Duffield the Meadows Primary School

SCHOOL

Dates of inspection: 10 th – 12 th January 2000

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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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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. Duffield The Meadows Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Park Road Duffield Derbyshire Postcode: DE56 4GT

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. Peter Hardy

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 21 st – 23 rd May 1996 Duffield The Meadows Primary School - 4

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Team members

Cheryl Thompson Registered inspector Ian Clark Lay inspector E. Ann Clark Team inspector

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Team members

Grasshoppers 1 Anglesey Close Chasetown Burntwood Staffordshire WS7 8XA

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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 Duffield The Meadows Primary School - 5

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PART A: SUMMARY OF THE REPORT 6 - 9

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 10 - 12

Attaining high standards in National Curriculum tests Pupils’ positive attitudes Good teaching Good attendance Parental satisfaction Good leadership and management

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WHAT COULD BE IMPROVED 12 - 13

Monitoring of quality of teaching and curriculum provision Opportunities for teachers to use their initiative Quantity and quality of resources Procedures for early identification and assessment of pupils with special educational needs Aims and success criteria in the School Development Plan

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INFORMATION ABOUT THE SCHOOL

Duffield Meadows Primary school is larger than the average primary school. It serves the village of Duffield, an area of low unemployment where the majority of families own their own homes. There are a few ethnic minority families in the village. The school is very popular and over-subscribed. A few parents live outside the catchment area and choose to send their children to the school. There are 297 boys and girls on roll, aged four to eleven. At the time of the inspection there are 18 pupils under five accommodated in the Reception class of 30 pupils. Attainment on entry at rising five is well above the level expected. There are sixteen pupils, including two with statements, on the school’s register of special educational needs; this is much lower than the national average. Four pupils are eligible for free school meals; this is also much lower than average.

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HOW GOOD THE SCHOOL IS

Duffield Meadows, is a very effective school which provides very good value for money. Pupils achieve high standards in National Curriculum tests and have very good attitudes towards their work; they are kind and courteous and behave well. In the main, teaching is good with nearly a quarter being very good. The headteacher and senior management team provide good leadership. The school benefits from the excellent involvement of an astute and very well informed governing body.

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What the school does well

• At age seven and eleven, pupils achieve high standards in National Curriculum tests; the headteacher, governors and teachers are strongly committed to sustaining these high standards. Pupils are well prepared for National Curriculum tests. • Pupils behave well and have very positive attitudes to their work. • Overall, the quality of teaching is good; many teachers, supported by parents and friends of the school, give generously of their time to provide a very good range of extra-curricular activities. • Attendance and punctuality are very good; pupils like coming to school. • Parents are very pleased with the standards the school achieves; their financial and practical support is invaluable in helping the school achieve and sustain high standards. • The headteacher is a good leader and very well supported by the governors and senior staff in developing and managing the school.

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What could be improved

• Procedures for checking on the quality of teaching and curriculum provision are not rigorous enough to ensure sustained improvement in teaching and equal opportunities for pupils in mixed age classes. • There is an over-reliance on worksheets in most subjects and a commercially produced mathematics scheme; there are not enough opportunities for pupils to use their initiative and take responsibility for organising their own learning. • The quantity and quality of resources for science, the school library and class book areas are unsatisfactory. • Procedures are not good enough for early identification and prompt assessment of pupils’ special educational needs. • The aims and success criteria identified in the school development plan are, generally, not clear enough. The areas for improvement will form the basis of the governors’ action plan. Duffield The Meadows Primary School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Good improvement has been since the last inspection in May 1996. The improvement and high standards at the end of Key Stage 2 have been maintained, as a result, the school was deemed a good school and allocated a shorter inspection than most schools. Good improvement has been made in relation to the key issues raised by the last inspection; curriculum planning is now good and ensures clear progression in pupils’ learning. Teachers’ expectations of the older more competent pupils have improved in relation to the subjects that are tested by annual National Curriculum tests. Leadership and management have improved. The role of the subject co-ordinators has developed well.

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

English A A A* A well above average above average A B mathematics A A A* A average below average C D science B C A A well below average E

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Key

This is an impressive set of results which shows improvement over the past two years. In 1999, the percentage of pupils achieving the expected or higher levels in English and mathematics is very high and similar to the results of the highest five per cent of schools in the country (indicated by A*). In 1999, standards for seven year olds were also well above the national average and above the average for similar schools in reading and mathematics; in writing and science standards were average. The majority of children under five achieve standards well above those expected. Inspection evidence confirms the high standards achieved in the school. A particularly good feature is the standard of handwriting and presentation. The school is well placed to meet the challenging targets it has set for English and mathematics.

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Aspect Comment

Attitudes to the school Very good, pupils are keen to learn. They apply themselves to work set them and work happily and constructively together.

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Aspect Comment

Behaviour, in and out of classrooms Good, both in and out of classrooms.

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Aspect Comment

Personal development and relationships Very good, pupils have mature attitudes. Relationships are very good.

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Aspect Comment

Attendance Very good, pupils enjoy coming to school. Punctuality is very good.

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Aspect Comment

The wide range of extra-curricular activities, including a residential visit, provides very good opportunities for pupils to further their personal development. Duffield The Meadows Primary School - 8

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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 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 years aged 5-7 years aged 7-11 years

Overall, teaching in the school is good; 96 per cent of teaching is satisfactory or better with 21 per cent very good or excellent. One lesson at Key Stage 1 accounted for the four per cent unsatisfactory teaching; the teacher merely helped pupils to complete their workbooks rather than teach. In 61 per cent of teaching seen, the quality of teaching ranged between good and excellent. For children under and over five in the Reception class, teaching is very good. At Key Stage 1, for the class of Year 1 pupils, teaching is very good. At Key Stage 2, teaching for Year 6 pupils is always good and sometimes very good.

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

In Reception and Key Stage 1, teachers have a good understanding of how to teach basic literacy and numeracy skills. However, an over-reliance on worksheets and a commercially produced scheme for mathematics constrains the progress some pupils make, especially in using and applying their knowledge to problem solving. At Key Stage 2, teachers build effectively on the skills and knowledge pupils acquire in Key Stage 1, develop pupils’ understanding in English and mathematics and prepare their pupils well for National Curriculum tests. However, there is, again, an over-reliance on worksheets and textbooks and a commercially produced scheme for mathematics. In some cases, this over-reliance constrains the opportunities teachers provide to challenge their pupils to apply their knowledge to investigative and problem solving tasks. The school generally meets the needs of most pupils effectively; however, pupils with special educational needs do not always have appropriate

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

targets in their individual education plans. Higher attaining pupils achieve very well especially within the ‘set’ groups. A particular feature of the school is the very good achievement of pupils of average ability. Teachers’ high expectations and the school’s structured curriculum, coupled with parents’ support with homework, ensure these pupils make the very best progress and achieve high standards.

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Aspect Comment

The quality and range of the curriculum Very good. All statutory requirements are met. There is a very good range of extra-curricular activities including music and sport.

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Aspect Comment

Provision for pupils with special educational needs Satisfactory overall. However, some pupils’ needs are not identified nor are their difficulties assessed early enough to ensure that they make the best possible progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development All aspects of spiritual, moral, social and cultural development make a sound contribution to pupils’ personal development.

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Aspect Comment

How well the school cares for its pupils The school’s procedures for child protection and ensuring the health and safety of its pupils are very good. Duffield The Meadows Primary School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Leadership is good. The headteacher and senior management team are committed to achieving high standards in National Curriculum tests. Management is good. The school development plan is clearly focused on improvement. Financial resources are used very effectively.

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Aspect Comment

How well the governors fulfil their responsibilities Governors fulfil their responsibilities extremely well. They have a very well informed overview of the work of the school and a tenacious commitment to achieving the highest standards in National Curriculum tests.

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Aspect Comment

The school’s evaluation of its performance Excellent evaluation of National Curriculum tests and other standardised tests provides the school with precise information to set targets and group pupils. The school monitors the quality of teaching but this is not rigorous enough to ensure sustained improvement.

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Aspect Comment

The strategic use of resources Compared to national figures, the school receives a very low income. However, the school makes very good use of its limited funds to maintain high standards.

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What pleases parents most What parents would like to see improved

• The school achieves high standards. • Children make good progress. • Behaviour in school is good. • The school has high expectations for achievement. • They feel well informed about the work their children will be covering in school. • The headteacher is always approachable. • The school provides an extensive range of extra-curricular activities. • The teaching for Year 6 has improved considerably. • The provision for music tuition is very good. • Children are well prepared for National Curriculum tests. • Provision for pupils with special educational needs. • Parents of pupils with special educational needs do not always get enough information about their child’s progress. • The number of pupils in classes is too high. • The accommodation is cramped in some classes. • Parents would like all pupils to finish school at the same time in the afternoons.

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What pleases parents most What parents would like to see improved

Inspectors agree with parents’ positive comments. There is a need for earlier identification of pupils with special educational needs so that support can be given as soon as possible. Some classrooms are cramped and it is difficult for pupils to move around. There are high numbers in some classes but there is no evidence that this has an impact on the standards achieved. The school is considering a joint finishing time. Duffield The Meadows Primary School - 10

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tests; the headteacher, governors and teachers are strongly committed to sustaining

these high standards. Pupils are well prepared for National Curriculum tests.

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tests; the headteacher, governors and teachers are strongly committed to sustaining

1. When they start school, nearly all children achieve levels that are well above those expected nationally. Children love stories and easily remember several common words by sight; for example, ‘and’, ‘me’. Nearly all five year olds can write their name unaided and count confidently to ten and beyond. In the Reception class, very good teaching extends the children’s skills and capitalises on their enthusiasm for learning. The Reception classroom is a hive of activity with just the right balance between teaching basic skills and allowing children to extend and apply their learning through carefully structured activities. Early literacy and numeracy skills are taught systematically and cumulatively so that by the time they start in Year 1, very good foundations for learning are established; children are confident and keen to learn and try out their new skills. For example, pupils have a go at spelling words they are not sure of by using strategies they know such as initial sounds.

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tests; the headteacher, governors and teachers are strongly committed to sustaining

2. At Key Stage 1, pupils continue to develop their skills in reading, writing and mathematics. Very good teaching in the Year 1 class provides pupils with purposeful opportunities for applying their reading and writing skills in other subjects. For example, in their study of famous people, pupils wrote well ordered and perceptive pieces about the famous astronaut Neil Armstrong. Very good literacy skills are evident in the use of correct punctuation, correct letter formation and knowledge of the correct spelling for commonly used words. In Year 2, pupils practise the skills needed for the National Curriculum tests in reading, writing, mathematics and science. By the end of the key stage, pupils are well prepared and achieve standards well above the national average.

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tests; the headteacher, governors and teachers are strongly committed to sustaining

3. At Key Stage 2, strong emphasis is put on teaching the subjects of English, mathematics and science. Throughout the key stage, in mathematics, pupils are grouped according to prior attainment. They benefit from teaching that is geared to their particular needs. In Year 6, pupils are also grouped according to prior attainment for English, and again benefit from good or very good teaching to move them on at the best possible pace. The school works closely with parents and has a very good homework policy which contributes significantly to the standards achieved in the school.

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tests; the headteacher, governors and teachers are strongly committed to sustaining

4. Parents have very high expectations of the school. The governing body, headteacher and teachers are keenly aware of their responsibilities and are committed to providing opportunities for pupils to reach the highest standards. The governing body and headteacher have effective systems for tracking the progress pupils make. A range of standardised tests is used and the outcomes analysed to group pupils according to attainment and note those who may need extra support so that pupils of all levels of attainment make the best possible progress.

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tests; the headteacher, governors and teachers are strongly committed to sustaining

Pupils behave well and have very positive attitudes to their work.

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tests; the headteacher, governors and teachers are strongly committed to sustaining

5. In classrooms, around the school and in the playground, the behaviour of pupils is generally good. Pupils’ behaviour depends on the expectations of their teachers. In lessons where teachers set very high expectations and move their lessons along at a good pace, behaviour is very good. In an excellent mathematics lesson, conducted in the hall, a group of Year 5 pupils ignored the noise and movement in and around the hall and concentrated Duffield The Meadows Primary School - 11 totally on their teacher. They answered their teacher’s well focused questions quickly and enthusiastically and thrived on the interesting problem solving activities provided. In a Year 1/2 mathematics lesson where Year 2 pupils were supposedly working through their mathematics books, behaviour was unsatisfactory because they were not sufficiently interested in the tasks; they were not disruptive, just chatting.

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tests; the headteacher, governors and teachers are strongly committed to sustaining

6. In the main, all pupils have very positive attitudes towards their work. In particular, older pupils in Key Stage 2 are very businesslike in their approach; the completion of homework and presentation of work is of a high standard. Pupils respond enthusiastically to opportunities to show their initiative and work together. During inspection, a small group of Year 6 boys had worked hard together to produce their informative ‘presentation’ about the farm for the school assembly.

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Overall, the quality of teaching is good; many teachers also give generously of their

time to provide a very good range of extra-curricular activities.

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Overall, the quality of teaching is good; many teachers also give generously of their

7. Teachers work very hard; lessons are always well prepared and, in the main, they manage their pupils very well. Teachers are aware of their pupils’ strengths and weaknesses and keep very good records of pupils’ accomplishments. Given the high standards achieved, it could be assumed that teaching is predominantly very good. However, that is not the case and the main reason for this is that teachers’ flair and skill are constrained by the over-use of worksheets or workbooks in lessons generally and an over- reliance on the commercially produced mathematics scheme. In the very good and excellent lessons observed, teachers did not rely on these strategies. They gave clear expositions, questioned pupils very effectively to help them recall previous learning and moved their lessons along at a brisk pace with plenty of opportunities for pupils to practise and apply their learning to new situations and problem solving. In other lessons, teachers

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Overall, the quality of teaching is good; many teachers also give generously of their

spent too much of their time either explaining how to complete the worksheets or workbooks rather than using their teaching skills and knowledge of the subject.

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Overall, the quality of teaching is good; many teachers also give generously of their

8. Half the number of teachers, including the headteacher run after-school clubs. The school has a good reputation for music; the choir and orchestra are very successful in area competitions and provide the musical backing for the school’s Christmas and end of term productions. Parents comment very favourably on these productions. Sports clubs, such as the five-a-side football and short tennis, expect and achieve high standards. Many pupils pursue their interests and achieve county standards.

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Overall, the quality of teaching is good; many teachers also give generously of their

Attendance and punctuality are very good; pupils like coming to school.

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Overall, the quality of teaching is good; many teachers also give generously of their

9. Pupils like coming to school; there is a high level of attendance. Pupils arrive punctually for school and lessons start promptly. No time is wasted when pupils change classes for group setting.

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Parents are very pleased with the standards the school achieves; their financial and

practical support is invaluable in helping the school sustain high standards.

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Parents are very pleased with the standards the school achieves; their financial and

10. In the questionnaires completed for the inspection and in their meetings with inspectors, parents expressed their satisfaction with the standards achieved in the school. Parents whose children had joined the school other than at age five, felt that their children had made great strides since joining the school. Parents are interested in the school and support their children very effectively. The school’s thriving Parents, Friends and Teachers Association (PFTA) raises considerable amounts of money. Some of this money is used beneficially to supplement the school’s budget in order to provide extra teaching for Duffield The Meadows Primary School - 12 mathematics groups and extra learning support for pupils with special educational needs. A high number of parents and a few grandparents help in school on a weekly basis. They hear pupils read and support in art, craft and science lessons.

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The headteacher is a good leader and very well supported by the governors and

senior staff in developing and managing the school.

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The headteacher is a good leader and very well supported by the governors and

11. The headteacher provides clear direction for the work of the school. Parents hold the headteacher in high esteem. Communication systems are well organised with regular staff and key stage meetings. The headteacher delegates effectively; the senior management team have well defined roles and help and support each other very well. The governors are extremely effective in their role and make a substantial contribution to the effectiveness of the school. They have high levels of expertise which they use to ensure the school’s limited resources are used to the best possible effect. Each governor ‘shadows’ a teacher and has a good understanding of the teacher’s work and particular area of responsibility. Governors analyse the school’s National test results thoroughly and from their well informed base are able to set the headteacher targets for improvement. The headteacher and governors manage the school’s budget very efficiently. For example,

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The headteacher is a good leader and very well supported by the governors and

governors considered whether the local education authority provided services for ground maintenance were best value for money. In some cases substantial savings have been made by finding alternative contractors without sacrificing quality.

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rigorous enough to ensure sustained improvement in teaching and equal

opportunities for pupils in mixed age classes.

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rigorous enough to ensure sustained improvement in teaching and equal

12. Good procedures are in place for checking on the quality of teaching. The headteacher and the senior management team, between them, observe each teacher teaching at least three times a year. However, the outcomes of this monitoring are not used rigorously to bring about sustained improvement in the quality of teaching. For example, it was noted a year ago that a teacher needed to vary the resources she was using for literacy and improve the pace of her lesson and not keep pupils sitting for too long. These problems are still clearly evident. Similarly, monitoring of pupils’ work has not been rigorous enough to note the inequality of curriculum provision in some mixed age classes. For example, in the Year 2 class, pupils have a writing book which they use very regularly to write their news and stories. In the mixed Year 1 and 2 class, pupils have a sentence book in which they copy sentences to practise spellings which they also practise in work sheets;

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rigorous enough to ensure sustained improvement in teaching and equal

Year 2 pupils in this class do not have similar opportunities to practise writing for meaningful purposes.

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initiative and take responsibility for organising their own learning

13. In many lessons observed, teachers spent a great deal of their time helping pupils to complete worksheets, language text book work or mathematics workbooks instead of actually teaching; such activities constrain teachers’ skills and flair and lead to uninspiring lessons. In many cases, pupils may have been able to make even better progress if they had been able to record their own findings, or apply their mathematical knowledge to solving problems rather than practising the same type of sums for no particular purpose. Given the pupils’ obvious ability and very positive attitudes to work, there are insufficient Duffield The Meadows Primary School - 13 opportunities for them to rise to challenges, find out things for themselves or use their knowledge in problem-solving situations especially in mathematics and science. Opportunities for pupils to extend their skills in English and mathematics through other

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initiative and take responsibility for organising their own learning

subjects, such as science, history and geography, are restricted. However, there is evidence that this type of work is undertaken well and with enthusiasm, after National curriculum tests have taken place.

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areas are unsatisfactory

14. In some science lessons observed, there were not enough resources for pupils to use in order to learn effectively. For example, in a lesson needing the use of magnets there were not enough magnets with sufficient field to be of benefit to pupils. The school library is situated centrally in the school and, therefore, in an ideal place for pupils to use as a resource area to further their independent research skills. However, the school does not make the best of this facility; the room is uninviting with the majority of books outdated and in poor condition. The library is also used for instrumental lessons and, therefore, unavailable for use for substantial amounts of time. Very few classroom book areas provide pupils with profitable opportunities to browse through interesting, lively reading material to widen their interests, promote a love of literature and extend reading skills.

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pupils’ special educational needs. Targets in pupils’ individual education plans (IEPs)

are not always clear enough to be measurable.

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pupils’ special educational needs. Targets in pupils’ individual education plans (IEPs)

15. In accordance with the Code of Practice, the school has correct procedures in place for identifying and monitoring the progress of pupils with special educational needs. However, there is a lack of rigour in the way these procedures are put into practice. The school has comparatively few pupils on its register of special educational needs so teachers soon notice if a pupil is having difficulties. It is what happens at this point that causes the problems. A note may be made about the pupil and special work provided and time allowed for him or her to make better progress. In some cases, the time allowed is not monitored carefully enough with the result time drifts on and a pupil who requires substantial help may not have their specific difficulties identified. The school employs a well qualified and very effective learning support teacher, but there is insufficient time allowed for her to make in-depth assessments of pupils’ difficulties. Therefore some pupils fall

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pupils’ special educational needs. Targets in pupils’ individual education plans (IEPs)

further behind. Individual education plans for many pupils lack clear and measurable targets for improvement; as a consequence, it is difficult for all working with the pupils to be clear about exactly what is expected and difficult to measure if a pupil has achieved the target. For pupils with specific learning difficulties, insufficient thought has been given to the targets set. For example, a pupil was set two lists of spellings to learn; for a pupil who has great difficulty in learning to spell at the best of times, this is a most inappropriate target.

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The aims and success criteria identified in the school development plan are,

16. The school development plan is comprehensive and focused, appropriately, on school improvement. The plan contains aims and success criteria. However, these aims and success criteria are, in many cases, too general and lack concise and clearly measurable targets to enable the school to judge its success in meeting its aims. Duffield The Meadows Primary School - 14

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

17. In order to improve further the school should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Improve monitoring of teaching and curriculum provision by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• setting agreed and specific criteria for monitoring teaching and/or curriculum provision;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• using the outcomes of this monitoring to set clear and measurable targets for improvement;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• evaluating, rigorously, the progress made towards achieving these targets. (Paragraph: 12)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Provide more opportunities for pupils to use their initiative and take responsibility for organising their own learning by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improving the use and purpose of worksheets to ensure that they enhance and develop pupils’ learning rather than constrain it;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• providing more interesting and challenging opportunities for enhancing literacy and numeracy skills through all subjects of the curriculum;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• developing study skills by retrieving information in the library and through the use of information technology. (Paragraph: 13)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Improve the quantity and quality of resources for science, the school library and class book areas. (Paragraph: 14)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(4) Improve procedures for early identification and assessment of pupils’ special educational needs by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• setting clear and measurable criteria and timescales for monitoring pupils who are not on the school’s register of special educational needs but are identified as having difficulties by their teachers;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• monitoring these criteria rigorously and using the outcomes to make informed decisions about whether to have a thorough assessment made of the pupil’s difficulties. (Paragraph: 15)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(5) Improve the clarity of the aims and success criteria in the school development plan by introducing a clear set format of questions to answer when setting the aims for the school development plan, for example; where are we now?, why do we want change?, what do we want to accomplish?, what measurable steps do we need to take to accomplish our aim?, how can we measure these steps? (Paragraph: 16) Duffield The Meadows Primary School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 14

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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

4 17 39 35 4 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 297 FTE

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 4 FTE means full-time equivalent.

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Information about the school’s pupils

Number of pupils with statements of special educational needs 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 16

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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 25

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 4

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Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Duffield The Meadows Primary School - 16

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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 22 16 38

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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 21 21 22 Numbers of pupils at NC level 2 and above Girls 14 15 14

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Attainment at the end of Key Stage 1

Percentage of pupils School 92 (98) 95 (98) 95 (95) at NC level 2 or above National 82 (77) 83 (81) 87 (85)

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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 21 22 22 Numbers of pupils at NC level 2 and above Girls 14 14 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 92 (100) 95 (95) 97 (95) at NC level 2 or above National 82 (81) 86 (85) 87 (86)

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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 21 15 36

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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 20 29 20 Numbers of pupils at NC level 4 and above Girls 14 14 15

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Attainment at the end of Key Stage 2

Percentage of pupils School 94 (84) 94 (86) 97 (81) at NC level 4 or above National 70 (65) 69 (59) 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 20 20 20 Numbers of pupils at NC level 4 and above Girls 14 14 15

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Attainment at the end of Key Stage 2

Percentage of pupils School 94 (86) 94 (86) 97 (86) at NC level 4 or above National 68 (65) 69 (65) 75 (72) Percentages in brackets refer to the year before the latest reporting year. Duffield The Meadows Primary School - 17

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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 0 0 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) 11.3 Financial year 1998/1999

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Teachers and classes Financial information

Number of pupils per qualified teacher 24.7

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 354 106

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Teachers and classes Financial information

Total number of education support staff 5 Expenditure per pupil 1 283

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Teachers and classes Financial information

Total aggregate hours worked per week 45 Balance brought forward from previous year (135)

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Teachers and classes Financial information

Balance carried forward to next year 6 459 FTE means full-time equivalent. Figures in parenthesis indicate negative values Duffield The Meadows Primary School - 18

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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. 58 39 1 1 2

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Percentage of responses in each category

Behaviour in the school is good. 35 62 3 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 50 40 6 1 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 42 45 10 3 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 75 18 6 1 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 68 29 3 0 0

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Percentage of responses in each category

The school works closely with parents. 49 43 8 0 1

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Percentage of responses in each category

The school is well led and managed. 69 27 2 0 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 63 34 2 0 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 68 26 4 0 2

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Other issues raised by parents

Through the notes and letters accompanying the questionnaires and meetings with inspectors, the parents expressed concerns about the following: • insufficient support for pupils with specific learning difficulties; • insufficient extension and challenge for higher attaining pupils; • parents would like both key stages to finish at the same time in the afternoons.

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