Castlecroft Primary School

CASTLECROFT PRIMARY SCHOOL

Dates of inspection: 06/03/00 – 07/03/00

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CASTLECROFT PRIMARY SCHOOL

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

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CASTLECROFT PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Windmill Crescent Castlecroft Wolverhampton West Midlands

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. J. Rowley

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 11 th November 1996

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Team members

Brenda Iles Registered inspector Richard Barnard Lay inspector Bernice Magson Team inspector

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Team members

6 Star Corner Barby Nr. Rugby Warwickshire CV23 8UD

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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

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

The school is larger than most other primary schools and draws pupils from a wide range of backgrounds. The school is growing because parents are pleased with the quality of education provided. During the inspection there were 228 pupils on roll, 128 boys and 100 girls aged five to eleven. In addition there is an attached nursery which caters for 50 children under five who attend on a part time basis. They are admitted from the age of three. Altogether 62 pupils were under five in the nursery and reception class. Approximately 10 per cent of pupils come from non-European backgrounds and of these the majority speak English as their first language. Sixteen per cent of pupils are entitled to free school meals which is about average. Forty-eight pupils are on the school’s register of special educational needs of whom seven have statements. Provision for pupils with visual impairment supports up to 12 pupils. There are six visually impaired pupils on roll who attend the

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INFORMATION ABOUT THE SCHOOL

school from beyond the catchment area. Attainment on entry to the school is broadly average.

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HOW GOOD THE SCHOOL IS

Castlecroft is an improving school with many strengths. It has a strong caring ethos which promotes positive attitudes to learning. Because of the excellent leadership of the headteacher priorities to raise standards have been effective. Pupils achieve high standards in English, mathematics and science by the age of eleven because the quality of teaching is good. Staff and governors are committed to providing the best possible opportunities for pupils with the available resources. Pupils with special educational needs and visual impairment receive good support. They enjoy the full range of curriculum provision and achieve well in relation to their specific difficulties. The close partnership with parents enables the aims of the school to be met in full. Overall the school provides very good value for money.

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What the school does well

• Good teaching enables pupils to achieve well in the juniors and attain high standards in literacy and mathematics by the time they leave the school. • The headteacher provides excellent leadership and is very well supported by governors and staff. There is clear direction to move the school forward. • Relationships are very good and attitudes to learning are positive. • There is very good provision for pupils’ spiritual, moral, social and cultural development.

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What could be improved

• The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage 2 and this limits the extent to which standards can be raised by the age of seven. • The curriculum for pupils in the reception class is too formal.

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What could be improved

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

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in November 1996 and found to achieve satisfactory standards and provide sound value for money. There have been significant changes since this time and the new headteacher has introduced many initiatives that have successfully raised standards to a high level in the important areas of literacy, mathematics and science. Standards in information technology have improved and are now about average. The quality of singing is very good. Provision for nursery children was criticised in the previous report. Children now benefit from a well-structured environment, good teaching and a curriculum that meets their needs well. There has been good improvement in addressing this issue. The attention given to staff training to develop awareness of multicultural issues has enabled provision to become a strength of the school. The monitoring of teaching is now effective and has improved its overall quality. It has also identified weaknesses that are

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

being systematically addressed in Key Stage 1. The curriculum now provides a wide range of learning opportunities across all subjects and is particularly good at Key Stage 2. The school is on course to meet the targets set for the year 2000.

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

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Key

These results show significant recent improvement with pupils achieving grades in English within the top 5 per cent of similar schools. School targets were exceeded in 1999 and inspection evidence shows that the targets set for the year 2000 will also be exceeded. The current class of eleven-year-olds is already likely to achieve standards in literacy and numeracy that are well above average. Pupils’ performance in literacy and numeracy is a particular strength. The performance of seven-year-olds is about average and shows improvement over the previous year when test results were well below average. Trends in Key Stage 1 results over three years show improvement similar to schools nationally but with significant progress being made in the last year. However, too few seven-year-olds consistently attain the higher levels because they are not challenged sufficiently often. By the age of five most pupils make good progress and achieve the age-related expectations in literacy and

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Aspect Comment

Attitudes to the school Pupils love school and are eager to learn

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good and pupils have a good understanding of the school rules.

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Aspect Comment

Personal development and relationships Pupils value the support they receive and relationships are very good. There is mutual trust and respect between pupils and adults.

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Aspect Comment

Pupils are confident that adults will support their needs and value the opportunities they are given to be challenged. Pupils say they value the friendship and guidance that teachers offer. Attendance is below average because holidays are taken in term time.

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

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

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

The quality of teaching is at least good in 64 per cent of lessons. Examples of excellence were observed in the teaching of mathematics and drama by senior staff. In these lessons teachers provide inspiration and pupils are highly motivated to meet the expectations made of them. Lesson planning is of good quality and tasks are usually well matched to pupils’ needs. Reading, writing and numeracy are taught effectively and this is raising standards. Two unsatisfactory lessons were observed. Weaknesses in teaching arose from limited strategies for managing pupils’ enthusiastic behaviour and in the inadequate provision for pupils to be challenged to achieve the higher levels. Teaching by all adults in the nursery is also good and staff prepare children well for transfer to the reception class. Pupils with special educational needs receive good support which enables them to make good progress in meeting their targets.

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Aspect Comment

The quality and range of the curriculum The curriculum is broad and balanced and meets statutory requirements. It is significantly enhanced by clubs at Key Stage 2.

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Aspect Comment

Provision for pupils with special educational needs Provision is good and pupils make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision is very good and a strength of the school. Subjects such as art, music, history and English make valuable contributions to cultural understanding.

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Aspect Comment

How well the school cares for its pupils Staff ensure pupils are well cared for. Good behaviour is consistently promoted within classes and at playtimes.

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Aspect Comment

The curriculum for pupils in junior classes enables them to take part in a wide range of additional activities, for example, music and physical education. This is a strength and provides opportunities for pupils to demonstrate their skills in a range of ways. Within the reception class and Key Stage 1 there are too few opportunities for pupils to learn independently.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides excellent leadership. She is very well supported by the Key Stage 2 co-ordinator and staff. They work together as a committed team and they provide effective leadership. The co-ordination of Key Stage 1 is not as effective as it could be due to illness.

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Aspect Comment

How well the governors fulfil their responsibilities Governors fulfil their duties and provide very good support to the school.

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Aspect Comment

The school’s evaluation of its performance There has been a thorough audit of the school’s strengths and weaknesses, which is effectively influencing action to raise standards.

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Aspect Comment

The strategic use of resources Finances are very well applied to school priorities. The principles of best value are applied very well and the school provides very good value for money.

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Aspect Comment

The school benefits considerably from the rigorous approach to gain additional funds to improve resources. The leadership and management of the headteacher and governors are significant strengths of the school.

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What pleases parents most What parents would like to see improved

• Their children are eager to come to school. • Teaching is good • The school is well led and managed. • Their children are expected to work hard • They feel comfortable to approach the school with suggestions and complaints. • Some parents would like more information about their children’s progress. • A very small proportion feel their children are not challenged enough.

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What pleases parents most What parents would like to see improved

Inspectors endorse parents’ positive views strongly. The school provides parents with good information about their children’s progress and offers an open door policy to meet the individual needs of all pupils. There are occasions in Key Stage 1 when work is not always sufficiently challenging for pupils.

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WHAT THE SCHOOL DOES WELL

Good teaching enables pupils to attain high standards in literacy and mathematics.

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WHAT THE SCHOOL DOES WELL

Since the school was last inspected there has been significant improvement in the standards pupils achieve by the age of eleven. Inspection evidence confirms that the high standards achieved in the 1999 tests are being maintained in the current Year 6, although there are likely to be fewer pupils achieving the higher levels in 2000 than last year because there are more pupils in this cohort with special educational needs and fewer higher attaining pupils.

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WHAT THE SCHOOL DOES WELL

Within junior classes the introduction of a weekly lesson for extended writing is working well because the part–time teacher has particular expertise in teaching creative writing. Examples of writing show that very good progress is made over time because pupils are taught to plan, draft and refine their writing. They receive good encouragement to write for specific audiences and this increases the motivation to write. Examples of poetry show sensitivity and careful observation, awareness of feelings and emotions and personal experience. This is because the teacher makes very good use of personal experiences and artefacts that are special and engages the interest of pupils by encouraging them to choose their preferred writing style. Within the literacy hour junior aged pupils write persuasively and to give specific information. For example, Year 6 reviewed a leaflet promoting the musical ‘Grease’ and then

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WHAT THE SCHOOL DOES WELL

designed leaflets to promote their school production ‘The Pied Piper of Hamelin’. Within a rehearsal led by the headteacher there were some very good indicators of why standards are high. Very effective promotion of speaking and listening skills were expertly linked to music and drama. As a result pupils used their knowledge of terms like reprise, beat, rhythm and waltz to evaluate how their performance could be improved.

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WHAT THE SCHOOL DOES WELL

All pupils love reading. They read and write in their spare time, research topics independently, for example ‘The rain forest’ and the ‘Ancient Greeks’. They make good use of information technology to access information and to word process their work. Because they know how to save files, move text and change the font in their writing to create an effect, there are good links developing between writing and publishing.

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WHAT THE SCHOOL DOES WELL

Use of video materials supports a high level of debate. For example in discussion, pupils who have read ’Goodnight Mr. Tom’ competently explained the differences between the film and text. Higher attaining pupils preferred the text because they felt it offered more detail and that some important elements of characters were omitted from the film. While expressing enjoyment of both, they also recognised inaccuracies and bias in interpretation. Both reading and writing are very well taught and the use of drama and discussion to enable pupils to formulate opinions and present reasoned and sustained arguments is effective.

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WHAT THE SCHOOL DOES WELL

In the juniors pupils make very good progress in mathematics. They have a good understanding of area and calculate areas of regular and irregular shapes accurately. Within lessons they respond enthusiastically to mental mathematics and have a thorough understanding of their tables. When asked to double numbers they do so enthusiastically, eager to contribute their answers and to explain their methods of calculation. Standards are high because the expectations made of pupils are high and they are well supported to achieve specific learning goals. They apply their literacy skills well as they read questions, plan investigations to solve problems and make decisions independently. When working in this way there is good co-operation between pairs and small groups and pupils show interest in the ideas and opinions of others. Pupils understand the importance of explaining clearly their methods of problem solving and how others can add ideas that improve their own. The role of

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WHAT THE SCHOOL DOES WELL

the leading mathematics teacher in supporting these high standards is impressive. Pupils read the comments on their work carefully which indicate to them how well they have achieved and where they need to improve. They have positive attitudes to mathematics and enjoy their lessons. The skills learned in the daily mathematics lessons are well applied to other subjects such as science, information technology and music. In these lessons pupils use their data handling skills to present information and to count accurately when following a musical score or taking part in three part singing.

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WHAT THE SCHOOL DOES WELL

Displays are of high quality because teachers encourage pupils to take pride in their work. Handwriting is neat, joined and legible, and high standards of presentation are achieved by all pupils, including those with visual impairment and special educational needs. The range of work, particularly in English and mathematics, is very good.

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WHAT THE SCHOOL DOES WELL

Good quality adult support contributes to high achievement. For example, classroom assistants, governors, voluntary helpers and community members support most literacy lessons. Because the teachers ensure that all adults have a good understanding of learning objectives and expectations of what is to be achieved within each lesson are clear, pupils learn at a fast pace. For example in literacy lessons, objectives are stated clearly at the commencement of lessons. They are then reinforced well by adults during group work and returned to at the end of lessons to evaluate how well they had been met.

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The headteacher provides excellent leadership and is very well supported by governors

Since her appointment a year ago the headteacher has made a significant impact on the work of the school. Parents, pupils, staff and governors speak of her clear vision for the future of the school and commend her highly for valuing the views of others within her approach to school evaluation and improvement. A thorough analysis of the school’s strengths and weaknesses resulted in the formulation of a detailed and very well structured school development plan which enables everyone to recognise their role in moving the school forward. The partnership approach to change has been managed very successfully and there is a high level of motivation among staff to approach new challenges. As a result of consultation and shared decision making there is a strong partnership and commitment to life long learning.

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The headteacher provides excellent leadership and is very well supported by governors

The strong leadership of the headteacher and literacy and numeracy co-ordinators has supported a rapid pace of improvement. When the headteacher took up her post she prioritised raising attainment by the age of eleven. In partnership with the co-ordinators, a detailed programme for monitoring teaching and pupils’ work was organised. The curriculum was reviewed and co-ordinators were released from their classes to model lessons for staff and to work alongside them. This has enabled teachers to deliver the literacy and numeracy strategies competently and contributed to the professional development of the team. This approach to staff training has had a significant impact on standards and staff employ a wide range of teaching styles to meet the needs of pupils of different abilities. In addition, on- going discussion of literacy and numeracy during staff meetings has enabled staff to share their practice with each other. This has resulted in the quality of teaching in the juniors being

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The headteacher provides excellent leadership and is very well supported by governors

good. An additional strength of the provision is the support staff and helpers who provide valuable assistance to pupils.

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The headteacher provides excellent leadership and is very well supported by governors

Governors offer very good support and meet regularly to discuss the progress made towards meeting the targets identified in the plan. They take part in monitoring the effectiveness of change and the implementation of national strategies for literacy and numeracy. They have a very well developed understanding of the principles of best value and ensure that funds are very well applied to meet the identified priorities for improvement. The skills and expertise of governors are used effectively; for example, governors with financial backgrounds give support in setting and monitoring the budget, those with experience in education lead curriculum developments and others with a keen interest in aspects of the school’s work, such as special educational needs, ensure that the statutory requirements are met. A particularly strong feature of the work of the governors is the clarity with which they identify the school

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The headteacher provides excellent leadership and is very well supported by governors

aims and steps that have been taken to achieve them. A major task was the appointment of the headteacher. Governors agreed on the qualities they sought from a new headteacher and the appointment was based on firm principles and rigorous targets for rapid improvement. They are aware of the schools’ successes and identify areas that have still to be addressed.

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The headteacher provides excellent leadership and is very well supported by governors

Relationships are very good and attitudes to learning are positive.

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The headteacher provides excellent leadership and is very well supported by governors

All pupils say they enjoy coming to school and parents strongly agree that their children like school. The clear projection of the school’s aims and values through the school prospectus and by all staff and governors results in a caring and strong ethos for learning. Teachers project positive role models for pupils and there is mutual respect for the views of others. Because relationships between teachers and pupils are very good, pupils are eager to please and to meet the high expectations made of them both in the classroom and at play.

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The headteacher provides excellent leadership and is very well supported by governors

The behaviour policy is very effective and places responsibility on pupils for their own learning and behaviour. They are encouraged to help each other and to take responsibility and pride in their school. For example, older pupils support younger ones in the before and after school clubs, at playtimes and in lessons. From the earliest days in the nursery children are encouraged to take turns and to share. They co-operate well and by the time they are eleven contribute their ideas to structured discussions that lead investigations. Because pupils are interested in their work, behaviour in lessons is usually good and the few occasions when noise levels become too high are due to weaknesses in teaching in infant classes.

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The headteacher provides excellent leadership and is very well supported by governors

Pupils appreciate their new IT suite and school library which provides a wide range of high quality books. Year 6 librarians operate the loan and return system using the computers. They are very proud of their library and value the efforts of the community and staff, particularly the headteacher, in providing a much improved range of reading materials. In discussion, they recognise and value their learning opportunities and recognise the good progress they have made, for example how the resources for information technology have enabled them to research information in greater depth.

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The headteacher provides excellent leadership and is very well supported by governors

Whilst all staff enjoy very good relationships with pupils those between Year 6 pupils and their teacher are outstanding. This has made a significant, positive impact on standards. Pupils describe their teacher as ‘a best friend who challenges us’. As a result they attend booster classes enthusiastically to improve their work. They have a high level of awareness of the strengths and weaknesses in their reading and writing and have precise targets to meet within specific periods of time. Teachers have high expectations of pupils to achieve their best and the clarity of targets set linked to levels of attainment means that older pupils know exactly what they need to do to improve. Because targets are negotiated with pupils and are specific across the full ability range, pupils are confident they will succeed. These positive features result in pupils finding learning fun and exciting because they experience pride in their

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There is very good provision for pupils’ spiritual, moral, social and cultural

Since the last report provision in this aspect of the school’s work has improved and is now very good. The curriculum provides good opportunities for pupils to learn about people past and present from a wide range of cultures. Very high quality assemblies provide rich opportunities for pupils to share stories, beliefs, values and traditions from their own and other cultures. They have time to reflect on world events and how these affect people’s lives and within lessons teachers draw attention to special achievements and moments of beauty and wonder. An example was seen in Year 5 when the teacher talked about a precious shell brought by her grandfather from a tropical island. Pupils handled the shell with great care and gasped as the teacher described the age of the shell and how it was found and carried home. This resulted in descriptive writing of high quality.

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There is very good provision for pupils’ spiritual, moral, social and cultural

Literature is used particularly well to draw attention to changes made over time. In discussion, Year 6 pupils confidently compare the work of R.L.Stevenson, Phillipa Pearce and Roald Dahl. They recognise how books and language help to develop understanding of history and social changes in society and describe the changing use of vocabulary, grammar and style over time. This is a particular strength and reflects a maturity beyond that usually observed at this age. As a result pupils are well prepared to study literature in depth when they transfer to their secondary schools.

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There is very good provision for pupils’ spiritual, moral, social and cultural

Art, music and religious education also support provision very well. Pupils are introduced to the works of artists and composers and have opportunities to work in different styles. Through the study of world faiths they develop empathy and understanding of the values and traditions of people from other parts of the world, including non- western cultures. Displays project positive images of this broad range of cultures and encourage pupils to become familiar with a wide range of artefacts such as holy books.

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There is very good provision for pupils’ spiritual, moral, social and cultural

The before and after school clubs provide good opportunities for pupils to develop relationships and extend their learning beyond the school day. In addition, they take responsibility for maintaining the school library and setting up the computer suite for classes at the start of each day. The good links established with the local secondary school and community enhance learning considerably. Visitors to the school share their experiences with pupils and this contributes well to their understanding of citizenship and care within the community. An example of this is the successful parent and pupil reading project that encourages and supports family learning.

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There is very good provision for pupils’ spiritual, moral, social and cultural

The high moral code is well supported through the school’s behaviour policy. Pupils have a clear understanding of right and wrong and of the action that will be taken if there is any bullying. Pupils adhere to the school rules and where pupils experience difficulties they receive good support to positively develop understanding of the impact of their behaviour on others, both within and beyond the school.

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

2 and this limits the extent to which standards can be raised by the age of seven.

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

Long term staffing problems have resulted in discontinuity in the teaching and management of the infant classes. The Key Stage 1 co-ordinator has not been able to be involved in the rigorous monitoring and evaluation of teaching and standards because of illness. Since his return to work revisions to roles and responsibilities have been made. His strengths have been deployed teaching information technology to all classes and supporting pupils with visual impairment from the start of the spring term. While the headteacher and other senior staff have monitored teaching and learning in Years 1 and 2, teacher assessment and the ongoing review of pupils’ progress and standards of teaching have been hampered by the difficulties. The lack of continuity of staff has contributed to a slowing down of pupils’ progress especially that of higher attaining pupils, particularly in mathematics. Consequently the drive

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

to improve standards is not as far forward for this age range as it is in Key Stage 2. Although targets are set for pupils they are not as specific as they should be.

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

While most pupils in Year 2 now attain standards which are at the expected levels in literacy and mathematics, and this shows an improvement from test results for seven year olds in 1999, they are not sufficiently challenged in all lessons to consistently achieve the higher levels. Discussions with pupils and sampling of work shows evidence of higher attainment in aspects of English such as writing and reading. Pupils read with expression and show good awareness of phonics and punctuation but these skills are not always applied independently to work in other subjects. Within mathematics, pupils’ responses to mental mathematics are positive and by the age of seven their knowledge of tables is often good but the reliance on worksheets in group and independent tasks results in too few opportunities for pupils to investigate and choose ways of exploring and solving problems. Consequently their achievements are not high enough.

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

During the inspection two unsatisfactory lessons were observed in Key Stage 1. In both lessons the pace of learning was slow because teachers became too concerned about minor elements of pupils’ behaviour. This interrupted the flow of the lessons and opportunities were missed to engage pupils in conversation, reinforce the specific timing of tasks and maintain the interest and motivation of those pupils with limited concentration. In a mathematics lesson the teacher did not ask pupils questions which were well matched to their individual needs and they became restless and too noisy during their practical tasks. There was insufficient intervention to draw attention to positive features of behaviour and pupils’ investigative work to reinforce the expectations set at the start of the lesson. As a result learning was unsatisfactory because all pupils, especially those who were more able, were not challenged

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

In an information technology lesson the decision to move pupils from the computers to floor space hindered the pace of learning. Pupils became frustrated with the interruption and became too noisy. The teacher became annoyed and valuable learning time was lost. Within the plenary pupils showed that they had made progress in creating and saving files of work and articulated clearly the difficulties they had experienced and how these had been overcome. The teacher’s anxiety about pupils’ exuberant and enthusiastic behaviour detracted from the learning and resulted in too little time being used to reward pupils’ success and explain how these skills would be developed to provide further challenges in subsequent lessons.

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

Senior staff provide good support to the Key Stage 1 team and temporary teachers. For example, the literacy and numeracy co-ordinators are undertaking a programme of regular, direct teaching to specific groups of Year 2 pupils to raise standards higher. While appropriate action is being taken to address these weaknesses in provision the co-ordination of Key Stage 1 remains a weakness for the school to address.

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

The curriculum for pupils in the reception class is too formal.

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

The curriculum for children under five offers a broad range of learning opportunities across the same range of subjects as the Key Stage 1 curriculum. Its weakness lies in not being sufficiently well planned to the nationally prescribed Desirable Learning Outcomes to meet the specific needs of children of this age. This results in children having a more formal curriculum than they should have with too few opportunities for independent learning and structured play to extend their personal and social development. Although lessons are planned in detail and teaching is often of good quality in relation to the objectives for learning, tasks are mainly teacher directed and do not enable children to make decisions independently. There are too few toys and too little access to safe outdoor play areas to promote learning through play and to enable children with short spans of concentration to move between tasks. At present reception aged children have too little access to resources

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

such as wheeled toys and climbing apparatus to support their physical development and co- ordination.

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The co-ordination, teaching and learning in Key Stage 1 are not as good as in Key Stage

There is already a sharp awareness of these weaknesses and the good liaison that now exists between the nursery and reception class is raising expectations about how provision can be improved. Staff who teach in the nursery and reception classes already have plans to develop a curriculum based on the soon to be introduced ‘Early Learning Goals’ for children under six.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to improve standards by the age of seven the headteacher and governors should include the following issues in their action plan:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Raise the quality of teaching at Key Stage 1 to the good level at Key Stage 2 by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- improving the co-ordination of teaching and learning at Key Stage 1 so that strengths and weaknesses can be more accurately identified; - ensuring that all pupils are fully challenged and provided with sufficient opportunities for independent learning; and - broadening the range and increasing the effectiveness of behaviour management strategies.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Revise the curriculum for pupils in the reception class to meet the needs of children under six in line with new national guidance and in liaison with nursery staff.

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 1

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

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) 25 228

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 36

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1 6

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 3 48

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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 3

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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 14

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 8

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 20 14 34

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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 11 13 13 Numbers of pupils at NC level 2 and above Girls 8 10 9

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Attainment at the end of Key Stage 1

Percentage of pupils School 56 (72) 68 (83) 65 (86) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 13 15 13 Numbers of pupils at NC level 2 and above Girls 9 11 7

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Attainment at the end of Key Stage 1

Percentage of pupils School 65 (77) 76 (75) 59 (75) at NC level 2 or above National 82 (80) 86 (85) 87 (86)

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Attainment at the end of Key Stage 1

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

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 17 18 35

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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 16 16 Numbers of pupils at NC level 4 and above Girls 15 15 17

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Attainment at the end of Key Stage 2

Percentage of pupils School 86 (81) 89 (39) 94 (43) 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 14 15 Numbers of pupils at NC level 4 and above Girls 15 14 16

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Attainment at the end of Key Stage 2

Percentage of pupils School 86 (61) 80 (61) 89 (61) at NC level 4 or above National 68 (65) 69 (65) 75 (71)

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Attainment at the end of Key Stage 2

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

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 3 Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 4 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 10.3 Financial year 1999

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Teachers and classes Financial information

Number of pupils per qualified teacher 33

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 477464

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Teachers and classes Financial information

Total number of education support staff 9 Expenditure per pupil 2024

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Teachers and classes Financial information

Total aggregate hours worked per week 217 Balance brought forward from previous year 44882

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Teachers and classes Financial information

Balance carried forward to next year 26612

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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) 1

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Teachers and classes Financial information

Number of pupils per qualified teacher 25

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Teachers and classes Financial information

Total number of education support staff 0

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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 49 0 0 1

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Percentage of responses in each category

Behaviour in the school is good. 45 49 3 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 46 45 4 0 5

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 53 34 9 1 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 32 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. 66 34 0 0 0

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Percentage of responses in each category

The school works closely with parents. 58 39 1 0 1

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Percentage of responses in each category

The school is well led and managed. 78 21 1 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 51 46 3 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 47 30 11 0 12

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