Warlingham Village Primary School

OATLANDS INFANT SCHOOL

Dates of inspection: 10 th – 11 th July 2000

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OATLANDS INFANT 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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OATLANDS INFANT 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. Oatlands Infant- 4

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INFORMATION ABOUT THE SCHOOL

School address: St Mary’s Road Weybridge Surrey

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: April 1996 Oatlands Infant- 5

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Team members

Capital Inspections Chaucer Building Canterbury Road Morden Surrey SM4 6PX

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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 Oatlands Infant- 6

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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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INFORMATION ABOUT THE SCHOOL

Oatlands School is an Infant School for boys and girls aged between 4 and 7 years. It serves a pre-dominantly affluent area, on the outskirts of Weybridge. There are currently 178 pupils on the roll of the school. There are currently 32 pupils with special educational needs, two of whom have statements. This is broadly in-line with the average for other schools. The percentage of pupils eligible for free school meals is below the national average. There are ten pupils for whom English is an additional language. The attainment of pupils on entry to the school is above the level expected of five-year-olds. They are well equipped to tackle the first stage of the National Curriculum.

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HOW GOOD THE SCHOOL IS

Oatlands Infants is an effective school where pupils achieve high standards. They are very high in reading. Teaching is consistently good and sometimes very good, leading to positive attitudes and good behaviour amongst pupils. The headteacher and governors provide strong leadership and management and take steps to raise standards even further. Overall the school provides good value for money.

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What the school does well

• Reaches very high standards in English, mathematics and science compared with all schools. • Develops and promotes very good attitudes to learning, very good relationships, very good opportunities for personal development and good behaviour. • Has high expectations evident in the pre-dominantly good or very good teaching resulting in effective learning. • Parents think very highly of the school. • Makes very good provision for the social and moral development of pupils.

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What could be improved

• The overall balance of the curriculum to ensure that pupils build on learning in the non-core subjects. • The use of the assessment of what pupils can do to plan future tasks. • The extent of the information provided for parents about what is going to be taught and when. • The governors’ annual report to parents should meet legal requirements. • The evaluation of the affect developments have on the standards achieved. The areas for improvement will form the basis of the action plan prepared by the appropriate authority.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvements since its last inspection in April 1996. Then it provided pupils with a sound start to their formal education. The school has continued to improve and standards in all areas of English and in mathematics, and in science are well above national averages. Their standards are consistently high year-on-year. Teaching is better overall than at the last inspection, being consistently good or better. Most of the key issues for action identified at the last report have been achieved. In addition, the National Literacy and Numeracy strategies have been introduced in a modified form to reflect the needs and abilities of the pupils. Oatlands Infant- 8

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STANDARDS

The table show the standards achieved by 7 year olds based on average point scores in National Curriculum tests.

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Key

Reading A* A* A* A* well above average above average A B Writing A* A* A B average below average C D Mathematics A A* A B well below average E

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Key

The standards achieved in reading are consistently in the highest 5 per cent compared with all schools, including schools with a similar level of free school meals. In writing and mathematics standards are very high compared with all schools and compared with similar schools. Standards in these areas were also in the highest 5 per cent of schools in 1997/98. The school sets challenging targets, which help to raise standards. Although results in mathematics and writing went down slightly in 1999, the trend of results has been broadly upwards alongside the national trend.

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Aspect Comment

Attitudes to the school Pupils in all year groups have very positive attitudes to school. They work hard and enjoy school.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour in classrooms and around school at break and lunchtimes is good.

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Aspect Comment

Personal development and relationships Relationships within the school are very good. Very good opportunities are provided for pupils’ personal development.

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Aspect Comment

Attendance Although attendance has been below national levels, it is now broadly in-line with other schools.

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Aspect Comment

By the end of Year 2, pupils have developed very mature attitudes to school. They work very effectively and independently when co-operating in pairs or groups. These characteristics are developed from the Reception Year and are an important development since the last inspection.

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Aspect Comment

Attendance in 1998/99 was below the national average, although more recently this has improved. Oatlands Infant- 9

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

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

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

The quality of teaching is good and often very good. As a result learning is effective throughout the school, particularly in English, mathematics and science. During the inspection, no unsatisfactory teaching was observed. Almost 36 per cent was very good and 29 per cent was good. Teachers have high expectations and use questioning very effectively to extend pupils’ learning. The range of teaching methods used has been developed and more opportunities are now provided for pupils to develop research and investigative skills, both independently and co-operatively. This enables higher attaining pupils to achieve even higher standards and allows lower attaining pupils and those with special educational needs to develop necessary skills. These skills are not developed or extended in non-core subjects as effectively because of the limitations in planning within these subjects.

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Aspect Comment

The quality and range of the curriculum Broad and generally balanced curriculum provided. It is currently being developed to ensure appropriate coverage of non-core subjects.

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Aspect Comment

Provision for pupils with special educational needs The provision for pupils with special educational needs is good.

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Aspect Comment

Provision for pupils with English as an additional language The provision for pupils for whom English is an additional language is good.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for the spiritual, moral, social and cultural development of pupils is good overall. It is very good in relation to moral and social development. Cultural development is satisfactory and has improved since the last inspection.

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Aspect Comment

How well the school cares for its pupils Good. However assessment information is not used well to guide planning despite good recording of pupils’ attainment.

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Aspect Comment

The school provides a broad curriculum, which is generally balanced, although planning is being reviewed in order to meet the national requirements for September 2000. Provision for non-core subjects does not currently ensure that pupils are able to build systematically on their previous learning, although the quality of work seen in these subjects was good. They are largely taught through topic work. The school cares well for the pupils. Detailed records are kept of what pupils know and can do in some subjects, such as reading, but these are not used well to guide curriculum planning or teaching. Teachers do know the pupils well. Oatlands Infant- 10

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Aspect Comment

Leadership and management by the headteacher and other key staff The newly appointed headteacher is providing good leadership and management for the school. The role of subject co-ordinator is developing and teachers are taking increased responsibility for their subject.

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Aspect Comment

How well the governors fulfil their responsibilities Overall the governors fulfil their roles well. They are particularly strong on finance, although the evaluation of the effects of expenditure on standards is not yet satisfactory. The governors’ annual report to parents does not meet legal requirements.

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Aspect Comment

The school’s evaluation of its performance The school’s results are fully analysed now and areas for development, even when results are good, are identified and targets for improvement set.

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Aspect Comment

The strategic use of resources Financial systems in school are very efficient and the school is increasingly ensuring that financial allocations are in-line with achieving clear education targets.

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Aspect Comment

The newly appointed head has made a good start in making the school even better than it is. She is providing good leadership and management and is well supported by a strong nucleus of governors. Subject co- ordinators have been given increased responsibility for developing the subjects and finance has been allocated in line with identified priorities. The evaluation of the effect of expenditure on the standards achieved by pupils is not yet fully developed, and the governors are trying to improve this area. The financial management of the school is strong and best value principles are applied well.

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What pleases parents most What parents would like to see improved

• Their children like coming to school. • Their children make good progress. • The quality of teaching. • Behaviour is good and very good attitudes are promoted. • Expectations are high. • The quality of information they receive. • An expansion of sporting and physical activity.

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What pleases parents most What parents would like to see improved

The findings of the inspection agreed with the largely positive views of parents. Pupils have positive attitudes, enjoy school and make good progress. The quality of teaching is predominantly good and teachers have high expectations of children. Behaviour is good. Inspectors agreed that the quality of some information to parents could be improved, for example; information about the planned curriculum and the governors’ annual report to parents. However, reports about pupils’ progress are good, although they have been developed and improved recently. Sporting and physical activity has an appropriate allocation of time within the curriculum. Some parents felt that this was often cancelled, but there was no evidence to support this during the inspection. Oatlands Infant- 11

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The school reaches very high standards in English, mathematics and science compared with all

1 The school’s standards are consistently very high. Results in reading in the national tests for the past 3 years have placed the school in the top five per cent of all schools. In writing, results were in the top five per cent in 1997 and 1998 and well above average compared with all schools in 1999 whilst in mathematics results were in the top five per cent in 1998 and well above average in 1997 and 1999. When compared with similar schools in 1999 results are in the top five per cent in reading and above the average for these schools in writing and mathematics. These are very commendable results. Although children enter the school with levels of attainment, which are above expected levels for their age, they leave the school with levels of attainment, which are well above average. This represents good progress. The percentage of pupils achieving the higher levels in reading and mathematics is very high in comparison with the national average

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The school reaches very high standards in English, mathematics and science compared with all

indicating that higher attaining pupils are achieving well and making good progress in these areas. In writing the percentage of pupils achieving the higher levels was broadly average. This has been identified by the school as an area for further development and inspection evidence suggests that the present Year 2 will improve their results in writing. In the other areas very high standards are being maintained. Teacher assessments in science in 1999 showed that the percentage of pupils attaining at the higher levels was well above the national average whilst results overall in science were above the national average. Evidence from inspection indicates that the present Year 2, will continue this trend. The trends in reading, writing and mathematics in the past four years have broadly followed national trends although they dipped slightly in mathematics and writing in 1999. Trends in reading continued to rise.

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The school reaches very high standards in English, mathematics and science compared with all

2 Evidence from the inspection also showed that pupils with special educational needs and those for whom English is an additional language achieve well, making good progress in relation to their previous attainment.

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The school has high expectations apparent in the good or very good teaching resulting in effective

3 Teaching is pre-dominantly good and often very good and this leads to effective learning, good progress and very high standards. A significant element in the teaching leading to these results, is the high expectations teachers have of pupils of all levels of attainment. In many lessons seen teachers used questioning skilfully to extend pupils’ thinking making greater demands to extend their knowledge. In a Year 2 Literacy lesson, linked to a history theme pupils were looking at and talking about a painting. “How do you know it is a long time ago?” the teacher asked. “Because it’s dark in the room” came the reply. “Well, why should that mean it’s a long time ago?” “Because, they didn’t have electricity” “The lights might be off” said the teacher. “Yes, but look at the old fashioned clothes” said the pupils. The teacher took great care to involve pupils of all levels of attainment in the discussion to extend their thinking. Similar situations occurred in the

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The school has high expectations apparent in the good or very good teaching resulting in effective

other Year 2 class when discussing Muslims and in a Year 1 science lesson, distinguishing between transparent, translucent and opaque materials. Although assessment is not used particularly well in planning, on-going judgements by teachers enables pupils of all levels of attainment to be extended in lessons. Oatlands Infant- 12 4 Expectations were high in a Reception Year mathematics lesson, when pupils were challenged to make as many different patterns for two sails as possible for a yacht using only two colours. The task was extended for some pupils by having to make four sails. As a result of the challenge a wide range of solutions resulted, including one child who asked if chequered sails could be used!

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The school develops and promotes very good attitudes to learning, very good relationships, very

good opportunities for personal development and good behaviour.

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The school develops and promotes very good attitudes to learning, very good relationships, very

5 The school has successfully created a very positive climate for learning where all pupils are keen to develop their knowledge and understanding and want to improve. In almost every lesson observed pupils had very positive attitudes and were enthusiastic about their work. In whole class discussions in every year group, pupils were bursting to contribute their ideas. For example, in Year 2 Literacy, history and religious education lessons, pupils wanted to share their ideas and demonstrate their knowledge and understanding. In the Reception Year music lesson, pupils listened carefully to instructions and concentrated well on taped music to develop a steady beat using untuned instruments. They stuck well to their task and were delighted with their success.

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The school develops and promotes very good attitudes to learning, very good relationships, very

6 Relationships throughout the school at almost every level are very good. Pupils relate very well to each other in class and around the school. They are polite, courteous and considerate to each other, staff and visitors. They respect the values and ideas of others and are willingly to help one another. Older pupils, who themselves are only seven, take on increasing responsibilities; for example, at lunchtimes. Pupils of all ages have very good opportunities for personal development through a range of “monitors” activities. Teaching and non-teaching staff provide good examples of appropriate behaviour, good manners and caring for each other and the environment of the school. High quality displays are evident in classrooms and pupils celebrate and respect these and talk with pride about their work on display.

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The school develops and promotes very good attitudes to learning, very good relationships, very

7 Good behaviour is expected and is received. Pupils have a clear understanding of what is expected and they adhere to it.

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The school develops and promotes very good attitudes to learning, very good relationships, very

Parents think very highly of the school.

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The school develops and promotes very good attitudes to learning, very good relationships, very

8 Evidence from the returns to the Parents’ questionnaire and from the Parents’ meeting indicates that parents think very highly of the school. They feel that their children make good progress as they move through the school, as a result of the good quality of teaching they receive. They believe that the school promotes very good attitudes and learning and behaviour is good. The evidence from the inspection agreed with the views of the parents. They are rightly proud of the standards achieved by their children and the work of the school. Parents had some concerns, for example, the lack of information they receive about the topics, which does not enable them to effectively support learning in the areas covered. Oatlands Infant- 13 The school makes very good provision for the social and moral development of pupils.

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The school develops and promotes very good attitudes to learning, very good relationships, very

9 The social development of pupils is very well promoted in lessons and throughout the school. During lunchtime pupils behave in a very appropriate manner. Older pupils serve younger children with their lunch and they engage in good, social discussions developing good manners. In the playground at lunchtimes, pupils are encouraged to play together and lunchtime supervisors organise games and provide a range of equipment to promote this. In lessons, the range of teaching methods used has been improved and more opportunities are now provided for research and investigative work. This encourages pupils to work collaboratively and co-operatively in pairs or groups, taking turns and sharing and listening patiently whilst pupils express their ideas. For example, in a Year 2 history lesson, pupils worked very well together in groups discussing ‘special belongings’ they would bury in a time capsule. In a Reception Year mathematics lesson,

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The school develops and promotes very good attitudes to learning, very good relationships, very

pupils helped each other in a group deciding how many combinations of sails could be made for a yacht using only two colours.

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The school develops and promotes very good attitudes to learning, very good relationships, very

10 Moral development is also very well promoted. Pupils learn about the importance of telling the truth and about the differences between right and wrong. For example, during a Year 2 religious education lesson, pupils held a good discussion about treating people properly and the morality of slavery. In assembly, where the theme was “we’re all special”, there was a good opportunity to talk about helping people and making the lives of others better and considering how one’s behaviour affects others. Consideration was also given to the fact that everyone cannot always win – a reference to Sports Day – and that it was important to celebrate the successes of others.

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The overall balance of the curriculum could be improved to ensure that pupils build on their

learning in the non-core foundation subjects.

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The overall balance of the curriculum could be improved to ensure that pupils build on their

11 The school provides a broad and generally balanced curriculum and meets the statutory requirements. There is a strong emphasis on the development of basic skills in literacy and numeracy and this has been effective in promoting high standards in these areas. Most other subjects are taught through topics which are negotiated and agreed in Year group teams. Planning in these teams ensures that all subjects are taught for an appropriate amount of time within the timetable. Work observed in the non-core foundation subjects through the scrutiny of work, school displays and classroom observations was of a high standard. For example, in a Year 2 class, pupils were developing a good understanding of the passage of time when discussing the features in a picture, which would provide an indication of when the picture was painted. Oatlands Infant- 14 12 However, planning in this way does not ensure that within each year group an appropriate

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The overall balance of the curriculum could be improved to ensure that pupils build on their

balance within the various aspects of each subject is maintained. Whilst pupils’ attainment within these subjects is recorded, this information is not effectively used to plan future activities which would ensure appropriate balance. For example, in design and technology, the school could not currently guarantee that pupils within and between year groups build appropriately on the skills they develop in designing and making. Similarly, in history and geography, whilst skills are developed across the areas of study planning, this does not ensure balanced coverage since work covered relates the topics being covered rather than the skills development within the subjects. The school is aware of the need to review the teaching of the non-core foundation subjects to ensure a greater balance. Teachers are currently considering national guidance with a view to developing a greater coherence in these areas of the curriculum, so that planning can clearly

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The overall balance of the curriculum could be improved to ensure that pupils build on their

demonstrate how pupils develop their knowledge, skills and understanding in these areas of the curriculum, as they move through the key stage.

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The use of the assessment of what pupils know, understand and can do could be used more

effectively to plan the curriculum and teaching.

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The use of the assessment of what pupils know, understand and can do could be used more

13 The school uses a wide range of testing strategies to determine the achievements of pupils and to measure their progress. Records are clear, well kept and used effectively to inform parents of the standards achieved by their children. However, for most pupils, they are not used within curriculum planning or teaching to set targets or learning objectives. For pupils with special educational needs who have individual education plans, the use of assessment to plan learning objectives and activities is more secure.

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The use of the assessment of what pupils know, understand and can do could be used more

14 Teachers do know the pupils very well and in most circumstances have a good idea of pupils’ attainment and intuitively use this knowledge to modify tasks and activities within lessons. There are good examples of teachers using this knowledge to modify questions for different levels of attainment, for example, in a Year 1 science lesson, exploring transparent, translucent and opaque materials, or in Reception when discussing different land masses. Both lessons were successful because teachers could adapt their teaching for pupils who exhibited greater knowledge, for example, where one boy wanted to distinguish between continents and countries rather than between land and water. However, the knowledge of pupils’ attainment is not routinely used in planning, even though the information is available through the record keeping and testing. As a result, teachers cannot always be sure that they are challenging pupils sufficiently.

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The extent to which parents are kept informed about what is going to be taught, and when, could

be improved so that they can support learning more effectively.

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The extent to which parents are kept informed about what is going to be taught, and when, could

15 Parents are generally kept well informed about the daily life of the school and they receive good quality reports about the attainment of their children and the progress they are making. However a significant number of parents through the questionnaires and a smaller number attending the parents’ meeting felt that they received insufficient information about the curriculum. The findings of the inspection agreed with this. The school has detailed planning which identifies topics to be covered within each term and year group. Whilst planning does not ensure that pupils are able to build systematically on their learning in the non-core foundation subjects, it does identify what is to be covered in each subject of the curriculum within topics. For example a topic on water includes aspects of history and geography. Although this information is available in long and medium term planning it is not routinely shared with parents. Parents rightly feel that

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The extent to which parents are kept informed about what is going to be taught, and when, could

if they had a clear knowledge of what was going to be taught in each subject in the topic they could support the learning of their children more effectively. They felt that this could involve specific visits to places related to the work covered, references to work covered incidentally during visits for other purposes or even the opportunity to talk with their children about work covered, in the knowledge that it was part of the topic. This would develop their role as partners in the education of their children. The inspectors agreed with the views of the parents.

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The governors’ annual report to parents could be improved by ensuring that all statutory

16 Important statutory information is not included in the annual report by governors to parents. As a result, the Governing Body is not fulfilling its legal responsibilities and parents are not kept as well informed as they should be.

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The governors’ annual report to parents could be improved by ensuring that all statutory

The evaluation of the effects development has on the standards achieved could be improved.

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The governors’ annual report to parents could be improved by ensuring that all statutory

17 Good systems are in place for identifying the schools priorities for development. Subject co- ordinators now conduct audits of their areas of responsibility to identify issues for improvement. These lead to subject action plans and finance is allocated in-line with the plans and priorities. These then lead into the whole school development plan, which is largely an effective tool for managing the development of the school. There is a clear understanding of using the available finance to achieve educational objectives, amongst both staff and governors. However, there are weaknesses in the effectiveness of the school development plan. The criteria for evaluating the success of developments or improvements are not clearly linked to the expected impact on the standards achieved by pupils. It is currently difficult therefore for staff or governors to determine the effect of expenditure on standards achieved.

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The governors’ annual report to parents could be improved by ensuring that all statutory

18 For example, one target within the current development plan, is to evaluate current reading provisions and amend it as necessary to meet the requirements of the National Literacy Strategy. It does not say, for example, in order to ensure that high standards are maintained and developed, or does not have clear criteria against which to evaluate the effect of the review and any subsequent amendments on the standards achieved by pupils, other than pupils reading with greater confidence and fluency. A clear, more measurable outcome identifying which pupils are expected to improve and by how much, would enable the school to determine the value for money provided by the investment in the review. It would also enable the school to use the information to set the whole school improvement target. Within the school development plan, other areas would also benefit from this greater degree of specificity.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

19 In order to improve standards further the headteacher staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(a) Ensure that pupils build logically on their previous learning by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(i) Improving the balance within the curriculum through reviewing planning for non- core subjects.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(ii) Improving the use of assessment and testing information in planning and teaching.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

20 Ensure that expenditure in relation to priorities within the school improvement plan has a positive effect on the standards achieved by having clear, measurable targets against which to evaluate success.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

21 Ensure that parents can be more fully involved in the education of their children by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(i) Providing them with information about the curriculum, particularly what is going to be taught in topic work and when.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(ii) Making sure that the governors’ annual report to parents, meets the legal requirements. Oatlands Infant- 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 17

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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

Number of pupils on the school’s roll 178

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Information about the school’s pupils

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

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Information about the school’s pupils

Number of pupils with statements of special educational needs

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 32

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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 10

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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 10

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 13

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Attendance

National comparative date 5.4 National comparative date 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. Oatlands Infant- 18

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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 28 29 57

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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 26 26 26 Numbers of pupils at NC level 2 and above Girls 28 28 28

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 94 98 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 26 26 26 Numbers of pupils at NC level 2 and above Girls 28 28 28

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 98 98 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. Oatlands Infant- 19

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 1 Other minority ethnic groups 25 families did not provide information on their ethnicity. This table gives the number of exclusions, 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) 7.4 Financial year 1999-2000

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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

FTE means full-time equivalent. Total income 354831

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 332160

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Teachers and classes Financial information

Total number of education support staff 6.0 Expenditure per pupil 1978

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Teachers and classes Financial information

Total aggregate hours worked per week 99 Balance brought forward from previous year 7259

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Teachers and classes Financial information

Balance carried forward to next year 29930 Oatlands Infant- 20

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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 is making good progress in school. 29 29 1 0 5

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Percentage of responses in each category

Behaviour in the school is good. 35 28 0 0 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 13 34 13 0 4

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 15 30 15 4 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 38 22 2 1 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 32 25 1 0 5

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Percentage of responses in each category

The school works closely with parents. 19 37 7 1 0

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Percentage of responses in each category

The school is well led and managed. 25 31 0 0 8

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Percentage of responses in each category

The school is helping my child become mature and responsible. 34 28 1 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 26 31 4 0 2

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