Other · Ofsted report

Watford Field School (Infant & Nursery)

Inspected — · published 26 Oct 2000 · URN 117161

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Full report text

FIELD INFANT SCHOOL

Dates of inspection: 14th - 17th February 2000

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FIELD 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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FIELD 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. Field Infant School- 3

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INFORMATION ABOUT THE SCHOOL

School address: Neal Street Watford Hertfordshire

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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 K Bridgeman

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 5th November 1996 Field Infant School- 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

Mrs M Gough Registered inspector Science Information technology Music English as an additional language What sort of school is it The school’s results and achievements How well are pupils taught How well does the school care for its pupils How well is the school led and managed What should the school do to improve further Mr S Hussain Lay inspector Pupils’ attitudes and personal development How good are the curricular and other opportunities offered to pupils How well does the school care for its pupils or students How well does the school work in partnership with parents Mrs G Pilling Team inspector Special educational needs Equal opportunities Mathematics Geography History Physical education How good are the curricular and other opportunities offered to pupils

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INFORMATION ABOUT THE INSPECTION TEAM

Mr D Carpenter Team Inspector Under-fives English Religious education Art Design and technology How well is the school led and managed

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INFORMATION ABOUT THE INSPECTION TEAM

Lynrose Marketing Limited Bungalow Farmhouse Six Mile Bottom Newmarket Suffolk CB8 0TU

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Field Infant School- 5

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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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HOW HIGH ARE STANDARDS? 13

The school’s results and achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

Field Infant School is situated in the centre of Watford. It is a community school and caters for pupils between the ages of three and seven. There are currently 226 pupils on roll, including 53 part-time Nursery pupils. Of the 156 pupils who are of compulsory school age, 77% are of white ethnicity, and 15% are Pakistani. The remaining pupils represent a variety of other ethnic groups. Twenty-one pupils have English as an additional language, and their main home languages are Urdu, Pahari, Gujerati and Bengali. A total of 50 pupils are on the school’s special educational needs register, including seven Nursery pupils. This figure represents 22% of the school population, and is just below the national average. Although no pupil has a statement of special educational needs, three pupils are currently awaiting statements. Twenty-one pupils are known to be entitled to free school meals. This figure represents 12% of the school population and is below the national average. The school draws

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INFORMATION ABOUT THE SCHOOL

most of its pupils from the local area, and their socio-economic circumstances are mixed. Pupils’ attainment on entry to the Nursery and Reception classes is below average in terms of language development, although pupils have good levels of personal and social skills. The school admits pupils into the Nursery and Reception classes at the start of the autumn and spring terms, and at the time of the inspection, 82 pupils were under-the age of five, including the part-time Nursery pupils.

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HOW GOOD THE SCHOOL IS

Field Infant School is a hard-working and friendly school which is very effective and which gives good value for money. Pupils start from a below average baseline and make good progress in most subjects, including English and mathematics. By the end Key Stage 1, standards in English and mathematics are in line with the national average. Pupils of all ages and levels of ability have very positive attitudes to school and are keen to learn. The teaching is good, and has a significant and positive impact on pupils’ progress and attainment. The provision for pupils who have special educational needs is very good, and helps them to make good progress towards the targets in their individual education plans. Provision for pupils who have English as an additional language is very good. The school has established a very good partnership with parents, and the well-being, health and safety of the pupils are the shared

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HOW GOOD THE SCHOOL IS

concern of the headteacher, staff and Governing Body. The leadership and management by the headteacher are very good, and ensure a clear focus to the school’s work. The rate of improvement since the last inspection has been good, and the school is well placed for future development.

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What the school does well

• Teaching is good across the school. • Pupils throughout the school make good progress in English, mathematics, information technology and religious education, and achieve their full potential. • The school caters well for pupils who have special educational needs and those for whom English is an additional language, and enables them to make good progress. • Pupils of all ages and abilities have very positive attitudes to work and to school, and are very enthusiastic in their approach to learning. • Behaviour in and around the school is very good. Pupils respect one another, and relationships amongst pupils, and between pupils and teachers, are very good. • The school provides a very good curriculum for all pupils, including the under-fives. • The provision for pupils’ spiritual, moral, social and cultural development is very good and is a strength of the school. • Pupils are very well cared for. Procedures for child protection are very good.

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What the school does well

Field Infant School- 7 • The school’s target setting systems in English and mathematics are excellent and are very accurate. • Very good links have been established with the parents, and the local and wider community. Parents are kept very well informed. • The leadership of the headteacher is very good. She has a very clear sense of purpose and educational direction. • The school’s aims and values are known to pupils, staff and parents, and underpin the life and work of the school. • This is a happy and hard-working school.

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What could be improved

• Standards in science at the end of the key stage. • The organisation and presentation of pupils’ written work across the curriculum. • The amount and quality of the written work produced by pupils. 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 inspected four years ago, and has improved at a good rate since that time, despite considerable changes in staff and in the composition of the Governing Body. The school now has schemes of work in place for all subjects, and has a good system of long-term planning. Teachers’ weekly and daily planning is of a consistently high standard, and is linked closely to termly planning. The school has made very good progress in developing assessment systems in English mathematics and science, and the systems for setting individual targets for pupils in English and mathematics are excellent and very useful. Pupils are well on course to achieve the set targets in English and mathematics. The monitoring of teaching and learning by the headteacher is excellent, although there is little monitoring by other members of staff, because most of them are very new to the school, and many are at an early stage in their teaching career. The school has worked hard to ensure that higher

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

attaining pupils are fully challenged, and this is reflected in the end of key stage National Curriculum test results and teacher assessments, which show an above average number of pupils attaining the higher Level 3 in reading, writing, mathematics and science. Pupils of all ages now demonstrate very high levels of independence in their work, and are given many very good opportunities in most classes to use their initiative and to take responsibility for aspects of their own learning. The school has produced a good quality School Development Plan which is appropriately costed. The school is well placed for future development, and the many well established systems and procedures ensure that a high standard of education can be maintained.

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STANDARDS

The table shows the standards achieved by seven year olds based on National Curriculum test results.

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

Reading C C C C well above average above average A B Field Infant School- 8 Writing C B E E average below average C D Mathematics B B B C well below average E

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STANDARDS

On the basis of the end of Key Stage 1 National Curriculum test results, standards in reading have been average for the past three years and have kept pace with national improvement. In comparison with similar schools, the 1999 test results are average. The inspection findings indicate that standards in reading are in line with the national expectation, and that a significant number of pupils attain above average standards in this aspect of the English curriculum.

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STANDARDS

In writing, standards have dropped from above average in 1998 to well below average in 1999. In comparison with similar schools, standards are well below average. The decline in writing standards coincides with the introduction of the National Literacy Strategy, which, in the early stages of implementation, led to a reduction in opportunities for pupils to carry out independent and extended writing tasks. The school has responded quickly and appropriately by introducing more opportunities for pupils to practise their writing skills in English lessons, but there are still not enough opportunities in all classes for pupils to develop their writing skills across the curriculum. The inspection findings indicate that standards are now in line with the national average, but that pupils could make even more progress in this aspect of the English curriculum.

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STANDARDS

Standards in mathematics, have been consistently above average for the past three years. In comparison with similar schools, the 1999 test results are average. The inspection findings indicate that the attainment of the current group of Year 2 pupils is in line with the national average. The discrepancy between the inspection findings and the National Curriculum test results is simply due to the difference in the ability of the cohorts of pupils and does not represent a decline in standards.

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STANDARDS

In science, pupils’ attainment is below average on the basis of the 1999 teacher assessments, and this is confirmed by the inspection findings. Insufficient time is allocated to the subject, and although pupils have a satisfactory breadth of knowledge, their investigative and experimental skills are weak.

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STANDARDS

The school caters well for pupils of all abilities, enabling an above average percentage of pupils to attain the higher Level 3 in reading and mathematics. Pupils who have special educational needs, and those for whom English is an additional language, receive very good support which enables them to make good progress, but despite the school’s best efforts, many of these pupils do not attain the expected Level 2 in reading, writing and mathematics.

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STANDARDS

The school has set very precise targets for individual pupils in reading, writing and mathematics, and measures pupils’ progress very closely to ensure that they achieve their full potential. Careful analysis of assessment data helps the school to identify general areas of strength and weakness, and this information is used well to help raise standards, and to move the school forward.

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STANDARDS

Baseline assessments, carried out when pupils start school in the Nursery, and again when they join the Reception classes, confirm that pupils’ attainment in language and literacy is below average. By the age of five, despite making good progress, a significant number of pupils do not attain the desirable learning outcomes in the language and literacy area of learning. However, most pupils, attain the desirable learning outcomes in the mathematical and creative areas of learning and have a satisfactory knowledge and understanding of the world in which they live. By the age of five, nearly all pupils attain beyond the desirable learning outcomes in terms of their physical, and personal and social development. Field Infant School- 9 Field Infant School- 10

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Aspect Comment

Attitudes to the school Pupils of all ages and abilities have very positive attitudes to school. They have high levels of concentration, and are often enthusiastic in their work. Pupils persevere well, and enjoy being challenged in their thinking. They enjoy coming to school. Behaviour, in and out of classrooms Behaviour in and around the school is very good. Pupils have respect for one another and for the adults with whom they come into daily contact. Pupils are friendly, polite and co-operative. They are aware of the impact of their actions on others, and respond well to the high expectations of the school. Personal development and relationships From an early age pupils show very high levels of independence in their work. They make choices and decisions with confidence. Most pupils put a lot of effort into their work, and all work to the best of their ability. Relationships amongst pupils and between pupils and staff are very good, and ensure a very harmonious and

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Aspect Comment

pleasant working environment for pupils and adults alike. Attendance Attendance is satisfactory and is close to the national average.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

Teaching is good overall. During the inspection, the quality of teaching was excellent in 14% of lessons seen, very good in 22% of lessons seen, good in a further 47% of lessons, and satisfactory in the remainder. The teaching of the under-fives in the Nursery and Reception classes is of a consistently high standard, and enables the pupils to make good progress in their first years in school. Activities are stimulating and appropriately focus on the development of early language and mathematics skills. In Key Stage 1, teachers carefully match work to the pupils’ ability, and cater very well for the higher attaining pupils, those who have special educational needs, and those for whom English is an additional language. Very clear explanations at the start of lessons help pupils to gain a good understanding of what is being taught, and enable them to work independently. Teachers use questions very well to

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TEACHING AND LEARNING

extend pupils’ thinking and to check their understanding. The one weakness in teaching is the organisation and annotation of pupils’ written work. Although most written work in English and mathematics is well organised in books, topic work is often completed on individual sheets of paper, which become disordered, making it difficult for pupils to see their own progress. Worksheets are sometimes used too much. There are few comments on pupils’ work to indicate how much help pupils have had, or what the exact focus of the task was. The teaching of literacy and numeracy is good, and teachers work especially hard to help the pupils to become readers. Initial snags associated with the National Literacy Strategy have been successfully addressed, and additional time for extended writing is helping to raise standards in this aspect of the English curriculum. Some opportunities for developing literacy and numeracy skills across the curriculum are not fully exploited in all classes, but this is an

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TEACHING AND LEARNING

identified area of school development. Field Infant School- 11

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Aspect Comment

The quality and range of the curriculum The curriculum for the under-fives in the Nursery and Reception classes is very good and activities are appropriately linked to the key areas of learning. The curriculum for Key Stage 1 pupils is broad, but at present a large amount of time is devoted to teaching English and mathematics, leaving little time for other subjects. A good range of extra-curricular activities is offered, although some have to be paid for. Provision for pupils with special educational needs The school provides well for pupils who have special educational needs. They receive very good levels of support from teachers and classroom assistants which help them to make good progress. Provision for pupils with English as an additional language The school’s provision for pupils who have English as an additional language is very good, and enables them to make good progress in their learning. Provision for pupils’

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Aspect Comment

personal development, including spiritual, moral, social and cultural development The provision for pupils’ spiritual, moral, social and cultural development is very good and is a strength of the school. The ‘value of the month’ is well- known to pupils and their parents, and provides a meaningful context for assemblies and a focus for personal development sessions.

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Aspect Comment

How well the school cares for its pupils The school cares very well for the pupils and provides good levels of academic and personal support and guidance. Pupils and their families are well known to the headteacher and staff. How the school works in partnership with parents The school has established a very good partnership with parents and there are high levels of parental satisfaction. Parents receive plenty of information about the school’s life and work, and are encouraged to take an active role in their children’s education.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Aspect Comment Leadership and management by the headteacher and other key staff The school is very well led and managed by the headteacher. However there is currently no deputy, and many of the curriculum co-ordinators are new to the school and have limited experience. The special educational needs co-ordinator plays a key role in ensuring good provision for pupils who have special educational needs. How well the governors fulfil their responsibilities The Governing Body is very newly formed, and its impact therefore on school development is currently limited. However, governors are keen to learn, and committees have already been set up for key aspects of the school’s work. All statutory requirements are met, with the exception of acts of collective worship, which do not always take place on a daily basis. The school’s evaluation of its performance The headteacher, staff and Governing Body have a very clear insight into

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HOW WELL THE SCHOOL IS LED AND MANAGED

the school’s strengths and weaknesses through the careful evaluation of standards, and regular and rigorous monitoring of teaching and learning by the headteacher. The strategic use of resources The school makes very good use of its resources and spends its money wisely. It gives good value for money. Staffing, learning resources and accommodation The school is well staffed and teachers and support staff are very effectively deployed. The accommodation is attractive, spacious and well used. Learning resources are adequate in range and quantity for most subjects, although there is a shortage of computer software in some subjects. Because of storage constraints, resources are not always easily Field Infant School- 12 accessible to pupils.

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What pleases parents most What parents would like to see improved

• Parents state that the school provides a caring, happy and secure learning environment for their children. • Parents comment favourably on the good leadership of the headteacher and the commitment of all staff. • Most parents are very pleased with the levels of information they receive from the school. • Most parents are very pleased with the way in which the school deals with occasional incidents of misbehaviour. • Parents are generally pleased with the amount of homework the school provides. • Many parents comment favourably about the ‘value of the month’ and the way in which the school actively promotes positive values and attitudes. • There is an open-door policy, and parents are welcome to come into the school at any time to discuss their concerns or ask about their children’s progress. • A few parents would like even more information than they already receive. • Some parents would welcome more direction about how homework is to be

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What pleases parents most What parents would like to see improved

completed. • Some parents do not think the school provides enough extra-curricular activities.

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What pleases parents most What parents would like to see improved

There are high levels of parental satisfaction and the vast majority of parents are very pleased with the standard of education provided by the school. The inspection findings confirm all of the positive comments made by the parents, but do not support the negative comments. The school provides very good levels of information, and the headteacher and staff do their best to ensure that parents are well informed. Enough guidance is given about homework, and parents can visit or telephone the school at any time if they are unclear about how tasks are to be completed. The school offers a good range of extra-curricular activities although some have to be paid for. Field Infant School- 13

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The school’s results and achievements

1. At the time of the inspection, 82 pupils were under the age of five, including 53 part-time Nursery pupils. Baseline assessments, carried out when pupils start school in the Nursery, and again when they join the Reception classes, indicate that pupils’ attainment in language and literacy is below average, but that their attainment in relation to the other elements of the baseline assessment is at the expected level. By the age of five, despite making good progress, a significant number of pupils do not attain the desirable learning outcomes in the language and literacy area of learning. Most pupils attain the desirable learning outcomes in the mathematical and creative areas of learning, and have a satisfactory knowledge and understanding of the world in which they live. Nearly all pupils attain beyond the desirable learning outcomes in terms of their physical, and personal and social development. Consistently good teaching in both the

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The school’s results and achievements

Nursery and Reception classes ensures that the under-fives make good progress in each of the key areas of learning, and that they receive a good grounding in the basic skills of numeracy and literacy.

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The school’s results and achievements

2. On the basis of the end of Key Stage 1 National Curriculum test results, standards in reading have been average for the past three years and have kept pace with national improvement. In comparison with similar schools, the 1999 test results are average. The inspection findings indicate that standards in reading are in line with the national expectation, and that a significant number of pupils attain above average standards in this aspect of the English curriculum. Pupils benefit from good teaching, and quickly develop confidence. They practise regularly at school and at home and this helps them to make good progress. The school’s decision to provide reading opportunities that are additional to those incorporated in the literacy hour is having a positive impact on standards and progress, and pupils of all abilities are achieving their full potential.

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The school’s results and achievements

3. In writing, standards have dropped from above average in 1998, to well below average in 1999. In comparison with similar schools, standards are well below average. The decline in writing standards coincides with the introduction of the National Literacy Strategy, which, in the early stages of its implementation, led to a reduction in opportunities for pupils to carry out independent and extended writing tasks. The school has responded quickly and appropriately by introducing more opportunities for pupils to practise their writing skills in English lessons, but there are still not enough opportunities in all classes for pupils to develop their writing skills across the curriculum. The inspection findings indicate that standards are now in line with the national average, and a small number of the current group of Year 2 pupils are producing extended pieces that are of high quality. However, the pupils could make even more progress in this aspect of

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The school’s results and achievements

4. On the basis of the end of Key Stage 1 National Curriculum tests, standards in mathematics, have been consistently above average for the past three years. In comparison with similar schools, the 1999 test results are average. The inspection findings indicate that the attainment of the current group of Year 2 pupils is in line with the national average. The discrepancy between the inspection findings and the National Curriculum test results is simply due to the difference in the ability of the cohorts of pupils and does not represent a decline in standards. The recent introduction of the National Numeracy Strategy is starting to have a positive impact on pupils’ mental agility, and regular practice of number facts is helping them to become more confident and Field Infant School- 14 accurate in their mental and written calculations. There are strengths in pupils’ number skills, but some pupils do not have a sufficiently secure grasp of some aspects of shape,

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The school’s results and achievements

space and measure, and do not have enough opportunities to carry out open-ended problem solving tasks. The school provides some opportunities for pupils to develop their numeracy skills across the curriculum, but these could be extended further.

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The school’s results and achievements

5. In science, pupils’ attainment is below average on the basis of the 1999 teacher assessments, and this is confirmed by the inspection findings. Insufficient time is allocated to the subject, and although pupils have a satisfactory breadth of knowledge, their investigative and experimental skills are weak. Science has been identified as the next major area for development within the School Development Plan, and the headteacher and staff are aware that the recent focus on raising standards in literacy and numeracy has had an adverse impact on pupils’ attainment in science. Already teachers have started to plan more opportunities for pupils to develop the necessary investigative skills, and this is starting to have a positive impact on pupils’ progress.

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The school’s results and achievements

6. By the end of Key Stage 1, pupils attain above the national expectation in information technology. This represents a significant improvement since the last inspection when standards were below the national expectation at the end of the key stage. However, although pupils have a good knowledge and understanding of information technology, and use a good range of skills in information technology lessons. However, opportunities for them to use computers to support their learning across the curriculum are limited in some classes. In religious education, standards exceed the expectations of the Locally Agreed Syllabus by the end of the key stage. Pupils have a good knowledge of the main world religions, and a mature understanding of how religion impacts on peoples’ daily lives. Pupils’ attainment in religious education is better than it was at the time of the last inspection.

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The school’s results and achievements

7. Pupils throughout the school make good progress in English and mathematics. They benefit from good teaching and frequent practice of basic skills. In science, pupils make satisfactory progress in acquiring the necessary knowledge, but do not make enough progress in developing investigative skills. Pupils make good progress in information technology and religious education. In art, design and technology, geography, history, music and physical education, pupils make good progress in the areas studied. However, because some elements of these subjects have not been covered over the past two years, in order to allow extra time to be given to English and mathematics, pupils’ breadth of experience is relatively narrow.

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The school’s results and achievements

8. The school caters well for pupils of all abilities, enabling an above average percentage of pupils to attain the higher Level 3 in reading and mathematics. Pupils who have special educational needs, and those for whom English is an additional language, receive very good support which enables them to make good progress, but despite the school’s best efforts, many of these pupils do not attain the expected Level 2 in reading, writing and mathematics. The school has set very precise targets for individual pupils in reading, writing and mathematics, and measures pupils’ progress very closely to ensure that they achieve their full potential. Careful analysis of assessment data helps the school to identify general areas of strength and weakness, and this information is used well to help raise standards, and to move the school forward.

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Pupils’ attitudes, values and personal development

9. Pupils of all ages and levels of attainment have very positive attitudes to school. They are well behaved, both at work and play, and demonstrate high levels of independence. Field Infant School- 15 Pupils are encouraged to take responsibility for aspects of their learning and for jobs around the school and do so conscientiously and with considerable pride. There has been an improvement in the overall quality of pupils’ attitudes, behaviour and personal development since the last inspection.

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Pupils’ attitudes, values and personal development

10. Pupils’ attitudes to the school are very good. They co-operate very well with teachers, show high levels of interest in their work and apply themselves fully to tasks. They listen well and follow instructions in lessons carefully. They show very good levels of concentration and take pride in their achievements. Pupils are keen to answer questions and participate fully in lessons. Many good examples of this were seen during the inspection, especially in literacy sessions when pupils were often highly enthused and very keen to present their ideas. Nearly all pupils have very high levels of concentration, and persevere for long periods of time. The attitudes of under-fives in the Nursery and Reception classes are very positive, and they show a keen and active interest in all activities.

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Pupils’ attitudes, values and personal development

11. The behaviour of the vast majority of pupils throughout the school, including the under- fives, is very good, and has a very positive and significant impact on pupils’ learning. Although there are one or two pupils in most classes who have behavioural problems, and who sometimes do not conform to the high expectations of the school, their behaviour is managed very well by staff, and they rarely disrupt the learning of others. The school functions as a very friendly and orderly community, where pupils and adults show mutual and genuine respect. Many pupils have very good manners, and are confident and friendly in their approach to adults. Pupils are well aware of the school’s expectations of behaviour, and know the system of sanctions and rewards which they believe to be fair. Bullying is not a problem in the school and is not tolerated. Occasional incidents are dealt with very quickly and effectively. The school temporarily excluded

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Pupils’ attitudes, values and personal development

one pupil in the past year for unacceptable behaviour.

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Pupils’ attitudes, values and personal development

12. Pupils’ personal development is very good. Pupils are very willing and keen to take responsibility. The school provides many good quality opportunities for pupils to demonstrate initiative and to take responsibility. For example, at playtime, Year 1 and 2 pupils signal the end of play and stagger the entry of their classmates as they come into school. To the credit of all pupils, this works exceptionally well. Some pupils are given duties to look after younger ones and help to ease them into their new year groups. Class monitor tasks are well established. All pupils are encouraged to talk with children sitting on the ‘friendship bench’ in the playground. This fosters caring and friendship. Pupils collaborate with one another very well. For example, in a science lesson, Year 2 pupils effectively shared duties in teams as they carried out an investigation into the effects of distance on sound. Pupils are encouraged to develop confidence in

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Pupils’ attitudes, values and personal development

themselves as performers by taking the lead in assemblies and school performances. Pupils use their initiative very well in their learning and develop good independence skills at a very early age.

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Pupils’ attitudes, values and personal development

13. Attendance is satisfactory, and is close to the national average. The rate of authorised absence is average and the rate of unauthorised absence is considerably below the national average. Pupils enjoy coming to school although some do not arrive as promptly as they might at the start of the school day.

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HOW WELL ARE PUPILS TAUGHT?

14. Teaching is good throughout the school. During the inspection, the quality of teaching was very good or excellent in 36% of lessons seen, good in a further 47% of lessons, Field Infant School- 16 and satisfactory in the remainder. There has been a significant improvement in the quality of teaching since the last inspection, when almost one fifth of teaching was unsatisfactory. Since that time there have been many staff changes, including the headteacher. The school has worked hard to improve the quality of whole-school planning, which is helping teachers to prepare well focused lessons which have clearly stated learning objectives.

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HOW WELL ARE PUPILS TAUGHT?

15. The teaching of the under-fives in the Nursery and Reception classes is of a consistently high standard, and enables the pupils to make good progress in their first years in school. Activities are stimulating and appropriately focus on the development of early language and mathematics skills. Effective use is made of daily assessments to ensure that pupils are progressing at the expected rate, and to guide teachers’ planning. Classroom assistants are used effectively to support pupils, although there are times when they give too much direction, and this constrains the pupils’ own ideas. Very good use is made of play as a vehicle for learning, and good levels of adult help ensure that pupils develop a wide range of skills. Pupils are given a great deal of choice within the planned range of activities, and this helps them to become independent in their work. From an early age, they are encouraged to develop personal and social skills through

p.16

HOW WELL ARE PUPILS TAUGHT?

working co-operatively with their classmates, taking part in ‘snack-time’ in the Nursery, and participating in whole-class discussions in the Reception classes. Well established daily routines help the pupils to develop a sense of security, and to become confident and happy learners.

p.16

HOW WELL ARE PUPILS TAUGHT?

16. In Key Stage 1, teachers carefully match work to the pupils’ ability, and cater very well for the higher attaining pupils, those who have special educational needs, and those for whom English is an additional language. Support staff are used very effectively to work with individuals, and small groups of pupils who have special educational needs or English as an additional language. The practice of support staff sometimes working alongside pupils in class, and sometimes withdrawing them to nearby areas is well considered, and effective. Good use is made of individual education plans to guide the planning of work for pupils who have special educational needs.

p.16

HOW WELL ARE PUPILS TAUGHT?

17. One of the strengths of teaching throughout the school is the use of very clear explanations at the start of lessons to help pupils to gain a good understanding of what is being taught, and to enable them to work independently. Teachers are also very effective in their use of questions to check pupils’ understanding. Where the best teaching occurs, questions are often open-ended, and really challenge the pupils in their thinking. In one class, the teacher allows plenty of time for pupils to answer questions, having recognised that some pupils who know the answers actually need more thinking time than others.

p.16

HOW WELL ARE PUPILS TAUGHT?

18. Lessons across the curriculum are mostly well paced, although there is a tendency in some classes for introductory discussions to be a little too long, leaving insufficient time for the pupils to complete their written tasks. Very good use is made of learning resources to enhance teaching and to demonstrate important or difficult teaching points. Many resources are easily accessible to the pupils, enabling them to select them for themselves. However, some resources, such as those for science, music and mathematics, are stored centrally, and pupils’ access is therefore limited.

p.16

HOW WELL ARE PUPILS TAUGHT?

19. The teaching of English and mathematics is good in all classes, and some very good lessons were seen during the inspection. The teaching of literacy and numeracy is good, and teachers work especially hard to help the pupils to become readers. Initial snags associated with the National Literacy Strategy have been successfully addressed, and additional time for extended writing is helping to raise standards in this aspect of the Field Infant School- 17 English curriculum. The National Numeracy Strategy is in the early stages of implementation and is already starting to have a positive impact on pupils’ mental agility. Lessons are well planned in the suggested manner, and teachers are confident in their handling of the various elements. Some opportunities for developing literacy and numeracy skills across the curriculum are not exploited fully in all classes, and this is an identified area of school development.

p.16

HOW WELL ARE PUPILS TAUGHT?

20. The teaching of science is satisfactory, and some good lessons were observed during the inspection. Teachers are now starting to provide more investigative opportunities for the pupils, but still do not allocate enough time to the teaching of science. Information technology is taught well in all classes, and regular whole-class sessions have been instrumental in raising standards by ensuring that pupils systematically acquire the necessary range of skills, knowledge and understanding. Religious education is taught well, enabling pupils to attain high standards, but there are not enough opportunities for pupils to record their learning in written or diagrammatic form. As a result, they have little to draw upon if asked to recall their previous learning. Within the range of experiences offered, the teaching of art, design and technology, geography, history, music and physical education is good. However, because only a small amount of time is currently

p.17

HOW WELL ARE PUPILS TAUGHT?

allocated to each of these subjects, pupils’ experience is relatively narrow.

p.17

HOW WELL ARE PUPILS TAUGHT?

21. Teachers throughout the school have a secure subject knowledge and a good understanding of the requirements of the National Curriculum and the Locally Agreed Syllabus for religious education. Teachers plan well together in year groups, sharing expertise and experience, and this ensures that pupils in the same year group, but different classes, receive the same experiences. The newly qualified teacher enjoys good levels of support from her colleagues, and has had the opportunity to watch more experienced teachers lead lessons with her class. However, there are no opportunities for teachers to exchange classes in order to teach their specialist subjects.

p.17

HOW WELL ARE PUPILS TAUGHT?

22. Teachers make very consistent and good use of the school’s behaviour policy to promote good behaviour and manage occasional incidents of inappropriate behaviour. Teachers’ class control, and management of the pupils, are very good in all classes, and this enables lessons to proceed smoothly and without interruption to pupils’ learning. The one or two pupils in each class who have behavioural problems are dealt with sympathetically but firmly, and these pupils are not allowed to disturb the learning of others.

p.17

HOW WELL ARE PUPILS TAUGHT?

23. Good use is made of a range of teaching methods, including whole-class, individual and group work. Teachers provide many very good opportunities for pupils to work collaboratively, sharing ideas and resources, and making decisions about their work. Relationships between pupils and teachers are very good, and underpin the quality of life in the school. Pupils know that teachers value their opinions, and respond well to the frequent praise and encouragement they receive.

p.17

HOW WELL ARE PUPILS TAUGHT?

24. The one weakness in teaching is the organisation and annotation of pupils’ written work in some subjects. Although most written work in English and mathematics is well organised in books, topic work is often completed on individual sheets of paper, which become disordered, making it difficult for pupils to see their own progress. There is little annotation of pupils’ work and it is therefore not always easy to see how much help pupils have had, or what the exact focus of the task was.

p.17

HOW WELL ARE PUPILS TAUGHT?

25. Homework is used effectively to enable pupils to practise basic skills of literacy and numeracy, and an appropriate amount is provided for each year group. However, the tasks are sometimes unimaginative, and do not cover subjects other than English and Field Infant School- 18 mathematics. There is scope for the school to develop the variety of homework provided. Field Infant School- 19

p.17

PUPILS?

26. The curriculum for the under-fives in the Nursery and Reception classes is very good and activities are appropriately linked to the key areas of learning. The curriculum for Key Stage 1 pupils is broad, but at present, the large amount of time devoted to the teaching of English and mathematics leaves little time for other subjects. Religious education is taught according to the Locally Agreed Syllabus, and all other statutory requirements in relation to the curriculum are fully met.

p.19

PUPILS?

27. The school has a good equal opportunities policy and pupils of all ages and abilities have full and equal access to the curriculum. The school provides well for pupils who have special educational needs. Individual education plans are in place for all pupils at Stage 2 and above on the school’s special educational needs register, and most contain very clear targets which teachers use effectively when planning work for these pupils. The school’s provision for pupils who have English as an additional language is very good, and enables them to make good progress in their learning. The practice of some of the bilingual teachers and support assistants working alongside pupils in lessons, translating difficult or technical words, enables pupils to participate fully in all activities.

p.19

PUPILS?

28. The curriculum for the under-fives in the Nursery and Reception classes is very well planned around the key areas of learning, and activities are presented in an interesting way which captures and maintains the pupils’ attention. Good emphasis is placed on the development of early language and mathematics skills, especially spoken language, which for many pupils is below average when they join the school. Free and structured play activities are used extremely well to promote pupils’ learning and to fire their imaginations. The transition of older Reception pupils to the National Curriculum Key Stage 1 programmes of study is seamless, and is very effective.

p.19

PUPILS?

29. The school has successfully implemented both the National Literacy Strategy and the National Numeracy Strategy. There were some initial organisational problems with the National Literacy Strategy resulting in a dip in standards in writing. The school responded very quickly by introducing additional extended writing sessions which supplement the writing activities in the literacy hour, and this has had the desired effect of raising standards. The introduction of the National Numeracy Strategy has been much smoother, and it is already starting to have a positive impact on pupils’ attainment and progress. The mental mathematics activities at the start of the sessions are popular amongst the pupils, and very effective in improving their mental agility.

p.19

PUPILS?

30. All other subjects of the National Curriculum and religious education are taught regularly in all classes, but in order to devote more time to English and mathematics, to raise standards in these areas, the other subjects each receive only a small amount of time, which limits the amount of work that can be covered. The time allocation for science is not enough to enable full and in-depth coverage of the National Curriculum programmes of study and this is adversely affecting the standards pupils attain. The recent introduction of a whole-class teaching session for information technology is having a very positive impact on standards, and enables teachers to ensure that pupils acquire and practise the necessary computer skills. However, due to a shortage of software in some subjects, information technology is not yet being used as much as it could be to support pupils’ learning across the curriculum.

p.19

PUPILS?

31. The school offers a good range of extra-curricular activities, although some have to be paid for. They include French, football, short-tennis, drama, chess and choir, but not all run throughout the year. These activities successfully enhance the statutory curriculum Field Infant School- 20 and are popular and well attended. The school makes good use of visits to support pupils’ learning, and Year 1 pupils have recently visited the House of Commons, at the invitation of the Local Member of Parliament. The headteacher and staff are very effective at picking up and developing incidental opportunities that come their way, and through their visit to a local superstore, have developed some good additional links which will support pupils’ learning in information technology.

p.19

PUPILS?

32. The school’s provision for pupils’ personal, social and health education is very good. ‘Circle Time’ is effectively used across the school, and gives pupils high quality opportunities to discuss many important issues which often link with the ‘value of the month’, which at the time of the inspection was ‘caring’. The school’s values and attitudes are clearly and effectively promoted, and parents are particularly pleased with the way in which the school fosters positive attitudes and relationships. The school has a clearly stated sex education policy, and aspects of sex education are sensitively taught within a context of strong family values. Drugs education is mainly provided through work in science, although there are some opportunities for pupils to discuss associated issues in ‘Circle Time’.

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PUPILS?

33. Links with the local and wider community are very strong, and have a significant and positive impact on pupils’ learning. The vicar from the local church is a regular visitor, and frequently leads school assemblies. Year 1 pupils visit the Church when they learn about places of worship in religious education. Very effective links have been established with the local emergency services. The school has developed a very good link with Watford Library. Pupils played a lead role in launching ‘The Year of Reading’ at the Library, and the Library hosts many events and sessions for pupils and effectively promotes their interest and love of books. Although business links are limited, the school benefits from the support of local firms who make financial donations and give prizes for raffles.

p.20

PUPILS?

34. The school has very good links with universities and colleges, and welcomes trainee teachers and childcare students for periods of school placement. Pupils benefit considerably from these arrangements and enjoy the new experiences these students offer. The school has good relationships with the neighbouring junior school to which most pupils transfer, and effective arrangements for transition are in place.

p.20

PUPILS?

35. The provision for pupils’ spiritual, moral, social and cultural development is very good and is a strength of the school. Daily assemblies are important social gatherings which effectively promote pupils’ moral development, and provide some very good moments of reflection, although they do not always contain a collective act of worship. The ‘value of the month’ is used as a stimulus, and is well known to pupils and their parents. Music is an important part of whole-school assemblies and pupils listen quietly and thoughtfully to recorded music as they enter and leave the hall. Pupils sing hymns joyfully and with real feeling, and think hard about the words they are singing.

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PUPILS?

36. Pupils are taught the difference between right and wrong and are given the chance to explain their actions, and to apologise if they misbehave. They are encouraged to have respect and tolerance for the views of others, and staff work hard to ensure that the many different cultures within the school are represented and celebrated in classroom displays, and in the range of books on display in the library. Pupils are given many very good opportunities to work together collaboratively, and to take responsibility for aspects of their learning and jobs around the school. Teachers and other adults are excellent role models, and this creates a positive atmosphere to which the pupils respond. Teachers are very sensitive to opportunities for promoting awe and wonder in the natural environment, and help pupils consider moral issues such as caring for animals Field Infant School- 21 and living things, and preventing the environment from becoming polluted. Very good

p.20

PUPILS?

use is made of incidental opportunities for promoting pupils’ spiritual, moral, social and cultural development that arise during the course of the day.

p.21

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. The school takes positive and effective steps to ensure pupils’ health and safety, and the levels of support and guidance it provides are very good.

p.21

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. Procedures for Child Protection are very good. The headteacher is the designated officer, and she is appropriately trained. All staff recently took part in training provided by the LEA and are fully aware of the school’s policy and procedures. The school has effective links with the appropriate external agencies.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The Governing Body Premises Committee frequently carries out health and safety risk assessments, and follows up immediately on any matters that arise from these checks. Accident and emergency procedures are well established and are understood by staff and pupils. All staff have completed a basic first-aid course, and three members of staff have received more substantial training. Fire drills are carried out regularly, and appropriately recorded. Staff are very vigilant in health and safety matters and they follow the school’s procedures fully. The school works very closely with external agencies in raising awareness of health and safety matters.

p.21

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The school’s procedures for promoting good behaviour are well established and effective. Good use is made of a range of rewards and sanctions to manage pupils’ behaviour, although some of the recently appointed staff are not fully conversant with the school’s procedures and this creates some inconsistency of approach. Procedures for promoting and monitoring attendance are satisfactory.

p.21

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. Assessment systems and procedures for monitoring and tracking pupils’ progress and attainment in English, mathematics and science are very well established and very well used to identify strengths and weaknesses in pupils’ learning. The school’ systems for target setting in English and mathematics are excellent, and ensure that very accurate and precise targets can be set. Good use is made of the analysis of end of key stage National Curriculum test results to measure the school’s performance against the national and county picture, and to highlight areas for curriculum development. The school has recently developed a new report form which will be built up cumulatively through they year, and which will give parents a very good overview of their children’s progress across all subjects. Procedures for tracking pupils’ personal development are also very good, and enable the school to identify problems at an early stage. Very good

p.21

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

use is made of assessment to identify pupils who have special educational needs, and to monitor their progress. The school has not yet extended its assessment systems across information technology and religious education, although this is an identified area for future development.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42. The vast majority of parents have positive views of the school. Replies to the inspection questionnaire, and responses at the pre-inspection meeting, indicate that parents have a high level of confidence in the headteacher and staff. Parents are happy with the quality of education provided by the school.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43. Whilst the inspection findings confirm the parents’ positive views of the school, they do not support the small number of negative views. Although some parents would like more Field Infant School- 22 information, this is not practical or necessary. Parents are well informed through newsletters, curriculum letters and regular meetings. In addition, parents can come into school at any time they wish to discuss issues or concerns with the headteacher or classteachers. A few parents would like more guidance about the completion of homework, but the tasks set for the pupils are nearly always self-explanatory and parents are encouraged to contact teachers if they need further clarification.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

44. The school has successfully maintained a very good partnership with parents since the last inspection, and this remains a strength of the school. Parents receive very good quality information about the school, its policies and procedures. This enables parents to become better involved in their children’s learning. For example, they receive guidance about listening to reading at home and developing their children’s handwriting. Good information is provided for new parents to the school including, for example, the behaviour policy. Newsletters are sent home regularly, and are appreciated by parents. They are well presented and effective in keeping parents informed about any issues and forthcoming events. Classteachers provide very good information about ongoing classwork by means of ‘topic sheets’. In addition, teachers invite parents to curriculum meetings to tell them about the work their children are involved in. Pupils’ annual reports

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

are of good quality and they contain plenty of information about what children know, can do and understand.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

45. Parents of pupils who have special educational needs are kept well informed and are fully involved in discussions about their children’s progress. They are encouraged to work in parallel with the school, helping their children towards the targets in their individual education plans. The school does all it can to cater for those parents whose first language is not English, and, when important messages need to be conveyed clearly, provides some translation facilities through members of staff who speak other languages.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

46. The school is very well led and managed by the headteacher, who has been appointed since the time of the last inspection. Together with the staff and Governing Body, she has addressed each of the key issues identified in the last inspection report, and has overviewed the successful implementation of the National Literacy Strategy and the National Numeracy Strategy. The school is currently in the process of being assessed for an Investors in People Award, and as a result of this initiative has developed many good quality systems and procedures for identifying areas for development, and for monitoring and evaluating improvement. At present there is no deputy headteacher, and until a new appointment can be made, the two most senior members of staff are supporting the headteacher in her work.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

47. Curriculum co-ordinators are in place for some subjects, although the headteacher is currently carrying the responsibilities of the deputy who has recently left, and a teacher who is absent through illness. This load is untenable in the long-term, but in the short- term ensures that planned curriculum development can be carried through. Co- ordinators have well defined job descriptions, and are responsible for developing aspects of their given subjects. Co-ordinators have a good overview of their subjects across the school through regular informal and formal discussions, and through monitoring colleagues’ planning, but do not yet monitor teaching and learning through direct classroom observation. Field Infant School- 23 48. The school’s aims are very clearly stated, and demonstrate the commitment of the headteacher, staff and Governing Body to promoting high standards and maintaining a good standard of education. All pupils have full and equal access to the curriculum, and

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

the school’s equal opportunities policy is fully reflected in practice. The school provides very well for pupils who have special educational needs, and the co-ordinator has worked hard to ensure that pupils who need help are given the necessary support from within the school and from the appropriate external agencies. Individual education plans are of good quality and the school meets the recommendations of the Code of Practice fully. The provision for pupils who have English as an additional language is very good, and full-time teaching staff work closely with part-time teachers and support assistants to ensure that these pupils make good progress. Delegated funding for special educational needs and English as an additional language is well spent to ensure that the pupils concerned receive the best education possible.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

49. The headteacher has implemented many very good strategies for monitoring and evaluating the quality of teaching and learning, and has a very clear idea of the strengths and weaknesses of the school’s educational provision. She regularly observes lessons, and gives feedback to teachers. Annual discussions help staff to identify areas for professional development, which are then linked into the School Development Plan. The headteacher carefully monitors all teachers’ weekly and termly planning, enabling her to have a very clear overview of the curriculum.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

50. The Governing Body is very newly formed, and many of its members are inexperienced. Its capacity to fulfil its role of ‘critical friend’ to the headteacher is therefore limited, and at present, most governors are relying heavily on the headteacher for information and guidance. The Governing Body is very involved and supportive in the life of the school, and is keen to learn. The Governing Body fulfils its statutory duties, with the exception of acts of collective worship which do not take place on a daily basis. The School Development Plan is a good quality working document which sets out the school’s priorities. It is fully costed, and progress towards the identified targets is regularly evaluated.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

51. The school’s procedures for measuring pupils’ progress in English and mathematics and for setting individual targets for development are excellent, and enable very accurate predictions to be made about pupils’ attainment. The school makes good use of the results of end of key stage National Curriculum assessments to identify general areas of strength and weakness in pupils’ learning, and has a very clear understanding of how the school’s performance compares with similar schools, schools in the same LEA, and all schools nationally. Very good use is made of assessment data to measure the progress of pupils who have special educational needs and those for whom English is an additional language, and to ensure that the highest attaining pupils in the school are being sufficiently challenged.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

52. The school’s procedures and systems for financial management and control are very good, and enable the headteacher and Governing Body to have easy and fast access to up-to-date information about income and expenditure. The school Bursar is responsible for much of the day-to-day running of the budget, and plays a valuable and important role in monitoring the school’s finances. The most recent audit report was complimentary about the school’s financial systems, and the few minor recommendations have been addressed. The school anticipates that it will carry forward approximately 7% of its total income. This is slightly more than the recommended 5%. The school uses its money wisely, and seeks to secure the best value when ordering goods or carrying out work on the building or grounds. Field Infant School- 24 53. The school has sufficient experienced and suitably qualified teachers to meet the demands of the curriculum. Teachers are very well supported by a dedicated team of

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

qualified support staff and volunteers, who mostly work with pupils who have special educational needs or those for whom English is an additional language. A number of teachers are recently appointed and one of the teachers is newly qualified. There is a very co-operative ethos amongst the staff and a strong team spirit that contribute to the good quality of education delivered by the school. The ancillary staff is also much valued as a part of the school family, and makes a significant contribution to the effective running of the school.

p.24

HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The accommodation is attractive both internally and externally and is of a good standard. A separate and equally attractive building houses the Nursery class. The school grounds are set out in a pleasing manner on different levels. Play areas, and an area containing tables and a pergola, are pleasing to the eye and popular with the pupils. There are some small sheltered areas where pupils and parents may gather and converse with one another and members of staff. Inside, the classrooms are well maintained and very clean and welcoming. Rooms open onto shared areas that are well used both for general teaching activities and small group work. The learning environment is enhanced by attractive displays of pupils’ work. The school benefits from a well-proportioned hall that can accommodate the whole school, including the Nursery class.

p.24

HOW WELL IS THE SCHOOL LED AND MANAGED?

55. Overall the quality and quantity of learning resources is satisfactory, although there are not enough ethnic or tuned percussion instruments in music. Some resources are centrally stored on high shelves in closed cupboards making it difficult for the pupils to access them. This storage arrangement means that there are missed opportunities for pupils to handle a range of resources in class, during times when they have finished their set tasks. When resources are in use in the classrooms they are well cared for and valued by the pupils. The library and reading areas are well stocked and used to good effect both in lessons and at break-times. Books figure prominently in the classrooms and are suitably matched to the needs and interests of the pupils. The school works hard to cater for all pupils, and many of the resources reflect the multi-cultural nature of the school.

p.24

HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The school is well placed for future development, and gives good value for money.

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

57. The Governing Body, headteacher and staff should:-

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1) raise standards in science by giving more time to the subject, and ensuring that all teachers provide enough opportunities for pupils to develop investigative skills; (paras 5, 7, 18, 20, 30, 97-104) 2) improve the organisation and presentation of pupils’ written work by making more use of books for pupils to record their work in, by reducing the number of individual worksheets, and by annotating pupils’ work in more detail. (paras 24, 95, 103) 3) improve the quality and quantity of pupils’ written work by ensuring that pupils have enough time to complete written tasks ; (para 86) 4) provide time within the week for pupils to complete unfinished work. (para 18, 86) Field Infant School- 25

p.24

Other issues which should be considered by the school:-

− acts of collective worship do not take place on a daily basis; − co-ordinators do not contribute to the monitoring of teaching and learning by carrying out classroom observations; − some resources are difficult for pupils to access; − there is not enough computer software in some subjects; Field Infant School- 26

p.25

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 19

p.26

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.26

Summary of teaching observed during the inspection

14 22 47 17 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.26

Information about the school’s pupils

Pupils on the school’s roll Nursery YR-Y2

p.26

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 27 173

p.26

Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 21 FTE means full-time equivalent.

p.26

Information about the school’s pupils

Number of pupils with statements of special educational needs 0 0

p.26

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 7 43

p.26

Information about the school’s pupils

English as an additional language No of pupils

p.26

Information about the school’s pupils

Number of pupils with English as an additional language 21

p.26

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.26

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 0

p.26

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 0

p.26

Attendance

National comparative data 5.9 National comparative data 0.2 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Field Infant School- 27

p.26

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 31 29 60

p.27

Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

p.27

Attainment at the end of Key Stage 1

Boys 25 21 28 Numbers of pupils at NC level 2 and above Girls 25 23 24

p.27

Attainment at the end of Key Stage 1

Percentage of pupils School 83 (88) 73 (87) 87 (87) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

p.27

Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

p.27

Attainment at the end of Key Stage 1

Boys 26 28 27 Numbers of pupils at NC level 2 and above Girls 24 23 24

p.27

Attainment at the end of Key Stage 1

Percentage of pupils School 83 (88) 85 (89) ` at NC level 2 or above National 82 (81) 86 (85) 87 (86)

p.27

Attainment at the end of Key Stage 1

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

p.27

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 7 Black – Caribbean heritage 1 0

p.27

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

p.27

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. Field Infant School- 28

p.27