St John's Church of England Voluntary Aided Junior and Infant School

INFANT SCHOOL

Dates of inspection: 5 th – 7 th April 2000

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INFANT 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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INFANT 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. St John’s CofE VA Junior and Infant School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Fieldhead Off Leymoor Lane Golcar Huddersfield West Yorkshire Postcode: HD7 4QQ

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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 P McGunnigle

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 8 th October 1996 St John’s CofE VA Junior and Infant School - 2

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Team members

Dr B Blundell Registered inspector Mrs W Sheehan Lay inspector Mrs T Edwards Team inspector

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Team members

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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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 St John’s CofE VA Junior and Infant School - 3

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PART A: SUMMARY OF THE REPORT 4 - 7

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 8 - 10

Standards in English, mathematics and science are well above the national averages by the end of Key Stage 2; standards in the foundation subjects of design and technology and history, in particular, and in swimming, are above average. The leadership and management of the school are excellent; the school reflects the calm dedication of the headteacher in all areas. The overall quality of teaching is very good; teachers’ planning is excellent. The attitudes and behaviour of pupils are very good; pupils’ initiative and personal responsibility are excellent. Partnership with parents is very good and has a big impact on pupils’ learning.

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WHAT COULD BE IMPROVED 10 - 11

Information and communications technology, whilst improving, could improve further.

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PART C: SCHOOL DATA AND INDICATORS 12 - 15

St John’s CofE VA Junior and Infant School - 4

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INFORMATION ABOUT THE SCHOOL

St John’s Church of England School is a voluntary aided Junior and Infant School, situated in Golcar, West Yorkshire. There are 234 pupils on roll. The proportion of pupils speaking English as an additional language is higher than most schools nationally. The percentage of pupils known to be eligible for free school meals is below the national average. Whilst the proportion of pupils identified as having special educational needs is below the national average, the percentage of pupils with statements of special educational needs is above the national average. Pupils’ attainment on entry is broadly average.

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HOW GOOD THE SCHOOL IS

This school is now extremely effective. Standards in English, mathematics and science are well above average by the end of Key Stage 2. The overall quality of teaching is very good. The leadership and management by the headteacher, senior management team and governing body are excellent. The school is providing very good value for money.

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What the school does well

• Standards in English, mathematics and science are well above the national averages by the end of Key Stage 2; standards in the foundation subjects of design and technology and history, in particular, and in swimming, are above average. • The leadership and management of the school are excellent; the school reflects the calm dedication of the headteacher in all areas. • The overall quality of teaching is very good; teachers’ planning is excellent. • The attitudes and behaviour of pupils are very good; pupils’ initiative and personal responsibility are excellent. • Partnership with parents is very good and has a big impact on pupils’ learning.

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What could be improved

• Information and communications technology, whilst improving, could improve further. 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 was last inspected in October 1996. The school has improved substantially since the time of the last inspection. The key issues, to ensure that pupils concentrate, to monitor mathematics teaching and to make the outcomes of development more explicit, have all been fully met. Pupils’ attainment by the end of Key Stage 2 in English, mathematics and science has improved significantly. St John’s CofE VA Junior and Infant School - 5

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

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Key

In the 1999 national tests at the end of Key Stage 2, pupils’ attainment based on average point scores in English was very high, being in the top five per cent of schools nationally. Pupils’ attainment in mathematics was above the national average and in science it was well above average. Compared with schools where there is a similar proportion of pupils known to be eligible for free school meals, pupils’ attainment in the 1999 end of Key Stage 2 tests was well above average in English, below average in mathematics and above average in science. In mathematics, three pupils missed obtaining a level 4, the nationally expected level, by a very small margin indeed. Pupils’ attainment over the last four years averaged together, from 1996 to 1999, has been well above average in English, just above average in mathematics and above average in science. In the 1999 tests at the end of Key Stage 1, pupils’ attainment was above the national average in reading and

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Key

writing and in line with the national average in mathematics. Taking the four years from 1996 to 1999, averaged together, pupils’ attainment in the end of Key Stage 1 tests has been close to the national average in reading and writing and below the national average in mathematics.

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Key

The school’s targets show pupils’ attainment dipping slightly in 2000 in the end of Key Stage 1 tests, before picking up in 2001. The reason for the dip in 2000 is due to the proportion of pupils with special educational needs. Nonetheless, standards are expected to be in line with national averages. Targets for Key Stage 2, show attainment in mathematics rising and that in English remaining high.

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Key

In the work seen during the inspection, standards were judged to be well above national averages in English, mathematics and science by the end of Key Stage 2 and in line with national averages at the end of Key Stage 1. Standards in design and technology, history and swimming, are above average.

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Key

Overall standards at this school are high.

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Aspect Comment

Attitudes to the school Pupils’ attitudes are very good. They are enthusiastic, keen and interested. Behaviour, in and out of classrooms Pupils’ behaviour is very good.

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Aspect Comment

Personal development and relationships Opportunities for pupils’ personal development are very good. Relationships are very good. Pupils treat all adults with respect. Pupils’ initiative and personal responsibility are excellent. Attendance The attendance rate is very high in comparison with other schools. The rate of unauthorised absence is below the national average.

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TEACHING AND LEARNING

St John’s CofE VA Junior and Infant School - 6

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

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

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

The quality of teaching in English and mathematics is very good. Strengths in teaching include teachers’ planning, which is excellent. Teachers’ management of pupils is very good across the school. Expectations of what pupils are capable of achieving are good for the early years and Key Stage 1 and very good, overall, in Key Stage 2. A positive feature of all lessons is that they start by the teacher clearly explaining what the learning objectives are; at the end of the lesson, the learning objectives are looked at again, to see how far they have been met. The skills of literacy and numeracy are very well taught, with good contributions to these from subjects across the curriculum. The school meets the needs of all pupils very well.

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

The percentage of satisfactory or better teaching seen was 100 per cent, very good or better teaching was 43 per cent and unsatisfactory or worse teaching was zero per cent. All the teaching was at least good. Particular strengths in pupils’ learning are their pace of working, which is very good; their interest, concentration and independence, which are very good; and pupils’ knowledge of their own learning, which is very good across the whole school. There are no particular weaknesses.

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Aspect Comment

The quality and range of the curriculum The quality and range of the curriculum are very good and are enhanced by extra-curricular activities.

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Aspect Comment

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

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Aspect Comment

Provision for pupils with English as an additional language The provision for those pupils with English as an additional language is good.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development This provision is very good, overall. It is good for their spiritual and cultural development and very good for their moral and social development.

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Aspect Comment

How well the school cares for its pupils The school cares well for its pupils. Child protection procedures are good; procedures for promoting good attendance and good behaviour are very effective.

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Aspect Comment

The effectiveness of the school’s links with parents is very good and has a positive impact on pupils’ learning. All areas of the curriculum meet statutory requirements. St John’s CofE VA Junior and Infant School - 7

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The leadership and management by the headteacher, senior management team and subject co-ordinators are excellent.

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Aspect Comment

How well the governors fulfil their responsibilities The governors’ fulfilment of their responsibilities is excellent.

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Aspect Comment

The school’s evaluation of its performance The school’s evaluation of its performance is excellent.

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Aspect Comment

The strategic use of resources The strategic use of resources is very good.

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Aspect Comment

The headteacher is dedicated and committed to continually raising standards. This commitment is fully shared by the senior management team and the curriculum co-ordinators. The school appropriately applies the principles of best value.

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What pleases parents most What parents would like to see improved

• Their children like school. • Children make good progress. • Behaviour is good. • Teaching is good. • The school is well managed and led. • The school sets high expectations. • A greater range of activities outside lessons to be provided.

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What pleases parents most What parents would like to see improved

The inspection team fully supports parents’ views on the positive features of the school. Inspectors’ findings are that the school does provide a sufficiently broad range of extra-curricular activities. St John’s CofE VA Junior and Infant School - 8

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by the end of Key Stage 2; standards in the foundation subjects of design and

technology and history in particular and in swimming, are above average.

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by the end of Key Stage 2; standards in the foundation subjects of design and

1. Inspection findings are that standards in English, mathematics and science are well above the national averages in English, mathematics and science by the end of Key Stage 2 and in line with national standards at the end of Key Stage 1. In the 1999, National Curriculum tests, attainment in English was very high in comparison with the national average, in terms of the average National Curriculum point scores. In mathematics and science, the average point scores were above the national average. Over the last four years averaged together, pupils’ attainment at the end of Key Stage 2 in English was well above the national average; in science, it was above the national average; and, in mathematics, it was just above the national average. Again, over the last four years taken together, pupils’ attainment in English was approximately one and a half terms ahead of pupils nationally, one term ahead in science and

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by the end of Key Stage 2; standards in the foundation subjects of design and

2. By the end of Key Stage 1, pupils write short stories and produce accounts of what they have learned in other subjects such as history. By the end of Key stage 2, pupils’ reading skills are well above average. Pupils of all ages enjoy reading and the oldest pupils read an appropriate range of fiction and non-fiction. They carry out their own research, using the library and CD- Roms. Pupils’ speaking and listening skills are well developed. They listen attentively and communicate clearly when speaking. When writing, pupils produce stories of a good length that they re-draft and improve and sometimes make into books. Pupils understand the importance of punctuation marks in making meaning clear and usually punctuate their work correctly.

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by the end of Key Stage 2; standards in the foundation subjects of design and

3. In mathematics at Key Stage 1, pupils are particularly adept at work on shape and length; at Key Stage 2, a strength is in interpreting charts. At both key stages, pupils’ instant recall of their multiplication tables is continuing to be developed. Pupils’ knowledge and understanding of key mathematical vocabulary is very good throughout the school.

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by the end of Key Stage 2; standards in the foundation subjects of design and

4. Pupils’ investigational skills in science are above average. They organise results of their experiments into tables appropriately, for example, when studying the rate of flow of liquids with different viscosities down a ramp. Pupils make sensible predictions and they have a very good scientific vocabulary.

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by the end of Key Stage 2; standards in the foundation subjects of design and

5. Pupils’ attainment in design and technology is above average by the end of Key Stage 2. Throughout Key stage 1, they develop their measuring, designing and making skills appropriately. The firm foundations laid down in Key stage 1 are then built on as pupils go further up the school, where they become proficient in working with levers, pulleys and construction kits. Their work in pneumatics is particularly good.

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by the end of Key Stage 2; standards in the foundation subjects of design and

6. Pupils have a good knowledge of different historical periods and understand the reasons why some events happened. Year 6 pupils have recently studied the Second World War, have been in a U-boat and tried out wartime recipes.

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by the end of Key Stage 2; standards in the foundation subjects of design and

7. Standards in swimming are above average, with over half the pupils in the current Year 4 and Year 5, for example, able to swim over 25 metres. In the current Year 6, some of the pupils are included in the local authority’s swimming squad. St John’s CofE VA Junior and Infant School - 9

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The leadership and management of the school are excellent; the school reflects the

calm dedication of the headteacher in all areas.

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The leadership and management of the school are excellent; the school reflects the

8. The leadership and management of the school by the headteacher, senior management team, curriculum coordinators and the governing body are excellent.

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The leadership and management of the school are excellent; the school reflects the

9. The school reflects the calm dedication by the headteacher in all areas. The headteacher ensures excellent educational direction for the school and the reflection of the school’s aims in its work is excellent. The headteacher is ever present and ever visible around school. The least likely place to find this headteacher is in her office; she has a very busy role providing in class support throughout the school and carrying out appropriate monitoring at the same time. The atmosphere is most conducive to learning and she has built up a particularly strong senior management team that comprises an effective deputy headteacher, the systems development manager and the staff development manager. The management team are exemplars of good practice and work very hard indeed.

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The leadership and management of the school are excellent; the school reflects the

10. A particular strength of this school is in the role of the subject coordinators. They take their responsibilities very seriously and are given appropriate time to carry out monitoring. The coordinators for English, mathematics and science carry out most detailed error analysis of the performance of pupils in National Curriculum tests. The results of these analyses are given to all teachers and the curriculum is appropriately modified to take account of strengths and weaknesses in the analyses. This is having a most positive effect on pupils’ attainment. There is a shared commitment to improve and a capacity to succeed amongst all staff. Complacency does not exist in the school; there is a continual drive forwards.

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The leadership and management of the school are excellent; the school reflects the

11. The governors’ role in shaping the direction of the school is excellent. They take their roles very seriously, work hard on behalf of the school and have very good understanding of the strengths and weaknesses of the school. A significant number of governors are very knowledgeable about educational matters and all governors fulfil their statutory responsibilities appropriately.

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The leadership and management of the school are excellent; the school reflects the

The overall quality of teaching is very good; teachers’ planning is excellent.

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The leadership and management of the school are excellent; the school reflects the

12. The overall quality of teaching in the lessons seen was very good. It was good for the under- fives, good in Key Stage 1 and very good in Key Stage 2. Overall, every lesson seen in every class in the school was at least good. There were no lessons that were merely satisfactory. Overall, 57 per cent of lessons seen were good, 35 per cent were very good and eight per cent were excellent.

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The leadership and management of the school are excellent; the school reflects the

13. A most positive feature of teaching at St John’s is teachers’ planning, which is excellent throughout the school. Lesson plans are detailed and contain appropriate learning objectives. In every subject area and in all classes, the learning objectives are written on the board at the start of the lesson and discussed with pupils. At the end of lessons, they are re-visited to see the extent that they have been met. This means that pupils are most aware of their own learning. When they walk out through the classroom door at the end of a lesson, they are aware of what they have learned since they walked in. Using this system to its fullest extent means that the majority of teachers now plan on a daily basis to take account of this, particularly in mathematics. In the lessons observed during the inspection, teachers’ planning had an excellent impact on pupils’ learning.

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The leadership and management of the school are excellent; the school reflects the

14. Teachers’ management of pupils is very good throughout the school. They have clear strategies for ensuring that pupils concentrate and this is a major improvement since the last inspection.

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The leadership and management of the school are excellent; the school reflects the

15. Teachers’ expectations are good for the early years and Key Stage 1 and very good for Key stage 2. For example, in a Year 3 science lesson, the teacher had very high expectations coupled with a brisk pace. Pupils were given ten minutes only to plan their investigation in an appropriate scientific manner. Similarly, in a Year 4 geography lesson on village settlers, expectations of what pupils were capable of achieving were high. Classroom assistants are particularly effective throughout the school. St John’s CofE VA Junior and Infant School - 10

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The attitudes and behaviour of pupils are very good; pupils’ initiative and personal

16. The attitudes, behaviour and personal development of pupils are very good. Pupils’ ability to be personally responsible for their own learning and to take initiative are excellent.

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The attitudes and behaviour of pupils are very good; pupils’ initiative and personal

17. In the playground, older pupils spontaneously help younger pupils, for example, when they fall over. Boys and girls play and work alongside each other, for example, when skipping together in the playground. Year 6 pupils demonstrate their initiative and maturity appropriately when using training manuals and assessment sheets, to train new staff for the school’s daily fruit stall.

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The attitudes and behaviour of pupils are very good; pupils’ initiative and personal

18. Seventeen pupils in Year 5 have been trained appropriately as befrienders for other pupils. They are proud of their role and take it seriously.

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The attitudes and behaviour of pupils are very good; pupils’ initiative and personal

19. The positive attitudes and behaviour of pupils are not confined to out of class activities. During the inspection, in every lesson these were at least good, except in one lesson where they were satisfactory. Overall, in nearly half of the lessons seen, pupils’ attitudes and behaviour were very good and in two lessons they were excellent. Pupils in a Year 2 lesson on personal and social education showed a maturity of thinking, when discussing jealousy and friendship. Throughout the school, pupils are most eager to answer questions and are not averse to asking them. Pupils’ concentration in lessons is very good throughout the school and this is an improvement since the last inspection which is having a positive impact on their learning.

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The attitudes and behaviour of pupils are very good; pupils’ initiative and personal

Partnership with parents is very good and has a big impact on pupils’ learning.

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The attitudes and behaviour of pupils are very good; pupils’ initiative and personal

20. The effectiveness of the school’s links with parents is very good. Newsletters are extremely comprehensive, are well written and give advance dates, up to seven months ahead. They include an appropriate ‘ governor of the month’ section and show a very good range of visits and visitors to the school.

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The attitudes and behaviour of pupils are very good; pupils’ initiative and personal

21. The school is a centre for National Vocational Qualifications on courses for ‘Parents who help in schools’ and ‘Living and working with under-eights’. Many parents have taken up these courses and now help in the school; in total, around twenty parents regularly help in school and are assisted by the detailed parent helper planning files in each class. The home-school coordinator has designed a specific action plan that includes after-school clubs, helpers and the standardising and monitoring of homework. She is very enthusiastic and committed to strong links.

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The attitudes and behaviour of pupils are very good; pupils’ initiative and personal

22. Links with parents include suggestion and concern slips, a vibrant Home School Association, a very informative school prospectus and class topic information sheets to inform parents in advance of what will be happening in their child’s class. The school holds a weekly ‘family assembly’ in which pupils from each class show the work that they have undertaken that week. Additionally, parents are involved in the pupils’ targets for literacy and numeracy in Key Stages 1 and 2 and in the ‘next steps’ targets for the early years.

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The attitudes and behaviour of pupils are very good; pupils’ initiative and personal

23. In summary, the school is extremely dedicated to ensuring that parents are involved in their children’s education and this leads to the very positive views that parents have of the school.

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WHAT COULD BE IMPROVED

Information and communications technology, whilst improving, could improve further.

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WHAT COULD BE IMPROVED

24. Whilst standards in information and communications technology have improved since the last inspection, they are still below national expectations in some areas, particularly modelling.

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WHAT COULD BE IMPROVED

25. The coordinator is keen and eager and has worked hard with the aid of a most competent support assistant, to raise standards. In word processing, standards have risen and pupils are adept at using standard word processing packages appropriately. They can retrieve their work, print it and save it on their individual pupil discs. St John’s CofE VA Junior and Infant School - 11 26. Opportunities for control are limited and those for modelling are unsatisfactory. Pupils make appropriate use of sensor kits for monitoring temperature, sound and light.

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WHAT COULD BE IMPROVED

27. Facilities for information and communications technology have improved with a small suite of computers in the library, although these are currently not linked to the computers in the classrooms.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

28. In order to further improve the school, the headteacher, senior management team and governing body should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve the overall provision for information and communications technology further by ensuring that the full range of the programmes of study, including modelling and control, is fully covered (paragraphs 24 – 27). St John’s CofE VA Junior and Infant School - 12

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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

8 35 57 0 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR-Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/A 234

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals N/A 13 FTE means full-time equivalent.

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Information about the school’s pupils

Number of pupils with statements of special educational needs N/A 7

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 23

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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 7

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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 8

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 10

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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. St John’s CofE VA Junior and Infant School - 13

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 16 17 33

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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 16 15 16 Numbers of pupils at NC level 2 and above Girls 17 17 17

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (77) 97 (85) 100 (85) 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 16 16 16 Numbers of pupils at NC level 2 and above Girls 17 17 17

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (85) 100 (86) 100 (88) 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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 15 17 32

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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 15 14 15 Numbers of pupils at NC level 4 and above Girls 14 12 14

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Attainment at the end of Key Stage 2

Percentage of pupils School 91 (79) 81 (90) 91 (96) at NC level 4 or above National 70 (65) 69 (59) 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 15 15 15 Numbers of pupils at NC level 4 and above Girls 12 12 12

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Attainment at the end of Key Stage 2

Percentage of pupils School 84 (76) 84 (83) 84 (90) at NC level 4 or above National 68 (63) 69 (65) 75 (72) Percentages in brackets refer to the year before the latest reporting year. St John’s CofE VA Junior and Infant School - 14

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 4 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) 9.5 Financial year 1998-99

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Teachers and classes Financial information

Number of pupils per qualified teacher 24.6

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Teachers and classes Financial information

Education support staff: YR-Y6 Total expenditure 317132

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Teachers and classes Financial information

Total number of education support staff 12 Expenditure per pupil 1373

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Teachers and classes Financial information

Total aggregate hours worked per week 244 Balance brought forward from previous year 14608

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Teachers and classes Financial information

Balance carried forward to next year 11205

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) N/A

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Teachers and classes Financial information

Number of pupils per qualified teacher N/A

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Teachers and classes Financial information

Total number of education support staff N/A

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Teachers and classes Financial information

Total aggregate hours worked per week N/A

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Teachers and classes Financial information

Number of pupils per FTE adult N/A FTE means full-time equivalent. St John’s CofE VA Junior and Infant School - 15

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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. 76 23 1 0 0

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Percentage of responses in each category

Behaviour in the school is good. 55 45 0 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 48 49 1 0 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 77 22 1 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 89 11 0 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. 80 20 0 0 0

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Percentage of responses in each category

The school works closely with parents. 73 27 0 0 0

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Percentage of responses in each category

The school is well led and managed. 77 20 0 0 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 68 32 0 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 37 52 10 0 1

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