Trinity Church of England Primary School

TRINITY C. of E. PRIMARY SCHOOL

Dates of inspection: 5 th – 6 th April 2000

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TRINITY C. of E. 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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TRINITY C. of E. 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. Trinity CE Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Vicarage Road Henley-on-Thames Oxfordshire

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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 Jon Davey

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17 th June 1996 Trinity CE Primary School - 4

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Team members

Mr C Parker Registered inspector Mr A B Anderson MBE Lay inspector Mrs P J Underwood Team inspector Mr S F Lake Team inspector

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Team members

St Mary’s Strawberry Hill Inspection Unit Waldegrave Road Strawberry Hill Twickenham TW1 4SX

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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 Trinity CE Primary School - 5

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PART A: SUMMARY OF THE REPORT

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

The results of national tests in English, mathematics and science are well above the national average. The pupils achieve high standards in their work. Standards in music are particularly high. 1 - 7

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WHAT THE SCHOOL DOES WELL

The pupils are very well behaved, have positive attitudes to their work and are eager to learn. 8 - 12

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WHAT THE SCHOOL DOES WELL

The curriculum is broad, gives appropriate prominence to literacy and numeracy and is extended by a wide range of interesting activities. 13 - 16

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WHAT THE SCHOOL DOES WELL

The school has very strong links with the local community. 17 - 20

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WHAT COULD BE IMPROVED

The monitoring of teaching by the senior management is not sufficiently systematic. 21 - 23

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WHAT COULD BE IMPROVED

Lesson plans do not consistently identify precisely what the children will learn. 24 - 26

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INFORMATION ABOUT THE SCHOOL

Trinity Church of England Primary School is a larger than average school for four to eleven year olds. It has 281 pupils on roll. There were no pupils under the age of five at the time of the inspection. A small proportion of the pupils comes from other ethnic groups. Attainment on entry is above average. Approximately one in six of the pupils is on the special educational needs register and one pupil has a statement of special educational need; this is below the national average.

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INFORMATION ABOUT THE SCHOOL

The pupils come from a range of social backgrounds, and very supportive homes. Fewer pupils than usual take free school meals.

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HOW GOOD THE SCHOOL IS

The school is successful and effective in making good provision for its pupils. The pupils achieve standards that are well above the national average because there is a high proportion of good and very good teaching. The curriculum is broad and enhanced by a wide range of interesting activities and opportunities. The school is effectively led and managed and provides good value for money.

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What the school does well

♦ The results of national tests in English, mathematics and science are well above the national average. The pupils achieve high standards in their work. Standards in music are particularly high.

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What the school does well

♦ The pupils are very well behaved, have positive attitudes to their work and are eager to learn.

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What the school does well

♦ The curriculum is broad, gives appropriate prominence to literacy and numeracy and is extended by a wide range of interesting activities.

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What the school does well

♦ The school has very strong links with the local community.

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What could be improved

♦ The monitoring of teaching by the senior management is not sufficiently systematic.

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What could be improved

♦ Lesson plans do not consistently identify precisely what the children will learn.

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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 has made good progress since the last inspection in June 1996. The many strengths outlined in the last report have been maintained. A new management structure has been introduced and co-ordinators are now effective in an enhanced role. The school caters well for pupils of all abilities through tasks that are carefully modified and through flexible setting arrangements. The school development plan provides a clear outline for continuing school improvement. There have been significant improvements in the provision for, and teaching of, design technology and information technology.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Overall, the quality of teaching has improved with a higher proportion of teaching being judged good and very good than when the school was last inspected. Trinity CE Primary School - 7

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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 A A A A well below average E

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Key

Over recent years the results of National Curriculum tests for seven and eleven-year-olds have been consistently well above the national average. Nevertheless, the results have continued to improve above the national trend. In 1999 the results of all tests were well above the national average and the average for similar schools. The results achieved by seven-year-olds in reading were in the top five per cent nationally.

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Key

The quality of the pupils’ work reflects these high standards in English, mathematics and science. The quality of work seen, notably in music and art, is also of a higher standard than usual.

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Key

The school sets challenging targets and is successful in meeting them. A very high proportion of pupils attains the expected level in the tests at the end of both key stages. In 1999 almost half of the eleven-year-olds achieved a higher level than that expected for their age in English and mathematics and almost six out of ten pupils achieved the higher level in science.

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Aspect Comment

Attitudes to the school The pupils have very positive attitudes to their work. They concentrate and apply themselves well. In many lessons the pupils clearly enjoy their learning.

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Aspect Comment

Behaviour, in and out of classrooms Very good. The pupils are polite and courteous. They show respect for each other and listen carefully to the views of other children.

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Aspect Comment

Personal development and relationships The pupils show consideration for others. Relationships, particularly those between the teachers and their pupils, are very good.

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Aspect Comment

The pupils are given responsibilities within their classes, which they readily accept. They listen carefully to their teachers, are keen to learn and eager to answer the teachers' questions. The older pupils are confident to ask questions and enter into purposeful discussion. Behaviour in lessons is very good and the pupils work co-operatively to good effect. The pupils also behave well when moving around the school and on the playground. Trinity CE Primary School - 8

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

19 Lessons seen overall N/A 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

The teaching is good. It is particularly strong in upper Key Stage 2. Of the lessons seen 95 per cent were satisfactory or better; two thirds were good and a fifth very good. One lesson (five per cent) was unsatisfactory.

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

The teachers set the pupils of all abilities challenging tasks in many lessons. The pupils with special educational needs are well supported and the higher attaining pupils are challenged through demanding activities. The teaching of literacy and numeracy is purposeful and as a result the pupils make clear gains in their learning. The termly programmes of work are carefully planned by the teachers working in small teams. However, there is an inconsistent approach to lesson planning. In the very good lessons the teachers use precise objectives, identified in their lesson plans, as a central focus for learning. They also make very effective use of these precise objectives by returning to them at the end of the lesson to assess the extent of the learning that has taken place. In some lessons the plenary sessions are not as sharp, because the objectives, identified in lesson plans, are not precise enough.

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Aspect Comment

The quality and range of the curriculum The curriculum is broad and enhanced by a range of interesting activities. Appropriate prominence is given to the teaching of literacy and numeracy. Provision for pupils with special educational needs The pupils on the special needs register are well supported by the teachers and the classroom support assistants.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The pupils have good opportunities to develop their spiritual and moral awareness. Their social and cultural development is significantly enhanced by the excellent musical and sporting opportunities provided by the school.

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Aspect Comment

How well the school cares for its pupils The school is very caring and there are good arrangements in place to meet the specific needs of individual pupils.

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Aspect Comment

The school has maintained a broad curriculum whilst fully implementing the literacy and numeracy strategies. The pupils have particularly good opportunities to develop their skills in art and music. The locality of the school is used very effectively to provide a focus for learning in history and geography.

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Aspect Comment

The programme of extra curricular activities provides the pupils with a wide range of interesting activities in which they can participate outside of lessons. These include choir, orchestra, sports and art clubs.

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Aspect Comment

The school’s very good links with the local community enhance both the curriculum and provides the pupils with many opportunities to develop their social and cultural development. This is particularly evident in the many musical activities, within the school and in collaboration with other schools, that are led by the headteacher. Trinity CE Primary School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher and senior staff provide the school with a clear educational direction and a commitment to continuing improvement. They have established a positive climate for learning.

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Aspect Comment

How well the governors fulfil their responsibilities The governors are guiding the development of the school effectively. They are well informed and use their good links with the school to keep abreast of its work and current developments. The school’s evaluation of its performance The school analyses the results of national tests to monitor standards and check its progress against other schools but the monitoring of teaching is not sufficiently systematic.

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Aspect Comment

The strategic use of resources The school makes good use of its available resources.

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Aspect Comment

The aims of the school are clear and successfully underpin its work. The headteacher leads the school effectively and has created and maintained a caring ethos in which relationships are good and pupils are expected to behave well and achieve high standards. The subject co-ordinators play an important role in managing and monitoring the curriculum but the monitoring of the quality of teaching by the senior management is not sufficiently systematic.

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Aspect Comment

The governors have encompassed the principles of best value and seek, not only to achieve value for money, but also to ensure that the services the school buys are of good quality.

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What pleases parents most What parents would like to see improved

♦ The good progress made by pupils. ♦ The good teaching. ♦ The very good behaviour of the pupils. ♦ The values and attitudes promoted by the school. ♦ The range of opportunities provided for pupils. ♦ The good community links. ♦ Information about how pupils are getting on and opportunities to talk to teachers. ♦ Midday supervision. ♦ The breadth of the curriculum.

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What pleases parents most What parents would like to see improved

The inspectors agree with the many positive comments made by parents. The school currently provides them with an annual written report and three opportunities each year to discuss their child's progress with the teachers. This meets requirements and is in line with the arrangements made by many primary schools. Some parents suggested they had difficulty in approaching teachers for an informal discussion. During the inspection parents and teachers were seen in discussion after school. The inspectors found that arrangements for parents to see teachers were appropriate within the constraints of the time available. Inspectors appreciate the concerns expressed about supervision arrangements at lunchtime. Whilst current arrangements are far from ideal the school has been unable to appoint permanent staff and relies on volunteers and teachers to provide adequate supervision. However, the school must ensure that all volunteers are well briefed on the policies and

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What pleases parents most What parents would like to see improved

practices relating to the care and welfare of the pupils. The school has maintained a broad and interesting curriculum that gives appropriate time to literacy and numeracy and is enhanced by many musical and sporting opportunities outside lessons. Trinity CE Primary School - 10

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The results of national tests are well above the national average. The pupils achieve high

standards in their work. Standards in music are particularly high.

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The results of national tests are well above the national average. The pupils achieve high

1. Over recent years the results of national curriculum tests for seven and eleven year olds have been consistently well above the national average. The results have also continued to improve above the national trend.

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The results of national tests are well above the national average. The pupils achieve high

2. In 1999 the results achieved by pupils, at the end of Key Stage 2, in English, mathematics and science were well above the national average and the average for similar schools. The school sets demanding targets and is successful not only in ensuring that a very high proportion of pupils achieve the expected level but also that many attain the higher level. Almost half of the eleven-year-olds achieved a higher level than that expected for their age in English and mathematics and almost six out of ten pupils achieved the higher level in science.

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The results of national tests are well above the national average. The pupils achieve high

3. The results of national tests taken by seven-year-olds in writing and mathematics are also well above the national average and they are in the top five per cent nationally for reading. These results compare very favourably with similar schools, with reading and writing being well above average and mathematics being above the average.

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The results of national tests are well above the national average. The pupils achieve high

4. The inspection findings resulting from the observation of lessons and scrutiny of a sample of the pupils’ work also show standards to be high in English, mathematics and science. These high standards result from many well-structured lessons that move along at a good pace and present the pupils with an appropriate level of challenge and demand.

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The results of national tests are well above the national average. The pupils achieve high

5. By the end of Key Stage 1 the pupils speak confidently, read accurately and write well. As they move through the year, the more able pupils become increasingly confident in the use of imaginative and descriptive language in their writing. As the pupils progress through Key Stage 2 the quality of their written English develops well. By the age of eleven the pupils make effective use of a range of techniques such as metaphor and simile in their poetry and imaginative writing. They also write for an increasing range of purposes, such as to persuade the reader to accept the points they are making about, for example, vivisection. Their work is well structured and mature both in its content and approach. Taken overall the quality of the pupils’ work in English is well above average.

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The results of national tests are well above the national average. The pupils achieve high

6. Many of the mathematical activities set for pupils, throughout the school, are both demanding and set within realistic contexts. For example, the pupils in Years 1 and 2 were learning to halve and quarter regular shapes. At the end of the lesson they were set a challenge to cut a piece of string into quarters which they succeeded in doing. By the end of Key Stage 2 the pupils’ mathematical skills are well developed. They work accurately with decimals and percentages, measure and construct angles and work confidently to assess the probability of different events. Standards in mathematics are well above average.

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The results of national tests are well above the national average. The pupils achieve high

7. The pupils’ work is of good quality right across the curriculum. Information technology is playing an increasing role as the school’s new computer suite is integrated into both teaching and learning. The pupils have information technology skills that are above average. By the end of Key Stage 2 they are able to write simple procedures in Logo and layout information sheets that combine text and images to good effect. The quality of the pupils’ work in art and music is of a high standard. The work on display provides ample evidence of the quality of the pupils’ artwork, notably that undertaken in the style of famous artists, for example, Jackson Pollock, Paul Klee, Modigliani and Picasso. The orchestra and choir, instrumental lessons and class music combine to ensure that the standards in music remain high. The organisation of the broad curriculum, the effective teaching and the pupils’ positive attitude

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The results of national tests are well above the national average. The pupils achieve high

Trinity CE Primary School - 11 all make a significant contribution to the high standards achieved by the pupils.

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The results of national tests are well above the national average. The pupils achieve high

The pupils are very well behaved, have positive attitudes to their work and are eager to learn.

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The results of national tests are well above the national average. The pupils achieve high

8. Relationships between the teachers and their pupils are very good. It is clear these relationships are based on mutual respect. The headteacher has established an ethos where the pupils readily approach the teachers outside of lessons and are confident to enter into discussions during lessons. For example, when Year 4 pupils were asked in a literacy lesson what they understood the word ‘culture’ to mean, they immediately offered thoughtful contributions. The teacher skilfully interspersed the discussion with questions that allowed the group to draw together their suggestions relating to religion, costume and ways of life.

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The results of national tests are well above the national average. The pupils achieve high

9. The pupils collaborate and co-operate in many lessons. In an information technology lesson the pupils were challenged to write a Logo procedure to draw a regular shape and then use it within a more complex procedure. To solve this problem the pupils worked in pairs and collaborated very effectively. Some of the pupils displayed great enjoyment when their procedures produced elaborate repeating patterns.

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The results of national tests are well above the national average. The pupils achieve high

10. The pupils work hard and concentrate well. When the pupils in Year 4 and 5 were working on traditional myths and stories the teacher created a good working atmosphere where the pupils were able to concentrate and enjoy their writing tasks. Similarly, when the youngest pupils considered, ‘losing something special’ in a religious education lesson they listened very carefully to their teacher and responded thoughtfully to her questions.

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The results of national tests are well above the national average. The pupils achieve high

11. In numeracy lessons the pupils are eager and keen to participate in rapid recall and mental arithmetic activities. They show great enjoyment of this part of numeracy lessons and this often transfers into the main activities. This was particularly evident when the oldest pupils were exploring probability using playing cards. Although there was a noisy enjoyment of these activities the pupils very quickly settled to quietly record their findings in their exercise books.

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The results of national tests are well above the national average. The pupils achieve high

12. The very good relationships between the teachers and their pupils, the very good behaviour and the pupils’ positive and eager approach to learning all contribute significantly to the standards they achieve.

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The results of national tests are well above the national average. The pupils achieve high

The curriculum is broad and extended by a wide range of interesting activities. 13. The school has responded very positively to the demands of both the National Literacy and Numeracy Strategies. Both are now fully in place and the teachers are confidently using them in their teaching of English and mathematics. Although a few parents expressed some concerns about the move from individual to group reading, observation of the youngest pupils during a literacy lesson indicates that pupils are taught effectively about the sounds of letters. This is substantiated by the very good results in reading achieved at the end of Key Stage 1.

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The results of national tests are well above the national average. The pupils achieve high

14. The curriculum is broad and covers all subjects of the National Curriculum. The school has taken steps to improve provision for design technology and information technology since it was last inspected. As a result, the pupils now undertake projects such as ‘building bridges’ in Years 3 and 4 and ‘puppet theatres’ in Years 5 and 6. The school has recently opened a new computer suite. As a result of good quality in-service training the teachers are now making increasing use of this facility to develop the pupils’ information technology skills and extend learning in other subjects. There are good examples of information technology being used to support learning in, for example, art and religious education. Nevertheless, there is scope to make even greater use of the available technology right across the curriculum.

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The results of national tests are well above the national average. The pupils achieve high

15. The teachers make very good use of the locality to support the pupils’ learning in history and geography. Their work on the River Thames and a visit to Marsh Lock shows that the pupils Trinity CE Primary School - 12 in Year 3 are enthusiastic and keen to learn. They have a very good geographical vocabulary because the teacher introduces and explains very clearly, for example, that a confluence is where a tributary meets the river.

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The results of national tests are well above the national average. The pupils achieve high

16. The science curriculum is used effectively to teach the pupils about the dangers of cigarettes and drugs and to promote a healthy lifestyle. The curriculum is extended by a good range of extra curricular opportunities that encompass many interesting sporting and cultural activities. The pupils’ enthusiasm for these activities is illustrated by the large numbers who are keen to be involved. For instance pupils can make music in the choir or orchestra before school as well as taking part in art, drama, chess and quiz clubs later in the day. If they are keen on sport there are football and netball clubs after school as well as rugby, cricket, hockey and cross-country running events. The good range of interesting activities available to the pupils outside of lessons is greater than that found in many schools.

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The results of national tests are well above the national average. The pupils achieve high

The school has very strong links with the local community.

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The results of national tests are well above the national average. The pupils achieve high

17. The school’s aim includes the statement that it should recognise, ‘its place as a focus for the life of the surrounding community.’ The headteacher promotes the school’s links with the community very strongly. He is instrumental in bringing together a group of schools, from both the state and private sectors to co-operate on musical, cultural and sporting ventures. Last year the schools each performed a scene within a musical production and currently they are rehearsing their contributions to a musical timeline as part of a millennium event. They also meet to involve pupils in workshop activities that, for example, explore the beliefs of the major world faiths about ‘The Creation’.

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The results of national tests are well above the national average. The pupils achieve high

18. Many of the sporting activities that form the extra curricular provision of the school are supported by local sporting organisations and clubs. For example, the rugby club helps to run the ‘tag rugby sessions’ and the cricket club allows the school to use the local cricket ground. The school choir and orchestra also forms part of ‘Henley Musicians’ where pupils from primary and secondary schools come together.

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The results of national tests are well above the national average. The pupils achieve high

19. The school’s good links with the River and Rowing Museum provides each pupil with a membership so that they can visit the museum whenever they like. Other local charities and the town council support the school’s musical and cultural work. Local businesses also provide funds and resources, for example, to further improve the school’s computer facilities.

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The results of national tests are well above the national average. The pupils achieve high

20. The activities that result from the school’s strong links with the local community contribute significantly to the pupils’ personal development by extending and enhancing opportunities for social and cultural development.

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WHAT COULD BE IMPROVED

The monitoring of teaching by the senior management is not sufficiently systematic.

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WHAT COULD BE IMPROVED

21. The role of the subject co-ordinator has developed significantly since the school was last inspected. The co-ordinators, particularly those who have responsibility for the core subjects of the National Curriculum, are checking the teachers’ termly plans to make sure the pupils are receiving a broad curriculum that builds upon their previous learning. Through discussion and scrutiny of the pupils’ work they also ensure that appropriately high standards are being reached in some subjects. This is a strategy that could be usefully extended to provide the senior management with evidence that standards are meeting their expectations right across the curriculum.

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WHAT COULD BE IMPROVED

22. The core subject co-ordinators are also involved in monitoring the quality of teaching. Currently, this is focused on the teaching of numeracy and involves the teachers working in pairs to plan and to teach a class of pupils. They subsequently evaluate their teaching with a Trinity CE Primary School - 13 view to establishing what aspects of the lesson work well and those areas where improvements can be made. This is a very useful initiative that is helping the teachers to implement the National Numeracy Strategy effectively and to establish good practice but it does not provide the headteacher with comprehensive information about the quality of teaching within the school.

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WHAT COULD BE IMPROVED

23. Currently, the headteacher monitors the quality of teaching informally. However, observations are not documented and feedback to teachers is not evaluative. For example it does not set targets for improvement where they may be needed. Whilst most of the lessons seen during the inspection were good or better, systematic and rigorous monitoring would help the teachers to improve further their practice and provide the headteacher with information to aid the planning of in-service training that would support continuing school improvement.

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WHAT COULD BE IMPROVED

Lesson plans do not consistently and clearly identify what children will learn.

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WHAT COULD BE IMPROVED

24. The teachers work in small teams to plan the work to be covered each term. This results in a comprehensive outline of, for example, the learning objectives to be taught in numeracy or science. Some teachers then use these objectives as a central feature of their lesson plans. Others, however, simply list the tasks or resources to be used by the pupils and consequently risk losing the key focus and purpose of the lesson.

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WHAT COULD BE IMPROVED

25. In the most effective lessons the teachers identify precisely what they want the pupils to learn. A very good example of this was in a Year 5 and 6 science lesson where the teacher shared the learning target, ‘to identify the parts of a flower and their functions,’ with the pupils at the start of the lesson. The lesson was interesting, motivated the pupils and was appropriately demanding in line with many of those seen in the inspection. However, the learning target was revisited at key points during the lesson to maintain the sharp focus for learning. It was then used as the central feature of the plenary session to allow both the teacher and the pupils to assess whether the ‘target’ had been achieved. The teacher was able to establish through skilful questioning the extent of the pupils’ knowledge and understanding of the parts of a flower and their functions. This provided her with a very clear

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WHAT COULD BE IMPROVED

basis for planning the next lesson and enabled her to maintain a very good momentum for the pupils’ learning. In other lessons the plenary sessions are not as sharp and sometimes act to draw together the pupils’ learning rather than assess the extent of the learning that has taken place.

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WHAT COULD BE IMPROVED

26. The planning of each lesson around key learning objectives or targets, drawing the pupils’ attention to the target and using it to assess the extent of the learning that has taken place are very effective strategies that should be used throughout the school.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

27. The governors and headteacher should ensure:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) the quality of teaching is systematically monitored, recorded and used to help the teachers to maintain and further improve their good practice;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) the teachers clearly identify precise learning objectives for each lesson and use them to check the extent of the pupils’ learning at the end of the lesson. Trinity CE Primary School - 14

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PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

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PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 9

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PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

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PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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PART C: SCHOOL DATA AND INDICATORS

0 21 63 11 5 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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PART C: SCHOOL DATA AND INDICATORS

Pupils on the school’s roll Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s roll (FTE for part-time pupils) 281

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils eligible for free school meals 12 FTE means full-time equivalent.

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PART C: SCHOOL DATA AND INDICATORS

Special educational needs Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs 1

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s special educational needs register 49

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PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with English as an additional language 7

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PART C: SCHOOL DATA AND INDICATORS

Pupil mobility in the last school year No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Pupils who joined the school other than at the usual time of first admission 6

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PART C: SCHOOL DATA AND INDICATORS

Pupils who left the school other than at the usual time of leaving 8

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PART C: SCHOOL DATA AND INDICATORS

National comparative data 5.4 National comparative data 0.5 Trinity CE Primary School - 15 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. 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 24 26 50

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PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results Reading Writing Mathematics

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PART C: SCHOOL DATA AND INDICATORS

Boys 24 24 24 Numbers of pupils at NC level 2 and above Girls 24 25 23

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 96 (87) 98 (90) 94 (94) at NC level 2 or above National 82 83 87

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 24 24 23 Numbers of pupils at NC level 2 and above Girls 24 23 25

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 96 (86) 94 (96) 96 (90) at NC level 2 or above National 82 86 87

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Attainment at the end of Key Stage 2 Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 24 18 42

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PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 23 22 24 Numbers of pupils at NC level 4 and above Girls 17 15 18

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 95 (91) 88 (94) 100 (94) at NC level 4 or above National 70 69 78

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys n/a n/a n/a Numbers of pupils at NC level 4 and above Girls n/a n/a n/a

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School n/a n/a n/a Trinity CE Primary School - 16 at NC level 4 or above National 68 69 75 Percentages in brackets refer to the year before the latest reporting year. Ethnic background of pupils Exclusions in the last school year

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PART C: SCHOOL DATA AND INDICATORS

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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PART C: SCHOOL DATA AND INDICATORS

Black – African heritage 0 Black – African heritage 0 0

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PART C: SCHOOL DATA AND INDICATORS

Any other minority ethnic group 8 Other minority ethnic groups 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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PART C: SCHOOL DATA AND INDICATORS

Teachers and classes Financial information

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 11 Financial year 1998/9

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 24.9

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PART C: SCHOOL DATA AND INDICATORS

Education support staff: YR – Y6 Total expenditure 485 161

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PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 6 Expenditure per pupil 1 726

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PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 146 Balance brought forward from previous year 3 073

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PART C: SCHOOL DATA AND INDICATORS

Balance carried forward to next year 12 420

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PART C: SCHOOL DATA AND INDICATORS

Qualified teachers and support staff: nursery

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) n/a

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher n/a

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PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff n/a

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PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week n/a Trinity CE Primary School - 17 Number of pupils per FTE adult n/a FTE means full-time equivalent.

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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. 44 49 3 3 1

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Percentage of responses in each category

Behaviour in the school is good. 52 41 6 0 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 36 45 18 1 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 22 43 20 13 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 56 28 12 3 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. 39 54 5 1 0

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Percentage of responses in each category

The school works closely with parents. 26 42 19 10 3

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Percentage of responses in each category

The school is well led and managed. 55 32 9 1 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 55 34 4 1 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 49 34 13 3 1

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