Springmoor Grange School

OX CLOSE PRIMARY SCHOOL

Dates of inspection: 12 th – 13 th June 2000

p.1

OX CLOSE PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

p.1

OX CLOSE PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Ox Close Primary School 3 June 2000

p.2

INFORMATION ABOUT THE SCHOOL

School address: Ox Close Crescent Spennymoor Co. Durham

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1996 Ox Close Primary School 4 June 2000

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Mr B Tyrer Registered inspector Mr A Smith Lay inspector Mrs A Lowson Team inspector

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Strathblane House Ashfield Road Cheadle Stockport SK8 1BB

p.4

INFORMATION ABOUT THE INSPECTION TEAM

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

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Ox Close Primary School 5 June 2000

p.4

PART A: SUMMARY OF THE REPORT 6

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

p.5

WHAT THE SCHOOL DOES WELL 10

Attainment in English, mathematics and science is well above average at the end of both key stages.

p.5

WHAT THE SCHOOL DOES WELL 10

Teaching is good – a particular strength of which is the fact that relationships with pupils are excellent.

p.5

WHAT THE SCHOOL DOES WELL 10

The leadership of the headteacher is excellent – she has worked most effectively with all staff and governors to secure significant improvements and to maintain those already high standards.

p.5

WHAT THE SCHOOL DOES WELL 10

The attitudes and behaviour of the pupils is excellent – in response to the good teaching they are offered they show themselves to be keen, enthusiastic and involved in their own learning.

p.5

WHAT THE SCHOOL DOES WELL 10

Provision for SEN – currently with the headteacher as special educational needs coordinator – is very good.

p.5

WHAT COULD BE IMPROVED 14

Elements of the teaching of information and communications technology. The monitoring and evaluation of the outcomes of the work in pupils’ books.

p.5

INFORMATION ABOUT THE SCHOOL

The school is situated in the Spennymoor ward and has 239 pupils on roll of whom 106 are boys and 133 are girls. This is an average size for a primary school. Twenty-two pupils are identified as being eligible for free school meals and this percentage is below the national average. The school has 37 pupils on the school’s register for pupils with special educational needs and this is below the national average. Five pupils have statements of special educational needs and this percentage is in line with the national average. The school population is almost entirely white and no pupils have English as a second language. The attainment of pupils on entry to the school is above what might be expected nationally.

p.6

HOW GOOD THE SCHOOL IS

This is a very effective school. High standards are achieved in national tests in the core subjects of English, mathematics and science at the end of Key Stage 2 and pupils at the end of Key Stage 1 achieve similarly in reading writing and mathematics. Teaching is good overall and the leadership of the headteacher is excellent. The quality of teaching and the leadership and management of the school contribute significantly to the high standards and when taking the schools low costs into consideration it is judged that the school is providing very good value for money.

p.6

What the school does well

• Attainment in English, mathematics and science is well above average at the end of both key stages. • Teaching is good – a particular strength of which is the fact that relationships with pupils are excellent. • The leadership of the headteacher is excellent – she has worked most effectively with all staff and governors to secure significant improvements and to maintain those already high standards. • The attitudes and behaviour of the pupils is excellent – in response to the good teaching they are offered they show themselves to be keen, enthusiastic and involved in their own learning. • Provision for SEN – currently with the headteacher as special educational needs coordinator - is very good.

p.6

What could be improved

• Elements of the teaching of information and communications technology. • The monitoring and evaluation of the outcomes of the work in pupils’ books.

p.6

What could be improved

The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made a very good improvement since the time of the last inspection. The school has responded very effectively to the key issue from the previous inspection report which was essentially concerned with improving aspects of long medium and short term planning. Standards in English, mathematics and science have been improved and the school is in a strong position to meet the targets for English and mathematics that it has set. The quality of teaching has improved significantly and the provision for pupils with special educational needs has now become very good. The management structure that is currently in place enables the school to function very effectively. The governing body, which has gone Ox Close Primary School 7 June 2000 through some changes in personnel, is now in a position to improve the already effective support it provides for the headteacher and senior management team by developing into an

p.6

STANDARDS

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

p.7

Key

English A B A B well above average above average A B

p.7

Key

mathematics B E A A average below average C D science A E A A well below average E

p.7

Key

Standards achieved in the national tests at the end of Key Stage 2 in English mathematics and science are well above average and are also impressive when compared with similar schools. Attainment over time showed a dip in performance in 1998, particularly in mathematics and science, but this has since been rectified and inspection shows that current standards reflect those seen in the 1999 tests. Attainment at the end of Key Stage 1 in national tests in reading, writing and mathematics shows very high levels (within the top 5 per cent) of achievement when compared with national averages and with similar schools. Inspection confirms similar standards at Key Stage 1. Because of the school’s very good assessment procedures they are able to predict pupil performance and set targets with a high degree of accuracy and this they have done.

p.7

Aspect Comment

Attitudes to the school Excellent- pupils of all ages are highly motivated.

p.7

Aspect Comment

Behaviour, in and out of classrooms Excellent - pupils respond very well to direction and also exercise high levels of self discipline as well.

p.7

Aspect Comment

Personal development and relationships Excellent - a strength of the school is the extremely high quality relationships that exist at all levels within the school.

p.7

Aspect Comment

Attendance Is Good and is above the national average – some parents insist on exercising their right to take their children away on holiday during school time.

p.7

Aspect Comment

Clearly this aspect is a major strength of the school and is one that illustrates the effective partnership between home and school. The school makes high quality provision for pupils Ox Close Primary School 8 June 2000 and parents who, in return, appreciate what is offered and respond very positively.

p.7

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

Lessons seen overall Good Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

p.8

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

Teaching was good overall. It was satisfactory in 9 per cent of lessons, good in 73 per cent of lessons and very good in 18 per cent. This constitutes a significant improvement since the last inspection report when 10 per cent of teaching was found to be unsatisfactory. The teaching of literacy and numeracy is good and these skills are put to good use in support of other areas of the curriculum. Teachers show very high levels of commitment and have high expectations of their pupils in terms of application and behaviour. The teachers reveal their high expectations through their planning and teaching which make provision for pupils of all abilities. The provision and support given to pupils with special educational needs is very good and is, again, a significant improvement since the last inspection. Relationships are excellent. Teachers’ audits show that they have a need to extend their skills in information

p.8

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

and communications technology and scrutiny of work shows that greater emphasis needs to be given to some aspects of the subject such as monitoring. The school has already recognised this, has begun to provide some training through New opportunities funding and further action to address this issue is outlined in the school development plan. Pupils’ learning was good. In response to the good teaching they received they made good progress.

p.8

Aspect Comment

The quality and range of the curriculum The school is offering a good curriculum which is available to pupils of all levels of attainment. Aspects of information and communications technology need to be strengthened.

p.8

Aspect Comment

Provision for pupils with special educational needs Good – planning and teaching show that provision is carefully linked to the pupil’s individual education plans.

p.8

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good – in all aspects. The school should consider ways of extending this provision by developing even better experiences of other faiths and religions through first hand experiences such as visits to non Christian places of worship.

p.8

Aspect Comment

How well the school cares for its pupils Good – provision for child protection and health and safety issues are well established. Ox Close Primary School 9 June 2000 The provision for the core subjects of English, mathematics and science is particularly good and this impacts favourably on other areas of the curriculum. The element of monitoring in the information technology curriculum is under emphasised. The school looks after its pupils well. The pupils feel safe and have confidence in all those who support them. The school has very good links with parents.

p.8

Aspect Comment

Leadership and management by the headteacher and other key staff Excellent – in the short time since her appointment the headteacher has been the driving force behind much of the improvement that the school has made. She has coped effectively with initial difficulties due to absence at senior management level and has now created a senior management team, and corporate spirit in all staff, that is enabling the school to move successfully forward.

p.9

Aspect Comment

How well the governors fulfil their responsibilities The governors are now in a position to become increasingly proactive. They are meeting their statutory responsibilities well and are providing good levels of support to the headteacher.

p.9

Aspect Comment

The school’s evaluation of its performance Excellent in some respects and very good overall. The school has a need to monitor and evaluate the quality of work in pupils’ books.

p.9

Aspect Comment

The strategic use of resources Excellent – the school has very clear and well founded plans and the budget is set in such a way as to support the achievement of the plan’s objectives.

p.9

Aspect Comment

As outlined above, the leadership and management of the school and in particular the part played by the headteacher are great strengths of this successful school. The school is assured of providing best value by its adherence to the county’s purchasing schedule and practices which are based on best value principles.

p.9

What pleases parents most What parents would like to see improved

• that their children like school. • that behaviour is good. • that school expects their children to work hard. • that their children are making good progress. • that the school is approachable. • that the teaching is good. • the range of activities that the school provides. • the discontinuity caused to some classes as a result of long term staff absence due to ill health.

p.9

What pleases parents most What parents would like to see improved

The inspection team would agree with and endorse what the parents like most about the school but feel that the school is currently providing a good curriculum within which is to be found good extra curricular opportunity. The inspection team concurs with parents in their anxiety over staff absence and its inhibiting effect on progress and standards but notes that the problems now appear to have been resolved. Ox Close Primary School 10 June 2000

p.9

both key stages

1. The school has made good improvements over time since the last inspection. Results in English, mathematics and science were disappointing at the end of Key Stage 2 in national tests in 1998 but this situation has been redressed so that standards in English are now above the national average and well above the national average in mathematics and science. This standard is also well above, overall, in comparison with the group of similar schools. Standards at the end of Key Stage 1 are even better. In national tests in 1999, the performance of pupils in reading writing and mathematics was within the top five percent nationally and was very high when compared with the group of similar schools. These standards are due to a combination of the very many good, very good and excellent facets of this school.

p.10

both key stages

2. The youngest pupils in the reception class are able to listen carefully to whomsoever is speaking. They are able to talk to the children in their class, in clear voices, about their experiences of a visit to a farm. They are able to develop this skill through science lessons when they classify animals and debate whether or not hens have tails. The skills of literacy and numeracy are very well taught so that in Year 1 pupils are able to use capital letters and full stops with increasing accuracy spelling common words accurately and writing with a style that shows the correct formation of letters. In their mathematics they can add sums of money accurately and can double numbers to ten. They have a good grasp of the value of numbers. Because the pupils receive effective teaching in the basics of literacy and numeracy they quickly develop confidence and so come in turn to use the skills and knowledge that they have acquired with accuracy.

p.10

both key stages

This enables a pupil in Year 1 to write “ I like orange when the sun flames shine. I like yellow when the buttercups glow.” Pupils in Year 2 continue to show imaginative use of language when one writes, “ He was watching his disgusting T.V. when he heard a creaking noise coming from the attic.” By the end of Key Stage 1 the highest attaining pupils are fluent readers who display very good levels of knowledge about books. They can talk about their reading preferences. Pupils at all levels express an enjoyment of books and of reading and the lowest attaining pupils are able to use different strategies effectively in tackling unfamiliar words.

p.10

both key stages

3. At Key Stage 2, pupils continue to build on the good work they have already done. The good teaching that typifies that seen at Key Stage 1 continues in this key stage and the work that is given to pupils continues to be very closely matched to their needs. The range of writing opportunities is broadened and literacy skills, often combined with word processing skills, are used effectively in support of other curriculum areas such as history and geography. Pupils at the end of the key stage are involved, very successfully, in completing long term assignments in history or geography, of high quality, at home. They show the ability to read a wide range of unusual and difficult words and are adept at recognising elements of writing styles. They read a wide range of material for pleasure and purpose. Literacy skills and knowledge are constantly reinforced as pupils are asked to explain their thinking. They are very good at

p.10

both key stages

hypothesising and applying themselves logically to the planning and performing of experiments. They are used to exemplifying their answers from text or from other sources of evidence. They have good research skills .In mathematics and science they show that they have a broad range of practical experience. They develop Ox Close Primary School 11 June 2000 strategies – for example in solving problems about volume and capacity – and are also able to check the validity of their conclusions.

p.10

Teaching is good – a particular strength of which is the fact that relationships with

4. There has been a significant improvement to the quality of teaching since the last inspection report and those issues that related to the quality of teaching in that report have been successfully addressed.

p.11

Teaching is good – a particular strength of which is the fact that relationships with

5. Teachers set high but realistically achievable goals for their pupils and are able to do this because their practice informs them very accurately of their pupils’ needs. The systems and structures that the school employs effectively support teachers in this respect. Teachers have responded very effectively to national initiatives such as those for literacy and numeracy and this in turn has had the effect of opening up their practice to their colleagues.

p.11

Teaching is good – a particular strength of which is the fact that relationships with

6. This is a school where all concerned share the school’s aims and where there is strong unity of purpose. Teachers have excellent control of their pupils because they have created very good relationships with them. Communication with pupils is clear. Consequently they know what their teachers are trying to do for them and they respond very well.

p.11

Teaching is good – a particular strength of which is the fact that relationships with

7. The school operates an effective discipline system which is clearly understood by all and which is consistently applied throughout. In many lessons it was observed that on no occasion did the teacher have to raise the issue of unacceptable behaviour at all. Such apparently effortless control is in fact based on all the very effective skills and levels of commitment that teachers bring to the classroom.

p.11

Teaching is good – a particular strength of which is the fact that relationships with

8. Whilst teaching benefits greatly from the structures and systems that allow it to function effectively it is also true to say that teachers contribute significantly to the ethos of the school by the way in which they act as good role models for their pupils. They have the ability to realise that whilst teaching needs to be effective it can also be pleasant. Consequently classrooms are places that combine a relaxed atmosphere with a sense of purpose. Comfortable relationships and the confidence of both pupils and teachers, allow freedom of expression, humour, enjoyment and the satisfaction that comes with success.

p.11

all staff and governors to secure significant improvements and to maintain those

9. The headteacher has been in post for a little under two years and during this time has contributed most significantly to the present very high levels of effectiveness demonstrated by the school. She has coped very well with the absence of a senior member of staff and created a senior management team that was still able to function well and make progress. The school’s priorities were very clearly outlined at the earliest opportunity and effective action taken to meet them. The high standards that obtained previously have been maintained. The school has made significant improvements under her leadership since the last inspection report was produced. 10. One of the headteacher’s successes has been in raising the quality of teaching and this she has done by creating a system of school management that is inclusive and which allows change to be initiated by any member of staff. The present senior management team works effectively with middle management teams and with clear

p.11

all staff and governors to secure significant improvements and to maintain those

Ox Close Primary School 12 June 2000 communication there are effective pathways for the raising and resolving of issues from either the top down or vice versa. Teachers are actively engaged in the management of the school and contribute well as coordinators or as class teachers. They carry out comprehensive audits of their performances and contribute in full to the school development plan. The formation of the school development plan also involves the sampling of parent and pupil opinion. The governing body is also well placed to contribute to the plan and to oversee its completion.

p.12

all staff and governors to secure significant improvements and to maintain those

11. There is an effective system of monitoring and evaluating teaching and planning. The headteacher has formed the staff into a very highly motivated and effective body and the results are plain to see in all areas of school life. The school development plan recognises the need to extend the already excellent work done in monitoring and evaluating teaching and planning to include a scrutiny of work in pupils’ books. The school also has highly effective systems for assessing pupils’ progress and attainment and so is in a very strong position to set targets for individual pupils.

p.12

all staff and governors to secure significant improvements and to maintain those

12. The headteacher has worked very well with the governing body to produce an effective partnership. Those governors with individual responsibilities are conscientious in their role and whilst there are some relatively new governors all are well aware of the priorities for the school.

p.12

all staff and governors to secure significant improvements and to maintain those

13. The headteacher has other specific areas of responsibility such as being the designated child protection officer and the coordinator for special educational needs. There has been a significant improvement in the quality of provision made for pupils with special educational needs and the school’s policy of total inclusion for pupils with special needs is to be highly commended. This provision is also greatly appreciated by the parents. As mentor of a newly qualified teacher the headteacher has given excellent support - as have other members of staff - and this has enabled the newly qualified teacher to have successfully completed her first year of teaching.

p.12

all staff and governors to secure significant improvements and to maintain those

14. As central figure the headteacher has been responsible for managing a school with very high standards. She has influenced all areas of school life and played the major role in developing a school which is now providing very good value for money.

p.12

teaching they receive the pupils show themselves to be sensible, confident and

enthusiastically involved in their own learning.

p.12

teaching they receive the pupils show themselves to be sensible, confident and

15. One of the most obvious strengths of the school lies in the ways in which the pupils respond. Their behaviour is excellent and their attitudes are also excellent. They are very actively engaged in their own learning, take delight in it and enjoy the success that they all achieve. Observation showed that it was rare that a teacher had to remind a pupil of what was expected of them in terms of their behaviour. Ox Close Primary School 13 June 2000 16. These are very confident young people who relate very well to adults. They have the confidence to engage them in conversation. An example of this could be seen in the way in some of the youngest and some of the oldest pupils would choose to sit with the headteacher at her table during the lunch period. They also have respect for the views of one another and sensitively explore areas in discussion where the less secure may not.

p.12

teaching they receive the pupils show themselves to be sensible, confident and

17. When asked to work in pairs as was the case in a Year 6 English lesson they did so with no fuss and in the short time allotted to them prepared very good responses to a series of questions about the interpretation of a Charles Causley poem. A younger pupil in Key Stage 1 was heard to make the unsolicited offer of working with, and updating, a pupil who had missed the previous lesson.

p.13

teaching they receive the pupils show themselves to be sensible, confident and

18. Because of the school’s very strong and positive ethos the pupils understand why they are there. Because of good teaching they are given clear objectives and because they are encouraged to assess whether or not they have reached their objectives the pupils know where they are up to and where they are going next. They respond in a sensible and mature way and appreciate the opportunities they are offered. They enjoy their school and their work.

p.13

Provision for pupils with special educational needs – currently with the headteacher,

as coordinator for special educational needs - is very good.

p.13

Provision for pupils with special educational needs – currently with the headteacher,

19. The previous inspection report showed that this provision was not as good as it should have been and since that time there has been a significant improvement to the point where the provision is now very good. This is due, in the large part, to the influence, expertise and effectiveness of the headteacher but also to the commitment of the rest of the teaching staff.

p.13

Provision for pupils with special educational needs – currently with the headteacher,

20. Planning and teaching shows that work is targeted specifically to meet the needs of individual pupils. Teachers and classroom assistants have a thorough knowledge of the content of individual pupil’s education plans. External support for pupils on the higher levels of the register of special needs is good.

p.13

Provision for pupils with special educational needs – currently with the headteacher,

21. The headteacher has an excellent knowledge of procedures and has established a very good working relationship with external support agencies. There are also very good links with parents and they are involved in review and evaluation procedures for all pupils with individual education plans. Inspection of the register shows that pupils with special needs are making good progress and that the effective review of needs means that the school is always in a strong position to provide for them.

p.13

Provision for pupils with special educational needs – currently with the headteacher,

22. Procedures for identifying pupils with special educational needs are most effective whether at the earliest age through analysis of early assessment data or in the subsequent stages of a pupil’s education. The school’s policy of inclusion and the effectiveness and commitment with which it is followed through are very good indicators of the school’s commitment to serving the needs of all its pupils. Ox Close Primary School 14 June 2000

p.13

WHAT COULD BE IMPROVED

Elements of the teaching of information and communications technology.

p.14

WHAT COULD BE IMPROVED

23. The school development plan recognises the need for development in this area. Progress was, to some extent, inhibited by the absence on ill health grounds of the coordinator. The audit of staff training needs shows that several of them feel that they are in need of some training that will raise their levels of confidence and competency. Scrutiny of work and display shows that pupils have very good levels of skill in word processing and desktop publishing but that skills are not so well developed in the areas of control and monitoring. Pupils do have good access to the Internet and are also good at retrieving information from CD ROM.

p.14

The monitoring and evaluation of the quality of work in pupils’ books

24. The school has excellent procedures for the monitoring and evaluation of teaching and the curriculum but, as yet, these procedures do not extend to a systematic review of the content of pupil’s books. Consequently it has not been possible for the school to judge the effectiveness of its planning and teaching in this respect. The school development plan recognises this and the school plans to address the issue.

p.14

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

25. The governing body and senior management team of the school should seek to: -

p.14

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Raise standards in information and communications technology by ensuring that staff training needs have been thoroughly audited and that these needs are met; that all essential hardware and software is in place and that monitoring and evaluating of planning and teaching of the full breadth of the curriculum is undertaken.

p.14

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Introduce a systematic approach to sampling/ scrutinising the work completed by pupils. Ox Close Primary School 15 June 2000

p.14

PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

p.15

PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 14

p.15

PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

p.15

PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.15

PART C: SCHOOL DATA AND INDICATORS

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

p.15

PART C: SCHOOL DATA AND INDICATORS

Pupils on the school’s roll Nursery YR – Y6 Number of pupils on the school’s roll (FTE for part-time pupils)

p.15

PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils eligible for free school meals

p.15

PART C: SCHOOL DATA AND INDICATORS

Special educational needs Nursery YR – Y6 Number of pupils with statements of special educational needs

p.15

PART C: SCHOOL DATA AND INDICATORS

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

p.15

PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils Number of pupils with English as an additional language

p.15

PART C: SCHOOL DATA AND INDICATORS

Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission

p.15

PART C: SCHOOL DATA AND INDICATORS

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

p.15

PART C: SCHOOL DATA AND INDICATORS

National comparative data 94.1 National comparative data 0.5

p.15

PART C: SCHOOL DATA AND INDICATORS

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Ox Close Primary School 16 June 2000 Attainment at the end of Key Stage 1 Year Boys Girls Total

p.15

PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 14 21 35

p.16

PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results Reading Writing Mathematics

p.16

PART C: SCHOOL DATA AND INDICATORS

Boys 14 14 14 Numbers of pupils at NC level 2 and above Girls 20 21 21

p.16

PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 97(89) 100 (94) 100 (100) at NC level 2 or above National 82 (80) 83 (80) 87 (84)

p.16

PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

p.16

PART C: SCHOOL DATA AND INDICATORS

Boys 14 14 14 Numbers of pupils at NC level 2 and above Girls 20 20 21

p.16

PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 97 (86) 97 (94) 100 (100) at NC level 2 or above National 82 (80) 86 (84) 87 (85)

p.16

PART C: SCHOOL DATA AND INDICATORS

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

p.16

PART C: SCHOOL DATA AND INDICATORS

Attainment at the end of Key Stage 2 Year Boys Girls Total

p.16

PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 15 20 35

p.16

PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results English Mathematics Science

p.16

PART C: SCHOOL DATA AND INDICATORS

Boys 12 12 14 Numbers of pupils at NC level 4 and above Girls 18 16 21

p.16

PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 86 (76) 80 (48) 100 (48) at NC level 4 or above National 70 (63) 69 (61) 87 (69)

p.16

PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

p.16

PART C: SCHOOL DATA AND INDICATORS

Boys 13 13 14 Numbers of pupils at NC level 4 and above Girls 17 16 19

p.16

PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 86 (86) 83 (91) 94 (95) at NC level 4 or above National 68 (63) 69 (64) 75 (70) Ox Close Primary School 17 June 2000 Percentages in brackets refer to the year before the latest reporting year. Ox Close Primary School 18 June 2000 Ethnic background of pupils Exclusions in the last school year

p.16

PART C: SCHOOL DATA AND INDICATORS

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

p.18

PART C: SCHOOL DATA AND INDICATORS

Black – African heritage 0 Black – African heritage 0 0

p.18

PART C: SCHOOL DATA AND INDICATORS

Any other minority ethnic group 0 Other minority ethnic groups

p.18

PART C: SCHOOL DATA AND INDICATORS

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

p.18

PART C: SCHOOL DATA AND INDICATORS

Teachers and classes Financial information

p.18

PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 10 Financial year 98/99

p.18

PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 23.9

p.18

PART C: SCHOOL DATA AND INDICATORS

Education support staff: YR – Y6 Total expenditure 347496

p.18

PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 4 Expenditure per pupil 1416

p.18

PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 100 Balance brought forward from previous year 26936

p.18

PART C: SCHOOL DATA AND INDICATORS

Balance carried forward to next year 24879

p.18

PART C: SCHOOL DATA AND INDICATORS

Qualified teachers and support staff: nursery

p.18

PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 0

p.18

PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 0

p.18

PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 0

p.18

PART C: SCHOOL DATA AND INDICATORS

FTE means full-time equivalent. Ox Close Primary School 19 June 2000 Results of the survey of parents and carers

p.18

PART C: SCHOOL DATA AND INDICATORS

Percentage of responses in each category

p.19

PART C: SCHOOL DATA AND INDICATORS

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

p.19

PART C: SCHOOL DATA AND INDICATORS

My child is making good progress in school. 54 40 5 1 0

p.19

PART C: SCHOOL DATA AND INDICATORS

Behaviour in the school is good. 40 55 4 0 1

p.19

PART C: SCHOOL DATA AND INDICATORS

My child gets the right amount of work to do at home. 33 58 6 2 1

p.19

PART C: SCHOOL DATA AND INDICATORS

I am kept well informed about how my child is getting on. 31 54 12 3 1

p.19

PART C: SCHOOL DATA AND INDICATORS

I would feel comfortable about approaching the school with questions or a problem. 43 51 4 2 0

p.19

PART C: SCHOOL DATA AND INDICATORS

The school expects my child to work hard and achieve his or her best. 61 38 0 1 0

p.19

PART C: SCHOOL DATA AND INDICATORS

The school works closely with parents. 31 57 11 1 1

p.19

PART C: SCHOOL DATA AND INDICATORS

The school is well led and managed. 38 48 11 0 3

p.19

PART C: SCHOOL DATA AND INDICATORS

The school is helping my child become mature and responsible. 42 46 8 0 3

p.19

PART C: SCHOOL DATA AND INDICATORS

The school provides an interesting range of activities outside lessons. 23 45 23 4 4

p.19

PART C: SCHOOL DATA AND INDICATORS

Parents expressed concern at the meeting for parents about the fact that the school had had two long term staff absences. It was noted that this is no longer the case.

p.19