Torriano Primary School

TORRIANO JUNIOR 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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TORRIANO JUNIOR 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. Torriano Junior School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Torriano Avenue Kentish Town London

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 18 – 21 March 1996 Torriano Junior School - 4

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Team members

Juliet Winstanley Registered inspector John Duncan Lay inspector David Williamson Team inspector

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Team members

Haringey Professional Development Centre Downhills Park Road London N17 6AR

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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 Torriano Junior School - 5

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PART A: SUMMARY OF THE REPORT 6 - 9

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

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WHAT THE SCHOOL DOES WELL 10 - 15

Pupils achieve good standards in English, mathematics and science by the time they leave the school. Standards in speaking and listening and the creative arts are very good.

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WHAT THE SCHOOL DOES WELL 10 - 15

Teaching throughout the school is very good, contributing very effectively to pupils’ good progress. Targeted support by staff funded by the Ethnic Minority and Traveller Achievement Service (EMTAS) is of a high quality.

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WHAT THE SCHOOL DOES WELL 10 - 15

The headteacher provides outstanding leadership and sets a clear educational direction for the work of the school. The management of the school is very effective.

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WHAT THE SCHOOL DOES WELL 10 - 15

Provision for pupils’ personal, social, moral, spiritual and cultural development is outstanding.

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WHAT THE SCHOOL DOES WELL 10 - 15

Pupils’ very good attitudes to learning and their exemplary behaviour in lessons and around the school contribute very positively to their learning .

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WHAT COULD BE IMPROVED 15

The use of information and communication technology (ICT) within the classroom to support other areas of the curriculum

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WHAT COULD BE IMPROVED 15

The newly formed governing body has yet to make an impact on the strategic planning of the school.

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INFORMATION ABOUT THE SCHOOL

Torriano Junior School is a two-form entry community school for pupils aged between 7 and 11 years old situated in north west London. There are 234 pupils on roll, which is average for schools of this type. The school serves an area of London where there is considerable unemployment and recognised social and economic deprivation. There are 54% of pupils eligible for free school meals, which is well above the national average of 20%. The school serves a mixed community with almost 50% coming from ethnic minority backgrounds. A high percentage of pupils (38%) have a home language other than English. The percentage of pupils with special educational needs (30%) and those with statements of special educational need (3%) is also above average. Attainment on entry fluctuates but is broadly average overall. Most children transfer from the adjoining infant school, although the percentage of pupils who transfer into and

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INFORMATION ABOUT THE SCHOOL

out of the school during Key Stage 2 is increasing. Twenty five percent of the present Y6 joined the school within the last three years.

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HOW GOOD THE SCHOOL IS

This is a very effective school. Pupils achieve good standards in English, mathematics and science by the time they leave the school at eleven. This is due to the very good quality of teaching and the outstanding leadership of the headteacher, both of which have a positive impact on the good standards achieved and the excellent quality of education provided. The strengths of the school significantly outweigh its weaknesses. The school provides very good value for money.

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What the school does well

• Pupils achieve at least average, and often good standards in English, mathematics and science by the time they leave the school. Standards in speaking and listening and the creative arts are very good. • Teaching throughout the school is very good, contributing very effectively to pupils’ very good progress. Targeted support by staff funded by the Ethnic Minority and Traveller Achievement Service (EMTAS) is of a high quality. • The headteacher provides outstanding leadership and sets a clear educational direction for the work of the school. The management of the school is very effective. • Provision for pupils’ personal development, including their spiritual, moral, social and cultural development, is outstanding. • Pupils’ very good attitudes to learning and their exemplary behaviour in lessons and around the school contribute very positively to their learning.

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What could be improved

• The use of information and communication technology (ICT) within the classroom to support other areas of the curriculum • The newly formed Governing Body has yet to make an impact on the strategic planning of the school. 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 last inspection in March 1996 judged Torriano to be an effective school that achieved good academic standards. This quality has been maintained and improved upon, and standards are now well above average when compared to those in similar schools. The very good quality of teaching and the excellent provision for pupils’ personal development is now better than at the time of the last inspection. The new governing body, in place since January 2000, has the capacity to contribute to the effectiveness of the school but has yet to make an impact on its strategic development. Torriano Junior School - 7

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STANDARDS

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

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Key

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

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Key

These are good results. The standards achieved in English, mathematics and science are average when compared to the results in all schools. However, when compared to schools with similar intakes, standards are well above average in all three subjects. They also broadly show sustained levels of good standards over recent years. Evidence from this inspection confirms this improving picture; indeed the work seen in lessons, and in pupils’ books, indicates that standards are continuing to improve in these subjects with a significant number of pupils achieving above average standards. By the age of eleven pupils have made very good progress in developing their literacy and numeracy skills. The quality and range of pupils’ writing is particularly good. Standards in speaking and listening and the creative arts, such as poetry, art, singing, creative writing and dance are also very good. Standards in other subjects are at least satisfactory and

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Key

pupils make good progress, particularly in history. Standards in information communication technology (ICT) are sound and pupils make good progress in specific ICT lessons. However, opportunities for pupils to use ICT to support other aspects of the curriculum within the classroom are limited. The school has set realistic but insufficiently challenging targets which do not take account of the very good progress that pupils are making.

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Aspect Comment

Attitudes to the school Very good. Pupils are highly motivated and interested in learning. They enjoy lessons and take great pride in their work. Pupils show very responsible attitudes to school through the School Council.

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Aspect Comment

Behaviour, in and out of classrooms Excellent in and around the school at all times.

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Aspect Comment

Personal development and relationships Outstanding; a strength of the school. Pupils develop a growing maturity in their way of working and their ability to take on personal responsibility. Relationships between pupils and between pupils and teachers are very good.

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Aspect Comment

Attendance Procedures for monitoring attendance have been improved. As a result attendance is now broadly in line with the national average.

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Aspect Comment

Pupils’ attitudes and behaviour, their personal development and very good relationships with each other and staff of the school contribute very significantly to their effective learning. They are a strength of the school.

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Teaching of pupils: aged 7-11 years

Lessons seen overall Very Good Torriano Junior School - 8 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 7-11 years

The school has maintained and improved the good quality of teaching seen in the last inspection. In this inspection, the overall quality of teaching was judged to be very good and this has a positive impact on the standards achieved because it ensures that pupils make very good progress by the time they are ready to leave the school. During the inspection, teaching was satisfactory or better in all lessons; good or better in 87% and very good or better in 40%. The quality of teaching in English and mathematics is very good and the basic skills of numeracy and, in particular, literacy are taught extremely well across all the subjects of the curriculum.

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Teaching of pupils: aged 7-11 years

In the best lessons, planning is effective with clear learning objectives that, when shared with pupils, ensure that they are fully aware of what is to be learned. Teachers’ very effective questioning skills build on the work that pupils have previously learned and challenge pupils’ thinking. This, along with their secure subject knowledge and understanding and successful application of the methods and strategies used to teach literacy and numeracy, ensures that all pupils are attentive and on task throughout the whole of their lessons. As a result, all pupils, including those for whom English is an additional language and those with special educational needs, make very good progress. Those lessons where teaching was shared between the class teacher and the teacher funded by EMTAS, are particularly effective in promoting pupils’ learning. The teaching of ICT is of a good standard when whole class lessons are taught in the ICT suite. However

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Teaching of pupils: aged 7-11 years

ICT is not used sufficiently by teachers to support pupils’ learning within the classroom.

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Aspect Comment

The quality and range of the curriculum Very good. The curriculum is broad, balanced and enriched by cultural visits and by inviting visitors and artists in residence to share their expertise. The emphasis on developing literacy across the curriculum contributes to the good provision. The school provides an appropriate range of extra-curricular activities. Statutory requirements are met.

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Aspect Comment

Provision for pupils with special educational needs Good. Pupils are given good support to help them make progress. There is a strong emphasis on literacy and numeracy which ensures that pupils with special educational needs have full access to the curriculum.

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Aspect Comment

Provision for pupils with English as an additional language This is outstanding. Staff funded by EMTAS plan and work in partnership with class teachers to ensure that pupils whose home language is not English receive access to the full curriculum and make very good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Overall, excellent. Singing, poetry, drama, dance and art make a positive contribution to pupils’ social, cultural and spiritual development; religious education contributes effectively to their cultural development. The School Council and circle time support pupils’ moral development very effectively.

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Aspect Comment

How well the school cares for its pupils Outstanding. This is an exceptionally caring school. Teachers know, support and encourage their pupils well, which promotes positive attitudes and helps to raise standards.

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Aspect Comment

The school provides a very effective curriculum that is broad and well balanced, meeting all statutory requirements fully. It places a strong emphasis on developing the speaking and listening, literacy and numeracy skills of all pupils. There is a wide range of learning opportunities for pupils across all subjects. The provision for pupils to develop their skills in the creative arts, such as art, singing and poetry is excellent. Provision for ICT is good. The new computer suite is used effectively to develop pupils’ ICT skills. However ICT is not used consistently to support pupils’ learning within the classroom. The school knows its pupils well and offers exceptionally high levels of care.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Excellent. The headteacher has a clear vision to achieve each day a step towards excellence in teaching and learning and, strongly supported by the staff “team”, provides outstanding leadership and management in achieving this. There is a strong commitment to improving provision and raising standards constantly. The headteacher, deputy headteacher and senior staff form a strong effective team that promotes an ethos that fosters learning.

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Aspect Comment

How well the governors fulfil their responsibilities The newly formed governing body are supportive and fulfil their statutory duties appropriately. They are interested in the work of the school and are committed to developing their expertise.

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Aspect Comment

The school’s evaluation of its performance This is very good. The school plans well and is beginning to set targets based on an analysis of previous performance. However, these targets are insufficiently challenging and do not reflect the very good progress that pupils make in literacy and numeracy. Pupils’ academic and personal development is closely monitored. Senior staff regularly monitor the quality of teaching.

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Aspect Comment

The strategic use of resources Good. The school’s educational priorities are well supported through very good financial planning. All grants received by the school are used effectively to improve the quality of education provided by the school.

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Aspect Comment

The headteacher, deputy headteacher and senior staff provide a very clear educational direction for the work of the school. The governing body, newly appointed six months ago, are in the early stages of establishing their role. Their willingness and enthusiasm to support the school in continuing its success are apparent. The school applies the principles of best value well.

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What pleases parents most What parents would like to see improved

• The standards pupils achieve • Children like school • Staff are approachable and friendly • Behaviour is good • Full attendance is encouraged • The amount of homework given is sufficient • The school responds to parents’ concerns • The school is well led and managed • Teaching is exceptional • The amount of homework

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What pleases parents most What parents would like to see improved

Parents strongly support the school. Inspectors’ judgements support the positive comments of the 10 parents who attended the meeting and the views expressed in the 48 responses to the parents’ questionnaire which were returned. A small minority of parents indicated on the questionnaire that they were not satisfied with the amount of homework given to pupils. The school has recently consulted parents on a new homework policy, which clearly outlines the homework that pupils in each year group will receive on a weekly and half-termly basis which should address these parental anxieties effectively. A few parents expressed concerns of an individual nature but these did not reflect the views held by almost all the parents at both the parents’ meeting and in the returned questionnaires. Torriano Junior School - 10

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science by the time they leave the school. Standards in speaking and listening and the

1. In the 1999 National Curriculum tests pupils achieved standards in line with the national average in English mathematics and science. These results, when compared to those of schools with pupils from similar backgrounds, are well above average in all three subjects. They show that the school has sustained standards that are well above average in relation to those of similar schools over the past two years, after a dip three years ago. The school has set realistic but insufficiently challenging targets in English and mathematics which do not take account of the very good progress that pupils are making.

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science by the time they leave the school. Standards in speaking and listening and the

2. Inspection findings confirm these good results. The work seen in lessons and in pupils’ books indicates that standards are continuing to improve, with a significant number of pupils achieving standards that are above the national average at the end of Key Stage 2. This is due to the very good standard of teaching, and to the positive attitudes and disposition of the pupils in response to this teaching. Standards in speaking and listening are very good. Pupils benefit from the frequent opportunities provided during lessons for them to practise these skills. A good feature of many lessons are the opportunities given to pupils to discuss aspects of what they are learning in pairs. For example, in literacy lessons in Y3 and Y4, pupils were asked to explore the main dilemmas faced by the characters in the stories they were reading with their “hot seat partners” before they discussed their ideas as a whole class.

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science by the time they leave the school. Standards in speaking and listening and the

Throughout the school there is a strong emphasis on literacy, which supports progress effectively in other subjects, such as history and geography. Reading skills are good. Most pupils read with confidence and real enjoyment, discussing their favourite authors articulately. In a literacy lesson, pupils in Year 6 compared critically how two different authors wrote in very different styles about the life of an evacuee in World War Two. Standards in writing are very good overall, and on occasion are exceptional. In Year 6, pupils write in a variety of styles and for a range of purposes using language to vividly describe a setting in a story. A pupil in Y6 wrote knowledgeably about the refugee issue in Sudan by referring to stories of refugees living in a camp in Kenya. Vocabulary and use of grammar is very good. Pupils enjoy writing poetry and many of their poems have been published in local anthologies. Pupils are

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science by the time they leave the school. Standards in speaking and listening and the

encouraged to take a pride in the work they do. Consequently the presentation of their written work in all subjects is neat and tidy.

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science by the time they leave the school. Standards in speaking and listening and the

3. There is an appropriate emphasis on numeracy; the school was part of a pilot project for the National Numeracy Strategy which, as a result, has been in place and taught successfully for almost two years. Many pupils are working at above average levels in all aspects of mathematics, in particular numeracy. For example, in number and algebra, pupils confidently use their understanding of place value, multiplying and dividing whole numbers and decimals by 10, 100 and 1000. In shape, space and measures, they measure angles to the nearest degree and know the approximate metric equivalents of commonly used imperial units, for example when converting inches and feet into centimetres and metres. When handling data, pupils understand and interpret simple charts and graphs. There is a great emphasis placed on solving real life problems using mathematical knowledge. In a lesson in Y5, pupils used a grid effectively to identify the key facts needed to solve a complex problem that involved

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science by the time they leave the school. Standards in speaking and listening and the

decisions about whether to multiply, divide, add and/or subtract. Pupils in general show very good knowledge and understanding of multiplication and general mental recall. The work is challenging, but they work hard and enjoy persevering, supporting each other in finding solutions. Torriano Junior School - 11 4. In science, by the time they leave school, pupils have a very secure knowledge of the science curriculum. They know the properties of solids, liquids and gases and examine the changes in the state of various materials, for example by dissolving powders and observing and recording the results. They understand and use scientific terms such as condensation, evaporation, solidify and vapour confidently and in context. Pupils understand that variables need to be controlled to make a “fair test” and that their results and observations need to be evaluated to verify their findings. For example, to test the elasticity of an elastic band, Y6

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science by the time they leave the school. Standards in speaking and listening and the

added different weights and then plotted their results on a graph showing how the band had stretched when each weight was added. This was then interpreted, evaluated and conclusions drawn. They make relevant hypotheses and set about testing them effectively. Pupils respond well to good teaching. They are very articulate and tackle their work with care and attention. In science there are some very good cross-curricular links with other subjects such as English, history and geography. For example, aspects of science, English and history were discussed during a Y6 lesson on life as an evacuee in the Second World War.

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science by the time they leave the school. Standards in speaking and listening and the

5. Very good opportunities are provided for pupils to develop their skills in the creative arts. These include a wide range of activities and lessons that develop pupils’ understanding of art, poetry, literature, singing, drama and dance. Pupils are encouraged to write poetry for local anthologies and perform dance sequences they have choreographed in local festivals. They work with visiting artists to design and make complex mosaics to enhance the playground and discuss the art of story writing with visiting children’s authors. In music, pupils’ singing skills are well developed. Display around the school highlights pupils’ good art skills and illustrates how pupils use their imagination to good effect through the wide range of art experiences offered to them. Although the school quite rightly places considerable emphasis on literacy and numeracy, it attaches much importance to providing a rich and varied curriculum that is

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science by the time they leave the school. Standards in speaking and listening and the

broad and balanced, ensuring equal opportunities for all pupils within the school. As a result, those pupils with a particular talent in the creative or expressive arts are provided with opportunities to develop their skills fully.

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science by the time they leave the school. Standards in speaking and listening and the

6. Pupils make good progress in all other subjects, including religious education, history, geography, design and technology and physical education. Pupils who have special educational needs make very good progress, particularly in literacy and numeracy due to the very good support provided by specialist staff. The programme of reading recovery and the peer tutoring scheme impact very well on the standards they achieve. Pupils who are gifted, particularly in English and mathematics, engage in activities that provide a good level of challenge as part of their lessons. Teachers’ planning ensures that their needs are met and this has a positive impact on their learning.

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science by the time they leave the school. Standards in speaking and listening and the

7. Standards in information technology are sound. Pupils are developing their skills appropriately in class lessons in the new ICT suite. However, opportunities for them to use ICT to support other aspects of the curriculum within the classroom are limited.

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progress. Targeted support by staff funded by the Ethnic Minority and Traveller

Achievement Service (EMTAS) is of a very high quality.

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progress. Targeted support by staff funded by the Ethnic Minority and Traveller

8. Teaching throughout the school is very good and promotes the very good quality of learning. It is based on the very good relationships between teachers and pupils and the respect and value that teachers show for pupils’ views and contributions in lessons. The school has maintained and improved the good quality of teaching seen in the last inspection, and this has a positive impact on the standards achieved because it ensures that pupils make very good progress by the time they are ready to leave the school. During this inspection, teaching was satisfactory or better in all lessons seen; good or better in 87% very good or better in 40%. The quality of teaching in English and mathematics is very good and the basic skills of numeracy and, in particular, literacy are taught extremely well across all the subjects of the Torriano Junior School - 12 curriculum. The expertise of teachers within the school is acknowledged by the wider

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progress. Targeted support by staff funded by the Ethnic Minority and Traveller

educational community. The mathematics co-ordinator is a leading mathematics teacher for the local education authority and has taught demonstration lessons that have been observed by teachers from other schools. The science co-ordinator has also been involved in training teachers to teach science more effectively.

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progress. Targeted support by staff funded by the Ethnic Minority and Traveller

9. Overall, teachers’ planning is thorough and effective with clear learning objectives that, when shared with pupils, ensure that they are fully aware of what is to be learned. In the best lessons, teachers’ very effective questioning skills build upon the work that pupils have previously learned and challenge pupils’ thinking. This, along with their secure subject knowledge and their understanding and successful application of the methods and strategies used to teach literacy and numeracy, ensures that all pupils are attentive and on task throughout the whole of their lessons. For example, in a Y4 literacy lesson, the teachers’ good use of open questions prompted an in depth discussion on sentence construction that involved the whole class. As a result, all pupils, including those with English as an additional language and those with special educational needs, make very good progress.

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progress. Targeted support by staff funded by the Ethnic Minority and Traveller

10. Those lessons observed where teaching was shared between the class teacher and the teacher funded by EMTAS are particularly effective in promoting pupils’ learning. This partnership teaching ensures that all pupils, including those for whom English is not their home language, are involved in the lesson, contributing and responding very enthusiastically. Joint planning along with sharing and alternating roles ensures that pupils receive a stimulating lesson that challenges their thinking and promotes learning. For example in a Y6 literacy lesson, while the class teacher led the introduction to a lesson on comparing texts about evacuees written by two different authors, the EMTAS teacher sat with pupils prompting and encouraging them to contribute. She then led the plenary session at the end of the lesson with the class teacher in a supportive role.

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progress. Targeted support by staff funded by the Ethnic Minority and Traveller

11. Teachers have high expectations of the content and presentation of the work they expect pupils to complete. As a result lessons are well paced and challenging. Pupils are managed well and teachers provide effective learning experiences. They achieve and maintain good levels of behaviour in their lessons. Pupils’ contributions and answers are valued. Incorrect answers are discussed and pupils are encouraged to realise that they can learn from their mistakes. Marking throughout the school is good and exceptional in some classes where comments are informative and clearly identify to the pupils what needs to be done to improve their work. This helps pupils to understand how well they are learning and promotes positive self-esteem. Homework is used appropriately to reinforce and support the learning that takes place in lessons.

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progress. Targeted support by staff funded by the Ethnic Minority and Traveller

12. The teaching of ICT is of a good standard when whole class lessons are taught in the ICT suite. However little use of ICT to support pupils’ learning within the classroom was observed during the inspection. As a result the ICT resources within the classrooms are underused and the opportunities for pupils to practise and apply the skills they have learned in ICT lessons are limited.

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The headteacher provides outstanding leadership and sets a clear educational direction for

the work of the school. The management of the school is very effective.

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The headteacher provides outstanding leadership and sets a clear educational direction for

13. The headteacher, very effectively supported by the deputy head and senior staff, provides outstanding leadership and management and is clearly committed to achieving high standards. She has a clear vision for the school that is shared with and clearly communicated to all members of the school community. The headteacher knows the strengths and weaknesses of the school well. Her drive for the highest possible achievement, by providing a wide range of learning experiences and putting pupils’ personal Torriano Junior School - 13 development at the forefront of the curriculum, provides a very good basis for all aspects of the schools’ work.

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The headteacher provides outstanding leadership and sets a clear educational direction for

14. The school development plan is an effective document that clearly identifies the priorities of the school. It is appropriately costed and has clear and relevant success criteria against which progress can be measured. It is regularly reviewed and updated during the year as new national initiatives, such as performance management are introduced. This ensures that the development plan is a working document that reflects the school’s priorities and achievements accurately.

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The headteacher provides outstanding leadership and sets a clear educational direction for

15. The governing body was newly formed six months ago when it was set up to oversee the junior school separately from the infant school. Governors are very supportive and keen to fulfil their statutory responsibilities to the best of their ability. There are committees for the main areas of responsibility and training sessions are planned to develop their expertise fully. Governors are fully committed to the principles of best value. Their role as a critical friend to the school and their involvement in the strategic development of the school has yet to have an impact.

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The headteacher provides outstanding leadership and sets a clear educational direction for

16. The headteacher, deputy headteacher and staff with management responsibilities work well together to monitor and develop the educational provision for all pupils. The headteacher is totally committed to the professional development of all staff in the school to ensure that the good quality of education is maintained. To this end she has produced a comprehensive staff training plan linked to the priorities in the school development plan. The line management system in place ensures that all teaching and support staff have a voice in the decision-making process. Regular management meetings take place with teaching staff to discuss all aspects of planning, development and strategies to further improvement. These are subsequently evaluated to determine their effectiveness. The headteacher delegates well but also understands the need to be regularly briefed by those with delegated authority such as members of the senior management team, the special educational needs co-

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The headteacher provides outstanding leadership and sets a clear educational direction for

17. Torriano Junior School is always looking to improve further. The headteacher monitors the quality of teaching regularly and uses the information to ensure that pupils receive the best quality of teaching possible. Teaching in the core subjects is monitored regularly by senior staff . The National Curriculum test results and the results of non-statutory tests are analysed and individual pupil’s progress is now beginning to be tracked effectively. The outcomes of this are used to improve teaching and the quality of the curriculum provided.

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The headteacher provides outstanding leadership and sets a clear educational direction for

18. Finances within the school are well managed and all funds and grants are used effectively to improve the quality of education provided for the pupils. The school has a relatively large underspend that has been accumulated over several years to fund playground developments that were to have taken place last year. Plans are in place to ensure that these developments take priority and that the designated money is used to improve the playground facilities within this academic year.

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The headteacher provides outstanding leadership and sets a clear educational direction for

19. Staff respond well to this high quality of leadership and morale is high. They present themselves as good role models for pupils and are held in high regard by parents and governors. The school has a good relationship with parents who think highly of the school, and the way it is led and managed.

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Provision for pupils’ personal development, including their spiritual, moral, social and

20. Pupils’ personal development is promoted very effectively, especially through the school’s provision for their spiritual, moral, social and cultural development. The school has a Torriano Junior School - 14 welcoming atmosphere and an excellent ethos. The school’s mission statement is to “create a happy, purposeful and stimulating environment, in which all members can grow in self- esteem, develop their full potential and respect each other’s worth ”. This underpins everything that takes place within the school. The school has a clear moral code and sets high standards of behaviour to which all pupils respond accordingly. Staff treat pupils in a consistent manner and assemblies are used to give moral messages about issues such as sharing and appreciating each other’s talents. There is a strong sense of community in the school and relationships on all levels are very positive and supportive.

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Provision for pupils’ personal development, including their spiritual, moral, social and

21. The provision for pupils’ personal development is a strength of the school. Throughout their time at Torriano, pupils develop a growing maturity in their ability to take on individual and group responsibility. They enthusiastically contribute their ideas to the development of the school. One of the school’s aims is for pupils to “develop respect for themselves and others and develop personal and social skills including the capacity to communicate, co-operate and take responsible initiative” . The school achieves this aim very successfully through the well- developed School Council and circle time which is a regular feature in every classroom. Every autumn term, the School Council is given due importance through the delivery of manifestos in school assemblies by pupils seeking election to the School Council. Ideas put forward by the Council are taken seriously and pupils voicing concerns about the traffic

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Provision for pupils’ personal development, including their spiritual, moral, social and

problems outside the school gate were instrumental in securing a safe crossing directly outside the school. Some pupils took part in a radio programme for the BBC talking about the success of their School Council. Pupils are empowered by their participation and value its impact on their daily lives. Other initiatives that promote pupils’ social development very effectively include playground buddies, a residential school journey for Y6 pupils and the training of peer tutors to work with individual children who need additional support in reading.

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Provision for pupils’ personal development, including their spiritual, moral, social and

22. The school’s impact on personal development through its emphasis on fostering pupils’ spirituality is also very good, especially through assemblies, and aspects of the creative arts such as singing, literature and poetry. Quiet, suitable moments are provided for personal reflection at the end of assemblies. Spirituality is also developed for example, in lessons where pupils reflect on the beauty of a piece of poetry or the work of a famous artist such as Vincent van Gogh. Pupils’ social development is enhanced by raising their awareness that the community exists beyond the school. The work done by Y6, on what it means to be a refugee was very informed, empathetic and thought provoking. Pupils show a sense of being fully aware of others, listening respectfully to each other in lessons and welcoming visitors to the school with a smile and consideration. Pupils’ moral development is enhanced through

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Provision for pupils’ personal development, including their spiritual, moral, social and

discussion in circle time about the right and wrong way to behave in certain situations. Pupils are encouraged to act in a fair and respectful way to each other. They know the difference between right and wrong and in role play situations they are encouraged to listen to different arguments and make informed decisions and choices.

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Provision for pupils’ personal development, including their spiritual, moral, social and

23. The school’s promotion of pupils’ cultural development permeates the school. Pupils are taught to appreciate their own cultural traditions as well as the diversity and richness of other cultures through visits to local museums and galleries,. The strong emphasis on other faiths in the teaching of religious education has a very positive influence, giving pupils an insight into the customs, practices and symbolism of other religions. The different cultural and ethnic backgrounds of the pupils within the school are also used positively to promote learning. Visiting authors, storytellers, artists in residence, dancers, actors and musicians contribute greatly to pupils’ development in this area. Displays represent this wide range of cultural opportunities that the pupils experience. The school also arranges visits to many places of interest and recently two pupils visited the Prime Minister in Downing Street to talk about the

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Provision for pupils’ personal development, including their spiritual, moral, social and

School Council and how it works. Torriano Junior School - 15

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Pupils’ very good attitudes to learning and their exemplary behaviour in lessons and

around the school contribute very positively to their learning.

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Pupils’ very good attitudes to learning and their exemplary behaviour in lessons and

24. Pupils respond very well to the very good teaching. They concentrate well and become completely involved in their lessons trying their best at all times. Pupils are eager and enjoy learning. They show respect for the feelings, values and beliefs of each other, listening attentively and discussing issues confidently and articulately. Their learning is well focused and this contributes enormously to the very good progress the majority of pupils make. Throughout the school there is a strong ethos for hard work and co-operation. Pupils respond well to the learning challenges offered by teachers and work with enjoyment and diligence. They work well together, sharing equipment patiently, such as the computers in the ICT suite. As they progress through the school, pupils take on more responsibility and are increasingly involved in the daily routines of the school. For example, some pupils were seen at

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Pupils’ very good attitudes to learning and their exemplary behaviour in lessons and

lunchtimes helping teachers with tasks in the classrooms. Pupils with special educational needs and those learning English are very well integrated into the lessons, reflecting the strong ethos of equal opportunities in the school.

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Pupils’ very good attitudes to learning and their exemplary behaviour in lessons and

25. Pupils’ behaviour in classrooms, in and around the school, including the playground is excellent. There have been no permanent exclusions in the school. They are clear about the school’s rules for behaviour and know what to do if they experience bullying and are confident that any bullying issues will be dealt with. Pupils are given strategies to deal with situations that they may meet in the playground. For example, pupils in Y5 acted out the role of a mediator in a role play scenario depicting an argument between two children in the playground. They discussed what they might do to solve the problem using words such as compromise. At the meeting held for parents, and in response to the questionnaire, parents were very impressed with pupils’ behaviour. This confidence is fully justified.

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support other areas of the curriculum

26. The school has recently opened a new ICT suite, which is used to teach class lessons to develop pupils’ skills in ICT. During the inspection, a class of Y4 pupils were observed using the internet to find out about animals for a science topic. Y6 pupils were able to cut, copy and paste between programs when developing a multi-media presentation. Pupils in a Y5 class were seen developing confidence when entering data onto a spreadsheet program. A programme of staff training and development has taken place to improve staff skills and confidence in this area.

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support other areas of the curriculum

27. However, apart from these sessions, few planned opportunities were observed for pupils to consolidate and develop their skills within the classroom and there is insufficient use of ICT to support other subjects, including literacy and numeracy throughout the school. ICT generally is taught as a subject rather than as a tool to be used to access ideas and experiences across the broader curriculum. At least one computer is available in every classroom but, during the inspection, they were rarely in use.

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The newly formed governing body has yet to make an impact on the strategic planning of

28. The newly formed governing body is supportive and fulfils its statutory duties to the best of its ability. Governors are interested in the work of the school and are committed to developing their expertise. They have set up committees for the main areas of responsibility and have Torriano Junior School - 16 planned joint training sessions with staff on educational issues. At this stage their involvement in strategic planning is developing and they have yet to set up effective systems with regard to monitoring and evaluating initiatives and priorities. Their role as a critical friend to the school and their involvement in the strategic development of the school has yet to have an impact.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) extend the use of ICT to enable pupils to support their work in other subjects, especially literacy and numeracy throughout the school;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) set up systems to enable the new governors to: • become more involved in the strategic development of the school • monitor and evaluate initiatives fully. Torriano Junior School - 17

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Summary of the sources of evidence for the inspection

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

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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

9 30 48 13 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

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

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 127

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Information about the school’s pupils

Number of pupils with statements of special educational needs 7

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 64

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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 89

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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 19

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 13

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Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Torriano Junior School - 18

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 27 31 58

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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 16 21 22 Numbers of pupils at NC level 4 and above Girls 24 23 25

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Attainment at the end of Key Stage 2

Percentage of pupils School 69 (68) 75 76 (71) 82 81 (75) 88 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 17 16 19 Numbers of pupils at NC level 4 and above Girls 23 21 25

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Attainment at the end of Key Stage 2

Percentage of pupils School 69 (57) 64 (59) 71 (64) at NC level 4 or above National 68 (65) 69 (65) 75 (72) Percentages in brackets refer to the year before the latest reporting year. Torriano Junior School - 19

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 11 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 27 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 11 Other minority ethnic groups 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) 11.5 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 20.3

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Teachers and classes Financial information

Education support staff: Y3 – Y6 Total expenditure 567,380

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Teachers and classes Financial information

Total number of education support staff 6 Expenditure per pupil 2,446

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Teachers and classes Financial information

Total aggregate hours worked per week 94 Balance brought forward from previous year 104,156

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Teachers and classes Financial information

Balance carried forward to next year 126,516 Torriano Junior School - 20

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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. 48 40 4 2 6

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Percentage of responses in each category

Behaviour in the school is good. 40 50 4 2 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 34 36 15 9 6

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 52 35 8 2 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 65 19 6 6 4

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 85 12 2 0 0

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Percentage of responses in each category

The school works closely with parents. 56 33 4 2 4

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Percentage of responses in each category

The school is well led and managed. 67 27 0 4 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 58 31 4 2 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 44 40 8 6 2

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Summary of parents’ and carers’ responses

Only 10 parents attended the meeting and the number of responses to the questionnaire was very low. Of those parents who did respond, the majority were very positive about most aspects of the school and inspectors strongly support these views. The one minor area of concern, homework, inspectors found was being addressed through the school’s new homework policy that has recently been the subject of consultation with parents.

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