St Mark's Church of England Primary School

ST MARK’S CE VA 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.

p.1

ST MARK’S CE VA 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. St Mark’s CE VA Primary School - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Harleyford Road Kennington London

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Rev R De Berry

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: July 1996 St Mark’s CE VA Primary School - 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Angela Coyle Registered inspector Michael Hudson Lay inspector Robert Lever Team inspector

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Full Circle 35 Trewartha Park Weston-Super-Mare North Somerset BS23 2RT

p.4

INFORMATION ABOUT THE INSPECTION TEAM

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

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE St Mark’s CE VA Primary School - 5

p.4

PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

p.5

WHAT THE SCHOOL DOES WELL 10

Pupils make good progress overall in the core subjects of English, mathematics and science.

p.5

WHAT THE SCHOOL DOES WELL 10

The pupils have good attitudes to their work and generally behave well. Relationships between pupils are good and there is racial harmony in the school.

p.5

WHAT THE SCHOOL DOES WELL 10

The quality of teaching is mainly good, with a significant amount of very good teaching at the end of Key Stage 2.

p.5

WHAT THE SCHOOL DOES WELL 10

The school makes good provision for pupils’ spiritual, moral and social development within a strongly Christian ethos.

p.5

WHAT COULD BE IMPROVED 12

The curriculum is not planned appropriately for the under-fives from the assessments made when they first enter the school, and the statutory requirements are not met for teaching information technology at Key Stage 2.

p.5

WHAT COULD BE IMPROVED 12

Pupils are not given enough opportunities to develop their initiative.

p.5

WHAT COULD BE IMPROVED 12

The school’s partnership with parents and the local early years’ settings are not fully developed.

p.5

INFORMATION ABOUT THE SCHOOL

St Mark’s CE VA Primary School is situated in Kennington, South East London, within an Education Action Zone. It serves the surrounding catchment area, and the number of pupils on roll has not changed significantly since the school was last inspected in 1996. There are currently 197 girls and boys in the school. Children are admitted at the beginning of the term in which they are five. Attainment on entry varies, but is below average overall. The majority of pupils are from ethnic minority backgrounds and learn English as an additional language. The percentage of pupils who are known to be eligible for free school meals is much higher than the national average, at 31 per cent. The school has 30 per cent of its pupils on the register of special educational needs, which is higher than the national figure, and three pupils have statements for their needs.

p.6

HOW GOOD THE SCHOOL IS

The school is an effective learning environment in which a high proportion of pupils achieve the expected standards by the end of Year 6 and the quality of teaching is good overall. The headteacher and governors provide sound leadership and management, and ensure that good value for money is maintained.

p.6

What the school does well

• Pupils make good progress overall in the core subjects of English, mathematics and science. • The pupils have good attitudes to their work and generally behave well. Relationships between pupils are good and there is racial harmony in the school. • The quality of teaching is mainly good, with a significant amount of very good teaching at the end of Key Stage 2. • The school makes good provision for pupils’ spiritual, moral and social development within a strongly Christian ethos.

p.6

What could be improved

• The curriculum is not planned appropriately for the under-fives from the assessments made when they first enter the school 1 , and the statutory requirements are not met for teaching information technology at Key Stage 2. • Pupils are not given enough opportunities to develop their initiative. • The school’s partnerships with parents and the local early years’ settings are not fully developed. The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in July 1996. Since then, standards have improved significantly at the end of Key Stage 2, especially in science, and the school has satisfactorily addressed most of the key issues identified. Policies have been written for

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

ON DESIRABLE LEARNING OUTCOMES In 1996, QCA (Qualifications and Curriculum Authority), formerly SCAA (School Curriculum and Assessment Authority), produced a set of ‘Desirable Learning Outcomes for children’s learning on entering compulsory education’. These outcomes are a set of skills, knowledge and understanding that children might be expected to achieve by the age of five in six areas of learning: language and literacy; mathematics; knowledge and understanding of the world; creative development; physical development and personal and social development. St Mark’s CE VA Primary School - 7 teaching and learning, and the school development plan has been improved to provide a three-year strategic plan. However, the provision for information and communication technology has not been sufficiently developed to cover all the required areas for the oldest pupils in the school.

p.6

STANDARDS

The table shows the standards achieved by 11 year olds in 1999 based on average point scores in National Curriculum tests.

p.7

STANDARDS

Performance in: all schools Similar schools Key

p.7

STANDARDS

Science E* B A A* very high well above average above average average below average well below average A* A B C D E

p.7

STANDARDS

Standards at the end of Key Stage 2 have risen significantly since the last inspection. When compared to the national results, the percentage of pupils in Year 6 achieving the expected Level 4 or above in the 1999 National Curriculum tests was average in English, above average in mathematics and well above average in science. In relation to the situation in similar schools, however, the percentage of pupils attaining the expected levels for English and mathematics was well above average at the end of Year 6, whilst standards in science were well above average, and within the highest five per cent in the country. The inspection findings support these results and show that currently, pupils make good progress overall and achieve sound standards in English, mathematics and science by the time they reach the end of Key Stage 2 2 . At Key Stage 1, standards are currently average in science, but below average in English and mathematics. The school has set sufficiently

p.7

STANDARDS

challenging targets, especially in writing, which it is on line to achieve.

p.7

Aspect Comment

Attitudes to the school Good. Pupils are keen to learn and enjoy coming to school.

p.7

Aspect Comment

Behaviour, in and out of classrooms Pupils usually behave well in lessons, although a few pupils are occasionally disruptive and there have been a large number of fixed-term exclusions in the last academic year.

p.7

Aspect Comment

Personal development and relationships Pupils have good relationships with each other in a racially harmonious environment. However, their personal development is not sufficiently extended.

p.7

Aspect Comment

By the end of Key Stage 1, pupils are expected to attain Level 2 in all National Curriculum subjects. Those who achieve Level 3 are therefore attaining above nationally expected levels. By the end of Key Stage 2, pupils are expected to attain Level 4 in all National Curriculum subjects. Those who achieve Level 5 are therefore attaining above nationally expected levels. St Mark’s CE VA Primary School - 8 Attendance Good. Pupils are punctual for school, and lessons begin promptly. Pupils’ good attitudes and the racially harmonious environment are strengths of the school.

p.7

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

Lessons seen overall Satisfactory 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.

p.8

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

The quality of teaching is good overall. In the lessons observed 93 per cent of teaching was satisfactory, or better; 44 per cent was good and 19 per cent was very good. The quality of teaching in English and mathematics is particularly good at the end of Key Stage 2, because literacy and numeracy skills are well taught. This enables all pupils to make rapid progress in their learning towards the end of their time at the school.

p.8

Aspect Comment

The quality and range of the curriculum A satisfactory range of subjects is covered, but the statutory requirements are not met for information technology at Key Stage 2. The curriculum for the under-fives in the reception class is not clearly focused on the Desirable Learning Outcomes.

p.8

Aspect Comment

Provision for pupils with special educational needs Pupils are sufficiently supported to help them in their learning. Appropriate targets for learning are set and individual education plans are used effectively by teachers.

p.8

Aspect Comment

Provision for pupils with English as an additional language Pupils who learn English as an additional language are effectively supported within small groups withdrawn for specialist help, or within the classroom situation, as appropriate.

p.8

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school’s provision for pupils’ spiritual, moral and social development is good. Cultural development is fostered appropriately.

p.8

Aspect Comment

How well the school cares for its pupils The school has good procedures for promoting pupils’ attendance and behaviour, and it cares well for its pupils.

p.8

Aspect Comment

The school has a strong Christian ethos that is promoted well by staff and governors. St Mark’s CE VA Primary School - 9

p.8

Aspect Comment

Leadership and management by the headteacher and other key staff The school is effectively led and managed by the headteacher, deputy headteacher and subject co-ordinators who all provide good support for colleagues and are dedicated to the pupils they teach.

p.9

Aspect Comment

How well the governors fulfil their responsibilities Satisfactory overall, but the governors do not rigorously ensure that statutory requirements are met for information technology.

p.9

Aspect Comment

The school’s evaluation of its performance The headteacher and deputy headteacher monitor standards effectively and take appropriate action to improve results.

p.9

Aspect Comment

The strategic use of resources The school has made good improvements to its accommodation through a substantial recent building programme, and resources are used effectively.

p.9

Aspect Comment

The headteacher and governors provide sound leadership and management, and ensure that good value for money is maintained.

p.9

What pleases parents most What parents would like to see improved

• The majority of parents feel that pupils make pleasing progress • A few parents would like the school to provide more extra-curricular activities

p.9

What pleases parents most What parents would like to see improved

The inspectors agree with the above comment made by parents that pupils make pleasing progress. The school has clear plans to develop the provision for extra-curricular activities. For example, it is soon to introduce an art club, a musical ‘steel band’ and a dance club. St Mark’s CE VA Primary School - 10

p.9

Pupils make good progress overall in the core subjects of English, mathematics and

1. Although children under five enter the school with limited skills in literacy and numeracy, from the time they join the reception class they are taught to build effectively on their knowledge and understanding. Pupils’ academic progress is maintained as they move through Key Stage 1, so that, by the time they reach the end of Year 2, all pupils attain Level 2 in science and many achieve the expected level in reading and mathematics. Nevertheless, standards are currently below average in English and mathematics in lessons. The school has identified the need to improve attainment, especially in writing at Key Stage 1, and targets have been appropriately developed in order to raise standards further.

p.10

Pupils make good progress overall in the core subjects of English, mathematics and

2. The school has improved the standards achieved by pupils in Year 6 since the previous inspection in 1996. Standards have risen significantly at the end of Key Stage 2 over the last two years. When compared to the national results, the percentage of pupils achieving the expected Level 4 or above in the 1999 National Curriculum tests was average in English, above average in mathematics and well above average in science. However, when compared with the results of similar schools, the percentage of pupils attaining the expected levels for English and mathematics was well above average at the end of Year 6, whilst standards in science were well above average, and within the highest five per cent in the country.

p.10

Pupils make good progress overall in the core subjects of English, mathematics and

3. The inspection findings agree that the standards of pupils approaching the end of Key Stage 2 are in line with the nationally expected levels. Pupils make notably good progress towards the end of their time at the school. For example, literacy and numeracy skills are well developed across the curriculum by the end of Key Stage 2.

p.10

The pupils have good attitudes to their work and generally behave well. Relationships

between pupils are good and there is racial harmony in the school.

p.10

The pupils have good attitudes to their work and generally behave well. Relationships

4. Pupils demonstrate good attitudes to learning. They are eager to come to school and are usually punctual for their lessons. Pupils pay good attention to their teachers and follow instructions well. This helps them to make good progress in lessons.

p.10

The pupils have good attitudes to their work and generally behave well. Relationships

5. There is a consistent approach to discipline across the school and pupils respond well. Behaviour is generally good. Pupils generally co-operate with their teachers in establishing conditions in which they, and others, can work productively without fear of interruption or distraction. They are particularly well behaved in the dining hall; the lunchtime assistants are kind, but firm, and pupils respond well. However, there have been a large number of fixed term exclusions over the last academic year due to the inappropriate behaviour of a few pupils.

p.10

The pupils have good attitudes to their work and generally behave well. Relationships

6. Relationships within the school are good. Teachers and pupils relate well to one another and the friendly, caring ethos is built on a basis of mutual respect that children pick up very quickly after joining the school. Pupils are supportive of one another and in all lessons are prepared to listen to others’ views. St Mark’s CE VA Primary School - 11 St Mark’s CE VA Primary School - 12

p.10

The quality of teaching is mainly good, with a significant amount of very good

7. Since the previous inspection, the school has improved the quality of teaching, which is now good overall. In the lessons observed 93 per cent of teaching was satisfactory, or better; 44 per cent was good and 19 per cent was very good. The best teaching is at the end of Key Stage 2, because literacy and numeracy skills are particularly well taught, enabling pupils to make rapid progress in their learning.

p.12

The quality of teaching is mainly good, with a significant amount of very good

8. The quality of teaching for the under-fives is satisfactory. In the best lessons, opportunities are used well to teach and emphasise new ideas. Adults have high expectations of behaviour and challenge the pupils to do their best. However, the teaching is not clearly based on the Desirable Learning Outcomes for children under five, and early assessments are not used sufficiently to assist planning.

p.12

The quality of teaching is mainly good, with a significant amount of very good

9. At Key Stage 1, teaching and learning are good because lesson plans identify clearly what the teachers expect pupils to learn. Good use is made of questioning to check that pupils understand what they have been taught. Teachers have a secure knowledge and understanding of the curriculum. Specific subject vocabulary is used well and activities motivate pupils effectively. Lessons are structured well and are completed at a steady pace. Appropriate targets have been set to raise standards in writing and teachers are careful to promote pupils’ skills accordingly.

p.12

The quality of teaching is mainly good, with a significant amount of very good

10. The quality of teaching at Key Stage 2 is good overall; it is sometimes very good in Years 5 and 6 because lessons are well organised and managed skilfully. Good classroom control techniques are used consistently and pupils are given a lot of praise for their work. This has a positive effect on standards of behaviour and attainment, as pupils try hard to gain their teacher’s approval. In all classes, relationships between teachers and their pupils are friendly, positive and focused on learning. Learning support assistants are well briefed and deployed carefully to make a positive contribution to pupils’ learning. An appropriate amount of homework, in the form of spellings, reading and an occasional piece of topic work, is set for pupils to enable them to extend their learning. The accommodation is used well; classrooms are tidy, well-organised environments with resources clearly accessible.

p.12

The school makes good provision for pupils’ spiritual, moral and social development

11. The school’s provision for spiritual development is good. Pupils are given good opportunities to explore the values and beliefs of others. Pupils can relate to the central theme of caring and can offer suggestions about how they can be helpful to others. Good opportunities are provided for pupils to reflect upon why we are here and our place in the world. The school enhances pupils’ spiritual awareness throughout many areas of the curriculum. For example, they learn about significant events that have taken place during the last millennium and make resolutions about what they want to achieve in the future. Visitors to the school, such as the local vicar, help pupils to understand the richness and diversity of the world, within a strongly Christian ethos.

p.12

The school makes good provision for pupils’ spiritual, moral and social development

12. The school provides good opportunities for raising pupils’ awareness of social and moral issues. Adults who work within the school are good role models for pupils and are consistent in their approach to reinforcing an understanding of the St Mark’s CE VA Primary School - 13 difference between right and wrong. Discussions in lessons are particularly effective in prompting pupils to reflect upon how their actions may affect others and that they have choices about how to behave.

p.12

made when they first enter the school, and the statutory requirements are not met for

teaching information technology at Key Stage 2.

p.13

made when they first enter the school, and the statutory requirements are not met for

13. Since the time of the last inspection the school has maintained a broad curriculum. At Key Stages 1 and 2, the quality and range of learning opportunities are sound. The school pays good regard to the national strategies for both literacy and numeracy and this has had a positive impact upon the standards that pupils achieve in English and mathematics by the end of Year 6. The quality of specialist provision for pupils with special educational needs and those who learn English as an additional language is sound. When pupils are withdrawn from their mainstream class lessons for additional help, the work they are given to do is well matched to the targets identified. Great care is taken to ensure that these pupils still have access to the full curriculum and are not excluded from vital parts of class lessons.

p.13

made when they first enter the school, and the statutory requirements are not met for

14. Children under five in the reception class are integrated well with the older five-year- olds. However, the curriculum is not sufficiently planned for them to experience the six areas of learning as recommended in the Desirable Learning Outcomes. Although useful assessments are made when children first enter the school, these are not used rigorously to assist teachers when planning activities for learning in language, literacy, mathematics, knowledge and understanding of the world, creative development, physical development, and personal and social development.

p.13

made when they first enter the school, and the statutory requirements are not met for

15. Throughout Key Stage 1, the curricular opportunities in information and communication technology are sound. However, the school does not meet the statutory requirements to teach all aspects of the subject at Key Stage 2; control technology, modelling and monitoring are not sufficiently covered in Years 3, 4, 5 and 6.

p.13

made when they first enter the school, and the statutory requirements are not met for

Pupils are not given enough opportunities to develop their initiative.

p.13

made when they first enter the school, and the statutory requirements are not met for

16. A few pupils undertake small tasks and responsibilities to develop their independence, but there are too few opportunities for the majority to use their initiative and extend their personal development. For example, there is no school library and this restricts the opportunities pupils can be given to conduct their own research and so develop their independence.

p.13

The school’s partnerships with parents and the local early years’ settings are not fully

17. The school is an effective learning environment in which the headteacher and staff seek to work in partnership with parents and the community. However, the school’s links with parents and the local early years’ settings are not sufficiently extended. The school tries hard to involve parents by providing regular information on a range of topics, but many parents are not actively involved in the school. There are no formal arrangements for sharing information effectively with the local providers of St Mark’s CE VA Primary School - 14 early years’ education so that children can be well prepared for the next stage of their education.

p.13

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

18. In order to maintain the standards achieved, the headteacher, governors and staff should:

p.14

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) improve the quality of the curriculum and its assessment by:

p.14

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- making sure that the statutory requirements are fully met to teach all the elements of information and communication technology at Key Stage 2;

p.14

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- planning activities that are more closely matched to the Desirable Learning Outcomes for the children under five;

p.14

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- using the results of the assessments undertaken when children first enter the school more effectively to focus the teaching and learning of the youngest pupils;

p.14

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) extend the provision for pupils to develop their personal skills and use their initiative;

p.14

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) strengthen and develop the school’s partnership with parents and the local early years’ settings. St Mark’s CE VA Primary School - 15

p.14

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 12

p.15

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.15

Summary of teaching observed during the inspection

0 19 44 30 7 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.15

Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

p.15

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 0 197

p.15

Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 61 FTE means full-time equivalent.

p.15

Information about the school’s pupils

Special educational needs Nursery YR – Y6

p.15

Information about the school’s pupils

Number of pupils with statements of special educational needs 0 3

p.15

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 60

p.15

Information about the school’s pupils

English as an additional language No of pupils

p.15

Information about the school’s pupils

Number of pupils with English as an additional language 113

p.15

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.15

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 19

p.15

Information about the school’s pupils

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

p.15

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. St Mark’s CE VA Primary School - 16

p.15

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 16 13 29

p.16

Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

p.16

Attainment at the end of Key Stage 1

Boys 14 9 14 Numbers of pupils at NC level 2 and above Girls 10 9 10

p.16

Attainment at the end of Key Stage 1

Percentage of pupils School 83 62 83 at NC level 2 or above National 82 83 87

p.16

Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

p.16

Attainment at the end of Key Stage 1

Boys 10 14 16 Numbers of pupils at NC level 2 and above Girls 10 10 13

p.16

Attainment at the end of Key Stage 1

Percentage of pupils School 69 83 100 at NC level 2 or above National 82 86 87

p.16

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 5 19 24

p.16

Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

p.16

Attainment at the end of Key Stage 2

Boys 4 4 5 Numbers of pupils at NC level 4 and above Girls 12 14 16

p.16

Attainment at the end of Key Stage 2

Percentage of pupils School 67 75 88 at NC level 4 or above National 70 68 78

p.16

Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

p.16

Attainment at the end of Key Stage 2

Boys 3 3 4 Numbers of pupils at NC level 4 and above Girls 11 13 14

p.16

Attainment at the end of Key Stage 2

Percentage of pupils School 58 67 75 at NC level 4 or above National 68 69 75 St Mark’s CE VA Primary School - 17

p.16

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 42 Black – Caribbean heritage 8

p.17

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 109 Black – African heritage 10

p.17

Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 3 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.

p.17

Teachers and classes Financial information

Total number of qualified teachers (FTE) 9.3 Financial year 1999

p.17

Teachers and classes Financial information

Number of pupils per qualified teacher 21

p.17

Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 463,298

p.17

Teachers and classes Financial information

Total number of education support staff 8 Expenditure per pupil 2,452

p.17

Teachers and classes Financial information

Total aggregate hours worked per week 138 Balance brought forward from previous year 47,262

p.17

Teachers and classes Financial information

Balance carried forward to next year 43,310 St Mark’s CE VA Primary School - 18

p.17

Results of the survey of parents and carers

Percentage of responses in each category

p.18

Results of the survey of parents and carers

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

p.18

Results of the survey of parents and carers

My child is making good progress in school. 71 29 0 0 0

p.18

Results of the survey of parents and carers

Behaviour in the school is good. 51 41 0 0 0

p.18

Results of the survey of parents and carers

My child gets the right amount of work to do at home. 44 44 10 0 1

p.18

Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 54 35 4 0 6

p.18

Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 69 28 0 1 1

p.18

Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 76 22 0 0 1

p.18

Results of the survey of parents and carers

The school works closely with parents. 57 34 6 0 3

p.18

Results of the survey of parents and carers

The school is well led and managed. 63 34 1 0 1

p.18

Results of the survey of parents and carers

The school is helping my child become mature and responsible. 65 34 0 0 1

p.18

Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 37 34 18 3 9

p.18

Results of the survey of parents and carers

NB: Not all parents responded to all questions, therefore totals may not add up to 100.

p.18

Results of the survey of parents and carers

Sixteen parents attended a meeting held at the school, and three parents wrote to the registered inspector. The majority of comments were positive, but a few parents would like their children to have more opportunities for extra-curricular activities.

p.18