Bell Lane Primary School

BELL LANE PRIMARY SCHOOL

Dates of inspection: February 28 - March 1 2000

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BELL LANE 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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BELL LANE 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. Bell Lane Primary School - 3

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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: Cllr Andrew Sherling

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 18 November 1996 Bell Lane Primary School - 4

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Team members

Madeline Ahearne Registered inspector Jennifer Mynett Lay inspector Ali Haouas Team inspector Tim Hall Team inspector

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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 Bell Lane Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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WHAT THE SCHOOL DOES WELL 10

Overall, teaching is good, with over a third of lessons observed being very good. The sustained focus on information technology has contributed effectively to pupil’s achievements in the subject. Pupils enjoy school, are eager to learn and always try to do their best. They are very well behaved. Pupils have very good social skills and a strong sense of moral responsibility. The headteacher provides very strong leadership, and creates an effective climate that enables staff to develop well and children to learn. The deputy head and other senior managers ably support him. The dedicated, committed and hard-working staff form a very effective team.

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WHAT COULD BE IMPROVED 13

The school does not make sufficient use of the available data in order to identify individuals and groups of pupils who are underachieving.

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INFORMATION ABOUT THE SCHOOL

Bell Lane is a mixed primary school with a nursery. There are 301 full time pupils on roll: 161 boys and 140 girls. There are 222 pupils for whom English is an additional language: at 66.8 per cent, this is very high. There are 97 pupils who have special educational needs, and of these, three have statements. The percentage of pupils identified as having special needs (28.6 per cent) is above the national average. The percentage of pupils known to be entitled to free school meals at 37.5 per cent is above the national average. The school has 93 refugee pupils. The ethnic, religious and cultural mix of the school is very diverse. There is a high rate of mobility: nearly a third of the pupils sitting the national tests in 1999 had been at the school for two years or less.

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INFORMATION ABOUT THE SCHOOL

A substantial number of pupils who enter the reception classes have had nursery provision in this school. The school takes 26 children who attend in the mornings and 26 who attend in the afternoons. Attainment on entry to the nursery and to the reception classes is well below that normally found in children of this age.

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HOW GOOD THE SCHOOL IS

Bell Lane Primary is a good and improving school, with many very good features. By the age of eleven, pupils achieve very well when compared with pupils from similar schools. It is a friendly, welcoming community where good relationships are established quickly. The many strengths of the school greatly outweigh its weaknesses.

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What the school does well

• Overall, teaching is good, with over a third of lessons observed being very good. • The sustained focus on information technology has contributed effectively to pupil’s achievements in the subject. • Pupils enjoy school, are eager to learn and always try to do their best. They are very well behaved. • Pupils have very good social skills and a strong sense of moral responsibility. • The headteacher provides very strong leadership, and creates an effective climate that enables staff to develop well and children to learn. The deputy head and other senior managers ably support him. • The dedicated, committed and hard-working staff form a very effective team.

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What could be improved

• The school does not make sufficient use of the available data in order to identify individuals and groups of pupils who are underachieving. The area 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 developments made since the last inspection in November 1996 have been sufficient to maintain the many strengths of the school, whilst bringing about still further improvements in aspects of the school’s work. Teaching is still a strength of the school. Standards have improved since the last inspection, especially by the end of Key Stage 2. Pupils’ good behaviour and their positive approaches to learning have made a significant contribution to their progress. Planning continues to be of good quality and the curriculum has been strengthened by the development of schemes of work for all foundation subjects. The provision for information and communications technology (ICT) has been substantially improved; the school now has a well-equipped and networked ICT room. The accommodation for the under-fives is now good; the outdoor provision is well planned and stimulating. Some improvement has been made in evaluating pupils’ progress and the value the school adds; data is

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

now collected regularly and some analysis has taken place, but as yet the school has not sufficiently evaluated the progress of individual pupils, nor set targets for them.

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STANDARDS

Bell Lane Primary School - 7 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 E E C A well above average above average A B mathematics E D C A average below average C D science E E C A well below average E

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Key

The good quality of teaching and strong school systems enable children to progress well as they move through the school, so that they do very well when compared with pupils from similar schools.

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Key

Results of the tests in 1999 show that by the end of Key Stage 2, standards are broadly in line with national averages and children are performing very well when compared with similar schools. Standards have been rising over recent years. By the end of Key Stage 1, however, standards are well below the national average in reading and writing, and below in mathematics. When compared with similar schools, they are below in reading and writing, and close to national average for mathematics.

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Key

Attainment on entry to the nursery is below that expected for children of a similar age. The well- designed nursery curriculum offers a wide range of learning opportunities and good provision; despite this, attainment in literacy and numeracy is still low on entry to the reception classes.

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Key

Inspection evidence shows that most children make good progress in the infant classes so that by seven they have caught up to some degree, but standards are still below average in English, especially in writing, and in mathematics. In information technology, standards are in line with those expected for seven-year-olds. By the age of eleven, children are achieving what is expected nationally in most aspects of English and mathematics, and are achieving well in information technology.

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Aspect Comment

Attitudes to the school Pupils are well motivated and eager to learn, and they participate enthusiastically in school activities.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour in lessons is always very good and sometimes exemplary. Behaviour at playtimes is good.

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Aspect Comment

Personal development and relationships Personal development is very good, with many planned opportunities for pupils to take responsibility. Relationships throughout the school are very good.

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Aspect Comment

Attendance Despite the best efforts of the school, attendance and punctuality are unsatisfactory. Bell Lane Primary School - 8

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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

The quality of teaching is generally good throughout the school, with many instances of very good and sometimes excellent teaching observed. Teachers have implemented the literacy and numeracy strategies very effectively; this has had a very positive impact upon pupils’ learning. Staff work together very well and their team work is a strength of the school. Teachers are well trained, reflective and committed. They manage pupils extremely well and create very positive classroom climates, within which children work with interest and enthusiasm. They are very clear about what they expect the children to learn. They know their children well and work hard to meet their many and diverse needs. To improve standards further, teachers need to be supported by a clear strategy for identifying and supporting even more precisely the specific needs of some pupils.

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Aspect Comment

The quality and range of the curriculum The school offers good curricular opportunities which are relevant to its pupils. A particularly good aspect is the use of computers in teaching literacy and numeracy. The literacy and numeracy strategies have been implemented well. These should now be ‘fine tuned’ to ensure that pupils’ diverse needs are met fully. A wide and interesting range of clubs and educational visits enriches the curriculum.

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Aspect Comment

Provision for pupils with special educational needs The high number of pupils with special educational needs make good progress overall.

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Aspect Comment

Provision for pupils with English as an additional language Pupils with English as an additional language benefit from the focused teaching of specialist teachers; this has a positive impact on the progress they make.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good and a strength of the school. The school gives high priority to these aspects of children’s development. Good role models of staff and very clear codes of behaviour ensure that pupils develop a mature understanding of moral responsibilities and behave very well. They have very good social skills and form strong relationships. They reflect on their experiences, gaining insight into the values and beliefs of others. They are learning to appreciate a variety of cultural traditions.

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Aspect Comment

How well the school cares for its pupils The school is a caring supportive environment within which children are happy and secure. Newcomers quickly adopt the values of the school and feel at home. The school fosters strong and effective partnerships with parents. Bell Lane Primary School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very good. The excellent climate, created by the headteacher and supported by the whole staff, strongly supports learning. There is a strong drive for improvement which permeates all aspects of school life.

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Aspect Comment

How well the governors fulfil their responsibilities The governors are active and well informed, and carry out their responsibilities well.

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Aspect Comment

The school’s evaluation of its performance The school has a general view of its work. Staff have begun to develop systems that will enable them to measure the progress made by pupils. Monitoring arrangements should include identifying the achievements of different groups by ability, ethnicity or gender.

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Aspect Comment

The strategic use of resources Good use is made of staff expertise, of time, of material resources and of the building. The nursery accommodation has been greatly improved and is now good.

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What pleases parents most What parents would like to see improved

• The values and attitudes the school promotes. • The good behaviour of the children. • The expectation that children will work hard and do their best. • The extent to which the school has improved since the last inspection. • They find the school approachable. • The amount of homework: a small minority of parents wanted more and an equally small minority wanted less. • One parent was concerned about the quality of lunchtime supervision. • One parent was concerned at the large class sizes in years 3/4.

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What pleases parents most What parents would like to see improved

Parents’ views gathered from questionnaires and from the parents’ meeting are extremely supportive of the school. Inspectors’ judgements support all of the parents’ positive views. Homework arrangements are consistent with government guidelines and are judged to be appropriate. Bell Lane Primary School - 10

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WHAT THE SCHOOL DOES WELL

Overall, teaching is good, with over a third of lessons observed being very good.

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WHAT THE SCHOOL DOES WELL

1. Throughout the school, teachers prepare their literacy and numeracy l essons thoroughly by identifying precise learning objectives, grouping the pupils carefully and varying the activities. The well-structured lessons proceed at a good pace, are lively and interesting to the children. The teachers’ detailed plans are accessible to support staff and thus guide their work with pupils. The prevailing climate in the classrooms is one where children work hard, with interest and enthusiasm, and where they expect to do their best. Teachers know their children well and work hard to meet their many and diverse needs. These features contribute significantly to the improving standards achieved and the good progress the pupils make.

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WHAT THE SCHOOL DOES WELL

2. One teacher displayed a considerable repertoire of excellent teaching skills in a literacy session with Year 1/2 pupils, focused on dictionary work. Activities were sequenced very well, with a good blend of talk and tasks that ensured learning about letters and sound-symbol relationships. In a session for a Year 3/4 special needs group, the teacher shared the learning objectives with the pupils; this enabled them to understand the task and to retell the story from a different point of view.

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WHAT THE SCHOOL DOES WELL

3. In the nursery, staff work very well together to provide well-planned activities with very good links that support children’s learning. For instance, role-play in the ‘Bell Lane Shoe Shop’ led to a matching activity at the end of the day when children were able to put themselves into sets based on buckles and laces.

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The sustained focus on information technology has contributed effectively to pupil’s

4. In Key Stage 1, the pupils achieve standards that are at least in line with, and sometimes above, national expectations. By age eleven, standards are above those expected for pupils of this age. There has been substantial progress made in this subject since the last inspection.

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The sustained focus on information technology has contributed effectively to pupil’s

5. The school now has a well-equipped and networked information and communications technology room. Additionally, there are computers in some classrooms. A substantial amount of in-service training has been provided to the whole staff, plus some very specialist training for individuals, which they have shared with colleagues. Some governors have attended training sessions. Five members of staff have been supplied with laptops to help further develop their information technology (IT) skills. The room includes a projector and screen. Teachers are thus able to use PowerPoint when working with whole classes, which has a powerful impact upon pupils and supports their learning well.

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The sustained focus on information technology has contributed effectively to pupil’s

6. The head is very committed to developing this aspect of the curriculum, which he sees as a vital component to the children’s education; with the subject leader, he has led the drive for improvement with staff. The governors have supported this work in the budget setting process. The staff collectively have very high levels of expertise in IT skills, which they use well for the benefit of pupils. They make very good use of the facilities in the computer room in some literacy and numeracy sessions. Bell Lane Primary School - 11 7. For instance, in a well-prepared Year 2 lesson, very good use was made of Clicker to illustrate the use of speech marks. Children worked purposefully on the computers, highlighting text to change the size of the font, using the mouse skilfully. At the end of the session, they saved their work. Through use of the computer, pupils displayed a mature understanding of the use of speech marks in text.

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The sustained focus on information technology has contributed effectively to pupil’s

8. A Year 5/6 class confidently used a commercial logo programme, when they successfully modelled effects on the screen by using repeat command and procedures to create ‘crystal flowers’. Pupils had to follow specific instructions to obtain the desired effects. In another lesson, Year 5/6 pupils successfully entered data to calculate the total cost of a party menu.

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The pupils enjoy school, are eager to learn and always try to do their best. They are very

9. The school is characterised by the setting of high expectations of children in all aspects of school life. They are thus expected to work hard in class and to behave well at all times. The staff, inspired by the head, constantly seek ways to improve their performance, and to meet the needs of their pupils in interesting and challenging ways. Pupils respond to classroom activities with enthusiasm and their determination to work hard is seen in all lessons in all classes. Their attitudes to learning and strong motivation are significant factors in the school’s success. Early instances can be seen in the nursery where children quickly settle into routines and show enthusiasm for the planned activities. Their personal and social development is at the centre of the provision and children are moving towards a level of self- esteem which underpins all their learning.

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The pupils enjoy school, are eager to learn and always try to do their best. They are very

10. One class of Year 5/6 pupils was enthusiastic and full of ideas when identifying categories of flora and fauna. In another Year 5/6 class, children responded very well to the challenge of finding a rule to apply when multiplying and dividing by ten and a hundred. They persevered, responded to the challenge of operating like a computer spreadsheet in their heads, and through diligent application, came up with a meaningful set of rules. The behaviour and work-rate of a Year 1/2 class was uniformly excellent in a literacy session on use of the dictionary. Reception pupils were attentive and well focused in a lesson based on the story The Bear and the Picnic Lunch . Children persevere, even when they find the content difficult, as when a Year 3/4 group found the process of counting on as a method of subtraction difficult initially. They were confident enough to say that they did not understand, and after a revision of the

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The pupils enjoy school, are eager to learn and always try to do their best. They are very

process by the teacher, the majority of the class was able to come up with the right answers.

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The pupils enjoy school, are eager to learn and always try to do their best. They are very

11. Pupils enjoy talking about their work, and are always ready to consider ways in which it can be improved. In some lessons, self-evaluation is built into the process, as when Year 5/6 pupils considered the questions at the end of a session on observational drawing: “If you could start again, would you choose the same media? How could it have been improved?” In the review phase of a Year 3 /4 numeracy session on partition, children offered suggestions and corrected each other in a very helpful manner.

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The pupils enjoy school, are eager to learn and always try to do their best. They are very

12. When asked, children say they enjoy school. Older pupils found it hard to think of ways in which school life could be improved for them. They are very proud of their school. This was exemplified at an assembly when older pupils were singing the school song: One in a million . Children know the words well and they sing tunefully and with gusto. Bell Lane Primary School - 12 Pupils have very good social skills and a strong sense of moral responsibility.

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The pupils enjoy school, are eager to learn and always try to do their best. They are very

13. Pupils behave very well in lessons and around the school. Behaviour wa s deemed to be good in almost all lessons observed, and very good in almost a third. Children respond well to the high expectations of their teachers, and generally excel with their courtesy and consideration for others. Relationships between pupils and teachers are extremely good.

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The pupils enjoy school, are eager to learn and always try to do their best. They are very

14. Assemblies provide good opportunities for disseminating the school’s values. For instance, during an assembly on the theme of connections, the story of Nelson Mandela was told by the headteacher, with the values of peace and reconciliation being emphasised. Many teachers share responsibility for assemblies.

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The pupils enjoy school, are eager to learn and always try to do their best. They are very

15. The strong sense of personal values which permeates the school results in newcomers to the school, some of whom have come from troubled areas, being absorbed into the life of the school more smoothly than might be expected. Children benefit from the strong ethos, welcoming atmosphere and consistency of approach, and most of them quickly adapt their behaviour accordingly.

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enables staff to develop well and children to learn. The deputy head and other senior

16. The aims of the school are encapsulated in the mission statement: ‘Striving for Excellence’. This aim is reflected in every aspect of school life, and contributes to the improving standards. Parents, governors, staff and children know exactly what it means to be part of the Bell Lane school community. The leaders of the school share a common purpose and put children and their achievements first. Children know that they are expected to do their best, and know that the school values their achievements. This stems from the headteacher, who has succeeded in creating a positive school climate for improving standards of performance, both by children and staff. His clear vision for the school is known and understood by staff. He sees it as his role to sustain innovation and create an environment where this will flourish. This results in a team of people who have plenty of ideas which they feel able to put forward.

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enables staff to develop well and children to learn. The deputy head and other senior

17. The headteacher places a high emphasis on the value of teamwork. The senior management meetings provide a clear platform for reviewing the school’s work and for identifying the means for improvement. He delegates effectively, positively encourages the personal and professional development of his staff, and takes great pride in their accomplishments. The deputy headteacher has a clearly delineated role, within which she exercises real authority. The head and deputy work together in close partnership. The core subject leaders are acknowledged by colleagues as experts in their subjects and have a clear part to play in raising standards, through monitoring, and through providing training and advice.

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enables staff to develop well and children to learn. The deputy head and other senior

18. The headteacher is committed to giving the best opportunities to all pupils. Parents understand this, and appreciate the welcoming and inclusive ethos of the school. The school population comprises a wide range of nationalities, with many children having English as an additional language; many children having special educational needs; and a sizeable number being refugee children, some from very troubled areas. The headteacher and staff put a high premium on enhancing pupils’ educational opportunities; for instance, there is a range of after school clubs such as chess, computers and sporting activities. The school has forged close links with schools in Bell Lane Primary School - 13 Germany and Holland; this has led to staff exchanges and to pupils e-mailing each other. In the music practice for the forthcoming school production observed during the inspection, children performed a complex piece to a very high standard. The dancers

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enables staff to develop well and children to learn. The deputy head and other senior

suggested interesting ways of improving their movements.

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enables staff to develop well and children to learn. The deputy head and other senior

The dedicated, committed and hard-working staff form a very effective team.

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enables staff to develop well and children to learn. The deputy head and other senior

19. The mixed-age classes, with a very wide range of ability, require a high level of planning by year group teachers to ensure standards, consistency, progression and continuity in the curriculum. The collaborative planning in year teams is uniformly effective and generally of a very high standard, with some outstanding practice. Liaison with the many good support staff, including volunteers, is impressive.

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enables staff to develop well and children to learn. The deputy head and other senior

20. The positive climate engendered within the school means that staff are willing ‘to go the extra mile’. This can be seen in all aspects of school life and contributes to the harmonious relationships and common sense of purpose prevailing in the school.

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The school does not make sufficient use of the available data in order to identify

individuals and groups of pupils who are underachieving .

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The school does not make sufficient use of the available data in order to identify

21. Teachers know their children well, and use their knowledge skilfully in gauging the level of work. In their day-to-day work with pupils, they carefully identify gaps in children’s learning and effectively plan the next steps. However, standards are low on entry, high numbers of new pupils join classes during the school year and vertical grouping creates a wide range of ability. The teacher’s task is not just to cater for this wide range, but to accelerate the progress of those pupils who are behind in their learning. Assessment information could usefully be used to set targets for individual pupils that are shared with them.

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The school does not make sufficient use of the available data in order to identify

22. The school identifies as the most important curriculum challenge the high level of need stemming from learners whose first language is not English. These pupils constitute some 70 per cent of all pupils. The work and academic progress of these pupils is to a large extent the key to raising standards. With so many pupils being at the early stages of acquiring English, whole-class teaching and discussion sometimes misses their needs. Questioning at times needs to aim for more sustained responses from pupils and the complexity of questions needs to be varied more flexibly so that pupils at different stages are all challenged and involved in classroom talk.

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The school does not make sufficient use of the available data in order to identify

23. The previous inspection report indicated the need to develop quantitative techniques for evaluating pupils’ progress and the value it adds. The school is currently working on this issue, and much has been achieved. To further this work, the school should analyse achievements to see which groups of children are making the most progress and which the least and asking questions about why. Secure systems for tracking pupils’ progress would better support teachers in planning in detail the very diverse tasks they need to set in lessons, and in monitoring whether what they are doing with pupils is making a difference. Bell Lane Primary School - 14

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve analytical procedures in order to demonstrate what difference the school makes, particularly in reference to children with English as an additional language, refugee pupils, ethnic groupings and any other relevant group;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensure each lesson contains explicit planning to cater for the specific learning needs of bilingual pupils;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensure that questioning challenges pupils who are at different stages of acquiring English;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• provide more opportunities for pupils to speak, read and write at length.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(paragraphs 21, 22, 23) Bell Lane Primary School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 10

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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

4 31 38 23 4 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR –Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 26 304

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 111 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR –Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 1 97

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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 222

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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 44

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 76

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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. Bell Lane Primary School - 16

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 16 29 45

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 4 5 9 Numbers of pupils at NC level 2 and above Girls 25 25 28

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Attainment at the end of Key Stage 1

Percentage of pupils School 67 (55) 67 (56) 82 (66) at NC level 2 or above National 85 (80) 86 (81) 90 (85)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 4 5 4 Numbers of pupils at NC level 2 and above Girls 24 23 22

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Attainment at the end of Key Stage 1

Percentage of pupils School 62 (52) 82 (56) 58 (56) at NC level 2 or above National 82 (80) 86 (85) 87 (86)

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Attainment at the end of Key Stage 1

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

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 19 18 37

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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 12 16 Numbers of pupils at NC level 4 and above Girls 11 10 13

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Attainment at the end of Key Stage 2

Percentage of pupils School 75 (60) 61 (48) 81 (56) 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 13 10 10 Numbers of pupils at NC level 4 and above Girls 12 10 11

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Attainment at the end of Key Stage 2

Percentage of pupils School 69 (60) 56 (48) 58 (56) 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. Bell Lane Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 2 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 55 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 55 Other minority ethnic groups 0 0 This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 15.5 Financial year 1998/1999

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Teachers and classes Financial information

Number of pupils per qualified teacher 24.3

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 694721

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Teachers and classes Financial information

Total number of education support staff 10 Expenditure per pupil 2271

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Teachers and classes Financial information

Total aggregate hours worked per week 214 Balance brought forward from previous year 26942

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Teachers and classes Financial information

Balance carried forward to next year 24963

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1

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Teachers and classes Financial information

Number of pupils per qualified teacher 26

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Teachers and classes Financial information

Total number of education support staff 1

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Teachers and classes Financial information

Total aggregate hours worked per week 32.5

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Teachers and classes Financial information

Number of pupils per FTE adult 13 FTE means full-time equivalent. Bell Lane Primary School - 18

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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. 57 30 5 4 4

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Percentage of responses in each category

Behaviour in the school is good. 52 43 2 2 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 54 36 5 4 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 60 36 2 2 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 75 19 2 0 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. 71 23 2 0 4

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Percentage of responses in each category

The school works closely with parents. 55 39 2 2 2

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Percentage of responses in each category

The school is well led and managed. 52 42 0 2 4

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Percentage of responses in each category

The school is helping my child become mature and responsible. 65 27 4 0 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 55 20 7 4 14

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Other issues raised by parents

At the parents’ meeting strengths of the school were judged to be:

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Other issues raised by parents

• high expectations in all aspects of school life; • good teaching; • the attitudes and values promoted by the school; • the good behaviour of the children; • its accessibility.

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