Dundonald Primary School

DUNDONALD FIRST SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 Dundonald First School March 2000 2 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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DUNDONALD FIRST 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.

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INFORMATION ABOUT THE SCHOOL

School address: Dundonald First School Dundonald Road London Postcode: SW19 3QH

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr D. Cowling

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1996 Dundonald First School March 2000 3

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Team members

Mrs L Kelsey Registered inspector Mrs P Goldsack Lay inspector Mr C Rhodes Team inspector Mr R Purdom Team inspector

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Team members

Gemini Inspections Ltd Brinkwells Storrington Road Thakeham West Sussex RH20 3EQ

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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 Dundonald First School March 2000 4

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PART A: SUMMARY OF THE REPORT 5

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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10

Standards are high in English, mathematics and information technology. They are also above average in science. The teaching and the learning setting in the nursery class are excellent. Teaching is very good. Adult support, especially classroom assistants, is very well deployed. Pupils’ personal development and their relationships with each other and adults are very good. The leadership and management of the school and the involvement of governors are very good.

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WHAT COULD BE IMPROVED 14

The quality, consistency and use of marking to give pupils and teachers better information about the next stages of learning. The role of co-ordinators in monitoring of standards through analyses of data, reviewing teachers’ planning and ensuring consistency of work across similar age classes.

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INFORMATION ABOUT THE SCHOOL

Dundonald First is a popular, larger than average first school situated in Wimbledon, South London. There are 325 pupils, aged three to eight years old, on roll with more boys than girls in most classes. Of these 104 pupils attend the nursery part time. The school is housed in a large Victorian building; classrooms and offices are located on two floors. A separate building is used as a dining hall and after school club. There are eight classes, two for each year group in the main school and one large classroom which is used as a nursery. Most pupils come from better than average social backgrounds. The number of pupils eligible for free school meals is below the national average most years. Attainment is above average when pupils start full time education in the reception classes. Tests administered when pupils reach their fifth birthday confirm this. Girls perform marginally better at this age than boys. The number of children on the register for

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INFORMATION ABOUT THE SCHOOL

special educational needs is below average and the proportion with statements of special needs is also below average. However the number of pupils that attend the school that have English as an additional language is high. The children represent many nationalities and countries.

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HOW GOOD THE SCHOOL IS

Dundonald First School is a successful and very effective school. Standards in English and mathematics are well above the national average because the overall standard of teaching is very good and pupils are keen to learn. The headteacher, governors and staff work well together to improve the school and maintain high standards. The school provides good value for money.

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What the school does well

• Standards are high in English, mathematics and information technology. They are also above average in science. • The teaching and the range of opportunities for learning in the nursery class are excellent. • Teaching is very good. Adult support, especially classroom assistants, is very well deployed. • Pupils’ personal development and their relationships with each other and adults are very good. • The leadership and management of the school and the involvement of governors are very good.

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What could be improved

• The quality, consistency and use of marking to give pupils and teachers better information about the next stages of learning. • The role of co-ordinators in monitoring of standards through analyses of data, reviewing teachers’ planning and ensuring consistency of work across similar age classes. 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 school has greatly improved since the last inspection in October 1996. Standards by the end of Key Stage 1 are well above average in English and mathematics and above average in science. Standards in Year 3 have improved and build successfully on the high results achieved by pupils by the end of Key Stage 1. Reading has improved and more pupils reach higher levels. Science standards are now higher in Year 3 and more pupils achieve better results in science investigations. Standards in information technology (IT) have improved since the school has focused resources and planning into improving the teaching and learning opportunities. There are more opportunities for spirituality in lessons and pupils’ attitudes to learning have improved and are now very good. Attendance is better and now above the Dundonald First School March 2000 6 national average. Pupils’ personal development and their relationships with each other are better.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Teaching is very good and there are now a significant number of good lessons and many more very good or excellent lessons. The school has increased the teaching time for Year 3 and improved the opportunities for outside club activities.

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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

1997 1998 1999 1999 very well above average A*

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Key

Reading B A A B well above average above average A B Writing C A A A average below average C D Mathematics B A* A B well below average E

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Key

The table shows that in 1999 standards in reading at the end of Key Stage 1 were well above average nationally and above average when compared to similar schools. These have been maintained since 1998 and show an improvement since 1997. Standards in writing were well above average both nationally and when compared to similar schools. This has been maintained since 1998 and shows an improvement on performance since 1997. Targets set for this year are high and pupils are making good progress towards these goals. Standards in English are well above average for the pupils in Year 3. The majority read very well and their standards are equivalent to that of a nine year old (level 3). Standards in writing are also well above average and pupils use their literacy skills effectively. They build successfully on the high standards they achieved in Year 2 and use these skills well in other subjects such as history and

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Key

Standards in mathematics are well above average nationally and above average when compared to similar schools. They are an improvement on performance from 1997. From the work samples and lesson observation it is clear that pupils are well on target to meet these standards this year. This progress in learning is maintained through Year 3 where work is at least at expected levels. The majority of pupils are achieving levels above that expected of them at this age. Standards in science based on teachers’ assessments were above average at the end of Key Stage 1 in 1999. These pupils, now in Year 3, have maintained these standards. Standards in science for the present Year 2 are above average overall but are unlikely to be as high as in 1999. Standards in IT are above those expected nationally and well above what are seen in many schools with similar aged pupils. Dundonald First School March 2000 7

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Aspect Comment

Attitudes to the school Pupils have very good attitudes and a willingness to work at school..

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Aspect Comment

Behaviour, in and out of classrooms The pupils have good behaviour and the school is an orderly community.

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Aspect Comment

Personal development and relationships Very good

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Aspect Comment

Attendance Good and above the national average.

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Aspect Comment

Pupils have very good attitudes to school and enjoy their work. They are confident and keen to learn. Behaviour is good and the school deals very well with pupils who have special educational needs. The personal development of pupils is very good and the quality of relationships between pupils and with adults is very high.

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Teaching of pupils: aged up to 5 years aged 5-7 years Age 8

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

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Teaching of pupils: aged up to 5 years aged 5-7 years Age 8

Teaching was very good in over half of lessons (57%) seen during the inspection. It is good in almost nine out of ten lessons (86%). Teaching is excellent in the nursery and very good throughout the rest of the school. There was no significant difference between the quality of teaching in Key Stage 1 and 2. Only one lesson (5%) seen during the inspection was unsatisfactory. This was where the teacher did not correct unsatisfactory behaviour and allowed children to talk while she was giving instructions. Basic skills in literacy and numeracy are taught effectively, planning is thorough and based on pupils’ prior knowledge and understanding.

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Teaching of pupils: aged up to 5 years aged 5-7 years Age 8

All teachers have high expectations of work and behaviour of pupils. As a consequence of the very good teaching pupils are motivated and enthusiastic about school and their behaviour is good in class. Classroom assistants are well deployed to work with groups and this supports learning for the most and least able pupils. The teacher who supports pupils with special educational needs is fully involved in planning their teaching and this has a positive impact on their learning in class. The nursery teacher uses her classroom and outside space very effectively to organise resources for pupils. This promotes and supports their developing independence at school. The IT suite is another effective resource which is encouraging, through regular use, the teaching of IT skills. Pupils’ work is generally well marked but in some classes the quality of this is better than in others. In the best examples teachers use comments which

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Teaching of pupils: aged up to 5 years aged 5-7 years Age 8

will help the pupils to improve their work and at worst it is merely no more than a cross as a mark of something wrong or a negative comment to indicate that work is incorrect. This does not always encourage pupils to do their best work. Dundonald First School March 2000 8

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Aspect Comment

The quality and range of the curriculum High quality curriculum in both key stages and excellent provision in the nursery class.

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Aspect Comment

Provision for pupils with special educational needs Very good support for pupils. The co-ordinator keeps very good records of pupils’ individual progress through their education profiles.

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Aspect Comment

Provision for pupils with English as an additional language Provision is good overall. The school is aware of the additional needs of pupils with English as an additional language.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good.

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Aspect Comment

How well the school cares for its pupils Very good arrangements for child protection.

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Aspect Comment

The school delivers a broad and balanced curriculum that covers all the areas of the National Curriculum. The provision for the nursery children is excellent and a full range of exciting themes and opportunities are offered to them through a carefully planned and structured programme of learning. Pupils with special educational needs are identified early either in the nursery or from assessment taken when they are five years old. An individual programme is developed for them by the co-ordinator in liaison with parents and teachers and she carefully monitors their progress in class. These records are very good and have targets set and agreed by pupils about how they can improve. Provision is also good for the pupils with English as an additional language. The co-ordinator provides good support. Additional arrangements are made for teaching the most able pupils and this enables them to make good progress. Personal development, social

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Aspect Comment

and moral skills are taught in lessons, assemblies and at lunchtime. Pupils are aware of the needs of others who have different beliefs and traditions. Dundonald First School March 2000 9

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher and deputy headteacher manage and lead the school very well. Co-ordinators are well matched to their roles and are beginning to manage their subjects with confidence. However they do no analyse data from test results to gauge where areas of learning could be improved.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body fulfils its responsibilities very well through structured committees and monitoring visits. However they do not take the lead in identifying and assessing any health and safety risks around the school.

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Aspect Comment

The school’s evaluation of its performance The headteacher monitors the school’s performance and evaluates how well it is doing against national standards. The school uses this information to plan how to raise levels of attainment.

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Aspect Comment

The strategic use of resources The school makes excellent use of all its resources. The innovative use o the classroom assistant as an IT co-ordinator is raising standards in this subject.

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Aspect Comment

The school is very effectively led by the headteacher who, with her deputy, shares clear aims for improvement. They are well supported by the governing body through its structured committees and regular visits to the school. Co-ordinators manage their subject areas well but are unsure about trends in attainment and how standards could be improved. The school analyses how well money is spent and initiates areas for improvement. An example of this is the focus put on improving standards in IT.

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What pleases parents most What parents would like to see improved

• the school is well managed • behaviour is good • teaching is good. • their children like school. • they can approach the school with questions and problems. • the school expects children to do their best • the school helps their children to mature. • the school works closely with parents • the range of activities outside school. • information about how well their children make good progress.

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What pleases parents most What parents would like to see improved

Inspectors support the positive views of the parents and agree the school is well managed and that behaviour and teaching is good. High expectations are set for all children and the school works closely with parents to ensure their children are happy and like school. Inspectors do not agree that information about pupils’ progress could be improved. The school gives many opportunities for parents to discuss their children’s progress both informally and formally. School reports are well written and informative about standards and progress. Dundonald First School March 2000 10

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Standards are high in English, mathematics and information technology. They are also above

1. Standards in reading at the end of Key Stage 1 are well above average nationally and above average when compared to similar schools. This has been maintained since 1998 and shows an improvement since 1997. Standards in writing are well above average both nationally and when compared to similar schools. This has been maintained since 1998 and shows an improvement on performance since 1997. Targets set for this year are high and pupils are making good progress towards these goals. Although targets are not set as high as last year, standards are likely to be above average again. This is because the present Year 2 pupils have a larger number of pupils on the register for special needs than last year and more pupils who have English as an additional language. This is likely to affect standards in English overall.

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Standards are high in English, mathematics and information technology. They are also above

2. Standards in English in Year 3 are well above average for the pupils. The majority read very well and their standards are equivalent to those of a nine year old (level3). Parents were concerned about reading skills but this is not borne out by the reading seen during the inspection week. Standards in writing are also well above average and pupils use their literacy skills well. They build successfully on the high standards they achieved in Year 2 and use these skills in other subjects such as history and geography. In one history lesson pupils used adjectives imaginatively to describe old and new toys. They knew that old toys were mainly made of wood, as plastic had not been invented until later.

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Standards are high in English, mathematics and information technology. They are also above

3. Standards in mathematics are well above average nationally and above average when compared to similar schools. They are an improvement on performance from 1997. It is clear from the work samples and lesson observation that pupils are well on target to meet these standards this year. Most pupils are working at the level expected of them and a majority is working at level 3. When pupils start school in the reception year many are secure in their understanding of numbers to 10 and the most able can sequence numbers up to 20. By Year 1 they can tell the time and use halves and quarters. This is equivalent to the average 7-year-old. By the end of the key stage pupils can divide numbers and the most able work with numbers above 100. This work is above average for their age. This progress in learning is maintained through Year 3 where work is at least at expected levels. The majority of pupils are achieving levels above that expected of them at this

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Standards are high in English, mathematics and information technology. They are also above

4. Standards in science based on teachers’ assessments were above average at the end of Key Stage 1 in 1999. These pupils now in Year 3, have maintained these standards. Standards in science for the present Year 2 are above average overall but are unlikely to be as high as in 1999. Minor weaknesses occur in the work on investigations, although standards are very high for the work on physical processes and circuits where the majority of pupils are working at level 3.

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Standards are high in English, mathematics and information technology. They are also above

5. Standards in IT are above expectation and this is an improvement since the last inspection. Parents were rightly positive about how well their pupils are learning new skills in IT since the higher profile this subject has been given by the school. Pupils in the reception classes use the mouse well to move objects around the screen. They move confidently from one screen to another as they work independently with software set up for them by the teacher. By the end of Year 2 pupils are using programs to change layouts to documents and they consider font sizes and types independently. They can change these successfully by highlighting text and choosing a style they want for effect. This work is typical of a nine-year-old. By Year 3 pupils could use a database to Dundonald First School March 2000 11 interrogate information and answer questions. This was a database they had set up as a class with personal information and favourite foods and television shows. This work is typical of work often

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Standards are high in English, mathematics and information technology. They are also above

done by the end of Key Stage 2 and illustrates how well the pupils are doing against national averages.

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Standards are high in English, mathematics and information technology. They are also above

The teaching and the range of opportunities for learning in the nursery class is excellent.

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Standards are high in English, mathematics and information technology. They are also above

6. Pupils join the nursery class the term after their third birthday and attend part-time until the term in which they are five. The policy and practice for pupils who are under five years of age is an excellent feature of the school and the overall standards of attainment and progress that children make in the nursery class is very good. The early years curriculum is broad, balanced and appropriate for the ages and stages of pupils’ development. The classroom and outside areas offer an exciting range of themes and activities for the pupils to explore. The quality of the pupils’ responses to the learning environment is very good. They are well adjusted to their first experiences of school in a short time, having very positive attitudes. They are very happy and are increasing in confidence. An example of this is how they move from one activity to another and relate to adults and each other in a mature way.

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Standards are high in English, mathematics and information technology. They are also above

7. The quality of teaching is excellent. Strengths of the provision are the excellent use of resources including the deployment of classroom assistants and nursery nurses. Each assistant has focus groups with which to work. They have been given very clear focused learning objectives in the teaching plans and these are assessed against set criteria. These plans are very detailed and clearly guide the assistants in their tasks. Good questions are asked and help develop children’s thinking and learning. Assessment is an integral part of the teaching and learning and staff take opportunities to observe and mark how well children are progressing. This informs the planning for the next activity. The system operates for the five terms the pupils are in the class. The quality of the accommodation and learning environment set up by the staff is excellent. The large room is divided into learning bays and quiet areas where, for example, a singing session took

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Standards are high in English, mathematics and information technology. They are also above

place, undisturbed and causing little disturbance.

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Standards are high in English, mathematics and information technology. They are also above

8. Pupils are developing their language skills well. They are confident at speaking and good opportunities are made in the classroom to develop speaking and listening skills which support early reading and writing. They work in small groups with an adult and have positive attitudes to books and reading. They are developing skills in writing their own words with confidence. The high quality of various interesting activities offered from the teacher, nursery nurses and classroom assistants helps them extend their spoken vocabularies. An example of this was the area set up as a hairdresser’s salon. Children were acting as the hairdresser, using a comb, scissors and hairdryer as well as a brush to apply some potion for curling or colouring. Another had taken on the role of customer and waited patiently, reading a magazine, for his appointment, whilst another seriously took down bookings from the telephone.

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Standards are high in English, mathematics and information technology. They are also above

9. Mathematical skills are learnt through focused teaching areas for using practical resources and for developing mathematical language. Counting, sequencing and number development are being systematically taught by the teacher. An example of this was the activity involved around counting petals on a flower. Good open questions were asked and the work linked very well to the study of flowers also taking place in the class. In science and technology pupils are investigating, asking questions and making good and regular use of computers to develop their IT skills. They have access to construction equipment and play people, which were set up to represent a beach theme. Dundonald First School March 2000 12 10. Opportunities to learn and use drawing and painting materials are offered in another area of the classroom. Children can represent their ideas using a range of different media. They use pencils, scissors, crayons and other resources to express themselves creatively. A group was painting

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Standards are high in English, mathematics and information technology. They are also above

pictures of sunflowers using three colours chosen for them. The work of Van Gogh ‘Sunflowers’ was used as an example. They are making good progress in their co-ordination and movement when using outside play equipment. This learning area is thoughtfully set up to allow children to move freely from the outside and back indoors. They have opportunities to use a range of wheeled vehicles, sand and water as well as games equipment such as hockey sticks and balls.

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Standards are high in English, mathematics and information technology. They are also above

Teaching is very good. Adult support, especially classroom assistants, is very well deployed.

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Standards are high in English, mathematics and information technology. They are also above

11. Teaching was very good in over half of lessons (57%) seen during the inspection. It is good in almost nine out of ten lessons (86%). Teaching is excellent in the nursery and very good throughout the rest of the school. There was no significant difference between the quality of teaching in Key Stage 1 and 2. Only one lesson (5%) seen during the inspection was unsatisfactory. This was where the teacher did not correct unsatisfactory behaviour and allowed children to talk while she was giving instructions. Basic skills in literacy and numeracy are taught effectively, planning is thorough and based on pupils’ prior knowledge and understanding.

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Standards are high in English, mathematics and information technology. They are also above

12. Teachers have good knowledge of pupils and plan lessons effectively for them. Basic skills in literacy, numeracy and IT are taught very effectively and planning for literacy and numeracy is thorough and based on prior knowledge of what pupils can do. This enables all pupils including the most and least able to achieve high standards and acquire new skills. The teacher who supports pupils with special education needs is fully involved in planning their teaching and learning in class. As a consequence of the good teaching all pupils are well managed and stay on task learning well and with enthusiasm for their lessons. All teachers have high expectations and use resources such as computers to improve teaching and learning. This helps to motivate pupils and maintain their interest while at school. The nursery teacher uses her classroom space very effectively to organise resources for pupils to have access to all the recommended areas of

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Standards are high in English, mathematics and information technology. They are also above

learning. The IT suite is another effective resource which has been set up to develop the curriculum and teach IT skills to the pupils. It has in a short time enabled many pupils to acquire and master new skills in using computer programmes. This was noted at the parents’ meeting held prior to the inspection. The innovative deployment of a classroom assistant to co-ordinate and support the teaching of IT is having a very beneficial effect on raising standards in this subject. The deployment of classroom assistants, parents and other adult support in other classes is also very effective. They are allocated groups to work with and help focus teaching and learning to the ability of the children. Examples of this were the headteacher’s contribution to teaching a very able group of mathematicians in Year 2 and the role of the special needs co- ordinator to work alongside groups of children. This supports both more able and less able pupils

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Standards are high in English, mathematics and information technology. They are also above

and ensures that all pupils are making good progress.

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Standards are high in English, mathematics and information technology. They are also above

13. Teachers ensure rigour and purpose to the lessons they plan and in most lessons pupils work at a good pace. Teachers mark and assess pupils work thoroughly. In some classes the marking is not always positive and is inconsistent in quality across year groups. This doesn’t always help them to understand how they can improve. However, homework is set and pupils regularly take home books to practise reading. This helps them to improve their skills and confidence. Dundonald First School March 2000 13 Pupils’ personal development and their relationships with each other and adults are very good.

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Standards are high in English, mathematics and information technology. They are also above

14. Most pupils have a very good attitude to school and are willing learners showing great enthusiasm in lessons. Nearly nine out of ten lessons seen during the inspection were characterised by a good or better response from pupils. Most pupils are very attentive, stay on task well and appear to enjoy their work. This is something which parents particularly appreciate. An example of this was the science lesson in Year 2 where pupils were confident in answering questions and listened very well. They demonstrated good levels of interest. Their homework assignments are taken seriously and pupils complete these tasks well. The positive attitudes of pupils noted in the previous inspection report have been continued. Such positive attitudes among pupils makes good contribution to standards attained and the quality of learning. There are a small number of pupils with rather limited spans of attention but these pupils are very well

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Standards are high in English, mathematics and information technology. They are also above

managed by staff and quickly led back onto their tasks.

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Standards are high in English, mathematics and information technology. They are also above

15. The pupils’ behaviour overall is good and the school is an orderly community. The positive features noted in the previous inspection report have continued. At play they are lively and energetic but show good-natured tolerance of each other. The music played in the playground provides a calming atmosphere in which pupils can play happily together. The playground is designed creatively with many opportunities for structured games to be played together. A small minority of pupils can be challenging but they are well directed by staff who show a sensitive approach to their needs. Pupils are very clear about what is expected of them and rise to meet these standards well. There is a clear understanding of the rewards for good behaviour and also the consequences of poor behaviour. There have been no exclusions. Good behaviour contributes to pupils’ personal development within the school.

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Standards are high in English, mathematics and information technology. They are also above

16. The personal development of pupils and relationships are very good. Very good relationships, especially between staff and pupils, are a feature of the school. The school offers a good range of class trips and a residential visit to the Isle of Wight. Lunchtime dining provides further opportunities for pupils to get on in different groups and mix socially with other children. Bullying and racism are not features of the school. Pupils have a good understanding of how their behaviour affects others and the school gently emphasises the importance for pupils to develop independence and take responsibility for their actions. Attendance is good and above the national average for similar schools at over ninety-five per cent. It has improved since the last report. The school has taken steps to ensure there are arrangements for pupils’ welfare, health and safety and for child protection.

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Standards are high in English, mathematics and information technology. They are also above

The leadership and management of the school and the involvement of governors are very good.

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Standards are high in English, mathematics and information technology. They are also above

17. The school is very well led and managed by an experienced, dedicated headteacher who shares a clear, calm and effective vision of the school with her deputy headteacher, staff and governing body. She skilfully makes best use of her staff’s strengths to appoint co-ordinators who are effective and well matched to their roles. Examples of this are the very good work being currently done by the co-ordinators for special educational needs and IT. The headteacher monitors the school’s performance and evaluates how well it is doing against national information. The senior management team uses this information to plan how to improve standards. An example of this was the initiative to improve IT facilities and appoint a classroom assistant as an IT co-ordinator. Parents are confident that the school is well managed and inspectors support this view. Dundonald First School March 2000 14 18. The governing body is secure and confident in its understanding of the school’s strengths and

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Standards are high in English, mathematics and information technology. They are also above

weaknesses and how these can be improved. They have a very good relationship with the headteacher and act as a good critical friend to the school. The governing body fulfils its responsibilities very well through structured committees and monitoring visits. However they do not take the lead in identifying and assessing any health and safety risks around the school and this is left largely to the headteacher to manage with the site manager. It is however correctly administered. The daily collective worship meets statutory requirements but does not always overtly recognise the presence of a god within the Christian or other religions studied. Governors monitor standards by regularly visiting the school and analysing test and assessment data with the headteacher.

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Standards are high in English, mathematics and information technology. They are also above

19. Co-ordinators are managing their subjects well and have a delegated budget for resources. They are beginning to monitor standards in subjects through checking teachers’ planning. The deputy headteacher keeps well organised files on staff training and music. The co-ordination of English and mathematics is good and weaknesses have been correctly identified in developing staff confidence in work on mathematical investigations. The English co-ordinator is aware of parents’ concerns over the changed approach to teaching reading. The science co-ordinator has provided a clear strategy for implementing the science scheme of work, but is unsure of the trend in standards over time.

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Standards are high in English, mathematics and information technology. They are also above

20. The school makes excellent use of all its resources, especially the use of classroom assistants.. The management has supported the development of the provision for the nursery and this is now an excellent facility for the youngest pupils in the school. Overall the school is applying the principles of best value when securing and using resources and services.

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The quality, consistency and use of marking to give pupils and teachers better information about the

21. Pupils’ work is generally well marked but in some classes this is better than in others. In the best examples teachers use constructive comments which will help the pupils to improve their work. An example of this was the positive comment which assessed pupils’ ability to write sums in words and not numbers. The teacher gave the pupil and parents information about how work was improving. At worst, marking is merely no more than a cross or negative comment to indicate that work is incorrect. An example of this is the comment ‘stop rubbing out’. This gives no clear guidance to pupils about what they should do to improve or what might be the alternative way to correct mistakes if they are made. Teachers are not always picking up when pupils’ work deteriorates in presentation and on occasions teachers’ comments are not always grammatically correct. An example of this was the teacher writing sentences in pupils’ books which did not start

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The quality, consistency and use of marking to give pupils and teachers better information about the

with a capital letter or end with a full stop. This does not always encourage pupils to do their best work and does not provide a good role model to help them write grammatically correct sentences. Dundonald First School March 2000 15

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The role of co-ordinators in monitoring of standards through analyses of data, reviewing teachers’

planning and ensuring consistency of work across similar age classes.

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The role of co-ordinators in monitoring of standards through analyses of data, reviewing teachers’

22. Co-ordinators do not analyse data from test results to gauge where areas of learning could be improved and this was apparent in all core subjects. Nor do they work to any formal process about analysing whether initiatives provide value for money and improve standards. Currently job descriptions do not require co-ordinators to work along side other members of staff or to analyse data from standardised and national tests. As a result they are not fully aware of where standards need to be improved. The IT co-ordinator is best informed about standards as she is able to work along side each class in her role as classroom assistant. She sees at first hand what and where improvements can be made.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

23. The headteacher, governing body and staff should continue to work together to raise standards even higher by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Improving and developing teachers marking of pupils’ work to raise it to the level of the best by ensuring all teachers make positive and developmental comments to show pupils how they can improve their work. (paragraphs 13 and 21)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Developing the strategic role of subject co-ordinators in the school, so they can monitor teaching and marking in classes and analyse data from test results and assessments, to ensure consistency of good lesson plans, which support high quality teaching and learning in all classes. (paragraph 22) Dundonald First School March 2000 16

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Summary of the sources of evidence for the inspection

Number of lessons observed 21 Number of discussions with staff, governors, other adults and pupils 35

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 14 43 29 10 4 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y3 Number of pupils on the school’s roll (FTE for part-time pupils) 52 221 Number of full-time pupils eligible for free school meals 0 22 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y3 Number of pupils with statements of special educational needs 0 1 Number of pupils on the school’s special educational needs register 5 44

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Information about the school’s pupils

English as an additional language No of pupils Number of pupils with English as an additional language 51

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission 33 Pupils who left the school other than at the usual time of leaving 50 Dundonald First School March 2000 17 Attendance

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Information about the school’s pupils

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

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Information about the school’s pupils

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 37 23 60

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Information about the school’s pupils

National Curriculum Test/Task Results Reading Writing Mathematics

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Information about the school’s pupils

Boys 35 (29) 34 (30) 36 (32) Numbers of pupils at NC level 2 and above Girls 23 (32) 22 (31) 23 (32)

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Information about the school’s pupils

Percentage of pupils School 97 (91) 93 (91) 98 (96) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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Information about the school’s pupils

Teachers’ Assessments English Mathematics Science

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Information about the school’s pupils

Boys 34 (30) 34 (32) 36 (31) Numbers of pupils at NC level 2 and above Girls 22 (32 22 (32) 23 (32)

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Information about the school’s pupils

Percentage of pupils School 93 (93) 93 (96) 98 (94) at NC level 2 or above National 82 (81) 86(85) 87 (86)

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Information about the school’s pupils

Percentages in brackets refer to the year before the latest reporting year. Dundonald First School March 2000 18 Ethnic background of pupils Exclusions in the last school year

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Information about the school’s pupils

Black – Caribbean heritage 6 Black – Caribbean heritage 0 0

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Information about the school’s pupils

Black – African heritage 7 Black – African heritage 0 0

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Information about the school’s pupils

White 167 White 0 0 Any other minority ethnic group 15 Other minority ethnic groups 0 0

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Information about the school’s pupils

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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Information about the school’s pupils

Teachers and classes Financial information

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Information about the school’s pupils

Total number of qualified teachers (FTE) 8.5 Financial year 1998/99

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Information about the school’s pupils

Number of pupils per qualified teacher 39.4

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Information about the school’s pupils

Education support staff: YR – Y3 Total expenditure 627099

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Information about the school’s pupils

Total number of education support staff 7 Expenditure per pupil 2384

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Information about the school’s pupils

Total aggregate hours worked per week 165 Balance brought forward from previous year Balance carried forward to next year 48898

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Information about the school’s pupils

Qualified teachers and support staff: nursery

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Information about the school’s pupils

Total number of qualified teachers (FTE) 1

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Information about the school’s pupils

Number of pupils per qualified teacher 52

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Information about the school’s pupils

Total number of education support staff 5

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Information about the school’s pupils

Total aggregate hours worked per week 115 Dundonald First School March 2000 19 Number of pupils per FTE adult 13 FTE means full-time equivalent.

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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. 50 47 2 0 0

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Percentage of responses in each category

Behaviour in the school is good. 47 49 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. 34 51 9 1 4

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 31 48 16 2 3

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 68 31 1 0 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. 51 44 2 0 3

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Percentage of responses in each category

The school works closely with parents. 59 35 4 0 2

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Percentage of responses in each category

The school is well led and managed. 67 31 0 0 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 59 37 3 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 41 43 9 2 3

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Other issues raised by parents

• provision for the most able children. • staff turnover and lunchtime arrangement and supervision.

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