St John's C of E Primary School

PRIMARY SCHOOL

Reporting inspector: Mrs. Jane Wotherspoon

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PRIMARY SCHOOL

Dates of inspection: 5 th -7 th June 2000

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PRIMARY SCHOOL

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

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PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

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INFORMATION ABOUT THE SCHOOL

School address: Portland Rd Kingston Upon Thames Surrey

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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: Mrs Amanda Shaw

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1996 St. John’s C of E Primary School ii

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Team members

Jane Wotherspoon Registered inspector Vivienne Phillips Lay inspector Nina Bee Team inspector

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Team members

Westminster Education Consultants Old Garden House The Lanterns Bridge Lane London SW11 3AD

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Team members

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

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St. John’s C of E Primary School iii

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PART A: SUMMARY OF THE REPORT 1

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

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INFORMATION ABOUT THE SCHOOL

St. John’s is a larger than average Church of England primary with 223 full-time and 52 part- time pupils. Only a small proportion of pupils come from ethnic minority groups and few speak English as an additional language. Many pupils come from relatively advantaged social and economic backgrounds, and this is reflected in the proportion of pupils (14 per cent) who are entitled to free school meals; this is lower than the national average. The school has identified 60 pupils as having special educational needs; at 23 per cent this is broadly average. One pupil has a Statement of Special Educational Need. Assessments of pupils when they start in the reception class indicate that although reading skills are stronger than those in writing, the profile of attainment overall is broadly average.

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HOW GOOD THE SCHOOL IS

The school is very effective. Standards of work are consistently above average and often high, in response to consistently good teaching that is demanding and challenging. Leadership and management are very good; the headteacher, staff and governors work well together in partnership with parents. There is an outstanding ethos of mutual care and respect. The school provides good value for money.

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WHAT THE SCHOOL DOES WELL

• Pupils make good progress to achieve high standards in English, mathematics and science. • The school provides a broad range of rich and stimulating activities which capitalise on pupils’ natural enthusiasm for learning. • Teaching is consistently good and often very good; teachers encourage pupils to become confident and independent learners. • Very strong leadership and management have secured improvements and provide a clear direction for further developments. • Pupils’ very good behaviour and excellent relationships result from the school’s outstanding provision for social and moral development. • The school promotes a very effective partnership with parents, who are involved in their children’s learning.

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WHAT COULD BE IMPROVED

• Procedures for marking and assessing pupils’ work and setting short-term targets for learning. • The provision for pupils’ physical development in reception and nursery. The areas for improvement will form the basis of the governors’ action plan. St. John’s C of E Primary School 2

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was inspected in November 1996. Since then it has made significant improvements while maintaining the strengths which were reported at that time. Standards in English, mathematics and science have risen from an average position, and at a rate which is higher than average. Teaching is better than it was. The key issues have been addressed thoroughly and systematically. Very good improvements have been made to resources for information technology and, as a result, standards are improving. Opportunities for independent learning and the application of research and design skills are now a significant strength in the school’s provision.

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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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Performance all schools similar schools

in: 1997 1998 1999 1999 English C D A A mathematics D B A A science C A A* A*

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Key

well above average A above average B average C below average D well below average E

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Key

The results achieved in tests in 1999 were well above the national average in English and mathematics. In science, the school’s performance was in the top 5 per cent of schools nationally. Comparisons of results of all three subjects with similar schools, both nationally and within the local authority, indicate that the school’s results are high. Results have risen sharply since 1997. Standards seen in the current Year 6 are above average, in line with the school’s targets, but unlikely to be as high as those of 1999. This is due to the size of the cohort and the nature of pupils’ learning needs. Standards in other years, notably Years 4 and 5, are well above the average. Standards are above average in reading and writing at the end of Key Stage 1 and well above average in mathematics. Standards in information technology are rising steadily as pupils have more regular access to computers and direct teaching of

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Key

skills. High standards in speaking make a significant contribution to pupils’ learning, and good quality handwriting and presentation exemplify the pride pupils take in their work. St. John’s C of E Primary School 3

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Aspect Comment

Attitudes to the school Very good. Pupils are enthusiastic about their learning and take pride in their work. They are curious and confident learners. Behaviour, in and out of classrooms Behaviour is very good, and in the classroom is focused closely on learning. Pupils are polite and helpful to each other and to visitors. Playtimes are harmonious and sociable. Personal development and relationships Excellent. A high level of respect for one another characterises the many opportunities for pupils to work together. They are keen to get involved in the wide range of activities provided by the school. Attendance Good. Attendance figures are above average. A few days are missed inappropriately because of holiday absences.

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Aspect Comment

Pupils’ very good behaviour and attitudes to learning, and their excellent relationships with each other and with adults in the school, contribute significantly to the school’s outstanding ethos and to the standards achieved. There is a high level of interest and participation in lessons; pupils are keen to ask and answer questions.

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

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

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

Teaching is never less than satisfactory. Almost three quarters of lessons are good or better and nearly a third are very good or better. The teaching of English and mathematics is good and often very good. Staff have embraced the national strategies for literacy and numeracy, and the key features of these initiatives are embedded in their daily practice. The skills of literacy and numeracy are taught well through other subjects of the curriculum. Good planning and preparation are common features of lessons, which are well structured. Pupils are very clear about what they are expected to learn, and the pace of learning is brisk. There is a strong emphasis on giving them opportunities to work collaboratively, and on learning through enquiry to promote confidence and curiosity. Teachers use questions effectively to challenge pupils and give them valuable feedback on their work, though the marking of

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

pupils’ work is inconsistent in quality. The management of pupils is strong but unobtrusive, and founded on clear and well-established routines and expectations. Teachers’ ability to create a stimulating but comfortable learning environment, in which pupils’ contributions are valued, is a significant strength. St. John’s C of E Primary School 4

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Aspect Comment

The quality and range of the curriculum Very good. The statutory curriculum is enhanced by a good range of visits, including a residential trip for Year 6, and by visitors to the school. Provision for the physical development of pupils in nursery and reception classes is restricted by the accommodation and lack of resources. Provision for pupils with special educational needs Good. All staff are aware of pupils’ needs. Pupils with specific difficulties are very well supported in the classroom. Some pupils do miss important parts of other lessons when withdrawn for additional help. Provision for pupils with English as an additional language Good. The school caters well for the needs of this small group of pupils. As a result, they make good progress in line with that of their peers. Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good overall. Provision for social and moral development

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Aspect Comment

is outstanding. Adults have consistently high expectations of pupils’ behaviour and are excellent role models in their relationships with each other. A strong family atmosphere permeates the school. How well the school cares for its pupils Very good. High quality care ensures that all pupils are ready and able to learn.

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Aspect Comment

The school offers its pupils a varied and stimulating curriculum, which promotes high standards in the core subjects. Good links are forged between subjects to provide opportunities to use and apply the basic skills of literacy and numeracy. Provision for information technology is now good, following the development of the small computer suite. Strong links with businesses in the community add depth to pupils’ experiences, as does the good variety of activities before and after school, and at lunchtime. St. John’s C of E Primary School 5

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher provides excellent leadership through her clear vision and high expectations. She is supported well by hardworking staff who are committed to raising standards.

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Aspect Comment

How well the governors fulfil their responsibilities Good. Governors are well informed, and this enables them to work effectively through their committee structure. They are currently involved in a programme of self-review to improve their role in monitoring the school’s achievements. They are well aware of the school’s strengths and weaknesses. The school’s evaluation of its performance Good. Monitoring is well established and the school reflects on its performance and achievements. Comparisons are made with other, similar, schools, both nationally and locally, when judging overall effectiveness. Priorities for improvement are detailed in the well- focused and comprehensive school improvement plan. The strategic use of resources Good. Careful planning and monitoring of the budget enable governors to ensure that finances are available to meet the school’s priorities. The school seeks to gain value for money when planning

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Aspect Comment

Strong leadership and management have enabled the school to focus on key areas for development and to secure improvements in standards. Good delegation means that staff members have a clear understanding of their role and responsibility in school improvement. Staff work together effectively as a team and the governors are supportive of the school. Together, the school community is successful in meeting its aims of balancing the outstanding ethos of care and support with a commitment to high standards.

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What pleases parents most What parents would like to see improved

• Children are happy at school. • The school expects children to work hard and do their best. • Teaching is good. • Pupils are making good progress. • Behaviour is good and pupils are encouraged to be mature and responsible. • Staff are approachable. • A small number of parents would like more informal information about how their child is progressing. • Some procedures for setting homework are not clear. • More activities outside lessons could be provided for younger pupils.

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What pleases parents most What parents would like to see improved

The inspection team endorses positive views held by the majority of parents but finds little evidence to support the negative views of some parents. Inspectors judge that homework is used effectively to support learning in school, to extend pupils’ knowledge, and to establish good working habits. Procedures are clear, and teachers often reiterate their expectations in their half termly newsletters to parents. Good formal procedures exist for informing parents about their child’s progress, and the quality of written reports is good. In addition, staff are readily available at other times for informal discussions. The activities provided outside lessons are good in Key Stage 2, and in the case of younger pupils are similar in number to those in other schools. St. John’s C of E Primary School 6

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WHAT THE SCHOOL DOES WELL

1. Pupils make good progress to achieve high standards in English, mathematics and science.

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WHAT THE SCHOOL DOES WELL

2. Pupils make good progress consistently during their time at the school. Results of National Curriculum tests at the end of Key Stage 2 were high in 1999. Results this year are likely to be lower, owing to differences in the learning needs of the current cohort of Year 6 pupils, but standards overall remain above average. This is in line with the targets set by the school. Standards in other year groups, particularly in Years 4 and 5, are well above average.

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WHAT THE SCHOOL DOES WELL

3. The school’s emphasis on promoting reading skills from an early age is supported well by the majority of parents; regular comments in the reading diaries of younger pupils bear testament to the strength of the school/parent partnership that helps to establish good reading habits. By the end of Key Stage 1, standards in reading are above average. Most pupils read accurately and fluently, and a high proportion of pupils achieve levels above those expected for their age. In particular, unlike in other schools nationally, boys do well in reading tests. By Year 6, pupils are able to talk authoritatively about their favourite books, which are chosen from a wide selection. Their comprehension of texts is good, and this is demonstrated in their ability to select words and phrases that support their point of view.

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WHAT THE SCHOOL DOES WELL

4. Pupils are given plenty of opportunities to write in different styles and formats, often through other subjects such as science, history and religious education, where skills such as note taking and searching for information are integrated well into lessons. Pupils make good progress in drafting and editing their work, sometimes using word processing skills. By Year 6, pupils are aware of who is reading the piece, and their writing is adapted to fit the purpose. Scientific reports and historical accounts are logical and well structured. Spelling and punctuation are good, and the best examples use a wide vocabulary to add interest for the reader. A cursive style of writing is taught from the earliest age, and good quality presentation is encouraged throughout the school.

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WHAT THE SCHOOL DOES WELL

5. The success of the school’s adoption of the national Numeracy Strategy is evident in the confident manner in which pupils explain their methods for working out calculations. By the end of Key Stage 1 standards are high in mathematics; all pupils are working at or above the levels expected for their age. Pupils are taught mental strategies and then given plenty of opportunities to use and apply them to solve problems. Throughout Key Stage 2, pupils are encouraged to practise and learn number and multiplication facts in order to improve their speed and accuracy. In the extension groups, pupils are challenged and stimulated by the pace and complexity of the activities provided, and they are achieving very well.

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WHAT THE SCHOOL DOES WELL

6. Throughout the school, high standards in speaking make a significant contribution to pupils’ learning. The ability to frame questions and pursue the answers, to discuss ideas, and to listen to others enables pupils to learn effectively from each other. This is a conscious element of the teaching, and teachers aim to promote such skills by providing regular opportunities for pupils to work collaboratively in pairs and groups. This feature of teaching, St. John’s C of E Primary School 7 combined with the systematic approach to developing pupils’ scientific knowledge, skills, and technical vocabulary, accounts for the high standards in science. During a lesson on forces, pupils in Year 2 were encouraged to ask questions and one pupil asked, ‘Why don’t aeroplanes fall out of the sky?’ The school’s emphasis on enquiry and investigation extends pupils’ thinking by encouraging them to apply their knowledge when answering questions

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WHAT THE SCHOOL DOES WELL

7. The school provides a broad range of rich and stimulating activities that capitalises on pupils’ natural enthusiasm for learning.

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WHAT THE SCHOOL DOES WELL

8. Pupils are eager to come to school. They have very good attitudes to their learning, which are exemplified in their positive response to lessons and in their commitment to the school. There is a strong work ethic. Pupils know why they are in school, are happy to be there, and are keen to take advantage of the activities they are offered. They are curious and confident in their learning. The level of participation in lessons is high; pupils are keen to answer questions and to demonstrate their knowledge to others. They are not afraid to have a go, and are encouraged in this by their teachers. They ask sensible questions of their teachers and of each other when working together effectively in groups. They make mature and sensible observations, which often prompt further discussion or questioning from their teachers. Such attitudes are fostered strongly by the staff, and this, in part, accounts for the

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WHAT THE SCHOOL DOES WELL

9. Pupils enjoy the wide range of visits to places of interest, and the oldest pupils learn a lot about themselves on the residential trip. They consider that they have a good choice of clubs to attend as well as good opportunities to participate in the drama and musical performances, which are much appreciated by parents. A good range of activities takes place before and after school, and during lunch times. Older pupils play against other school teams and have achieved some measure of success in competitive sports. The activities of the conservation club ensure that important messages about pupils’ responsibility to their environment maintain a high profile.

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WHAT THE SCHOOL DOES WELL

10. Pupils work effectively even when not supervised closely. Examples were seen of Year 6 pupils using the library computer to sign their books in and out, and of groups of pupils working diligently on the computers to create poems and scripts for radio advertisements. Pupils are well motivated and maintain a good level of concentration in lessons. Standards of presentation are good, and pupils take great pride in their work. They are proud of their school and of each other.

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WHAT THE SCHOOL DOES WELL

11. Teaching is consistently good and often very good; teachers encourage pupils to become confident and independent learners.

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WHAT THE SCHOOL DOES WELL

12. Teaching is good, with some very good features. Lessons are consistently well planned and prepared. The structure of lessons ensures that skills are introduced in a sequential way and built upon from day to day and week to week. Introductions often set the scene for the remainder of the lesson so that pupils are very clear about what they are expected to learn, and timed tasks ensure a brisk pace. Explanations and demonstrations are underpinned by St. John’s C of E Primary School 8 teachers’ confidence and good subject knowledge. This was seen in a lesson in Year 5 where pupils were given a simple but very effective explanation of how to attach a file to an e-mail message. The process was broken down into small steps so that pupils could follow each stage in the procedure. As a result, each member of the group was successful in achieving the task.

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WHAT THE SCHOOL DOES WELL

13. Whole class teaching is balanced well with group work. There is an emphasis on providing valuable opportunities for pupils to work collaboratively, discuss ideas, and extend their learning through enquiry. Teachers nurture pupils’ ability to ask and answer questions from an early age and this promotes the key skills necessary for good learning, as well as specific knowledge. Confidence and curiosity are valued and promoted strongly, as are the plentiful opportunities for pupils to articulate their thinking. This approach, which accounts in part for the high standards achieved, was exemplified in an excellent science lesson in Year 4. Pupils were challenged to explore ways of classifying animals, initially using their own criteria and then according to certain features. Homework is used effectively to reinforce the skills learned during lessons and to promote independence and good habits.

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WHAT THE SCHOOL DOES WELL

Older pupils are often required to research for information in preparation for the next lesson.

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WHAT THE SCHOOL DOES WELL

14. Teachers provide valuable feedback to pupils in their discussions with them. The quality of teachers’ questioning is a particular strength, and it is used effectively to explore pupils’ understanding, check their knowledge and challenge them further. Where questions are pitched at a variety of levels of difficulty, as in a very good English lesson in Year 1, pupils feel confident to participate, and this contributes to harnessing their enthusiasm and love of learning.

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WHAT THE SCHOOL DOES WELL

15. The teaching of extension groups in mathematics is very effective. The thorough and systematic approach to developing skills is challenging because of the depth of the questioning and the pace at which pupils are expected to work. A high level of challenge inspires these capable pupils, and the good quality of the dialogue between the teacher and the pupils promotes deeper understanding. The opportunities pupils are given for active learning develop their thinking skills and are a source of strong motivation, as pupils relish the intellectual challenge. In all mathematics lessons, tasks are pitched at different levels, and planned activities are adapted to cater for pupils’ learning needs. There is a good focus on learning and practising strategies for mental calculations and on the development of specific and technical vocabulary.

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WHAT THE SCHOOL DOES WELL

16. Throughout the school, the management of pupils is unobtrusive but founded on the strong relationships between adults and pupils. A key strength is teachers’ ability to create a stimulating but comfortable learning environment in which pupils’ contributions are valued. There are no ‘put downs’, and pupils feel able to have a go as a result. Routines and expectations are well established and pupils, especially the older pupils, rarely need reminding of how to behave or how to complete their work. Teachers know their pupils well and are thus able to cater effectively for their needs to provide a well-measured balance between challenge and support. They capitalise upon pupils’ talents, and in so doing, boost pupils’ self esteem.

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WHAT THE SCHOOL DOES WELL

17. Very strong leadership and management have secured improvements and provide a clear direction for further developments. St. John’s C of E Primary School 9 18. The headteacher provides an excellent lead for the school; she has a clear vision that is exemplified in the school’s mission statement. She is supported well by the deputy headteacher and other staff who have clearly delegated roles. Under her guidance and motivation, teamwork is strong; this is evident in the common approach to many aspects of school life and to the outstanding ethos that underpins much of the school’s work. The school’s aims are met well because all members of the school community are committed to them. Subject co-ordinators carry out their responsibilities conscientiously and provide valuable support, advice and guidance to their colleagues. As a result, national initiatives such as the literacy and numeracy strategies have been embraced fully by staff.

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WHAT THE SCHOOL DOES WELL

Developments in information and communication technology have been well supported by the commendable efforts of staff to improve their own level of knowledge through additional training. Monitoring is well established in practice and a recently written policy has set out formal procedures to be followed in the future. Together staff have been able to achieve the fine balance between striving for the high standards that are exemplified by good results in tests, and maintaining an ethos that promotes pupils’ personal development and their skills for learning.

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WHAT THE SCHOOL DOES WELL

19. Since the last inspection, results in tests have risen at a rate faster than the national figures and the quality of teaching is better than previously reported. The issues from the last inspection have been tackled well. In particular, developments to information and communication technology provision have been significant. A new suite, though small, enables specific skills to be taught, and this provision is now good. Regular access to computers is beginning to have an impact on raising standards as pupils are making good progress in developing a wide range of skills and knowledge. Opportunities for pupils to apply research skills are good. This approach underpins teaching and learning and there is a strong focus on asking questions and learning through enquiry. A comprehensive programme of standardised testing provides a good breadth of assessment information that is used to set cohort targets, and end-of-year target levels for individuals; this is helping to raise teachers’

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WHAT THE SCHOOL DOES WELL

expectations of pupils. A good system for tracking pupils’ attainment on a termly basis has been devised, and the school is just beginning to explore the use of this information for further analysis, such as a comparison of the performance of boys and girls and an analysis of the value added by the school. Good use is being made of the local authority’s performance information to make comparisons with other schools.

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WHAT THE SCHOOL DOES WELL

20. The school improvement plan is a well-focused document which identifies priorities that are clearly directed towards raising standards and are underpinned by measurable targets. Detailed action plans have been devised for all personnel with key responsibilities; these plans include governors, who each have a link with a subject and its co-ordinator. The governors’ action plan seeks to develop their role in self-review and evaluation. Careful planning and monitoring of the budget enable governors to ensure that finances are available to meet the school’s priorities.

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WHAT THE SCHOOL DOES WELL

21. Pupils’ very good behaviour and excellent relationships result from the school’s outstanding provision for social and moral development.

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WHAT THE SCHOOL DOES WELL

22. The school’s excellent ethos is underpinned by its simple code of conduct and by the very clear and consistent expectations of all staff. A strong family atmosphere permeates the school and is exemplified in the way in which older pupils are encouraged to support their younger peers; this is much appreciated by parents. Pupils have a well-developed sense of right and wrong which is reinforced continuously, and they do conform to the school’s high St. John’s C of E Primary School 10 expectations of behaviour. Throughout the school, pupils are kind and helpful to each other and polite and courteous to adults and visitors. The oldest pupils set a good example of self- discipline that stems from a mature regard for the welfare of the whole school community. Such behaviour is effective in supporting good learning. Older pupils carry out prefect duties willingly and responsibly.

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WHAT THE SCHOOL DOES WELL

23. Adults emphasise a positive approach, which uses praise and encouragement to motivate pupils and to boost their self-esteem. Rewards of stickers are conferred for good work and behaviour, which is celebrated at every opportunity, and these are highly prized by pupils. The headteacher and staff provide an excellent model of effective teamwork. A positive ethos of care and support is demonstrated through the mutual trust and respect between pupils and adults. Pupils know who to approach when they have a problem and are confident to talk to their teachers; they know they will be treated fairly. The oldest pupils appreciate the quality of the relationships enjoyed by adults and pupils, and consider that the teachers are good at noticing when they need help.

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WHAT THE SCHOOL DOES WELL

24. Relationships between pupils are excellent. They respect each other’s ideas and opinions, and this enables them to have useful discussions about their work and to learn from each other. They are encouraged in a positive way to reflect on what they have learnt and to present information to others. Pupils work together effectively in pairs and groups, and value one another’s contributions. They play together amicably, and the small number of pupils from ethnic minority groups are fully integrated into the life of the school. The school’s ‘Anti bullying code’ is displayed prominently around the school so that all pupils are clear about procedures, but such incidents are rare. One pupil in Year 3 commented, ‘We’ve got an Anti-bullying code but we don’t really need it.’

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WHAT THE SCHOOL DOES WELL

25. The school promotes a very effective partnership with parents, who are involved in their children’s learning.

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WHAT THE SCHOOL DOES WELL

26. The school values its partnership with parents and works hard to foster strong relationships. A very good level of communication between the school and the parents enables both parties to work together to maximise their efforts for the benefit of pupils. Reading diaries and homework books are used as a means of contact. Half termly letters to parents from teachers are both informative and friendly. Curriculum workshops about literacy, numeracy and information and communication technology have helped parents to an understanding of how the school has implemented changes to the curriculum. The quality of end-of-year written reports to parents is good. The headteacher surveys parents and takes account of their responses, and parents know that their views are valued. As a result of parental consultation, the school has reinstated the French club and the headteacher has made herself available at a regular ‘parents’ surgery’.

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WHAT THE SCHOOL DOES WELL

27. In response to the school’s efforts, parents are keen to become involved in their children’s learning, and the school values this support. Parents help in school, accompany pupils on visits to places of interest, and are regular visitors to Church services and class assemblies. During the inspection, the level of parental support for pupils in Year 4 who led the class assembly was very high. The Parent Staff Association are hard working and raise St. John’s C of E Primary School 11 valuable funds, as well as providing another conduit for communication. Parents are very positive about many aspects of the school and its work. They recognise the strengths in what the school provides for their children. They are confident that their children are well looked after, happy, and challenged to do their best. They know that staff are always available should they have any concerns and that any issues are resolved quickly.

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WHAT COULD BE IMPROVED

28. Procedures for marking and assessing pupils work and setting short-term targets for learning.

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WHAT COULD BE IMPROVED

29. Teachers mark work regularly to acknowledge pupils’ efforts and often use praise as encouragement. However, the quality is inconsistent across the school. The best examples provide a clear indication of what pupils need to do to improve their work and the information is used as a basis for setting individual targets for pupils. Some pupils know their targets but are not always clear about how long they have to achieve them. Targets are often too broad to provide a focus for learning in the short term and are not always linked to pupils’ most immediate needs.

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WHAT COULD BE IMPROVED

30. The school’s format for weekly planning has been revised and is going through further changes. Slightly different formats are in place as teachers try out different approaches. In some cases, planning is repetitive and time consuming for staff. Information from day-to-day assessments of pupils is not recorded in any systematic way or used to provide short-term targets for pupils. Some teachers identify targets for groups of pupils in their weekly planning; this is good practice.

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WHAT COULD BE IMPROVED

31. The school is now in a position to review and rationalise assessment procedures, including marking, and to strengthen the links with planning, in line with developments highlighted in the improvement plan.

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WHAT COULD BE IMPROVED

32. The provision for pupils’ physical development in reception and nursery classes.

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WHAT COULD BE IMPROVED

33. The school has identified that the proposed changes to the foundation curriculum from September will require staff in the nursery and reception classes to plan more closely together. The review of provision for these classes is timely. At present, the available accommodation and resources restrict provision for physical development. There is limited large equipment available to develop nursery pupils’ skills in climbing and balancing, and reception pupils have no access to large outdoor play equipment such as bikes and scooters, or to a dedicated outdoor space. St. John’s C of E Primary School 12

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

34. This is a very good school with no major weaknesses. The school has identified appropriate priorities in the school improvement plan that will help to raise standards further. However, staff and governors should pay specific attention to the following.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Develop assessment procedures further by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

∗ Improving the quality of teachers’ marking so that it is consistent in identifying what pupils need to do to improve their work;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

∗ Developing manageable systems for recording day-to-day assessment information, and using this to set more focused specific short-term targets which are conveyed to pupils.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve the provision for physical development of pupils in nursery and reception classes. St. John’s C of E Primary School 13

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Summary of the sources of evidence for the inspection

Number of lessons observed 29 Number of discussions with staff, governors, other adults and pupils 14

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Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

3 28 41 28 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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Pupils on the school’s roll Nursery YR– Y6

Number of pupils on the school’s roll (FTE for part-time pupils) 26 233 Number of full-time pupils eligible for free school meals 0 33 FTE means full-time equivalent.

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Special educational needs Nursery YR- Y6

Number of pupils with statements of special educational needs 0 1 Number of pupils on the school’s special educational needs register 1 59

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pupils

Number of pupils with English as an additional language 10

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pupils

Pupils who joined the school other than at the usual time of first admission 14 Pupils who left the school other than at the usual time of leaving 11

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% %

School data 3.7 School data 0.4 National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St. John’s C of E Primary School 14

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 Year Boys Girls Total for the latest reporting year 1999 18 17 35

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at Boys 16 16 18 NC Level 2 and above Girls 14 16 17 Total 30 32 35 Percentage of pupils School 86(87) 91(90) 100(96) at NC Level 2 or above National 82(80) 83(81) 87(84)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at Boys 16 18 17 NC Level 2 and above Girls 15 17 16 Total 31 35 33 Percentage of pupils School 89(84) 100(97) 94(97) at NC Level 2 or above National 82(81) 86(85) 87(86) Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 Year Boys Girls Total for the latest reporting year 1999 13 20 33

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National Curriculum Test/Task Results English Mathematics Science

Numbers of pupils at Boys 9 9 12 NC Level 4 and above Girls 19 18 19 Total 28 27 31 Percentage of pupils School 85(65) 82(74) 94(86) at NC Level 4 or above National 70(65) 69(59) 78(69)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at Boys 9 9 10 NC Level 4 and above Girls 19 18 19 Total 28 27 29 Percentage of pupils School 85(55) 82(66) 88(84) at NC Level 4 or above National 68(65) 69(65) 75(71) Percentages in brackets refer to the year before the latest reporting year. St. John’s C of E Primary School 15

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Permanent

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Permanent

Black – African heritage 2 Black – African heritage 0 0

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Permanent

Black – other 0 Black – other 0 0 Indian 2 Indian 0 0 Pakistani 1 Pakistani 0 0 Bangladeshi 0 Bangladeshi 0 0 Chinese 1 Chinese 0 0 White 184 White 0 0 Any other minority ethnic group 7 Other minority ethnic groups 0 0

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Permanent

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. St. John’s C of E Primary School 16

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YR-Y6

Total number of qualified teachers (FTE) 11 Financial year 1998/1999

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YR-Y6

Number of pupils per qualified teacher Average class size 32 £

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YR-Y6

Total number of education support staff 5 Expenditure per pupil 2050.00

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YR-Y6

Total aggregate hours worked per week 118 Balance brought forward from previous year 7106.00

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YR-Y6

Balance carried forward to next year 13881.00

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nursery

Total number of qualified teachers (FTE) Number of pupils per qualified teacher

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nursery

Total number of education support staff Total aggregate hours worked per week

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nursery

Number of pupils per FTE adult FTE means full-time equivalent. St. John’s C of E Primary School 17

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Questionnaire return rate

Number of questionnaires sent out 281 Number of questionnaires returned 102

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know

My child is making good progress in school. 55 41 2 0 2

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know

Behaviour in the school is good. 55 40 3 0 2

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know

My child gets the right amount of work to do at home. 39 43 12 2 4

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know

I am kept well informed about how my child is getting on. 32 49 16 2 1

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know

I would feel comfortable about approaching the school with questions or a problem. 63 30 4 2 1

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know

The school expects my child to work hard and achieve his or her best. 60 33 4 0 3

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know

The school works closely with parents. 37 53 7 0 3

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know

The school is well led and managed. 50 43 2 0 5

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know

The school is helping my child become mature and responsible. 52 43 1 1 3

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know

The school provides an interesting range of activities outside lessons. 43 31 11 1 13

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