Nelson Mandela School

INSPECTION REPORT

Dates of inspection: 8 th – 9 th May 2000

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INSPECTION REPORT

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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INSPECTION REPORT

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. Nelson Mandela Community Primary School

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INFORMATION ABOUT THE SCHOOL

Type of school: Nursery, Infant and Junior

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INFORMATION ABOUT THE SCHOOL

School address: Colville Road Sparkbrook Birmingham

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Roy Benjamin

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: September 1996 Nelson Mandela Community Primary School INFORMATION ABOUT THE INSPECTION TEAM

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Team members

Douglas Hayward Registered inspector Janet Butler Lay inspector John Griffiths Team inspector Jon Houghton Team inspector

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Team members

TWA Inspections Ltd. 5 Lakeside Werrington Peterborough PE4 6QZ

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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 Nelson Mandela Community Primary School REPORT CONTENTS Page

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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

Its pupils make excellent progress and achieve results that are very high in national tests in English and mathematics when they are seven and eleven years of age. These results put Nelson Mandela in the top five per cent of schools in the country.

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WHAT THE SCHOOL DOES WELL 10

Teaching is very good. Teachers are enthusiastic, very hard working and enjoy their jobs. They work very well as a team and care very much for their pupils. They have very high expectations of what pupils can achieve and give lots of praise to encourage pupils to do well. The school helps the pupils to become very confident about their learning and to develop very high self- esteem about what they can do. Pupils are determined to succeed.

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WHAT THE SCHOOL DOES WELL 10

The school provides excellent support for the many pupils who do not speak English as their first language. Classroom helpers are very skilled in developing the pupils’ high standards of written and spoken English.

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WHAT THE SCHOOL DOES WELL 10

The school is a very exciting place in which to learn. There are wonderful, colourful displays that are lovely to look at and show the very high standards that pupils can achieve in many subjects, such as English, art, history and design and technology.

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WHAT THE SCHOOL DOES WELL 10

The school helps pupils to grow in maturity and to develop excellent relationships with adults and other pupils. They care very much about each other and their school.

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WHAT THE SCHOOL DOES WELL 10

The headteacher and deputy headteacher provide excellent leadership. They have helped to form strong links between the school and the local community. All staff and governors support them very well.

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PART C: SCHOOL DATA AND INDICATORS 19

PART A: SUMMARY OF THE REPORT Nelson Mandela Community Primary School

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INFORMATION ABOUT THE SCHOOL

Nelson Mandela Community Primary School is a very large primary school situated in the suburb of Sparkbrook, about three miles from the centre of Birmingham. The school was built 12 years ago and serves an area of high unemployment. Currently there are 503 pupils on roll, which includes 78 part-time nursery children. Ninety per cent of the pupils are of Pakistani, Bangladeshi and Indian origin. Most of these pupils (95 per cent) have English as an additional language, which is very high. The attainment of pupils on entry to the reception class is below the average level for Birmingham schools and for all schools nationally.

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INFORMATION ABOUT THE SCHOOL

The school is well designed and very well used. It is ideal for the 12 pupils with mobility difficulties who attend. Children are admitted to the nursery after their third birthday and then to one of the reception classes. The number of pupils on the school’s register of special educational needs (21 per cent) is broadly in line with the national average. The percentage of pupils eligible for free school meals (48 per cent) is well above the national average.

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What the school does well

 Its pupils make excellent progress and achieve results that are very high in national tests in English and mathematics when they are seven and eleven years of age. These results put Nelson Mandela in the top five per cent of schools in the country.  Teaching is very good. Teachers are enthusiastic, very hard working and enjoy their jobs. They work very well as a team and care very much for their pupils. They have very high expectations of what pupils can achieve and give lots and lots of praise to encourage pupils to do well. The school helps the pupils to become very confident about their learning and to develop very high self-esteem about what they can do. Pupils are determined to succeed.  The school provides excellent support for the many pupils who do not speak English as their first language. Classroom helpers are very skilled in developing the pupils’ high standards of written and spoken English.

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What the school does well

 The school is a very exciting place in which to learn. There are wonderful, colourful displays that are lovely to look at and show the very high standards that pupils can achieve in many subjects, such as English, art, history and design and technology.  The school helps pupils to grow in maturity and to develop excellent relationships with adults and other pupils. Their behaviour is very good. They care very much about each other and their school.  The headteacher and deputy headteacher provide excellent leadership. They have helped to form strong links between the school and the local community. All staff and governors support them very well.

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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

Nelson Mandela Community Primary School The school was previously inspected in October 1996 when it was judged to provide very good value for money. Standards attained by pupils then have been maintained and, in some cases such as information technology, have improved. Test results for seven-year-olds have improved since 1996 in reading, writing and mathematics and are now very high. Results at eleven years of age have remained very high in English, mathematics and science for the last three years. Strengths identified in that inspection, such as pupils’ self esteem and confidence, their relationships and behaviour, and the management of the school, have all been maintained. Target setting, the progress that pupils make in all subjects, and pupils’ standards in music have all improved. The quality of teaching has improved considerably. Only one in every ten lessons was judged to be very good teaching in that inspection, whilst over half the lessons in this

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

inspection were judged to be very good, and often excellent.

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

1997 1998 1999 1999 very high A * English A C 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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STANDARDS

The school has maintained standards that are at least well above average in national tests overall between 1997 and 1999, with the exception of English in 1998. Last year the school’s results were very high compared with similar school and these results place Nelson Mandela School in the top five per cent of schools in England. During the inspection it was judged that pupils’ work in English, mathematics and science is well above average.

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Aspect Comment

Attitudes to the school Excellent. Pupils think their school is wonderful and are desperately keen to tell visitors how good it is and to show them around! They have tremendous respect for all the adults who work in the school and enjoy being with them.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils are well behaved in lessons and at other times during the school day, such as playtimes. They are very welcoming and polite.

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Aspect Comment

Personal development and relationships Excellent. Pupils work very well together and grow up to be mature and reliable. They are very caring and sensitive to the needs of others.

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Aspect Comment

Attendance Not as good as it should be. Pupils often arrive late for school, even though they may live nearby. Nelson Mandela Community Primary School

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

Lessons seen overall Very good Very good Very 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

During the inspection 44 lessons were observed and no unsatisfactory teaching was seen. Almost every lesson was good and over half the lessons were at least very good. Nine lessons were excellent. There is very high quality teaching throughout the school. The teaching of English and mathematics is very good and helps pupils to make excellent progress. The way in which the school organises groups for English and mathematics for older pupils is very successful. It helps teachers to plan their work very carefully for different abilities so that pupils are stretched. Teachers are very dedicated and hardworking. There is a tremendous team spirit amongst the staff and they provide each other with lots of support. Teachers have very high expectations of the standards of work that pupils can do and they make lessons interesting, exciting and challenging. They obviously enjoy their teaching and have a lovely relationship with

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

pupils. They use the very talented classroom assistants extremely well to provide the pupils with lots of excellent support, especially those with English as an additional language.

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Aspect Comment

The quality and range of the curriculum Excellent. The school rightly emphasises the importance of English and mathematics. It also gives the pupils high quality activities in a wide range of other subjects. There are very good links between all subjects and the school has begun to make very good use of computers, for example in English, mathematics and history.

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Aspect Comment

Provision for pupils with special educational needs Very good. Pupils’ special educational needs are identified early and they have lots of extra support to help them make very good progress in reading and writing.

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Aspect Comment

Provision for pupils with English as an additional language The quality of bilingual support from classroom assistants is excellent. It is so good that by seven and eleven years of age pupils’ standards in English are amongst the highest in the country.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Excellent. The school develops a high level of tolerance, respect and understanding. Everyone’s talents and contributions are valued. The school provides excellent opportunities for pupils to learn about the wider world and their place in it. Visitors to the school and trips to places of interest help develop pupils’ appreciation of the arts.

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Aspect Comment

How well the school cares for its pupils Very good. The school provides a very secure and caring setting. The quality of support for pupils with very special educational needs is a particular strength of the school.

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Aspect Comment

All areas of the school’s curriculum meet statutory requirements. As well as providing many excellent opportunities for pupils to study English and mathematics, it also provides a wide range of opportunities in other subjects. For example, pupils have made working models of ‘fairground Nelson Mandela Community Primary School rides’ in design and technology and have studied life in the rainforest. They know what it was like to live in Victorian times or to be a child evacuated from home during the Second World War. The excellent quality and range of subjects is clearly evident in the wonderful displays of pupils’ work throughout the school. The school has recently invested in modern computers and pupils of all ages are quickly learning how they can be best used to help them in other subjects. Pupils are learning how to use the Internet to send their writing to Japan and to help them find information to use in their work.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher and deputy headteacher provide excellent leadership. It is their special understanding of how pupils learn that has helped to make Nelson Mandela School such an outstanding school. They give the senior management team and subject co-ordinators many opportunities to share responsibility in the running of the school.

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Aspect Comment

How well the governors fulfil their responsibilities The chair of governors is well informed and provides strong leadership. Governors are very supportive of the school and are keen to become more involved. Parent governors play a particularly important part in strengthening links between the school and the community.

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Aspect Comment

The school’s evaluation of its performance The school is well aware of its many strengths and is constantly looking to improve further.

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Aspect Comment

The strategic use of resources The school makes excellent use of people, time, the building and books and equipment to provide a very high quality education.

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What pleases parents most What parents would like to see improved

 The good teaching  High expectations  The way in which the school is managed  There are no significant concerns.

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What pleases parents most What parents would like to see improved

There was very strong support from parents in their questionnaires and at the pre-inspection meeting for the work of the school. They hold the school in very high regard. The inspection team agrees with the positive comments that parents made. Nelson Mandela Community Primary School PART B: COMMENTARY

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in English and mathematics when they are seven and eleven years of age. These results

put Nelson Mandela in the top five per cent of schools in the country.

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in English and mathematics when they are seven and eleven years of age. These results

1. The results of the 1999 national tests in reading for seven-year-old pupils were well above average compared with all schools nationally. In writing and mathematics they were very high. Results in reading, writing and mathematics have steadily improved since 1997. In the 1999 tests for eleven-year-old pupils, results in English and science were well above average and in mathematics they were very high. With the exception of English in 1998, results for eleven-year-old pupils have been either well above average or very high, compared with the national average since 1997. These consistently very high results place Nelson Mandela in the top five per cent of all schools in England and the school is justifiably proud of them. Compared with those in similar schools the results at Nelson Mandela for seven and eleven-year-olds were very high and could not have been better. The percentage of pupils reaching Level 3 1 was well above average in reading

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in English and mathematics when they are seven and eleven years of age. These results

and very high in writing and science. The percentage of pupils reaching Level 5 was well above average in English and science and very high in mathematics. These results mean that the school stretches pupils of all abilities to achieve the highest results they can. These results are all the more remarkable and commendable considering that almost all children who start Nelson Mandela School have English as an additional language and their attainment is below average.

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in English and mathematics when they are seven and eleven years of age. These results

2. In English pupils have very good speaking and listening skills. They listen very attentively in lessons to adults and other pupils. The development of their English vocabulary is remarkable, especially at Key Stage 1, considering the limited English vocabulary of many children on entry to the school. For example, in a numeracy session, pupils in Year 1 use precise terms, such as ‘partitioning’ and ‘non-consecutive numbers’ correctly. Pupils in the reception class use correct information technology terms, such as ‘space bar’ , ‘menu’ and ‘mouse’ , despite having little or no experience of these terms before starting school. Older pupils use a range of very descriptive spoken language. Pupils talk enthusiastically about their school and discuss in detail the work on display. Pupils in Year 6 speak confidently about a range of issues and show real sensitivity about their own and others’ work. When they are discussing the merits of different authors they use

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in English and mathematics when they are seven and eleven years of age. These results

thoughtful responses, such as ‘he’s creating an atmosphere’ or ‘there’s a build up of tension’.

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in English and mathematics when they are seven and eleven years of age. These results

3. Pupils read an increasingly difficult range of texts confidently and expressively. The school makes very good use of a well-stocked library and a full-time librarian who has a considerable impact on pupils’ ability to use the library and in developing their good reading habits. She has computerised the school’s book stock and plays an important part in helping pupils to locate information, either in texts or by obtaining information through the Internet. The importance of the written word is clearly emphasised in displays throughout the school. Many of them refer to favourite books the pupils have read and often link into other subjects, such as the ‘Toys’ project pupils in Year 1 are studying. In Year 6 pupils read ‘The Hobbitt’ by J.R.Tolkien and have written their own stories in that genre, using the common starting theme, ‘We had no food left and as the wood seemed to enclose us in darkness there was no sign of hope. I thought it could be

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in English and mathematics when they are seven and eleven years of age. These results

1 Levels – By the end of Key Stage 1 pupils are expected to attain Level 2 in reading, writing and mathematics. Those who achieve Level 3 are therefore, attaining higher than average levels. By the end of Key Stage 2 pupils are expected to attain Level 4 in English, mathematics and science. Those who achieve Level 5 are, therefore, attaining above average results. Nelson Mandela Community Primary School 4. Pupils make excellent progress in writing throughout the school. The school has achieved very good results in writing for seven-year-old pupils since 1997. This is because it already successfully used a formal teaching system, with a similar content to the Literacy Hour, before its introduction into schools throughout the country. Pupils in Key Stage 1 develop a very good writing style in a very short time. They become increasingly aware of the importance of developing precise written language, such as

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in English and mathematics when they are seven and eleven years of age. These results

adjectives and connectives, and use them very well in their stories and poems. For example, pupils in Year 1 suggested a wide range of vocabulary, such as ‘gigantic’ , ‘huge’ and ‘enormous’ linked to a particular ‘giant’ theme. Their written work is closely linked to their ability to read increasingly difficult texts and their writing is frequently outstanding by the time they are eleven years of age. For example, when they were thinking of metaphors to include in their ‘story flashbacks’, pupils came up with ideas such as ‘The trees were a’swaying like a ticking clock’ and ‘There was an unearthly sigh, like a whole forest of trees rustling their leaves’.

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in English and mathematics when they are seven and eleven years of age. These results

5. Pupils reach the same high standards of work in mathematics that they do in English. From an early age pupils use correct mathematical vocabulary extremely confidently. They cover a wide range of challenging work at all ages, frequently working at a level that could be expected of older pupils. The numeracy strategy has clearly helped to provide a clear plan to make their work more difficult as pupils get older. The recent introduction of individual mathematics computer programs is especially designed to improve pupils’ speed and accuracy in working out sums. Pupils enjoy the work and are determined to improve each time they have a chance to use the programs. Pupils’ results in mathematics at the end of Key Stage 1 have become better and better with each year since 1997. For eleven-year-olds the very high standards have been maintained for the last three years. These results demonstrate the remarkable progress pupils make at

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in English and mathematics when they are seven and eleven years of age. These results

Nelson Mandela, especially considering their below average attainment when they enter school.

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in English and mathematics when they are seven and eleven years of age. These results

Teaching is very good. Teachers are enthusiastic, very hard working and enjoy their jobs.

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learning and to develop very high self-esteem about what they can do. Pupils are

6. Teaching was good in 98 per cent of lessons observed. It was very good in almost 60 per cent of lessons observed and excellent in 20 per cent. There is very high quality teaching throughout the school. Lessons are exciting and interesting and it is clear why almost every pupil at Nelson Mandela likes coming to school. They have a busy time there, and there is no time to get bored. They learn about all sorts of different things. But mainly they say it is because they like their teachers so much and think they are very good at what they do! Pupils feel that teachers expect high standards of work, they expect them to behave well and they want the pupils in their classes to do well. Relationships between pupils and teachers are caring and supportive. Teachers know a great deal about the subjects they teach and they pass on their enthusiasm for learning to the pupils. They are very good at planning work that is at just the right level of difficulty, but

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learning and to develop very high self-esteem about what they can do. Pupils are

challenging enough to make sure pupils learn and make excellent progress. The grouping arrangements for older pupils in English and mathematics work very well. Teachers’ very high expectations of what the pupils can do are obvious from the standards of work that pupils attain in classes. Almost all parents agree that the school has high expectations for their children and that teaching is good. Nelson Mandela Community Primary School 7. The headteacher and staff firmly believe that pupils’ self-esteem is one of the most important keys to learning. That is, the school has to make pupils believe that they are capable of achieving very high standards and rewarding them when they do well. It also makes them feel good about themselves in a wider sense that is not restricted to work. For example, the school prominently and proudly displays photographs of pupils and adults who are ‘spectacle wearers’ as a way of promoting the importance of differences

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learning and to develop very high self-esteem about what they can do. Pupils are

between people. Pupils can volunteer to become ‘Young Teachers’ to help others to learn to read and pupils have opportunities to become School Council representatives.

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learning and to develop very high self-esteem about what they can do. Pupils are

8. The successful ways in which teachers promote pupils’ self-esteem can be seen in all lessons. The praise that pupils enjoy is one of the reasons why they like coming to school. Pupils talk about what they can do well and how good they are at doing certain things. Not once were any pupils heard to say ‘I can’t do this’ or ‘I don’t know what to do’. This confidence, positive attitude and high self-esteem comes directly from the very high quality of teaching. For example, a teacher working with a group of pupils needing additional help in English commented to them ‘Do you know? I just love working with you, you’re brilliant!’ The way in which she constantly reminded them how good their work was clearly raised their confidence and their belief in what they could do. Another teacher working with Year 1 pupils commented about their ability to work out answers in their heads, ‘You are just fantastic mathematicians! I’m really proud of you!’ As a result

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learning and to develop very high self-esteem about what they can do. Pupils are

the pupils did indeed see themselves as mathematicians and were willing to really try to give quick, accurate answers to problems. A classroom support assistant, seeing that a pupil was experiencing some difficulty working with a computer program constantly reassured her with ‘Good girl! Excellent!’ From the nursery to Year 6 the frequent use of praise by teachers and support assistants can be heard repeatedly in every lesson, whatever the activity. In turn pupils know that their efforts and ideas are highly regarded and valued.

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learning and to develop very high self-esteem about what they can do. Pupils are

9. It is also very clear that the school’s emphasis on developing pupils’ self-esteem has a very positive impact on those pupils with mobility and physical impairment. The school has a deliberate and very successful policy of including these pupils in all the activities enjoyed by others. Pupils with disabilities, such as Downes syndrome and cerebral palsy, are fully involved in all activities and are very well supported by staff. The fact that some are confined to wheelchairs places no barriers to their learning. The teachers’ high expectations fully include these pupils who take obvious delight in joining in all lessons and achieving high standards of work. There is no doubt that their self-esteem is boosted by the school’s deliberate policy of inclusion. The same is true of pupils with learning difficulties. Their work is very well planned and co-ordinated and they make the same degree of progress as other pupils. Throughout the inspection they regularly attained

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learning and to develop very high self-esteem about what they can do. Pupils are

standards of work that belied the fact that they experience learning difficulties.

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learning and to develop very high self-esteem about what they can do. Pupils are

10. Teachers have developed very clever ways of making their lessons as interesting and exciting as possible. Although the time available for subjects other than English and mathematics has been reduced, the ways in which teachers plan work ensures that pupils still learn about a wide range of very interesting subjects. Teachers work very well together as part of a large team. Sometimes teachers plan together and share the ‘teaching’ part of a lesson. For example, in an excellent history lesson with pupils in Year 6, two teachers contributed very good ideas to the discussion. Both had very good historical knowledge and both stressed the importance of thinking like historians. Their teaching talents complimented each other’s and they were able to ensure that encouragement and praise raised pupils’ confidence. The way in which teachers and support assistants work together as a classroom team is excellent. Their joint talents

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learning and to develop very high self-esteem about what they can do. Pupils are

ensure that pupils have a wealth of experience. For example, in a lesson in the computer suite, reception pupils, including a pupil with mobility difficulties, enjoyed the support of three classroom assistants as well as the class teacher. The school’s far-sighted use of Nelson Mandela Community Primary School its budget to provide additional teachers who do not have a class responsibility enables them to become part of the teaching team wherever they are needed. For example, the teacher with responsibility for information technology provides high-quality assistance to teachers whose own skills are not as well developed. The use of teachers in this way enables the school to form smaller teaching groups and provide more ‘individual’ support.

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learning and to develop very high self-esteem about what they can do. Pupils are

11. One feature that was clearly apparent was the way in which teachers did not allow lessons to become slow and boring. Teachers use a number of very good methods to do this. For example, the way in which they use questions to find out what pupils know is excellent. This is often most obvious in literacy and numeracy lessons when teachers quickly ‘recap’ at the beginning of lessons to find out what pupils have remembered from previous lessons. For example, in a literacy lesson in Year 4 the teacher constantly asked questions, in correct technical language, such as ‘Have you thought of key words to give him a personality? What are we going to do with these notes to form a story? What do we need to slot into our stories to form sentences? Can anyone give me an example of a connective?’

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learning and to develop very high self-esteem about what they can do. Pupils are

12. Teachers’ use of questioning involves all pupils in the lesson. They cannot ‘sit back’ and hope that they will not have to answer any questions. Teachers ensure that all pupils are involved in answering whether they want to be or not! Teachers cleverly use pupils’ first names to direct questioning, for example ‘what do you think of that Majid?’ or ‘tell us your ideas Faisal’, rather than leaving the question open for anyone to answer. During question and answer time, teachers deliberately leave statements incomplete so that pupils can finish the sentence. Other teachers deliberately make incorrect comments to test the pupils’ knowledge. These strategies make the pupils ‘hang on every word’ , knowing that they will be required at some point to complete or correct what the teacher has said. Teachers ‘build up’ the excitement of their lessons to such a degree that pupils are ‘desperate’ to answer questions. For example, in a literacy lesson in Key Stage 1 the

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learning and to develop very high self-esteem about what they can do. Pupils are

teacher constantly probed the pupils’ knowledge about non-fiction books, without actually confirming their answers. By the time the teacher was ready to open the book the pupils could hardly wait to find out if their answers had been correct. Another lesson dealt with the ways in which authors create tension and excitement. The teacher’s own style of reading and choice of authors, such as Sherlock Holmes , created such feelings of danger and suspense that pupils literally sat open-mouthed with anticipation.

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their first language. Classroom helpers are very skilled in developing the pupils’ high

standards of written and spoken English.

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their first language. Classroom helpers are very skilled in developing the pupils’ high

13. Prominently displayed on the wall of the headteacher’s office is a quotation from Sigmund Boloz, an eminent child psychologist who lived in the 19 th century. His words aptly sum up the school’s approach to pupils, almost all of whom start school with English as an additional language, and explain why the school is so successful in overcoming difficulties associated with pupils having to learn and work in a language other than their own. ‘A child will only learn to use a language if he has the opportunity to use that language. A child will learn to read a language if he finds meaning in that language. A child will learn to write a language if he finds that others find meaning in his work.’ In short, the school provides every opportunity to show that it does not regard the lack of English as a main language as any sort of disadvantage, and that pupils’ use of the English language at whatever stage of proficiency is valued.

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their first language. Classroom helpers are very skilled in developing the pupils’ high

14. About 95 per cent of pupils start Nelson Mandela speaking a language other than English as the main language at home. Pupils with Pakistani, Indian and Bangladeshi backgrounds may speak Punjabi, Bengali, Urdu, Sylethi or Gujurati. An increasing number of pupils now start school speaking Arabic as their first language. Nevertheless, Nelson Mandela Community Primary School by the time pupils are seven and eleven years of age they have made excellent progress in learning to speak, read and write English. Their results in tests and assessments last year at the age of seven were well above average in reading and speaking and listening, and very high in writing. Their excellent progress is maintained to the end of their primary schooling. In national tests last year eleven-year-old pupils achieved results in English that were well above average. These results place the school in the top five per cent of

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their first language. Classroom helpers are very skilled in developing the pupils’ high

schools in England. The school not only gives pupils a very good start to learning the basics in English. Last year, the percentage of seven and eleven-year-old pupils attaining results (Level 3 and Level 5) that were higher than expected, was well above average in comparison with most schools in England.

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their first language. Classroom helpers are very skilled in developing the pupils’ high

15. Throughout the school teachers are very sensitive of the need to ensure that pupils understand oral and written instructions. Nevertheless, teachers do not use ‘simple’ or ‘easy’ language in an attempt to overcome pupils’ lack of understanding of English. Indeed, the rapid speed at which pupils learn and develop their use of English proves that teachers accept the importance of pupils’ main language and use a combination of English and first languages extremely effectively. It is clearly apparent throughout the school that teachers challenge pupils of all ages to use written and spoken language that they might not use as a matter of course. The success of this strategy is evident in the confident, articulate way in which pupils discuss in lessons and in the quality of their written work. For example, a pupil in Year 3, creating mood and atmosphere at the beginning of stories wrote, ‘Scattered dark clouds thundered in the black, night sky. The

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their first language. Classroom helpers are very skilled in developing the pupils’ high

whistling wind grew colder and colder. There was a moment of silence and a sudden shiver ran down my spine. There was a definite chill in the cold night air’. During the inspection, children in the reception classes enjoyed a performance given by a member of the local drama group, ‘Language Alive. ’ The theme was mathematical and centred around developing the children’s understanding of three-dimensional shapes. During the discussion with the female performer the children were able to call out answers to questions, such as ‘square’ , ‘rectangular’ and ‘circular’ . They were also, much to her surprise, confidently able to tell her that ‘the shapes have faces as well!’

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their first language. Classroom helpers are very skilled in developing the pupils’ high

16. The role of the classroom support assistants is vitally important, especially in the nursery and in Key Stage 1, to the pace at which pupils learn to speak, read and write English. Their role in Key Stage 2, while no less important, is one of consolidating what has already been learned and in challenging pupils to use increasingly complex language. The school uses its budget very effectively to employ nine classroom support staff in the nursery and Key Stage 1, and three classroom support staff at Key Stage 2, most of whom speak Punjabi, Urdu or Gujarati. The school is so aware of the need to cater for all languages that it employed a Bengali speaking assistant specifically to support this language in Key Stage 1 when it became aware that an increasing number of Bengali speaking pupils were starting school. All these support staff speak at least one other language, in addition to English, and use their bilingual skills very effectively when they

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their first language. Classroom helpers are very skilled in developing the pupils’ high

work with the pupils. For example, when a teacher is introducing a lesson she will sometimes pause while a classroom support assistant translates this in order to explain a technical point in greater detail. If an assistant is hearing a pupil read a book she will often ask questions about its content in a pupil’s first language and the pupil will reply in English. It is this constant interchange between languages, effectively used to support each other and to ensure understanding, that is a key element in the school’s success in teaching English as an additional language. Their ability to assess the development in pupils’ proficiency in English, as well as in their first language, plays a vital part in the level of work provided for individual pupils. Nelson Mandela Community Primary School

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displays that are lovely to look at and show the very high standards that pupils can

achieve in many subjects, such as English, art, history and design and technology.

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displays that are lovely to look at and show the very high standards that pupils can

17. Visitors’ first impressions of the school are difficult to put into words. The exterior and interior of the building are clean and attractive and reflect the care given by the site supervisor. There can be very few schools that have the same visual impact that makes people stand and stare. There is sheer wonderment at the huge range of pupils’ work that covers every spare inch of walls, shelves and even hanging from ceilings. The impact of the outstanding quality of displays from one end of the school to the other makes the school appear very much like an art gallery. However, work is not displayed for special occasions or visitors; it is very much a celebration of what pupils are capable of achieving. There are many and varied examples of two- and three-dimensional art work, for example art in the style of famous artists and clay masks that have been painted and glazed. Art work is used extremely well to complement other subjects; for example, a

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displays that are lovely to look at and show the very high standards that pupils can

small room has been decorated with ‘creepers’ , ‘leaves’ and ‘branches’ in the style of a rainforest to illustrate the pupils’ geography studies. A history display about the Second World War includes imaginatively displayed pupils’ written work as well as artefacts of the time that have been brought in by teachers and parents.

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displays that are lovely to look at and show the very high standards that pupils can

18. The range of activities that are displayed captures pupils’ imaginations. They say that they enjoy seeing the work ‘build up’ into a complete display and that they ‘do not find it too much to look at but they enjoy looking at different things each day’. There is clear evidence that the school places important and correct emphasis on English and mathematics. This, in turn, has reduced the time available for teaching other subjects. Nevertheless, the quality of planning in other subjects makes up for any loss of time and pupils still learn about an excellent all-round range of subjects. Pupils’ completed models of working ‘fairground rides’ show a detailed understanding of design and technology. Seasonal work, such as growing runner bean seeds, forms an important part of young pupils’ work. The overall impression of the displays is one of a school that places enormous importance in creating a place where pupils and adults will want to work.

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displays that are lovely to look at and show the very high standards that pupils can

19. The school is very keen to try to teach a wide range of subjects and is currently looking very carefully at how computers can be best used to help pupils’ learning. It has, very sensibly, used some of its budget to release a teacher from her class to concentrate on supporting pupils and teachers with different computer programs. This teacher has overseen the installation of the school’s computer suite and the networking of the machines and is helping teachers and pupils to become more familiar with information technology. Very few pupils have access to computers at home but they have become extremely confident and competent in a very short time. Pupils use programs to help with their mathematics. They use word-processors to write stories and captions. They learn how to access the Internet to find out information to help their studies in other subjects; for example, pupils in Year 3 found out information about animals and their habitats,

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displays that are lovely to look at and show the very high standards that pupils can

whilst pupils in Year 4 found out about the Chinese New Year. One group of pupils plans to use the Internet to send their ‘senrye’ (humorous Haiku poems) to a school in Japan. The school has also started to study the value of independent learning systems to judge their effectiveness in developing pupils’ skills in literacy and numeracy.

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displays that are lovely to look at and show the very high standards that pupils can

20. Visitors to school and trips to places outside are a very important part of the school’s work as the pupils’ descriptions of these visits and work arising from them on display shows. For example, a trip to Sarehole Mill, a local history resource, resulted in very dramatic pieces of imaginative writing. ‘I heard Mr Adams’ footsteps leaving the mill. Now I was on my own in the darkness with steep, uneven stairs and, to make it worse, I had no candle!’ The development of pupils’ experience and appreciation of the arts is a clear priority in school. Pupils in Year 4 are currently part of the ‘Five Galleries Project’ where Nelson Mandela Community Primary School children’s art experiences are focused around visits to a range of galleries over a period of four years. Pupils in Year 5 have provided exhibition material for the IKON Gallery in Birmingham. Pupils in Year 6 studied the work of different artists and wrote about

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displays that are lovely to look at and show the very high standards that pupils can

Edward Hopper’s ‘Café Scene’, ‘I could hear the girl drinking her coffee and smell the delicious fruit in the glass bowl. As I looked through the crystal window she stared at me with her ruby red eyes ’.

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adults and other pupils. Their behaviour is very good. They care very much about each

21. Almost all parents feel that the school helps their children to become mature and responsible. The racial harmony, positive attitudes of the pupils and the excellent relationships that exist within the school were also positively commented on in the previous report. Pupils talk very enthusiastically about their school and their work. They are very proud of Nelson Mandela, as are the staff and parents. Their willingness to listen carefully to what they have to do, to start work promptly and to concentrate and work hard means that no time is wasted in lessons. Pupils’ attitudes to support staff are the same as they are to their class teachers. There is a real desire to do their best that starts with the youngest children and continues throughout the school. For example, some children in the nursery were engrossed in their efforts to shape their letters exactly out of playdough, whilst others worked very well without direct supervision writing letters

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adults and other pupils. Their behaviour is very good. They care very much about each

on a whiteboard, and another group talked quietly together in English and their first language while painting.

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adults and other pupils. Their behaviour is very good. They care very much about each

22. The design of the building means that pupils are able to work in classroom areas, quiet areas, or shared spaces. Sometimes they are able to access the Internet using computers in the library. The school’s use of the new independent learning system means that some pupils have to work in the computer suite whilst others remain in their classrooms. Wherever pupils work, they work very well, even if this means that for short periods of time they have no direct teacher supervision. They bring their positive and conscientious attitudes to all their work and carry out their tasks sensibly and thoughtfully. Pupils work very well together on shared tasks. Not once was any pupil seen refusing to co-operate with another. In fact, the reverse is true. Pupils are very keen to help each other and see it as part of their role to be helpful to others. Pupils from different ethnic groups work and play together well. They have many opportunities to develop an

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adults and other pupils. Their behaviour is very good. They care very much about each

awareness of their own cultures, but welcome opportunities to find out more about ideas that are different from their own. Pupils support those with mobility difficulties very well. They work well with them and have very positive attitudes to how best they can help them.

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adults and other pupils. Their behaviour is very good. They care very much about each

23. Almost all parents agree that pupils’ behaviour is very good inside school and when they go on visits. Pupils are very aware of how they are expected to behave in school and they are extremely polite to adults and visitors. Pupils are allowed many opportunities to move around the school; for instance, going to the computer suite or the school office. On no occasion was any pupil badly behaved in school or on the playground. Pupils are aware of the responsibility placed on them to behave well. They insist that bullying is not a problem at Nelson Mandela.

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The headteacher and deputy headteacher provide excellent leadership. They have helped

to form strong links between the school and the local community . All staff and governors support them very well.

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The headteacher and deputy headteacher provide excellent leadership. They have helped

24. The impact of the excellent leadership from the headteacher and deputy headteacher is clear from the school’s outstanding results in national tests for seven and eleven-year-old Nelson Mandela Community Primary School pupils over a number of years. Almost all the parents agree that the school is well led. Leadership and management were singled out for praise in the school’s previous inspection report. The headteacher and deputy headteacher have worked together for 10 years and form an extremely effective partnership. It is their particular shared view of how children learn best that has helped make Nelson Mandela such a special and successful school. The school’s results are all the more remarkable considering the attainment of children when they enter the nursery and the fact that almost all pupils have English as an additional language. It is the headteacher’s special view that raising the

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The headteacher and deputy headteacher provide excellent leadership. They have helped

pupils’ belief in themselves is one of the keys to success, and this has proved to be the case. The fact that the headteacher and deputy headteacher are able to spend most of their time working very effectively with pupils is due in no small measure to the work and support of the excellent school administrator. This is a school that welcomes change when it can be seen to be for the best. For example, the school already had formal systems for teaching English and mathematics in place before the introduction of National Literacy and Numeracy Strategies. It has implemented what it considers to be the best aspects of literacy strategy organisation and the results of its decisions are obvious. The appointment of talented, like-minded teachers and support staff since the school opened 12 years ago has been a major factor in providing very high quality education.

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The headteacher and deputy headteacher provide excellent leadership. They have helped

25. The worth of teamwork in school is emphasised by the ways in which teachers are encouraged to take responsibility for specific areas, from subjects such as English and mathematics to areas like equal opportunities or key stage leadership. There are clear expectations of what responsibility this entails and teachers have become extremely knowledgeable about their duties. For instance, as well as being responsible for ensuring the quality of books and resources, teachers monitor the standards of pupils’ work as well as teachers’ planning and the quality of teaching. They take their lead from the headteacher and deputy headteacher who regularly monitor teaching throughout the school and provide advice, if needed, on how improvements can be made.

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The headteacher and deputy headteacher provide excellent leadership. They have helped

26. The school has worked extremely hard to form strong links with parents and to keep them well informed about their children’s progress. The school views the parents’ contribution as a very positive feature of the school. The headteacher and deputy headteacher provide a genuine welcome to the school, which they view as an essential part of developing respect for differing cultures. Almost all parents agree that they are happy to approach the school with problems or concerns and that the school works closely with parents.

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The headteacher and deputy headteacher provide excellent leadership. They have helped

27. The chair of governors has been in post since the school opened. He is very knowledgeable and supportive of the school and its aims and provides strong leadership. Governors are becoming increasingly involved in the work of the school, especially with an increase in the number of governors who have links with the school as parents. They have regular formal and informal contact with the school. Governors play a positive part in reviewing the performance of the school and support educational priorities through careful financial planning. Nelson Mandela Community Primary School

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Pupils’ punctuality and attendance

28. The school’s attendance rate is lower than in many primary schools in England and its rate of unauthorised absence is higher. This reflects the custom of many families in taking extended leave during term time. Nevertheless, the school’s attendance rate has improved steadily and the incidence of unauthorised absence has fallen. This is because the school has worked hard to impress on parents the importance of regular attendance and attempts to persuade them not to take holidays in term time. Accordingly the governors have recently reduced the extended holiday period which many families have requested, from six to four weeks. The school is sensitive to the fact that holidays to the Indian sub-continent during August will be more expensive for families and will have to be taken at the height of summer temperatures. Many families have also tried hard to accommodate the wishes of the school and recognise the importance of unbroken

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Pupils’ punctuality and attendance

29. A number of pupils regularly arrive late at the beginning of morning school. Their lateness can extend at least until 15 minutes after lessons have started. Whilst some pupils travel long distances to school and rely on public transport, the majority of latecomers live locally. Their arrival tends to cause some disruption to lessons that have started on time, especially to fixed timings such as those for literacy and numeracy.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

30. In the context of its success in improving attendance and reducing lateness the school should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

continue to work closely with parents and the school welfare service to try to further improve attendance and to eliminate the late arrival of pupils to school. Nelson Mandela Community Primary School PART C: SCHOOL DATA AND INDICATORS

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Summary of the sources of evidence for the inspection

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

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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

20 37 41 2 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery Y3 – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 39 463

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 203 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery Y3 – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 12

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 13 83

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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 479

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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 24

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 27

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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. Nelson Mandela Community Primary School

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 36 24 60

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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 32 35 36 Numbers of pupils at NC Level 2 and above Girls 23 24 24

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Attainment at the end of Key Stage 1

Percentage of pupils School 92 (91) 98 (98) 100 (97) at NC Level 2 or above National 82 (81) 83 (81) 87 (85)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 34 36 36 Numbers of pupils at NC Level 2 and above Girls 24 24 24

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Attainment at the end of Key Stage 1

Percentage of pupils School 97 (88) 100 (89) 100 (72) 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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 28 30 58

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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 26 27 27 Numbers of pupils at NC Level 4 and above Girls 28 29 29

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Attainment at the end of Key Stage 2

Percentage of pupils School 93 (68) 97 (83) 97 (83) at NC Level 4 or above National 70 (65) 69 (58) 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 14 23 24 Numbers of pupils at NC Level 4 and above Girls 19 23 24

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Attainment at the end of Key Stage 2

Percentage of pupils School 57 (41) 79 (54) 84 (70) at NC Level 4 or above National 68 (63) 69 (64) 75 (69) Percentages in brackets refer to the year before the latest reporting year. Nelson Mandela Community Primary School

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 12 Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 5 Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 25 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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Teachers and classes Financial information

Total number of qualified teachers (FTE) 20.5 Financial year 1998 / 1999

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Teachers and classes Financial information

Number of pupils per qualified teacher 21

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Teachers and classes Financial information

Education support staff: Y3–- Y6 Total expenditure 901,464

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Teachers and classes Financial information

Total number of education support staff 16 Expenditure per pupil 1,934

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Teachers and classes Financial information

Total aggregate hours worked per week Balance brought forward from previous year 152,746

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Teachers and classes Financial information

Balance carried forward to next year 145,249

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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) 2

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Teachers and classes Financial information

Number of pupils per qualified teacher 39

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Teachers and classes Financial information

Total number of education support staff 2

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Teachers and classes Financial information

Number of pupils per FTE adult 13 FTE means full-time equivalent. Nelson Mandela Community Primary School

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 63 33 1 0 3

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Results of the survey of parents and carers

Behaviour in the school is good. 68 27 3 0 2

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 60 26 7 3 4

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 64 30 5 0 1

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 69 23 1 1 6

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 74 20 1 0 5

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Results of the survey of parents and carers

The school works closely with parents. 61 32 2 0 5

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Results of the survey of parents and carers

The school is well led and managed. 74 21 1 0 4

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 68 29 2 1 0

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 70 19 5 1 5

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