St Andrew's Catholic Primary School

ST. ANDREW’S CATHOLIC PRIMARY SCHOOL

Dates of inspection: 26 th to 28 th June 2000

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ST. ANDREW’S CATHOLIC 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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ST. ANDREW’S CATHOLIC 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. Andrew’s Catholic Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Polworth Road Streatham London Postcode: SW16 2ET

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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 Mark Hughes

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 30 th September 1996 St. Andrew’s Catholic Primary School - 4

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Team members

Mr J D Eadie Registered inspector Dr J D Cross Lay inspector Mrs M R Beardsley Team inspector Mrs M A Griffiths Team inspector

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Team members

Higherland Bridge 49 West Street Gargrave Skipton BD23 3RJ

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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 St. Andrew’s Catholic Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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WHAT THE SCHOOL DOES WELL 10

Standards in the core subjects are high The quality of teaching is good overall Assessment procedures are very good Clear targets are set for each pupil All pupils are valued Very good provision is made for pupils’ personal development The headteacher provides very strong leadership

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WHAT COULD BE IMPROVED

Standards in information technology Investigative and creative skills Teaching time is not always used efficiently

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PART C: SCHOOL DATA AND INDICATORS 15

St. Andrew’s Catholic Primary School - 6

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INFORMATION ABOUT THE SCHOOL

The school is situated in Streatham, which is an urban, multi-ethnic area of south London. The intake of pupils is mixed and is drawn largely from two local Roman Catholic parishes. There are 461 pupils on roll. At the time of the inspection there were 58 children under five, who were accommodated in the nursery and in one of the reception classes. Nearly two thirds of the pupils come from the wide variety of ethnic minorities represented in the area. More than half of these come from homes in which English is not the first language spoken, a proportion that is very high in national terms. About 18 per cent of pupils are entitled to free school meals, a proportion that is broadly in line with the national average. There are 90 pupils on the school’s register of special educational needs, a proportion that is close to the national average, and there are two pupils with statements of special educational needs which is below average for a

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INFORMATION ABOUT THE SCHOOL

school of this size. Pupils’ ability on entry to the reception class is average overall, although there is a wide range of abilities.

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HOW GOOD THE SCHOOL IS

St. Andrew’s Catholic Primary School is very effective in ensuring that its pupils make very good progress during their time in the school. The very good standards being attained in the National Curriculum tests are evidence of this progress, bearing in mind the average attainment on entry to the school. Leadership provides very clear direction, and management structures are constantly developing and support leadership initiatives well. Teaching is good overall, and the very strong teamwork of all who work in the school contributes significantly to the pupils’ progress. The school provides good value for money.

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What the school does well

• Standards in the core subjects of English, mathematics and science are well above average, and all pupils make very good progress in these subjects. • The quality of teaching is good overall. • There are very good procedures for assessing pupils’ attainment and monitoring their progress. • Clear targets are set for improvement for each pupil. This gives them good knowledge of their own learning and aids their progress. • All pupils are valued and every effort is made to ensure that all are included in every aspect of school life, particularly those with English as an additional language and those with special educational needs. • The school makes very good provision for the pupils’ spiritual, moral, social and cultural development. • The leadership of the headteacher provides very clear direction for the school and she has put in place a number of initiatives, which have resulted in the present high standards.

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What could be improved

• Standards in information technology. • Within the context of the good teaching overall, the opportunities for pupils to develop their investigative and creative skills and teachers’ consistent insistence on full attention while they are speaking to the class. • The use of time during the school day. The areas for improvement will form the basis of the governors’ action plan.

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What could be improved

The school has already analysed many of the above areas for improvement and plans are in place to address them.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in October 1996, and has made good progress since then. All key issues from that inspection have been effectively addressed. A number of other initiatives have been instigated by the school, which have either raised standards or maintained the high standards already being achieved. The setting of individual targets for improvement for pupils, which are shared with parents at regular meetings, have been particularly effective. These targets are specific and achievable and involve both pupils and their parents in monitoring progress. There is now regular and systematic monitoring of teaching, although this is almost always carried out by members of the senior management team; curriculum coordinators do not have enough opportunities to carry out this role. St. Andrew’s Catholic 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

1997 1998 1999 1999 English B C A A well above average above average A B Mathematics A B A A average below average C D Science B B B B well below average E

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Key

The table shows that, on the basis of average points scored by the pupils, the standards achieved in the 1999 National Curriculum tests for 11 year olds were well above average in English and mathematics and above average in science. This is also the case when results are compared with those of schools with a similar proportion of pupils entitled to free school meals. These results have shown a particularly significant improvement in English and mathematics and, taking the three subjects together, the school trend has risen at the same rate as the national trend. The school has set rather conservative targets for improvement, and these targets were comfortably exceeded in 1999. Predictions indicate that targets should be exceeded quite significantly again this year. Targets set are therefore not sufficiently demanding. In the national tests for seven year olds, standards are well above average in reading and mathematics and above average in

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Key

writing. At this age, significant improvement has also been made over the years, particularly in mathematics, and standards in reading have been uniformly high. Evidence from work seen during the inspection confirms that these well above average standards at Key Stage 2 and above average standards at Key Stage 1 are being maintained. However, standards in information technology are unsatisfactory throughout the school. The school is aware of this and information technology is a focus for development in the next school year.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to their school and to their work.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is satisfactory in and around the school. It is often good or very good in some lessons, assembly and in the hall during lunch.

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Aspect Comment

Personal development and relationships Pupils’ personal development is good and relationships at all levels in the school are also good.

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Aspect Comment

Attendance Levels of attendance are very good. Pupils are keen to come to school and generally arrive punctually. St. Andrew’s Catholic 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 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.

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

All teaching observed was at least satisfactory and three out of four lessons were good or better. One in eight was very good. The skills of literacy and numeracy are very well taught, and teachers reinforce these skills well in other subjects. The teachers are very good at meeting the needs of all the pupils in their classes. They know their pupils well and match work very well to their needs in lessons to enable each individual to make the best possible progress. Other strengths of teaching are the teaching of basic skills and the teachers’ expectations of what their pupils can achieve.

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Aspect Comment

The quality and range of the curriculum The school provides an appropriately broad and balanced curriculum, except that not all aspects of the curriculum for information technology are being taught. Assessment procedures are very good and teachers use them very well to plan for each child to make as good progress as possible. Provision for pupils with special educational needs The school makes very good provision for the pupils with special educational needs. Their needs are identified early. Specific and achievable targets are set for them. With the good levels of support available they make very good progress. Provision for pupils with English as an additional language Very good provision is made for the pupils with English as an additional language. With the support provided they make very good progress and are quickly able to play a full part in the life of the school. Provision for pupils’ personal, including

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Aspect Comment

spiritual, moral, social and cultural development The school makes very good provision for the pupils’ personal development. Very good provision is also made for their spiritual, moral, social and cultural development, and these aspects are embedded in the very positive ethos of the school. How well the school cares for its pupils The school successfully makes every effort to ensure the safety and well being of its pupils.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides very clear and effective leadership for the school. The deputy and all other staff ably support her. The whole staff is very supportive of each other and works very well together as a team.

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Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil their responsibilities well. They provide a good range of expertise, and are knowledgeable and involved in the management of the school. The school’s evaluation of its performance The school is very good at analysing its strengths and weaknesses. Very effective action is then planned to build on the strengths and address the weaknesses. The strategic use of resources The school uses all resources available to it well, and also ensures that the principles of best value are applied well. St. Andrew’s Catholic Primary School - 9

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What pleases parents most What parents would like to see improved

• The school expects their children to work hard and achieve their best. • Their children are making good progress. • The teaching is good. • Behaviour in the school is good. • The school is approachable. • Their children like school. • The range of activities available outside lessons. • Consistency in the way homework is set.

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What pleases parents most What parents would like to see improved

The inspection team endorses all positive parental views. The judgement of the inspection is that, although there are sometimes inconsistencies in the use of homework, levels are at least adequate. There is also a satisfactory range of activities outside lessons. St. Andrew’s Catholic Primary School - 10

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Standards in the core subjects of English, mathematics and science are well above

average, and all pupils make very good progress in these subjects.

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Standards in the core subjects of English, mathematics and science are well above

1 The results of the National Curriculum tests for both eleven and seven year olds in recent years have been consistently above the national average, and often well above. Children join the school in the nursery with average attainment overall, and a number of pupils join the school at a later stage with little or no English. These results are therefore high testimony to the hard work done in the school to ensure that all pupils make very good progress. A major reason for this very good progress is the way that teachers set work that matches very closely the individual needs of all pupils. The setting of individual targets for pupils also contributes to this rate of progress.

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Standards in the core subjects of English, mathematics and science are well above

2 Speaking and listening skills are above average throughout the school. This is a priority for the school and pupils are articulate and express themselves clearly and fluently in good standard English. Standards of reading are well above average throughout the school. From early in the nursery, children enjoy looking at books and they soon acquire reading skills which are well developed as they move up through the school. Writing is above average at both key stages, and pupils write for a variety of purposes with increasing accuracy. Story writing is developing very well, and pupils’ work is imaginative as well as accurate in punctuation and spelling. Handwriting is well formed and neat.

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Standards in the core subjects of English, mathematics and science are well above

3 In mathematics, the teachers are good at encouraging pupils to explain how they arrive at answers and often take the opportunity to encourage them to try a range of methods of calculation. This ensures that pupils have a clear understanding of concepts and techniques and, as a result, their skills in numeracy are very good. They also develop good knowledge of shape, space and measures; for example a number of pupils in one of the reception classes were able to give the correct mathematical name to, and describe the properties of some three dimensional shapes.

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Standards in the core subjects of English, mathematics and science are well above

4 The pupils make very good progress in science. This is because of the school’s commitment to teach the subject through investigations and experiments wherever possible. This first hand experience gives pupils a good understanding of concepts and broadens their knowledge. Although there are occasions when teachers do not give enough opportunities for the pupils to develop their own experiments or systems of recording, in many classes the pupils are encouraged to try things for themselves. For example, pupils in Year 6 were observed planning an experiment. They decided what the focus was to be and how the experiment would be carried out.

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Standards in the core subjects of English, mathematics and science are well above

The quality of teaching is good overall.

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Standards in the core subjects of English, mathematics and science are well above

5 The quality of teaching is good overall, and all teaching seen during the inspection was at least satisfactory. Three out of every four lessons observed were good or better and one in eight was very good. The quality of teaching is fairly uniform throughout the school, with a number of general strengths. For example, the teaching of basic skills is very good. From an early stage, the teachers encourage pupils in correct use of the English language and teach the skills of numeracy very well. The teachers also often reinforce the learning of these skills in other subjects. All this ensures that pupils of all ability levels learn well and master these basic skills quickly. The acquisition of these basic skills enables the pupils to learn well in other subjects.

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Standards in the core subjects of English, mathematics and science are well above

6 Teachers also have uniformly high expectations of what pupils can achieve. Low standards are not tolerated and there is constant encouragement for pupils to improve their work. These expectations and this encouragement inspire the pupils’ intellectual effort and they consequently progress very well and strive to achieve. The teachers know their pupils very well, and are therefore very good at meeting pupils’ individual needs in lessons. For example, in one lesson seen, although there were different tasks for the three groups in the class to do, the teacher skilfully adapted these tasks for almost every pupil so that each made very good progress. St. Andrew’s Catholic Primary School - 11

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There are very good procedures for assessing pupils’ attainment and monitoring their

7 There are very good systems in place to track the progress of pupils in the core subjects of English, mathematics and science. Although some of these systems are not formally recorded, they are effective in meeting the needs of each pupil.

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There are very good procedures for assessing pupils’ attainment and monitoring their

8 From their first day in the nursery, there are assessment procedures in place, which establish where the children have strengths and weaknesses. Although there are locally and nationally agreed procedures for this purpose, the school has adapted these to suit the needs of its children. The children’s progress is then well tracked through the nursery and in the reception classes. Further nationally recognised tests are then used at the end of the pupils’ time in the reception classes to measure the progress made and to enable the teachers in Year 1 to know what the next stage of learning for each child should be.

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There are very good procedures for assessing pupils’ attainment and monitoring their

9 Through the rest of the school, the teachers make careful notes of how well each pupil has achieved in each learning objective. This enables them to ensure that each pupil is progressing well. Standardised tests are also very well used to ensure that progress is being made, particularly in reading, and if progress is not as expected extra support is provided. The progress of the pupils with special educational needs and those with English as an additional language is particularly well monitored. Indicative of the success of these procedures is that many pupils, who enter the school at various levels with no English, achieve the higher Level 5 in English in the National Curriculum tests at the age of 11.

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Clear targets are set for improvement for each pupil. This gives them good knowledge of

their own learning and aids their progress.

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Clear targets are set for improvement for each pupil. This gives them good knowledge of

10 The system of setting individual targets for each pupil is very successful on a number of fronts. These targets are set twice annually in consultation with parents and pupils and are specific and achievable. This gives the pupils very good knowledge of their own learning and involves both them and their parents in this learning. Targets for learning are also often set at the beginning of each lesson in many subjects. When these targets are returned to at the end of the session, this further encourages the pupils to evaluate their own rate of progress.

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Clear targets are set for improvement for each pupil. This gives them good knowledge of

11 Targets set for the pupils with special educational needs on their individual education plans are realistic and achievable. They are also regularly monitored by teachers, who are also involved in target setting for them with the special educational needs coordinator. A wide range of tests is adopted to determine the action to be taken once needs have been identified. Similar procedures are in place for the pupils with English as an additional language, whose progress is also closely monitored.

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of school life, particularly those with English as an additional language and those with

12 There is very good inclusion of all pupils in the school. This is particularly marked for those with special educational needs and those with English as an additional language. This was noted during the inspection, as, although the teachers’ planning identified the numbers of these pupils in their classes, it was almost always difficult for inspectors to establish which these pupils were. Their contributions to lessons are valued equally to those of their peers, and the teachers, whilst being very sympathetic to their needs, do not talk down to them or single them out. The teachers work very hard to ensure that concepts have been fully grasped by all pupils in their classes, and they make every effort to match tasks to the pupils’ individual needs.

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of school life, particularly those with English as an additional language and those with

13 All pupils are encouraged to express their opinions and are also taught that opinions are all equally valid. The consequence of this is that the pupils are confident in their exchanges with their peers and adults without being over confident. The pupils with English as an additional language are encouraged to keep up their first language and to join in with the other activities with which they are perhaps less familiar. A specific physical education programme for the pupils who have physical difficulties is successful in developing better body awareness for them and is improving their skills in this area. St. Andrew’s Catholic Primary School - 12

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The school makes very good provision for the pupils’ spiritual, moral, social and cultural

14 The school makes very good provision for the pupils’ personal development, including their spiritual, moral, social and cultural development. These aspects are embedded in the very positive ethos that has been created in the school and contribute significantly to the progress that pupils make. The spiritual dimension is evident in every class, with displays not only reflecting the faith of the school but also encouraging the pupils to think on a higher spiritual level. There are occasions during the school day when there is a beautiful sense of awe and wonder, as when a small group of pupils led the singing in the assembly for Years 1, 2 and 3 in a responsive song. There are also occasions during lessons when the pupils display awe at the wonder of the creation that surrounds them.

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The school makes very good provision for the pupils’ spiritual, moral, social and cultural

15 The school works hard to promote moral values and many opportunities are taken to reinforce these. For example, in one class there was a problem in a break time, so the teacher took the opportunity to spend some time to discuss with her class the moral issues of patience and respect that the incident raised. The school also works hard to develop social skills. Lunchtime in the hall is very well ordered and is a good opportunity for the pupils to socialise. The popularity of a ‘top table’ as a reward further enhances this social development. The teachers are constantly developing the pupils’ social skills during lessons, using such encouragements as: “Don’t call out!” and “Listen when others are talking.” The older pupils are also given opportunities to help the younger children in the nursery in their free time, which enhances their social development.

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The school makes very good provision for the pupils’ spiritual, moral, social and cultural

16 The pupils’ own cultural heritages are celebrated at every opportunity. For example, relatives of some of the pupils have been into school to talk about life in their homelands. There are also a number of images around the school from a rich variety of cultures. The school has also made a significant feature of ‘One World Week’ for a number of years, and has taken this opportunity to explore other cultures.

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past years she has put in place a number of initiatives which have resulted in the present

17 The headteacher provides strong leadership and gives very clear educational direction to the school. She has a very clear vision of what is best for the pupils and has built up a very strong team work ethic amongst all the staff. This team work is mutually supportive, and each uses their strengths to help their colleagues. There is a shared commitment to raising standards for all pupils, which stems from the headteacher’s vision for the school. A number of initiatives have been put in place in recent years to take the school forward. Particularly notable amongst these is the system of setting targets for each individual pupil.

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WHAT COULD BE IMPROVED

18 Standards in information technology are unsatisfactory throughout the school. Pupils do not have opportunities to learn all aspects of the curriculum for the subject. This would appear to represent a decline in standards since the last inspection when they were described as satisfactory. The expectations of what pupils can do in the subject have increased considerably in the last four years, and the school has not kept pace with this progress.

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WHAT COULD BE IMPROVED

19 Some good use is made of word processing and most pupils have adequate opportunities in this element of the subject. However, even here, there is little evidence of pupils combining text and images, or using devices such as borders, to improve the presentation of their work. Pupils also learn to use email by sending messages from class to class and, occasionally, to people they know outside school. However, the internet and wider use of the world wide web are not yet being used effectively. Younger children use a painting program to produce interesting images, but this is not then developed further up the school so that pupils can experiment with this medium to add to the range of art work. A start is being made at using databases and spreadsheets, but the skills involved are often being addressed one, two or even three years after they should be. St. Andrew’s Catholic Primary School - 13 20 Although a commercial scheme of work has been adopted, it has not been adapted for use within the

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WHAT COULD BE IMPROVED

school; as it stands it cannot be used, as many year groups have not done the necessary preparatory work to enable them to address the suggested topics. Although there is an adequate number of computers in the school, other areas of information and communications technology are not well represented. For example, the school has no equipment to enable pupils to use a computer to control or monitor external events and neither are there digital cameras or scanners for the pupils’ to use. There is also a shortage of appropriate software for a number of subjects. At present teachers do not plan to use computers to support work in a wide range of other subjects. This means that pupils do not have adequate opportunities to use computers and their skills are not being properly developed.

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investigative and creative skills, and teachers’ consistent insistence on full attention while

21 Within the context of the good teaching seen, there are a couple of minor weaknesses that occasionally affect the learning of the pupils in some classes. Teachers do not always allow pupils to develop their investigative and creative skills. For example, there are occasions in science lessons when teachers do not allow the pupils to follow their own ideas to develop experiments, but interject too soon with their own ideas. Although the school has made significant progress in providing opportunities for pupils to write creatively, other creative opportunities, in subjects such as art and music, are less well developed. Further opportunities could also be provided to use research skills in subjects such as geography and history, for example.

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investigative and creative skills, and teachers’ consistent insistence on full attention while

22 There are also occasions when teachers do not set the same high standards that prevail in most lessons when they wish to speak to the whole class. They do not insist on silence and the full attention of all the pupils. This means that the pupils in these lessons do not always make the best progress and vital teaching points sometimes have to be repeated.

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investigative and creative skills, and teachers’ consistent insistence on full attention while

23 Owing to the constraints of the timetable that has evolved over the years, there are times when curriculum time is not well used. For example, many of the numeracy lessons are too long for the material that teachers plan to deliver. This sometimes leads to a lack of pace in these sessions. The time that could be saved from reducing these sessions to the recommended length could be better used.

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investigative and creative skills, and teachers’ consistent insistence on full attention while

24 There are also occasions when lessons are fragmented. For example, because of the constraints of music lessons with specialist music teachers, some literacy lessons have to be split into two separate parts. This sometimes means that relevant parts of the lesson are separated from the main teaching focus by some considerable time. St. Andrew’s Catholic Primary School - 14

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

25 In order to maintain the very good standards already being attained, and to improve the school further, the governors, headteacher and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1 raise standards in information technology by: • ensuring that there are sufficient resources to allow all aspects of the subject to be covered; • creating a detailed scheme of work that ensures that skills in all aspects of the subject are developed systematically, year by year; • increasing the use of information and communications technology so that it supports work in other subjects, and ensuring that pupils have more opportunities to use it;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2 address the minor weaknesses in teaching by: • planning to increase opportunities for pupils to use investigative and creative processes in their learning throughout the curriculum; • ensuring that all teachers set the same high expectations of pupils’ attention that are found in most lessons;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

3 ensure that curriculum time is well used so that all subjects can have an adequate allocation of time and that lessons are not fragmented. St. Andrew’s Catholic 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 11

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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

13 61 26 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 25 411

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 75 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 90

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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 161

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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 19

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 7

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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. St. Andrew’s Catholic 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 25 30 55

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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 23 23 25 Numbers of pupils at NC level 2 and above Girls 28 28 28

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 (83) 93 (86) 96 (95) at NC level 2 or above National 82 (77) 83 (81) 87 (84)

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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 23 25 23 Numbers of pupils at NC level 2 and above Girls 28 28 27

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 (86) 96 (95) 91 (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 26 28 54

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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 21 22 24 Numbers of pupils at NC level 4 and above Girls 26 25 25

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Attainment at the end of Key Stage 2

Percentage of pupils School 87 (69) 87 (71) 91 (88) 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 18 22 24 Numbers of pupils at NC level 4 and above Girls 27 25 28

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Attainment at the end of Key Stage 2

Percentage of pupils School 83 (73) 87 (84) 96 (92) 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. St. Andrew’s Catholic Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 25 Black – Caribbean heritage 4 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 58 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 23 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) 19.8 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 20.8

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 1 226 357

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Teachers and classes Financial information

Total number of education support staff 12 Expenditure per pupil 2 839

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Teachers and classes Financial information

Total aggregate hours worked per week 217 Balance brought forward from previous year 133 615

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Teachers and classes Financial information

Balance carried forward to next year 67 601

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1

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Teachers and classes Financial information

Number of pupils per qualified teacher 50

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Teachers and classes Financial information

Total number of education support staff 3

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Teachers and classes Financial information

Total aggregate hours worked per week 60

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Teachers and classes Financial information

Number of pupils per FTE adult 16.7 FTE means full-time equivalent. St. Andrew’s Catholic 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 40 2 0 0

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Percentage of responses in each category

Behaviour in the school is good. 56 41 2 1 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 33 44 18 2 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 39 46 14 2 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 51 45 2 2 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. 62 37 0 1 0

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Percentage of responses in each category

The school works closely with parents. 44 40 12 3 1

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Percentage of responses in each category

The school is well led and managed. 65 28 0 3 4

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Percentage of responses in each category

The school is helping my child become mature and responsible. 52 42 2 3 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 29 34 21 7 9

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Percentage of responses in each category

Percentages may not add to 100 due to rounding.

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Percentage of responses in each category

No other significant issues were raised by parents.

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