to their differing learning Christ Church C E Primary School - 12 needs, and in this way, all pupils make good gains in their learning. Curriculum planning is also very good, based on the guidance of the National Numeracy Strategy.

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The school achieves high standards in literacy and numeracy and the rate of pupils’

Pupils are very eager to learn and behave very well in the classroom.

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The school achieves high standards in literacy and numeracy and the rate of pupils’

6. The pupils’ attitudes to learning are very positive and have improved well since the last inspection. They settle very quickly at the start of lessons, responding well to the low key, calm approach of the teachers when they ask for quiet. In the Reception class, for example, the children under the age of five gather sensibly on the carpet, listen to what the teacher is saying, are eager to answer questions and join in with singing. Pupils in Year 2 were fully attentive during a stimulating whole-class mental mathematics session, and were enthusiastic when answering questions. They also concentrated very well during individual and group tasks. In a Year 6 literacy lesson, the pupils worked independently and their behaviour was exemplary whilst the teacher was busy working with a small group of pupils. Throughout the school, the pupils show great pride in their work, as can be seen from the good quality handwriting and neatly presented work in

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The school achieves high standards in literacy and numeracy and the rate of pupils’

7. The quality of teaching has been improved significantly since the last inspection and now an overwhelming proportion of teaching is good or better, with almost a half being very good or excellent. Rigorous and regular monitoring of the teachers’ planning and work in the classroom by the headteacher and subject co-ordinators has been effective. This has provided the teachers with clear feedback about what is successful and what needs development. They have responded well to this feedback, and in doing so, have improved the quality of their work.

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The school achieves high standards in literacy and numeracy and the rate of pupils’

8. Teachers throughout the school plan lessons very well by clearly identifying the learning that they expect pupils to achieve during each lesson. Almost all share the learning objectives with their pupils. This motivates them to achieve what is intended, involves them in their own learning and enables them to understand the progress they are making. Assessment information is used well in lesson planning to set work that matches the differing learning needs of pupils within the class. Teachers have exceptionally high expectations of the pupils, not only of their academic attainment, but also of their behaviour and attitudes to learning. In Year 2, for example, pupils were settled very quickly, told precisely what they needed to do to be ‘good pupils’ and were individually challenged by mental mathematics questions. Many lessons are conducted at a cracking pace, with stimulating whole-class teaching, good use of questioning,

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The school achieves high standards in literacy and numeracy and the rate of pupils’

good use of the board to organise ideas and smooth transitions from one activity to another. Tight time limits are used very effectively when pupils are set individual or group activities, and this injects a sense of excitement into their learning. Very occasionally, however, the pace of learning slows because insufficient demands are made of the pupils.

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The school achieves high standards in literacy and numeracy and the rate of pupils’

9. The management and organisation of pupils are very good throughout the school. In most instances, a quiet and calm approach is used by the teachers, often requiring only a glance or a word to bring a straying pupil back to full concentration. The rewards system is used consistently well to motivate pupils and acknowledge their good attainments and attitudes. Only very rarely do minor sanctions have to be used, but when they are, it is effective. Homework is used well to extend the pupils’ learning.

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Curriculum planning is very good and the provision for the pupils’ moral

development is very effective. Christ Church C E Primary School - 13 10. The curriculum is very well planned, and this contributes very positively to the pupils’ good rate of learning and overall high standards of attainment. Curriculum plans provide teachers with excellent guidance and enable them to provide work for pupils that builds continuously and progressively on their previous learning. The school provides a broad and well-balanced curriculum which promotes the pupils’ all-round development well. The school acknowledges, however, the need to provide children under the age of five with more opportunities to learn through play. Literacy and numeracy development is given due prominence. Provision for the pupils’ spiritual, social and cultural development is good, and for their moral development it is very good. The school sets out clear and consistent expectations of how pupils should conduct themselves. The code of conduct

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Curriculum planning is very good and the provision for the pupils’ moral

is displayed prominently in all parts of the school and is explicit about how pupils can be ‘good’ in a wide range of situations, for example, in the classroom, at lunch times, in assembly and on school visits. The issue of bullying is tackled well. The policy is again displayed and lessons in personal and social education are used effectively to help pupils understand the reasons for and the impact of bullying. All adults in the school set very positive role models for the pupils to emulate.

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Curriculum planning is very good and the provision for the pupils’ moral

The school cares for, guides and supports all of its pupils very well.

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Curriculum planning is very good and the provision for the pupils’ moral

11. The school provides very good quality care for its pupils and creates a secure, well ordered climate for learning. It responded very positively to the issue of behaviour raised in the last report. Pupils have been actively involved in developing the code of conduct, and good behaviour is now promoted well. Play leaders have been appointed to work with the pupils at lunch-times, and the provision of play things, such as ‘Jacks’, balls and skipping ropes, promotes constructive play and relationships very well. The play leaders organise the pupils constructively in activities such as ‘uni hoc’ and basketball; vigorous activities that interest and involve many pupils. The creation of the garden area has been successful in providing pupils with an alternative to the boisterous play in the playground.

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Curriculum planning is very good and the provision for the pupils’ moral

12. The teachers are quick to identify pupils needing additional support, and provide well for these pupils within their lesson planning. Assessment procedures are very good, enabling the school to keep a close eye on the progress of all pupils and to match work accurately so that they can make their next steps in learning.

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Curriculum planning is very good and the provision for the pupils’ moral

The school has excellent overall management and leadership.

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Curriculum planning is very good and the provision for the pupils’ moral

13. The headteacher leads the school highly effectively. Not only does she have a very clear vision of what the school should achieve, but she also has the management strategies to bring this vision into reality. Staff and governors share a strong commitment to the achievement of high academic and personal standards and the provision of a high quality of education. All are working hard to achieve these common goals, and this is why the school has made very good progress in improving its work since the last inspection, which itself was very positive. The school has excellent capacity to bring about further improvement.

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Curriculum planning is very good and the provision for the pupils’ moral

14. A key contributory factor to the school’s continued development is its lack of complacency. It is a highly self-evaluative organisation, constantly looking at its own performance, in relation to its own context, to that of the borough and the national standards. Through this process, the school identifies highly relevant priorities for development, takes the necessary action to support the development and reviews its success carefully. Teaching and the quality of the pupils’ work are monitored and evaluated very effectively. The headteacher regularly carries out formal observations, provides feedback to staff and negotiates targets for development that are evaluated during the next visit. Through this process, the quality of teaching has improved well. Christ Church C E Primary School - 14 15. The restructuring of the senior management team by the headteacher has been very successful and cost effective. The managers of Key Stage 1 and Key Stage 2 now

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Curriculum planning is very good and the provision for the pupils’ moral

provide very effective and positive leadership, and have taken on many management responsibilities. This initiative has contributed significantly to the development of the school and the improvement in standards. Through their leadership roles, the literacy and numeracy strategies have been implemented very effectively, and this is having a very positive effect on the rate of pupils’ learning.

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Curriculum planning is very good and the provision for the pupils’ moral

16. The governing body is very effectively led and contributes very well to the successful leadership of the school. Governors are well informed, interested in the school’s work and highly supportive of it. Increasingly they are taking a direct monitoring role, for example, through monitoring literacy and numeracy lessons, and this provides them with first-hand information upon which to base their decisions.

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Curriculum planning is very good and the provision for the pupils’ moral

17. The school benefits from high quality administration of its day-to-day affairs, and this releases the headteacher, to a large extent, to concentrate on developing the educational work and outcomes of the school.

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from mainstream lessons for additional support, and therefore do not receive their

18. Inspection findings support the views of parents at the pre-inspection meeting, that the school provides high quality support for pupils with special educational needs. In some instances, however, pupils are taken out of other lessons, for example geography, to boost their literacy skills. This prevents pupils from gaining full access to the curriculum and inhibits their development of skills, knowledge and understanding in the subject they miss. The school has not developed sufficient strategies for supporting pupils within the context of the other subjects of the curriculum.

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from mainstream lessons for additional support, and therefore do not receive their

The range of extra-curricular activities is narrow.

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from mainstream lessons for additional support, and therefore do not receive their

19. Parents at the pre-inspection meeting and a high proportion of those returning the questionnaire were critical of the school’s provision for extra-curricular activities, in particular sport. Inspection findings support the parents’ views, The school acknowledges that this is a relatively weak element within its provision and is keen to make improvements. Music activities currently include a brass ensemble that is keenly attended by pupils taking instrumental tuition and music club that has a different aspect of music as its focus each term, for example ‘The Blues’. Chess club has started this term, run by a qualified coach. Within the last year, pupils have had after- school sports coaching opportunities in netball and football and have received cricket and touch rugby coaching during lesson times. Pupils have opportunities to play competitive sport in Kwik Cricket competitions, a few friendly football and cricket matches, at the borough

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from mainstream lessons for additional support, and therefore do not receive their

swimming gala and at sports day. Overall, however, the provision to enhance learning opportunities in academic, sporting or cultural aspects of the pupils’ lives is underdeveloped.

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Traffic calming measures are inadequate to ensure the safety of pupils as they move

from one part of the school site to another.

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Traffic calming measures are inadequate to ensure the safety of pupils as they move

20. Following criticism in the last inspection report, the Royal Borough of Kensington and Chelsea took some action to improve the safety of pupils and staff crossing the roads between the three school sites. The installation of railings has helped to prevent pupils Christ Church C E Primary School - 15 from crossing the road where they please, and warning signs have been erected. These measures, however, have been ineffective, and there remains a serious potential hazard. There is nothing to either slow traffic before it reaches the main crossing points, or to compel it to stop when the pupils cross the road. Teachers still have to stand in the road to stop traffic. At times, motorists stop grudgingly, and the teachers are subjected to verbal abuse which is overheard by the pupils. This is entirely unsatisfactory.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In their work to further raise standards and improve the quality of education at the school, the governors and staff should now consider the following key issues, which relate to weaknesses identified in the report paragraphs shown:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Ensure that the pupils and staff can move safely across the roads between the school sites by: (paragraph 20)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• continuing to press the local authority to install effective measures to calm and control the traffic; • educating parents to ensure that their parking does not endanger the welfare of the pupils, staff and other pedestrians.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Ensure that all pupils have equality of access to the full curriculum by: (paragraph 18)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• developing strategies to use additional teaching support for pupils with special educational needs within their normal lessons; • monitoring the full access to the curriculum for all pupils.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve the range of extra-curricular activities available to the pupils. (paragraph 19) Christ Church C E Primary School - 16

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Summary of the sources of evidence for the inspection

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

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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) 193

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 47

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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 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 70

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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 35

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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 7

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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. Christ Church C E Primary School - 17

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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 17 12 29

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

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 100 100 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 17 17 17 Numbers of pupils at NC level 2 and above Girls 12 12 12

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 100 100 at NC level 2 or above National 82 86 87

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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 17 12 29

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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 13 14 17 Numbers of pupils at NC level 4 and above Girls 9 8 11

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Attainment at the end of Key Stage 2

Percentage of pupils School 76 76 97 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 13 13 16 Numbers of pupils at NC level 4 and above Girls 8 7 9

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Attainment at the end of Key Stage 2

Percentage of pupils School 72 69 86 at NC level 4 or above National 68 69 75 Christ Church C E Primary School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 10 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 15 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 2 Other minority ethnic groups 0 0

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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) 9.0 Financial year 1998/99

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Teachers and classes Financial information

Number of pupils per qualified teacher 21.4

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 461715

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Teachers and classes Financial information

Total number of education support staff 6 Expenditure per pupil 2209

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Teachers and classes Financial information

Total aggregate hours worked per week 153.75 Balance brought forward from previous year 0

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Teachers and classes Financial information

Balance carried forward to next year 26415 Christ Church C E Primary School - 19

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 56 30 12 3 0

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Results of the survey of parents and carers

Behaviour in the school is good. 46 39 5 3 0

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 46 38 15 2 0

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 57 21 12 8 2

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 61 25 3 12 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 75 15 7 2 2

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Results of the survey of parents and carers

The school works closely with parents. 53 30 7 12 0

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Results of the survey of parents and carers

The school is well led and managed. 69 20 3 8 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 53 34 10 0 3

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 20 25 28 23 5

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