Aughton St Michael's Church of England Primary School

PRIMARY SCHOOL

Dates of inspection: 7 th -9 th March 2000

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PRIMARY SCHOOL

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

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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. Aughton St. Michael's C.E. Primary School - 3 Aughton St. Michael's C of E Primary School

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INFORMATION ABOUT THE SCHOOL

School address: Delph Park Avenue Aughton Ormskirk Lancashire Postcode: L39 5DG

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Councillor Vanda Naylor

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 7 th October 1996 Aughton St. Michael's C.E. Primary School - 4 Aughton St. Michael's C of E Primary School

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Team members

Mr S. G. Evans Registered inspector Mr L. Kuraishi Lay inspector Mr G. Wallace Team inspector

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Team members

TWA Inspections Ltd. 5 Lakeside Werrington Peterborough PE4 6QZ Telephone: 01733 570753

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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 Aughton St. Michael's C.E. Primary School - 5 Aughton St. Michael's C of E Primary School

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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

Attainment in literacy and numeracy is well above average by the end of Key Stage 2 Overall, teaching is consistently good, with over a third of lessons observed being very good or better Pupils’ attitudes to learning, their relationships with one another and their personal development are very good Curriculum provision, including that for special educational needs, across the school is very good Provision for pupils’ spiritual, moral, social and cultural development is very good The headteacher, with the support of the governors, staff and parents, creates an ethos that very strongly supports learning

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WHAT COULD BE IMPROVED 15

The rate of progress of pupils by the end of Key Stage 1 could be increased, thereby raising standards Long term school development planning is unsatisfactory

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PART C: SCHOOL DATA AND INDICATORS 17

Aughton St. Michael's C.E. Primary School - 6 Aughton St. Michael's C of E Primary School

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INFORMATION ABOUT THE SCHOOL

St. Michael's is an infant and junior Church of England school in the Diocese of Liverpool. There are a total of 180 pupils on roll. Attainment on entry ranges from well above average to below. It is above average overall. Twenty-six pupils are identified as having special educational needs. The proportion of pupils with special educational needs is below the national average. Four pupils, all in Key Stage 2, have statements of special educational need. This is above the national average.

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INFORMATION ABOUT THE SCHOOL

The school serves a residential area of socially advantaged homes in the village of Aughton on the outskirts of Ormskirk. The percentage of pupils entitled to free school meals is well below the national average. There are no pupils from ethnic minority backgrounds or who speak English as an additional language.

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HOW GOOD THE SCHOOL IS

This is a good school with very good features. The school achieves standards in English and mathematics that are well above the national average by the time pupils leave the school at 11 years of age. This means pupils make good progress during their time at the school. The quality of teaching is good. Pupils' attitudes to their work, their behaviour and personal development are very good. The school provides a rich and broad curriculum. Provision for extra-curricular activities is good. There is a very caring and supportive ethos in the school and pupils feel valued. The school is very well led and there is a good team spirit evident. The governing body has a very good partnership with those working at the school. The home/school partnership is very strong. The school gives good value for money.

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What the school does well

• Attainment in English and mathematics is well above average by the end of Key Stage 2. • Overall, teaching is consistently good, with over a third of lessons observed being very good or better. • Pupils' attitudes to learning, their relationships with one another and their personal development are very good. • Curriculum provision, including that for special educational needs, across the school is very good. • Provision for pupils' spiritual, moral, social and cultural development is very good. • The very strong leadership and management from the headteacher and deputy headteacher, with the support of the governors, staff and parents create an ethos that very strongly supports learning.

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What could be improved

• The rate of progress of pupils by the end of Key Stage 1 could be increased, thereby raising standards. • Long term school development planning needs to 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

The improvements made since the last inspection are good, they are sufficient to maintain the high standards achieved by pupils. Planning of pupils' work and the quality of teaching are better. There is now no unsatisfactory teaching and twice as much very good teaching. Pupils' attendance has improved. Provision for pupils' cultural development is better. The effectiveness of subject co-ordinators has increased. The school is well placed to bring about even further improvement. Aughton St. Michael's C.E. Primary School - 7 Aughton St. Michael's C of E Primary School

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STANDARDS

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

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Key

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

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Key

Inspection evidence indicates over half of the five year olds in the current reception class achieve significantly higher than what is expected nationally for their age in literacy and numeracy. By the end of Key Stage 1 standards are above average in literacy and numeracy. The progress pupils make in Key Stage 1 slows at the end of the key stage, but is satisfactory overall. By the end of Key Stage 2 pupils attain well above the national average in literacy and numeracy. They make good progress. Standards are currently higher at the end of Key Stage 2 than shown in the table above. There is good use of target setting for individual pupils (this has raised expectations of what pupils are to attain), homework provision is more effective in extending pupils' learning and there is better use of "booster" group work.

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Aspect Comment

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

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Aspect Comment

Behaviour, in and out of classrooms Pupils' behaviour in and around the school is very good.

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Aspect Comment

Personal development and relationships Pupils have very good relationships with one another and their personal development is also very good.

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Aspect Comment

Attendance The attendance rate at the school is above the national average. The rate of unauthorised absence at the school is well below the national average.

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

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

The quality of teaching is good and together with a significant amount of very good teaching has a positive effect on pupils' attainment and progress. At the end of Key Stage 1 expectations of what pupils are to attain are not as high as in the rest of the school. This slows pupils' progress.

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

Across the school teaching is satisfactory or better in all lessons. Forty-three per cent of teaching is good and 38 per cent is very good or better. The quality of teaching in English and mathematics is good. Across all subjects the skills of literacy, numeracy and information technology are taught well. Aughton St. Michael's C.E. Primary School - 8 Aughton St. Michael's C of E Primary School

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Aspect Comment

The quality and range of the curriculum In the reception class the well-planned curriculum covers the national Desirable Learning Outcomes 1 . The school provides a broad range of work that is relevant to the pupils in Key Stages 1 and 2. There is an appropriate statutory curriculum in place. Extra-curricular provision is good.

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Aspect Comment

Provision for pupils with special educational needs Provision for pupils with special educational needs is good.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. The school teaches the principles of right and wrong and the importance of valuing all people, caring for others and increasing self-confidence.

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Aspect Comment

How well the school cares for its pupils Pupils are cared for very well. Members of staff know the pupils well and treat them with understanding and respect.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher provides very good leadership and is very ably supported by the deputy headteacher. Subject co-ordinators provide very good leadership.

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Aspect Comment

How well the governors fulfil their responsibilities Governors have a very good sense of the strengths and weaknesses of the school and work with the staff in their efforts to maintain high standards.

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Aspect Comment

The school’s evaluation of its performance The school monitors closely and evaluates effectively its performance. It knows its strengths and weaknesses and takes effective action to secure improvement.

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Aspect Comment

The strategic use of resources Resources are managed very well. However, there is no long-term strategic plan to address the declining budget.

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Aspect Comment

1 Desirable learning outcomes - these are goals for learning for children by the time they enter compulsory education at the age of five. They mainly refer to literacy, numeracy and personal and social skills. Aughton St. Michael's C.E. Primary School - 9 Aughton St. Michael's C of E Primary School

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Eighty-seven questionnaires were returned. This was 48 per cent of those sent out. Twenty-eight parents attended the pre-inspection meeting for parents.

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What pleases parents most What parents would like to see improved

• Their children like school. • The school enables their children to make good progress. • The teaching is good. • Their children behave well at school. • The school is very easy to approach with concerns. • Staff have high expectations for their children. • The school works closely with parents. • The school is well led and managed. • The provision for their children's personal development is good. • There is a good range of extra-curricular activities. • Some parents would like homework provision improved. • Some parents feel they are not kept well enough informed of their children's progress. • There is concern among parents that the accommodation for Year 1 pupils is unsatisfactory.

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What pleases parents most What parents would like to see improved

Inspectors support the parents' positive views. Inspection evidence indicates that homework provision extends pupils' learning and positively affects their progress. The amount of homework pupils receive exceeds national guidelines. There is an annual report and formal occasions when parents discuss work with teachers. Teachers are available to meet parents informally to discuss any issues of interest or concern that a parent might have. These arrangements are sufficient to keep parents well informed about their children. The progress pupils make in Year 1 is not adversely affected by the accommodation in the short term, but the current arrangement is unsatisfactory for anything but the short term.

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Attainment in literacy and numeracy is well above average by the end of Key Stage 2

Aughton St. Michael's C.E. Primary School - 10 Aughton St. Michael's C of E Primary School 1. Teachers' high expectations and very secure subject knowledge are the main factors that contribute to high standards. The leadership provided by the subject co-ordinators in the implementation of the National Literacy and Numeracy Strategies is another very significant factor that contributes to maintaining high standards. Pupils enjoy literacy and numeracy and show very good attitudes to their learning. This complements very well the good teaching to produce high standards of attainment.

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Attainment in literacy and numeracy is well above average by the end of Key Stage 2

2. Pupils write with great flair in response to different texts. In the work based on the book "War of the Worlds" a pupil began her writing "Curiosity and fascination gripped the crowd". Equally very good work was completed based on a text from "Jungle Book" and "The Diary of Samuel Pepys". Narrative writing is also a great strength. A story finished with the line "When I saw them pull out Amber it was absolute elation!"

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Attainment in literacy and numeracy is well above average by the end of Key Stage 2

3. Pupils write extremely well for a range of purposes. Poetry is written expertly in eight syllable lines and with a keen sense of imagery. Instructional texts for food technology are written, including "Recipes for Tsatziki dip". Pupils have written story cards for Year 1. These are in the form of a newspaper report of a nursery rhyme.

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Attainment in literacy and numeracy is well above average by the end of Key Stage 2

4. Teachers are very conscious of the need to extend pupils' literacy skills across the whole curriculum. Pupils' high standards of writing are reflected in their use of literacy skills in other subjects. In science they write accurate accounts of their predictions, necessary safety points and the experiment relating to dissolving. In religious education pupils wrote an extended account of "Life as a journey". Most pupils demonstrated a very secure grasp of the use of paragraphs containing complex sentences. In another lesson they used part of C. S. Lewis' "The Lion, the Witch and the Wardrobe" as an allegory of the Easter Story.

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Attainment in literacy and numeracy is well above average by the end of Key Stage 2

5. Reading skills are very well developed. Pupils have completed very good work from "Macbeth". They show a clear understanding of what they have read. They are confident readers who show very good expression and intonation. They skim and scan a text effectively.

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Attainment in literacy and numeracy is well above average by the end of Key Stage 2

6. In the whole class introductions to lessons teachers expect high standards of listening and speaking. In discussions pupils listen attentively to others, ask questions to develop ideas and take account of others' views. Their ideas are thoughtfully developed. This was very evident in Year 6's discussion about waste recycling.

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Attainment in literacy and numeracy is well above average by the end of Key Stage 2

7. The numeracy strategy has been introduced successfully into school. By the end of the key stage pupils are proficient in arithmetical calculations and work quickly and accurately both mentally and in written form. They have a very good recall of number facts and manipulate number competently. For example, they calculate accurately 31.5 divided by 15. They look for patterns in number sequences and seek to establish a rule they can apply in all situations. Pupils have a very good grasp of probability, complex forms of symmetrical designs, decimals and handling data. Most pupils are competent when converting ounces to grams, inches to centimetres and gallons to litres. This work is above the level expected for pupils of this age.

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Attainment in literacy and numeracy is well above average by the end of Key Stage 2

8. Teachers are alert to opportunities to develop pupils' numeracy skills across the curriculum. This is good practice and positively affects pupils' progress in numeracy. In Year 6 pupils use and apply their numeracy skills well. Pupils determine the costs of holidays and work out value for money. They decide on suitable holidays based on cost for different clients. They use a wide range of mathematical language well. They measure accurately when making slippers in design and technology. They use negative numbers accurately when measuring temperatures. Aughton St. Michael's C.E. Primary School - 11 Aughton St. Michael's C of E Primary School

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good or better

9. The quality of teaching has a positive effect on pupils' high standards and the good progress they make. Across the school teachers work very hard to plan and prepare lessons. The planning clearly shows what is to be taught and learnt. Teachers give good opportunities to develop literacy, numeracy and information technology skills in different subjects. This is a good development since the time of the last inspection. There is effective use of pupil assessment to ensure work is matched to pupils' varying needs and prior attainment. Teachers use a range of appropriate teaching methods. These include whole class teaching, group and individual work and involve practical, investigative and problem solving activities. They use time and resources efficiently. They have secure subject knowledge. Pupils' behaviour is managed effectively. A strength of the teaching is the very good relationships between staff and pupils.

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good or better

10. Members of support staff and parent helpers assist pupils' learning very effectively and contribute positively to pupils' progress. For example, their work with pupils in a Year 4 design and technology lesson was exemplary. Pupils in previous weeks had learnt about an electric circuit, power, bulbs and switches. The support pupils received meant that they succeeded in designing different torches and were in the process of making fully operational battery torches. The school has very effective links with a local teacher training institution. The involvement of students in the life of the school enhances pupils' learning. Students team teach to a high standard, as observed in a Year 3 numeracy lesson, and provide valued support for teachers in lessons. The college also provided extra tuition for some gifted pupils.

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good or better

11. In a reception class numeracy lesson the teacher demonstrated excellent knowledge of pupils' prior attainment. This formed the basis of work that was very challenging and reflected the teacher's very high expectations of pupils' attainment. Pupils completed their work accurately and attained well above that expected for children of this age. Very good links with literacy were established. Cards with numbers written in words were used effectively in mental calculation work. Subject specific language was used successfully to develop the children's mathematical knowledge. Information technology was used expertly to support pupils' learning. They used the computer to extend their numeracy and information technology skills. They attained very high standards. The teacher's excellent organisation of the activity ensured a significant number of children had opportunity to work on the computer in the lesson.

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good or better

12. Numeracy in Year 2 was well taught. It was very clear what was to be taught and learnt in the lesson. This was successfully achieved. The teacher's use of appropriate mathematical vocabulary ensured pupils had a very good understanding of mathematical terms. There was effective use of whole class teaching to illustrate the value of digits in an addition sum. The individual work for pupils was carefully planned to ensure it accurately matched their needs. The work throughout the lesson was pitched at the right level to ensure good progress was made.

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good or better

13. Very secure subject knowledge and brisk pace underpinned a very good literacy lesson in Year 1. The secure subject knowledge ensured relevant teaching points were made to consolidate pupils' previous learning. This provided a very good basis on which pupils developed their learning within the lesson. The brisk pace meant the planned work was well covered and pupils had an appropriate amount of time to complete their written work. The high expectations of behaviour and standard of work ensured pupils made very good progress in the lesson and attained well above average. Aughton St. Michael's C.E. Primary School - 12 Aughton St. Michael's C of E Primary School 14. High expectations and skilled questioning in a Year 6 literacy lesson meant pupils' progress was very good in the development of their speaking and listening skills. This was exemplified in the discussions about the definition of the words ‘interviewee’ and

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good or better

‘contentious’. Very well organised and established routines meant no time was wasted and pupils completed a lot of very good quality work.

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development are very good

15. Pupils in all year groups listen to their teachers carefully. They carry out teachers' instructions immediately and settle to their work without fuss. They are skilful in debate and listen to teachers and their classmates patiently while waiting for an opportunity to contribute to lessons. This was very noticeable in a Year 6 lesson about the pros and cons of the siting of a waste-recycling unit. The lesson extended pupils' debating skills so much that attainment was above that expected for pupils of this age.

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development are very good

16. Pupils maintain concentration for long periods. They persevere with difficult or complex tasks, working independently or co-operatively as the task demands. In a Year 3 lesson involving mental calculations they worked together extremely well to increase significantly the speed at which they answered questions accurately. In this lesson progress was very good and attainment high. They are well motivated, interested in all that is going on and keen to learn. In a numeracy lesson in reception pupils were completely focussed on their work. The outcome was work of a very high standard.

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development are very good

17. Pupils are aware of the school's expectations of good behaviour and with very few exceptions live up to those expectations. Behaviour in classrooms is always good, often very good and sometimes excellent. The flow of the lesson is, therefore, not disrupted and so more work is completed. In the playgrounds pupils play together well with no evidence that there are any major disagreements or instances of bullying. Pupils are polite and courteous to adults and each other. There have been no exclusions from the school for many years.

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development are very good

18. Relationships throughout the school are very good indeed. Pupils are aware of the views and feelings of others and take care of each other whenever there is need to do so. Older pupils act as "buddies" to pupils newly arrived at the school in reception. This role is highly regarded by pupils and is seen as a great responsibility. Pupils are trustworthy and respect school property and personal belongings. They like school and their attendance is above the national average. They take full advantage of the opportunities the school provides for extra-curricular clubs, including a highly successful chess club.

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very good

19. Curriculum planning is very good. Teachers draw on the schemes of work to produce very good medium and short term planning that is clearly linked to the National Curriculum. As a result teachers provide pupils with work in an appropriate sequence that builds well on their previous learning. This positively affects pupils' progress. Planning in all subjects provides clear information about what pupils should know, understand and do. Resources required to support the teaching and learning are clearly identified. There are effective links between different subjects. Literacy, numeracy and information technology are covered across all subjects. A very good example of this is in Year 6 design and technology work. Pupils produced very good written accounts of the reasons for producing different biscuits for different people. The high quality planning for literacy and numeracy across the curriculum enhances pupils' learning.

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very good

Aughton St. Michael's C.E. Primary School - 13 Aughton St. Michael's C of E Primary School 20. Equality of access and opportunity for all pupils is evident throughout curriculum planning. The school's special educational needs provision is good and meets the requirements of the Code of Practice. There are thorough arrangements for identifying and assessing pupils. Individual education plans are detailed, set specific learning targets and are closely monitored. This ensures pupils with special educational needs make good progress. In a Year 3 mathematics lesson very effective use of support staff ensured pupils with special educational needs received one-to-one support for part of the lesson. Pupils with special educational needs made very good progress in this lesson.

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very good

21. Pupils engage in a wide range of extra-curricular activities that successfully develop their interests and promote high standards. Extra-curricular activities include art club, chess, choir, instrumental tuition, football, netball, cricket, gardening, craft and a quiz club.

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Provision for pupils' spiritual, moral, social and cultural development is very good

22. The provision makes an important contribution to promoting the stated aims of the school which rightly emphasise the importance of valuing all people, caring for others and increasing the self-esteem of the whole school community. The school provides a very secure, supportive and happy ethos in which individual pupils are respected and caring relationships are very well developed. The school's provision for pupils' spiritual, moral, social and cultural development ensures pupils attain very high standards of behaviour and personal development.

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Provision for pupils' spiritual, moral, social and cultural development is very good

23. Pupils are given many opportunities for reflection in lessons and the daily assemblies. In a reception lesson pupils reflected on the meaning of love. They then talked very sensitively about their own feelings. In assemblies pupils have quiet moments of reflection during time set aside for prayers. Provision for pupils' moral development is firmly rooted in and supported by the quality of relationships between adults and pupils. The staff members provide very good role models, consistently placing a strong emphasis on thoughtful actions and taking advantage of opportunities to make pupils aware of the difference between right and wrong. This is very evident in the very successful management of pupils identified with emotional and behavioural difficulties.

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Provision for pupils' spiritual, moral, social and cultural development is very good

24. The curriculum provides very good opportunities to work co-operatively and collaboratively. The pupils gain a good understanding of citizenship through a well- structured programme of work. Pupils are given a variety of responsibilities related to school organisation. Year 6 pupils completed work of a very high standard when they produced a Video Prospectus for the school. The school provides a wide range of educational visits, including an annual residential visit, which broadens their social experience and provides valuable opportunities to develop independence. The curriculum contributes well to the pupils' understanding of their own culture and the culture of others. Pupils examine the cultural heritage of the area during educational visits. The school celebrates special events in the Christian calendar and festivals from other major faiths. Pupils are provided with many opportunities to learn about art and

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Provision for pupils' spiritual, moral, social and cultural development is very good

music from many different parts of the world. In Year 4 they study Australian art and listen to Vietnamese and Cambodian stories. They study village life in south east India. It is also evident that consideration is given to the ethnic diversity of our society. Aughton St. Michael's C.E. Primary School - 14 Aughton St. Michael's C of E Primary School

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that very strongly supports learning

25. The school is very well led by the headteacher who provides influential and supportive leadership. The deputy headteacher and senior teacher, who together with the headteacher provide a very good senior management team for the school, very ably support him. The headteacher's commitment to providing a high quality learning environment is reflected in the Investors in People award. He makes it a priority to value everyone within the school community and ensure they develop their full potential. This creates a very positive ethos, which reflects the school's commitment to a very effective learning environment, very good relationships and equality of opportunity for all whilst maintaining a strong Christian identity. The ethos positively affects pupils' learning.

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that very strongly supports learning

26. Parents are very supportive of the school. They work alongside teachers in class to support pupils' learning. There are occasions when three parents are available to a teacher to support pupils' learning. Parents' contribution to supporting pupils' learning is enhanced by effective briefing by the class teacher of what their role is in particular lessons. Parents support their children's learning at home by encouraging the completion of homework. The headteacher and staff very actively encourage parental involvement in the pupils' learning and value highly their contribution. There is a very strong school/home partnership. Parents make a significant contribution to the progress their children make in school. There is also a great sense of community within the school further strengthened by the very close ties with the local church. This helps markedly with pupils' spiritual development.

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that very strongly supports learning

27. Governors provide valued support. They demonstrate a very good understanding of their role and work hard to support the school with advice and encouragement. They are regular visitors and have a clear understanding of the strengths and weaknesses in the school. They and the headteacher have been instrumental in bringing about very significant improvements in the accommodation. The after-school and before-school club initiative is a successful venture that parents value. The siting of a private nursery in the school grounds is another very successful initiative. The school has excellent links with the nursery and this provides continuity in learning for the very youngest children in the school. Aughton St. Michael's C.E. Primary School - 15 Aughton St. Michael's C of E Primary School

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raising standards

28. The progress pupils make in reception and Year 1 is good. Inspection evidence found that attainment on entry to the school is above that expected of pupils aged four. By the end of Year 1 it is well above expectations for six year olds. However, by the end of Key Stage 1 attainment of pupils is above average, indicating that progress has slowed. Last year's national test results in comparison with similar schools were below average in writing and mathematics and average in reading. Analysis of the previous year's results also indicates below average attainment in comparison with similar schools. These are indicators of underachievement. Inspection evidence indicates improvement this year, but standards are still not high enough.

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raising standards

29. The school has initiated a number of strategies to address the problem, which is particularly evident in literacy. There is improved use of assessment to identify accurately the learning needs of individual pupils. The tracking of pupils' progress through reception and Year 1 gives a clearer picture of the trends in pupils' progress over time. The school is now using this information more effectively to set appropriate targets for pupils. Another strategy to be implemented is an increase in the parental involvement in pupils' learning, including the sharing with parents the targets their children are aiming for.

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raising standards

30. The main factor for the slowdown in pupils' progress at the end of the key stage is that expectations of what pupils are to attain are not high enough and the pace at which they work is not quick enough. Moreover, in literacy written work, including handwriting, is not of a high enough standard. Pupils produce high quality script in handwriting practice but do not reproduce this quality in their day-to-day writing. The work of some pupils is left unfinished. Some pieces of writing are no more than a couple of sentences long. Written exercises in commercially produced workbooks are often repetitive and too easy. Printed worksheets require little more than filling in blanks. A significant number of pupils read books that are too easy from the reading scheme.

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Long term school development planning needs to be improved

31. There is a satisfactory school development plan for this school year but there are too many targets set and there is not a sharp enough focus on school priorities. Long term strategic planning in the past has been good. Improved staffing levels and a significant improvement in the quality of the accommodation have been achieved through careful planning.

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Long term school development planning needs to be improved

32. Projected figures for the next four years indicate a declining budget resulting in a deficit in four years time. Governors are very aware of the budget situation and shared with the inspection team various ideas for future strategic planning. These ideas are not incorporated in a school development plan that takes account of the declining budget. Aughton St. Michael's C.E. Primary School - 16 Aughton St. Michael's C of E Primary School

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

33. The headteacher and staff in Key Stage 1 should: - raise standards of attainment in literacy by the end of Key Stage 1 by increasing the rate of progress pupils make through raising expectations in the standards of their work. (Paragraphs 28 - 30)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

34. The headteacher and governors should improve the school development planning for the next three years to include models of action for the declining budget. They should: - put developments in order of priority and cost them; - regularly monitor and evaluate the developments; - ensure the school development planning shows clearly exactly what they want to achieve in the interests of pupils. (Paragraphs 31 - 32) Aughton St. Michael's C.E. Primary School - 17 Aughton St. Michael's C of E Primary School

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Summary of the sources of evidence for the inspection

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

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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

5 33 43 19 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

Number of pupils on the school’s roll (FTE for part-time pupils) 180

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 9

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Information about the school’s pupils

Number of pupils with statements of special educational needs 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 26

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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 0

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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 16

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 14

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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. Aughton St. Michael's C.E. Primary School - 18 Aughton St. Michael's C of E 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 15 9 24

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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 13 14 14 Numbers of pupils at NC level 2 and above Girls 7 8 8

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Attainment at the end of Key Stage 1

Percentage of pupils School 83 (65) 92 (60) 92 (70) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 13 14 14 Numbers of pupils at NC level 2 and above Girls 7 8 8

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Attainment at the end of Key Stage 1

Percentage of pupils School 83 (65) 92 (70) 92 (85) 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 9 15 24

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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 8 8 9 Numbers of pupils at NC level 4 and above Girls 15 13 13

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Attainment at the end of Key Stage 2

Percentage of pupils School 96 (96) 88 (83) 92 (77) 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 8 9 9 Numbers of pupils at NC level 4 and above Girls 15 15 15

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Attainment at the end of Key Stage 2

Percentage of pupils School 96 (83) 100 (83) 100 (84) at NC level 4 or above National 68 (65) 69 (65) 75 (72) Percentages in brackets refer to the year before the latest reporting year. Aughton St. Michael's C.E. Primary School - 19 Aughton St. Michael's C of E Primary School

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups 0 0 This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8 Financial year 1998-99

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Teachers and classes Financial information

Number of pupils per qualified teacher 22.5

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 269,699

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Teachers and classes Financial information

Total number of education support staff 4 Expenditure per pupil 1,635

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Teachers and classes Financial information

Total aggregate hours worked per week 56.5 Balance brought forward from previous year 16,933

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Teachers and classes Financial information

Balance carried forward to next year 18,099

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Teachers and classes Financial information

FTE means full-time equivalent. Aughton St. Michael's C.E. Primary School - 20 Aughton St. Michael's C of E Primary School

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 61 35 1 0 3

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Percentage of responses in each category

Behaviour in the school is good. 55 42 1 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 40 43 14 1 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 41 39 16 2 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 72 27 0 1 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 73 20 6 0 1

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Percentage of responses in each category

The school works closely with parents. 44 47 8 0 1

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Percentage of responses in each category

The school is well led and managed. 57 33 5 0 5

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Percentage of responses in each category

The school is helping my child become mature and responsible. 60 36 1 0 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 53 30 7 1 9

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Other issues raised by parents

Parents have concerns about the accommodation for Year 1 pupils.

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