All Saints Church of England Aided Infant School

CHURCH OF ENGLAND 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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CHURCH OF ENGLAND 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. All Saints Church of England - 3

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INFORMATION ABOUT THE SCHOOL

School address: Brownlow Road Reading Berkshire Postcode: RG1 6NP

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs Jean Fletcher

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: September 1996 All Saints Church of England - 4

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Team members

Capital Inspections Chaucer Building Canterbury Road Morden Surrey SM4 6PX

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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 All Saints Church of England - 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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INFORMATION ABOUT THE SCHOOL

All Saints Infants is a small, popular voluntary controlled Church of England school. It has two classes, which accommodate pupils aged five to seven years of age. The Grade 2 listed building is set in a conservation area near the centre of Reading. The attainment of pupils on entry to school is average overall and the intake is of a broad social and ethnic mix.

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INFORMATION ABOUT THE SCHOOL

At the time of the inspection there were 54 pupils on roll, 21 boys and 33 girls. Nearly half the pupils are from ethnic minorities, the majority being of Caribbean heritage. Only four pupils come from homes where English is not the first language, of whom three use English well. The percentage of pupils with special educational needs is below the national average, with 6 out of 7 pupils at early stages of support. Fifteen per cent of pupils are entitled to free school meals, which is in line with national figures.

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HOW GOOD THE SCHOOL IS

All Saints is a very good school. The pupils achieve very high standards from only average starting points. Teaching is very good particularly in English, mathematics and science. Leadership is effective, implementing National Curriculum initiatives well. As a small school, costs per pupils are very high but in relation to the educational outcomes, the school provides good value for money.

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What the school does well

• Attainment is very high in English and science and high in mathematics by the end of Year 2. • Overall, teaching is very good. • Literacy and numeracy are given due emphasis in an appropriately broad curriculum. • Pupils try hard to do their best and they relate well to one another. • Parents have a very high opinion of the school and its achievements. • The headteacher, with the governors and staff, care for the pupils very well.

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What could be improved

• Strategies for identifying what does and does not work well in learning and teaching. • The content and use of the improvement and management plan to shape the direction of school development. • Communication with parents about homework to ensure that it is understood that the school's expectations are flexible and that feedback is available. 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

Since the last inspection in September 1996 there have been good improvements. In particular standards in English, mathematics and science have risen year by year and are now very high. The quality of teaching has improved and is usually good and sometimes very good. Improvements are evident in areas identified for development, for example the opportunities given for creative writing and the behaviour of the older children. However, as yet the strategies for monitoring the effectiveness of the school are still not sufficiently focused or systematic. Plans are in place to address this and the school is well placed to maintain its strengths and refine its good practice. All Saints Church of England - 7

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STANDARDS

The table shows the standards achieved by 7 year olds based on National Curriculum test results.

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Key

English B B A* A* well above average above average A B Mathematics C A A* A* average below average C D Science A A A A well below average E

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Key

These consistently improving results are impressive. The comparative grade A* indicates performance which is in the highest 5 per cent nationally. The school set targets for 1999 of 87 per cent of pupils achieving the expected levels in reading, writing and mathematics. These targets were exceeded, with all pupils reaching these levels. The target for 2000 is 96 per cent. The standard of work, particularly in literacy and numeracy, the pupils were doing during the inspection was above average. Unusual compared with many other schools, boys perform to a similarly high standard as girls. By the end of Year 2 pupils of all abilities are achieving very well.

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Aspect Comment

Attitudes to the school Very good. Pupils settle to work quickly, are keen to participate and present work well. Pupils in Year 2 have particularly impressive work habits.

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Aspect Comment

Behaviour, in and out of classrooms Good overall. Pupils are courteous and take good care of their surroundings and resources. There have been no exclusions.

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Aspect Comment

Personal development and relationships Good. Relationships are very harmonious. Pupils are responsible and confident.

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Aspect Comment

Attendance Broadly in line with the national average. Most pupils are punctual.

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Teaching of pupils: aged 5-7 years

Lessons seen overall 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 5-7 years

Overall the teaching is very good. There were no unsatisfactory lessons. In 92 per cent of lessons the teaching was at least good and twenty five per cent was very good. Teaching of English, mathematics and science is very effective. The best teaching has high expectations of the pupils, is conducted at a brisk pace and uses challenging questions to make the pupils think and given reasons. Formal assessment of pupils' work is regular and accurate. Teachers also interact well with pupils during lessons to ensure they receive appropriate support. Pupils make very good progress particularly in reading and writing, developing breadth in mathematical vocabulary and in ways of calculating and presenting data. They show impressive skill in considering evidence in science because of the time given to analysis and thoughtful predictions. Pupils in Year 2 have a particularly strong work ethic and concentrate well to give of their best.

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Aspect Comment

The quality and range of the curriculum Very good. Within a broad curriculum, development of literacy and numeracy takes priority. The use of visitors and visits to museums, environmental centres and theatres adds richness to the pupils' experiences.

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Aspect Comment

Provision for pupils with special educational needs Good. Accurate assessments of pupils' achievements are used well to identify and support those children with special needs. They make good progress.

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Aspect Comment

Provision for pupils with English as an additional language Pupils are given many opportunities for speaking and listening and particular attention is paid to developing vocabulary.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. All adults in the school provide good role models consequently the pupils are developing into morally aware and courteous individuals. Strong links with the church support spiritual development.

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Aspect Comment

How well the school cares for its pupils Very good. Parents remark "teachers genuinely care for their pupils". There are effective procedures for child protection and the school takes care to ensure the safety, health and welfare of pupils.

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Aspect Comment

Leadership and management by the headteacher and other key staff The leadership of the headteacher is good. It is successful in establishing a climate in which high standards can be achieved within a caring community. The school has been very successful in adopting and adapting the literacy and numeracy strategies to good effect.

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Aspect Comment

How well the governors fulfil their responsibilities Satisfactory. However, governors generally support rather than help to shape the direction of the school. They are well-informed about current educational and curriculum initiatives and issues and meet statutory requirements.

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Aspect Comment

The school’s evaluation of its performance Satisfactory. Some informal procedures are in place. These need to be more systematic and focused in order to identify clearly what works and does not work well and to give direction to future developments.

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Aspect Comment

The strategic use of resources Very good use is made of staff, resources and accommodation. Lessons start promptly and are conducted at a brisk pace. Careful attention is given to getting good value for money and keeping tight budgetary control. All Saints Church of England - 9

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What pleases parents most What parents would like to see improved

• The high expectations • How much their children enjoy school • The way their children are treated as individuals • The quality of leadership and management • The quality of teaching • The good relationships they have with the school and the ease of approaching the school with questions and concerns • The large amount of homework their children are expected to do • The limited range of activities outside lessons

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What pleases parents most What parents would like to see improved

Inspectors' judgements support the parents' positive comments.

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What pleases parents most What parents would like to see improved

There are high expectations for homework, and this work contributes to the high standards of achievement. However the school is willing to be flexible about these expectations according to individual circumstances. This flexibility needs to be better communicated to parents.

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What pleases parents most What parents would like to see improved

The range of activities outside lessons is acceptable and similar to other infant schools. In particular the curriculum is supported by interesting visits to museums, theatre and environmental centres. All Saints Church of England - 10

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WHAT THE SCHOOL DOES WELL

Attainment is very high in English and science and high in mathematics by the end of Year 2.

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WHAT THE SCHOOL DOES WELL

1. The results of the 1999 national tests for 7-year-olds are outstanding. In English and science the pupils' achievements were in the top five per cent nationally. In mathematics their results were well above average. The pupils' results were very high compared with similar schools in reading and writing and well above average in mathematics. All pupils achieved at least the expected levels in all three subjects, and many more reached higher levels than is the case in most schools in reading, writing and mathematics. The proportion of pupils achieving level 2B and above was well above average. Also unusual compared with many other schools, boys perform to a similarly high standard as girls.

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WHAT THE SCHOOL DOES WELL

2. In lessons, younger children already have a sound understanding of the use of capital letters and full stops and were keen to remind the teacher when she inadvertently missed out a full stop. They are beginning to use phonics to spell independently and refer to wordbooks when writing. The older pupils read three poems on pirates confidently, with expression and with response to the punctuation. They were able to comment accurately on the use of rhyme, the organisation of the verses, interesting vocabulary and the use of punctuation for effect. They speculated on the characters of the different pirates and showed awareness of the language associated with their buccaneering activities. The pupils' writing incorporated many of the good features of the poems they had read, for example giving additional detail such as 'striped trousers' and using specialist language such as 'cutlass'. One pupil used questions to engage the reader such as 'Do you know who he is?' and another drew lines

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WHAT THE SCHOOL DOES WELL

extending from the word 'smelly' to emphasise the distinctly unpleasant nature of his subject. Pupils' attempts to spell complex words such as 'treasure' showed good understanding of phonics even if the attempts were not always entirely correct. All the pupils were inspired by the discussion of the poems and were able to respond to them in individual ways giving effective detail of appearance as well as character.

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WHAT THE SCHOOL DOES WELL

3. Pupils are developing a rich mathematical vocabulary. The pupils in Reception and Year 1 understand there are many ways of saying 'add', 'take away' and 'equals' and most recognise how these operations are recorded. They are developing an understanding of the relationship between these operations and the pupils in Year 1 use a number line competently to check their work. When they were forming different number sentences using 8,2,+,= and -, one child commented on '8 – 2 =10': 'it is wrong because you needed two more'. The pupils in Year 2 are developing a good facility with number. They can double, round up and identify 10 less. They are learning a breadth of graphical representation using bar charts horizontally, vertically, completing frequency charts and beginning to understand the need to use different scales for different circumstances. All the pupils are encouraged to explain how they tackle different calculations and to try different methods to suit different

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WHAT THE SCHOOL DOES WELL

4. Pupils in Year 2 work at a high level in science. In investigating the effectiveness of different media to grow broad beans they were able to make predictions supported by explanations. Their work is carefully and individually recorded with clarity appropriate for communicating scientific findings. Whilst examining the results obtained from growing in clay, sand, gravel and compost they drew conclusions. They made thoughtful speculations on why one medium might be better than another, for example 'water drains straight out of the gravel', the clay ' was too sticky and damp', and 'the seed may have died'. The pupils show a good understanding of the need to test fairly when drawing comparisons and remembered they had used the same amount of planting medium, the same sized seeds, always used the same amount of water and watered at the same time for each plant.

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WHAT THE SCHOOL DOES WELL

5. The high level of competence pupils achieve in reading, writing, calculating, reasoning and communicating their thoughts in discussion leaves them well placed to continue making substantial progress in their future learning. Pupils with special educational needs make good progress. All Saints Church of England - 11 Overall teaching is very good.

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WHAT THE SCHOOL DOES WELL

6. Overall teaching is very effective. In 92 per cent of lessons the teaching was good and 25 per cent was very good. No unsatisfactory teaching was observed. The school declares as a principle aim to demonstrate 'the mutual respect we have for each other and the respect and care we hold for our pupils, their parents and members of our community'. This is evident in all the interactions between adults and pupils. A common feature of all lessons was the adults' calm manner and good relationships with pupils. Because of the courtesy with which their ideas are handled, pupils are not afraid of making mistakes. As a result they become confident learners.

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WHAT THE SCHOOL DOES WELL

7. Lessons are impressively challenging in many ways. Pupils need to be alert in order to keep up with the fast pace of teaching and they achieve this. In numeracy sessions quick-fire mental work starts lessons off at a brisk pace and successfully gets the pupils thinking about and manipulating numbers. Similarly, in a writing lesson the class considered three poems in swift succession moving in turn from discussing vocabulary, punctuation, rhyme and the organisation of the verses to reach a conclusion on the intent of the poet.

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WHAT THE SCHOOL DOES WELL

8. Teachers use questions very well to encourage high level reflection and analysis. Careful attention is paid to extending pupils' vocabulary so that they can explain their thoughts more clearly. For example, when discussing poetry the teacher used words such as 'unkempt', 'preservative' and 'exotic'. When pupils wrote their own descriptions of pirates and their characters they also used interesting description. In mathematics pupils are introduced to the many words which are used to describe operations such as adding. Questions often invite pupils to speculate, make hypotheses or explain rather than provide one word answers. For example, they were invited to explain their ideas of why various mediums were suitable or otherwise for growing seeds, why a pirate might have one eye, what a historical artefact might be used for. Consequently, by the time pupils are seven they can articulate reasons clearly and are confident proposing possible solutions and ideas.

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WHAT THE SCHOOL DOES WELL

9. Assessment, both formal and during lessons, is accurate and well used. Staff are very aware of younger pupils in mixed-age classes and those with special educational needs. They ensure these pupils understand the task and are ready to support them as necessary, for example in helping them use their phonic knowledge to attempt difficult spellings. One pupil did not remember the word 'illustrator' and the teacher showed illustrations of the poems and drew that pupil's attention to them to reinforce the learning. A pupil with English as an additional language was asked to offer a simple sentence, which was used to revise the correct use of full stops and capital letters. Regular and accurate assessment is made of pupils' competence in English and mathematics, and their attitudes to learning, to inform teachers' planning for their pupils' needs.

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WHAT THE SCHOOL DOES WELL

10. Careful planning is evident in lessons. Tasks are appropriately matched to the different attainments of pupils in mixed-aged classes and for children with special educational and using English as an additional language. Learning support assistants are well briefed, and consequently their work with the children is very effective. Planning takes appropriate account of the learning objectives in the literacy and numeracy strategies but teachers are confident enough to make appropriate adaptations for their pupils. Clear explanations are given of new areas in pupils' learning and this new learning is examined from several different angles, for example looking at the different ways data is presented. However, such careful attention is paid to the role of the adult that some opportunities are missed for pupils' greater involvement. For example, in lessons pupils could be given more opportunity to choose resources when calculating, to read their work to the class or count and write the number of

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WHAT THE SCHOOL DOES WELL

pupils of a particular hair colour when presenting data in charts.

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WHAT THE SCHOOL DOES WELL

Literacy and numeracy are given appropriate emphasis in a broad curriculum.

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WHAT THE SCHOOL DOES WELL

11. The curriculum is appropriately broad and balanced and includes all the National Curriculum subjects and religious education. Nearly two thirds of the day is devoted to the development of literacy and numeracy. This work is clearly having a positive impact on learning across the curriculum, for example in recording science investigations. The literacy hour has been introduced successfully with some effective adaptations. The school considers that regular reading on an individual basis has contributed to the pupils' high levels of literacy skills and this is an important part of their strategy. This approach is supported well through homework and by the much valued time given by volunteers in the local community to hear pupils read. In addition, the pupils are given extended time to discuss stimuli for writing at the beginning of lessons and later to compose their writing. These adaptations are associated with high levels of achievement. Careful thought has been given to the

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WHAT THE SCHOOL DOES WELL

planning of numeracy to meet the needs of pupils of different attainment and in mixed year groups. Sufficient time is allocated to the other subjects and the curriculum is extended through French and recorder clubs.

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WHAT THE SCHOOL DOES WELL

12. The curriculum is brought to life by an exciting range of external visits. The pupils' knowledge of the environment is extended through visits to places such as Purley Lock and the River Thames, going pond dipping at Dinton Pastures and making excursions into the local area. Their cultural awareness and pure enjoyment of All Saints Church of England - 12 learning is heightened by visits to Wilde Theatre in Bracknell as well as weekly trips to their beautiful local church for spiritual and moral, as well as historical and cultural, reasons. Pupils also have opportunities to explore art, science and design technology in depth through two-day sessions devoted to these areas three times a year.

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WHAT THE SCHOOL DOES WELL

13. Visitors to the school have a positive impact on the pupils' learning. In addition to the many volunteers who give up their time, an artist has recently worked with the children to share watercolour techniques in painting scenes in Spring. Members of the Berkshire Musician Trust came to play a variety of instruments and to sing. Members of the local clergy are also clearly much loved and very welcome visitors to the school given the enthusiasm of their reception.

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WHAT THE SCHOOL DOES WELL

Pupils work hard to do their best and relate well to one another.

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WHAT THE SCHOOL DOES WELL

14. School starts at nine but doors open fifteen minutes earlier, and from that moment pupils begin to enter quietly and settle down to their own reading without any disruption to others. The slight bubble of relaxed chatter from younger pupils contributes to the sense of how comfortably they slip into their work routines.

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WHAT THE SCHOOL DOES WELL

15. In all lessons seen pupils were keen to participate, for example in a year R/1 literacy hour where all children used appropriate and interesting sentences to describe what they had done over the weekend, such as: “I went to London and I saw the eye. It was big and you could see the world.” Year 1 /2 pupils showed a high level of motivation and involvement throughout their literacy session, sitting silently and attentively or making lively and imaginative responses, as appropriate. In the introductory session on data handling to the Year 1 /2 group, almost all hands were raised to answer questions and all pupils gave rapt attention as the teacher demonstrated the use of the computer display bar charts. Photographs provided of other work suggest that involvement and interest carries throughout the range of subjects taught.

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WHAT THE SCHOOL DOES WELL

16. All pupils, including those with special educational needs, take pride in the presentation of their work and finish the tasks set. Reception children were seen taking great care to write out words neatly during a literacy session.

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WHAT THE SCHOOL DOES WELL

17. Relationships throughout the school are very good. There is mutual respect between teachers and pupils. This was evident in the greetings in the ‘welcome routine’ part of the morning assembly attended by all adults in the school. This respect was also shown in the teacher’s response to a pupil who pointed out that she had failed to put a full stop at the end of her sentence on the board. She apologised and confirmed that teachers may also make mistakes. No evidence was seen of racial or sexual harassment and parents’ views that there is a ‘harmonious ethnic mix’ was seen in the way pupils mix freely and socialise well in the playground and sit comfortably together for lunch. Year 1 pupils spontaneously reacted “that’s bad” when reading about ‘Billy’s bullying’ in a story on the computer at the start of day.

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WHAT THE SCHOOL DOES WELL

18. Almost all parents are of the opinion that the school helps their children mature and become more responsible. Although there are no opportunities for specific responsibilities such as monitors, older pupils provide very good role models, for example, in the Good Morning assembly. All pupils deal with procedures such as hanging up their coats and changing their shoes at the start and end of day, or coming in from lunch break, responsibly and confidently. Year 1 group work showed pupils developing social skills and helping each other. A broad range of personal, social and health related issues is covered in lessons.

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Parents have a very high opinion of the school and its achievements

19. At the parents’ meeting, at which over one quarter of families were represented, parents summed up with “Everyone locally knows it is a good school”. They particularly valued the way that the “school teaches each child as an individual” that “teachers genuinely care for their pupils and are sad to see them go” and that “whatever the problem at home with a child (we) feel quite confident to go to any teacher and get a positive response”.

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Parents have a very high opinion of the school and its achievements

20. There was also almost unanimous agreement with most of the positive statements made in the parents’ questionnaire; in particular that the school has high expectations and is well led with good teaching. Of the 41 questionnaires returned (a very high proportion of pupils in the school) all but one agreed that their child liked school. All Saints Church of England - 13 The headteacher, governors and staff care for the pupils very well.

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Parents have a very high opinion of the school and its achievements

21. A parent remarked, "Teachers genuinely care for their pupils". This is demonstrated by the school’s careful attention to issues such as child protection, site security, fire practices and first aid, all of which have effective procedures in place that are understood by staff.

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Parents have a very high opinion of the school and its achievements

22. There are appropriate first aiders whose certificates are displayed and whose training is about to be updated. An accident book is kept and parents are informed of any injury in school.

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Parents have a very high opinion of the school and its achievements

23. Fire practices are carried out regularly with a sensible approach to the frequency of announced and unannounced practices to ensure children fully understand procedures. Information is recorded appropriately.

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Parents have a very high opinion of the school and its achievements

24. Very good care is taken of pupils at the beginning and end of day, with staff available to discuss any worries with their parents or carers. Pupils with special educational needs are well supported with extra help available after school, as needed. There is good assessment of these pupils, the information from which is used well to tailor the curriculum to their needs.

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Communication with parents about homework to ensure that it is understood that the school's expectations

are flexible and that feedback is available.

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Communication with parents about homework to ensure that it is understood that the school's expectations

25. Parents welcome the pursuit of high standards and feel their children benefit enormously from attending All Saints Infant school. However, at the parents meeting many of those attending expressed the view that their children worked hard during the day and consequently found it hard to complete the homework which was expected of them at the end of the day.

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Communication with parents about homework to ensure that it is understood that the school's expectations

26. The school values the partnership with parents in supporting their children's learning. Each week pupils are encouraged to take reading books home three times, learn spellings, write a summary of one of the books and every two weeks they do some mathematics activities. Clearly, these activities contribute to the high standards of achievement. However, some parents wish their children to have more free time or to undertake other activities. One parent has agreed with the school that her child will go to a ballet lesson on one day and will not do any homework that evening. The school is happy to be flexible about the arrangements if parents feel this is necessary. Whilst some parents are clearly aware of this, many are not and this flexible approach needs to be better publicised. Some parents would also like more feedback as to whether the homework their child has done has been satisfactorily completed. The school gives weekly information to parents about many aspects of their

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Communication with parents about homework to ensure that it is understood that the school's expectations

child's week at school by means of a bear star chart and some parents would welcome homework being included.

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Communication with parents about homework to ensure that it is understood that the school's expectations

Strategies for identifying what does and does not work well in learning and teaching .

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Communication with parents about homework to ensure that it is understood that the school's expectations

27. It was recommended in the last inspection that governors should work more closely with staff to strengthen the system of monitoring the work of the school, particularly the quality of teaching, in order to enhance the school's effectiveness. Whilst some informal strategies are in place they are not focused or systematic enough to identify what does and does not work well in teaching and learning. For example, the chairman of governors makes weekly visits to the school, in addition the headteacher teaches two days a week and is often in the classrooms at other times. As a result, there is regular informal information being gathered about the activities of children and staff. However these observations are not focused or systematic enough to give detailed information about where strengths in teaching lie and what could be improved. Better systems also need to be devised to share the outcomes of such monitoring with the staff.

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Communication with parents about homework to ensure that it is understood that the school's expectations

28. The school has an admirable aim of increasing the number of children who achieve the above average level 3, in national tests at age seven. Some analysis of test results in Year 2 for mathematics has resulted in greater attention being paid to introducing pupils to a range of graphical representation so that they are not confused by information presented in novel ways. In general however the strengths and weaknesses of pupils' performance are not identified clearly enough and consequently it is difficult to decide where best to target energy in order to maintain high standards. All Saints Church of England - 14 29. The headteacher and governors are currently drawing up a policy to put in place manageable and rigorous systems of monitoring with the purpose of informing school development and benefiting the pupils' education.

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The content and use of the improvement and management plan to shape the direction of school

30. The school's improvement and management plan presents briefly the appropriate priorities set for school development including developing strategies for monitoring the quality of teaching and learning. However this information is not sufficient for the document to help direct and evaluate the progress towards meeting the priorities. Significant omissions include a lack of financial implications of meeting the targets, information on how progress will be monitored and on the success criteria to be applied. Systems for reviewing regularly the progress in meeting these priorities are not properly in place. The governors are rightly very supportive of the school. However without a more substantial improvement and management plan it is difficult for them to develop their roles in acting as critical friends to the school and shaping rather than more generally supporting the direction of school development.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Communicate better to parents that there is flexibility in the expectations for the amount of homework that children should do and that feedback is available (see paragraphs 25 and 26).

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Extend the management and development plan to include details of monitoring and success criteria so it can be used for evaluation and planning future developments (see paragraphs 27-29).

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Sharpen the informal mechanisms for monitoring so that strengths and weaknesses in teaching and learning are clearly identified (see paragraph 30). All Saints Church of England - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 10

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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

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

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 54

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 8

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 7

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 4

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 1

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 9

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. All Saints Church of England - 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 9 5 14

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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 9 9 9 Numbers of pupils at NC level 2 and above Girls 5 5 5

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (90) 100 (95) 100 (90) at NC level 2 or above National 82 (80) 83 (81) 87 (83)

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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 9 9 9 Numbers of pupils at NC level 2 and above Girls 5 5 5

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (90) 100 (90) 100 (89) 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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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 12 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 1 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 7 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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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Financial information

Balance brought forward from previous year 15367

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Financial information

Balance carried forward to next year 10353 All Saints Church of England - 17

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Percentage of responses in each category

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

p.17

Percentage of responses in each category

My child is making good progress in school. 58 40 0 0 3

p.17

Percentage of responses in each category

Behaviour in the school is good. 49 46 2 0 2

p.17

Percentage of responses in each category

My child gets the right amount of work to do at home. 39 49 12 0 0

p.17

Percentage of responses in each category

I am kept well informed about how my child is getting on. 44 49 7 0 0

p.17

Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 61 32 7 0 0

p.17

Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 73 27 0 0 0

p.17

Percentage of responses in each category

The school works closely with parents. 41 49 5 0 5

p.17

Percentage of responses in each category

The school is well led and managed. 61 37 0 0 2

p.17

Percentage of responses in each category

The school is helping my child become mature and responsible. 54 44 2 0 0

p.17

Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 27 39 15 0 20

p.17