Warmsworth Primary School

WARMSWORTH PRIMARY SCHOOL

Dates of inspection: 13 th – 14 th September 2000

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WARMSWORTH 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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WARMSWORTH 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. Warmsworth Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Mill Lane Warmsworth Doncaster South Yorkshire

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1996 Warmsworth Primary School - 4

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Team members

Mr. M. Bucktin (15484) Registered inspector Mr. M. O’Malley (19436) Lay inspector Mr. R. Cheetham (2592) Team inspector Mrs. E. Randall (15360) Team inspector

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Team members

Leicestershire County Council Advice and Inspection Service Education Department County Hall Glenfield Leicester. LE3 8RF

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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 Warmsworth 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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INFORMATION ABOUT THE SCHOOL

Warmsworth Primary School has 417 pupils on roll. This includes the full time equivalent of 30 pupils in the Nursery. The number on roll is around the same as at the last inspection and the school remains much bigger than most other primary schools. The vast majority of pupils are white and around a third come from outside the school’s catchement area. When they start school, pupils’ attainment matches that normally expected of four- year-olds.

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INFORMATION ABOUT THE SCHOOL

The school is situated on the outskirts of Doncaster. The immediate area the school serves is well established and most pupils come from secure family backgrounds. Close to ten percent of pupils are eligible for a free school meal. This percentage is below the national average. A similar proportion are on the school’s register of special educational needs. This proportion is also below average and the majority have moderate learning difficulties. Six pupils have a statement of special need.

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HOW GOOD THE SCHOOL IS

Warmsworth Primary School is a very effective school and provides very good value for money.

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HOW GOOD THE SCHOOL IS

Since the last inspection, the school has sustained or improved upon its previously good performance. Standards of attainment in Key Stage 1 National Curriculum tests have been consistently above or well above the national average and the average for schools with a similar intake of pupils. In Key Stage 2 National Curriculum tests, results have been very high when compared with the national average and the average for similar schools. Indeed, this level of performance puts it among the top 5% of schools nationally.

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HOW GOOD THE SCHOOL IS

The school is very well led and has a committed staff and governing body. Both have worked well to ensure that high performance in the core subjects goes alongside a broad and balanced curriculum. Teaching is good and helps pupils do as well as they can in all aspects of the school’s work.

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What the school does well

 Standards of attainment in the core subjects are particularly good. The results achieved by pupils when they leave the school are among the highest in the country.  Pupils make very good rates of progress, they have very good attitudes and produce an impressive range of work.  There is a rich and stimulating curriculum enhanced by strong links with the community and local businesses and includes good out of school provision.  The teaching of literacy and numeracy across the whole school is good.  The headteacher provides excellent leadership and is very well supported by a committed and hard working staff  There is a strong sense of community, pupils behave very well and become increasingly aware of their responsibilities to themselves and to others.

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What could be improved

 Despite improvements in the provision for information and communication technology, not all elements of the programme of study are taught in enough depth and standards are not yet up to expected levels. 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

Since the last inspection in November 1996, high standards in National Curriculum tests have been sustained. In English, standards, which were judged to be in line with the national average, have risen markedly and are now well above average. In particular, the school has been very successful in raising the standards of boys’ literacy.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The overall quality of teaching has also been sustained with over nine out of ten lessons being satisfactory or better. Within this there have been notable improvements in the proportion of good or very good teaching. The consistency of teaching in Key Stage 1 has also been improved and is now good overall. Warmsworth Primary School - 7 Of the four key issues identified in the last inspection, the school has successfully addressed three. In particular, the work of subject co-ordinators now makes a significant contribution to the standards pupils achieve and to the quality of teaching. This is especially so in English and mathematics which have been priorities for development, reflecting the national emphasis on improving standards of literacy and numeracy. However, there is still a need to improve standards in information and communication technology. Whilst the school has made some improvement, most notably in the appointment of a co-ordinator and in upgrading computers and software,

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

this has not yet had sufficient impact on pupils’ achievements.

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STANDARDS

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

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Key

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

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Key

Note A* indicates that standards are very high

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Key

When they start school, pupils’ attainment matches that normally expected. They make very good rates of progress so that, by the time they leave school, pupils attain standards in English that are well above the national average and the average for schools with similar intakes. In mathematics and science, the school’s performance in Key Stage 2 tests puts it in the highest 5% of schools in the country. These high standards have been maintained over a period of four years and early indications from the 2000 National Curriculum tests show yet further improvement. Most notable is the improvement on pupils attaining higher than expected levels in writing at Key Stage 1 and the high proportion of pupils (between half and four fifths) who attain higher than expected levels in the English, mathematics and science at Key Stage 2.

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Key

A good part of the reason why standards have been maintained at such high levels is the very effective procedures for tracking pupils’ attainments. This enables the school to set realistic but challenging targets. High expectations, clear and focused teaching and very good support for pupils have enabled the school to exceed its targets in 1999 and 2000.

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Key

Work seen in lessons confirms that pupils are on course to maintain these high levels of attainment. Even at this early stage of the academic year significant numbers of pupils are attaining better than expected standards and samples of pupils’ work indicate that they produce an impressive range of work, both in its quality and quantity.

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Key

Since the last inspection, the school has been successful in raising the profile of music throughout the school and standards are now in line with expectations. The quality and range of work on display indicates that standards are high in subjects like history, geography, art and design and technology. However, pupils do not yet reach expected standards in all applications of information and communication technology.

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Aspect Comment

Warmsworth Primary School - 8 Attitudes to the school Very good. Pupils have particularly positive attitudes and take pride in what they do.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils conduct themselves well, both in the classroom and around the school.

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Aspect Comment

Personal development and relationships Very good. Pupils are involved in the school at all levels and form strong relationships with others.

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Aspect Comment

Pupils are very interested in their work and take pride in what they produce. They are keen, eager to learn and want to do well. Behaviour in lessons and around the school is very good. Each class has its own charter drawn up by the pupils, which guides behaviour, and the school is a very orderly community. The very good relationships ensure a happy, secure and purposeful ethos. Pupils are confident in asking questions and trying things out. They work well in pairs and groups when doing research and project work. They take responsibility and initiative and there are many examples of pupils helping with school routines. Attendance is above the national average.

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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

Twenty-one percent of teaching is very good, 48% is good, 26% is satisfactory and 5% is unsatisfactory. The quality of teaching in English and mathematics is good. Even at this early stage of the academic year, teachers have accurately assessed the abilities of pupils and know their strengths and weaknesses. Lessons are taught with confidence and authority and the daily mathematics lesson and the literacy hour are very well organised. Well planned lessons place high demands on pupils, particularly in the oral sessions, with challenging work being set for pupils of all abilities. Teachers have high expectations of work and behaviour.

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

Pupils respond well. They are keen to learn and produce a lot of work, much of it to a high standard. They maintain good levels of concentration and learn to work independently from an early age. The teaching of information and communication technology is not quite up to the same standard. Whilst word processing is taught effectively, other applications are not covered to the required depth.

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Aspect Comment

The quality and range of the curriculum Good. The curriculum ensures that pupils have a wide and enriched programme of work as they move through the school.

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Aspect Comment

Provision for pupils with special educational needs Good. The requirements of the Code of Practice are well implemented and assessment procedures thorough.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. Provision for moral and social development is excellent, provision for spiritual and cultural development is satisfactory.

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Aspect Comment

How well the school cares for its pupils Very good. Through very effective monitoring and tracking procedures the school knows its pupils well and provides high standards of care. Warmsworth Primary School - 9 A great deal of thought has gone into ensuring the curriculum is well planned and provides variety and interest. A wide range of out of school visits supplements the work done in class and close links with the community and local businesses give pupils a wide background for their learning. Tracking and monitoring procedures enable teachers to know individual pupils well. They promote high academic performance and the school has a coherent approach to developing citizenship among pupils that emphasises their responsibilities to themselves and to others.

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Aspect Comment

Leadership and manage-ment by the headteacher and other key staff The headteacher provides excellent leadership and is very well supported by a committed and hard-working staff.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governing body is well organised and works in close partnership with the school’s staff.

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Aspect Comment

The school’s evaluation of its performance Very good. Available information is evaluated systematically to identify where improvements can be made.

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Aspect Comment

The strategic use of resources Good. Staff are well deployed and the school carefully and sensibly plans ahead for further improvements.

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Aspect Comment

The headteacher provides excellent leadership. He gives clear and firm direction for the work of the school, ensuring that the emphasis on literacy and numeracy is complemented by a rounded and balanced education for all pupils. The senior team of staff carefully and rigorously monitors the school’s work, giving impetus and direction to the work of the teachers. The co-ordinators for English and mathematics have supported the implementation of the literacy and numeracy strategies very well through personal example and in guiding other teachers. All staff participate in the management of the school. They contribute well to working parties which make recommendations in key aspects of the school’s work. The governing body is shrewd and has a good understanding of their responsibilities. They apply the principles of best value effectively.

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What pleases parents most What parents would like to see improved

 Children like school  Children make good progress  Behaviour is very good  Teaching is good  The school has high expectations  The school works closely with parents  The school is well led and managed  Pupils are helped to become mature and responsible  The range of activities outside lessons

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What pleases parents most What parents would like to see improved

The inspection team fully endorses the views of parents with regard to the strengths of the school. Parents have every right to be pleased with what the school offers its pupils and the way it enables pupils to achieve high standards in work and behaviour.

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What pleases parents most What parents would like to see improved

With regard to the range of activities outside lessons, the inspection team finds that parents concerns are not justified. Each year group supplements its work through trips and visits to place of interest. For example, Year 2 pupils visit Elsecar Heritage Centre to support work in science and history. The extra-curricular activities (WASPs), provide opportunities for older pupils to pursue interests in music, sport and crafts. Warmsworth Primary School - 10

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Standards of attainment in the core subjects are particularly good. The results achieved by pupils when

they leave the school are among the highest in the country.

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Standards of attainment in the core subjects are particularly good. The results achieved by pupils when

1. Since the last inspection the school has sustained high standards whilst also achieving improvements in key areas.

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Standards of attainment in the core subjects are particularly good. The results achieved by pupils when

2. In Key Stage 1, results in National Curriculum reading levels have been consistently well above the national average and the average achieved by schools with similar intakes of pupils. In writing, results have ranged from above to well above average and, in the 2000 tests the school has successfully improved the proportion of pupils that attains higher than expected levels. In, mathematics, results fell slightly in 1998 but the following year returned to being above average and the 2000 results show yet further improvement.

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Standards of attainment in the core subjects are particularly good. The results achieved by pupils when

3. In Key Stage 2, results in National Curriculum tests for mathematics and science have consistently been among the highest 5% of schools across the country. Early indications from the 2000 tests show still further improvement on this already very high standard. Moreover, the proportion of pupils attaining higher than the expected level in these two subjects has also been sustained at impressively high levels. In mathematics around two out of every three pupils attain higher than the expected levels. In science this rises to four out of every five.

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Standards of attainment in the core subjects are particularly good. The results achieved by pupils when

4. The previous inspection noted that standards in English at Key Stage 2 were in line with the national average. Since then the school has given high priority to improvement and enthusiastically implemented the national strategy for literacy. The outcome is significant improvement which is much better than the national rate of improvement over the same period. The Key Stage 2 results in 1999 were well above the national average and the average achieved by similar schools. Early indications from the 2000 tests show yet further improvement. The proportion of pupils attaining higher than the expected level has also risen to just over half.

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Standards of attainment in the core subjects are particularly good. The results achieved by pupils when

5. Of particular note is the very marked improvement in the achievement of boys in English. In 1996, boys were around two terms behind girls, which was more than the national difference. In the 1999 tests the performance of boys had improved to the extent that, even allowing for significant improvements in girls’ performance, they were less than half a term behind girls. This is double the rate of national improvement and the difference in the performance of boys and girls is much less than the difference nationally.

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Standards of attainment in the core subjects are particularly good. The results achieved by pupils when

6. This is because teachers create a climate in which all pupils are expected to do their best. They plan and teach lessons in a calm, confident and knowledgeable manner which transmits itself to pupils and select material which motivates and interests boys as well as girls. The work of the school in raising the achievement of boys has been recognised in a book of case studies published by the Basic Skills Agency.

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Standards of attainment in the core subjects are particularly good. The results achieved by pupils when

7. There is a strong quest for improvement and the school is not content to rest on its laurels. For example, the science curriculum is being reviewed even though standards are already very high.

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Pupils make very good rates of progress from the time they enter the school, they have very good

attitudes and produce an impressive range of work.

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Pupils make very good rates of progress from the time they enter the school, they have very good

8. Given that pupils’ attainment on entry to the school matches that normally found, the results in end of key stage tests show that rates of progress are very good. The work seen in lessons indicates that the school is on course to maintain its high standards. Even at this early stage of the academic year a significant number of pupils are working at higher than expected levels. Warmsworth Primary School - 11 9. Children in the nursery and reception classes listen carefully, follow instructions and speak clearly and pass comments on familiar stories and rhymes. They recognise numbers up to 10 and can confidently give the next number in a sequence. In Key Stage 1, pupils read with fluency and accuracy and express their likes and dislikes. They also develop a direct style of writing. For example, a Year 2 pupil in describing how to make an electrical circuit began his description by stating, “This is what you do.” In

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Pupils make very good rates of progress from the time they enter the school, they have very good

mathematics, pupils are confident with numbers up to 100, recognise 2 and 3D shapes using correct terminology to name them and work with extended number sequences leading on to the 5 and 10 times tables.

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Pupils make very good rates of progress from the time they enter the school, they have very good

10. In Key Stage 2, pupils produce a varied range of writing, matching the style to the audience. For example, pupils produce a school newspaper, The Warmsworth Warbler, which is written in a clear, direct style. Sentences range from the simple to the more complex, with paragraphs and punctuation correctly used. Their reading is also confident, for example Year 5 pupils used text taken from “The Hobbit” to make deductions from supporting evidence. In mathematics, the comprehensive coverage of the programme of study and the spirit of mathematical enquiry, which is so effectively developed, gives pupils the knowledge and skills to carry out investigations and solve problems. In science, the range and depth of work is very impressive. Pupils learn to conduct experiments, such as the rate at which water cools and make a series of accurate observations and drawing conclusions. This is complemented

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Pupils make very good rates of progress from the time they enter the school, they have very good

by a systematic programme in which key scientific knowledge is built up throughout the key stage.

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Pupils make very good rates of progress from the time they enter the school, they have very good

11. The sample of work put forward by the school was very well organised and gave clear evidence of the quantity and quality of pupils’ work. The care with which work is produced, the way project folders and booklets are put together and the range of skills shown in the work across all subjects shows that pupils take great pride in their work. Literacy and numeracy skills are very well applied to learning in other subjects. For example, in science pupils draw line graphs to present information and complete calculations as part of their experiments. In history, imaginative accounts capture pupils’ views of what life was like in Tudor Britain.

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Pupils make very good rates of progress from the time they enter the school, they have very good

12. In classrooms, pupils’ very positive attitudes are evident. For example, personal hygiene routines like brushing teeth were discussed without embarrassment by a Year 3 class. Another Year 3 class showed great enthusiasm within the first part of a mathematics lesson. They mentally worked answers and held up their number cards in response to the problems set by the teacher. They were delighted when they achieved the correct answer but not deterred when they made mistakes. Indeed they only became more determined to succeed next time. There was genuine disappointment when the teacher brought the activity to a close.

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

local businesses and is extended to include good out of school provision.

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

13. The high standards achieved in the core subjects have not been at the expense of other subjects. They have been given an appropriate amount of time and teachers are concerned to teach them to the same quality and depth.

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

14. The range of work around the school is impressive and all areas of the building are alive with bright, colourful displays. Work from all age groups is on display enabling older pupils to see the work of younger pupils and vice versa. Work in history, geography, design and technology and art indicate that good standards are achieved across the breadth of the curriculum. Pupils are given challenging tasks and the quality of the finished articles is good. For example, Year 1 pupils had made models using balsa wood, a material that many older pupils find difficult to work with. In art, the range of media used, the representation of feelings and the use of pattern and texture make a significant contribution to the ethos and climate of the school. This is best shown by the school’s contribution to JC2000, a national arts festival, which is on show in the school hall. This depicted the story of the Good

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

Samaritan in a modern context using artwork from across the school and was judged to be “…an outstanding example of contemporary art.”

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

15. Since the last inspection, the profile of music has been raised considerably. As well as making improvements to the music curriculum, the school now boasts a choir, an orchestra, recorder groups and puts on concerts which are very well attended. Warmsworth Primary School - 12 16. The curriculum is extended out of the school through visits and trips to places of interest. For example, the “Warmsworth Warbler” contains well written accounts of visits made by each year group. Year 6 went to Elsecar Industrial Museum and the Millennium Dome, Year 5 to Gainsborough Hall to extend the their work on Tudor Britain, Year 3 to a synagogue in Leeds and Year 2 to Eyam. Each visit is followed up in class ensuring that pupils gain the widest possible benefit.

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

17. Links with the local community and business are strong and also emphasise that learning is applied in a variety of contexts. Pupils have visited the local hotel and studied the work of a nearby quarry. A local chemical company has supported the school’ s work in recording achievement and helping pupils to set their own personal targets. Older pupils take part in a wide range of extra-curricular activities known as WASPs. Over 80 pupils from Years 5 and 6 engage in a variety of sporting, musical and craft activities. Indeed the school received an award from a national charity in recognition of its “….excellent out of school provision”

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

18. All these examples reflect a commitment to education in its fullest sense and make a significant contribution to pupils’ personal development.

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

The teaching of literacy and numeracy across the whole school is good.

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

19. The school has introduced the national strategies for literacy and numeracy very well. The co- ordinators have both taught demonstration lessons and the mathematics co-ordinator is recognised by the Local Education Authority as a “leading mathematics teacher”. They have observed their colleagues and given further guidance on their teaching. The outcome is that the literacy hour and the daily mathematics lesson are taught with confidence and authority. This transmits itself to pupils who know what is expected of them and readily rise to the challenge.

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

20. Interesting and challenging texts like, “The Hobbitt”, “The Wind in the Willows” and anthologies of poetry are chosen for study within the literacy hour and used to develop skills deduction and characterisation. Teachers provide very good role models. They conveying interest and enthusiasm in literature and read with great expression. This stimulates pupils to do the same. Teachers ask perceptive questions. They encourage pupils to think for themselves and explain key concepts such as in a Year 4 poetry lesson which considered how words convey variations in meaning. The lessons move smoothly from one element to another and even the youngest pupils are able to work independently, allowing the teacher to work directly with other groups.

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There is a rich and stimulating curriculum which is enhanced by strong links with the community and

21. Mathematics lessons start with a challenging session of oral and mental work in which the emphasis is on the use and recall of number and their practical application. For example, a Year 6 lesson started with a rapid practice of tables before going onto consider place value to one decimal place and translating it to weight and money. Teachers are adept at assessing pupils’ capabilities during these sessions and targeting questions to particular pupils. This serves to maintain high levels of concentration among pupils.

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working staff

22. The headteacher is very well respected by all sections of the school community and beyond. He has a clear vision for the school and provides the strongest possible role model in seeing this vision translated into practice. He exudes confidence and pride in the work of the school and creates similar feelings in all those who are connected with it. This is best shown in the way the school took the inspection in its stride. Staff saw it as a natural process and an opportunity to present the work of the school for scrutiny.

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working staff

23. This leadership influences standards in the school in two main ways. First, the Headteacher and senior staff lead the process through which pupils’ progress is carefully tracked and monitored. Assessment data is systematically analysed and gives teachers a clear understanding of each pupil’s strengths and weaknesses. This enables particular areas to be targetted at an early stage with individual pupils. It Warmsworth Primary School - 13 also means that whole school targets have a strong basis and are realistic. Consequently, the run-up to national tests and assessments is a calm and considered process. Parents warmly appreciate the sensible approach taken to Key Stage 2 tests in particular, noting that pupils respond better because they see the tests as a normal process rather than a special event. Secondly, through very effective delegation, key staff directly influence teaching and learning. In literacy and numeracy for example, the co-ordinators

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working staff

have had a significant impact on standards and the quality of teaching, leading staff training and monitoring its impact in the classroom. The same approach is to be used to improve standards in information and communication technology.

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working staff

24. The emphasis on literacy and numeracy is balanced by a concern for individuals and achievement is recognised at all levels. Staff have the opportunity to contribute their expertise through working parties which make recommendations on key processes and procedures in the school. This level of involvement and encouragement is very much welcomed. It creates a very strong commitment to improvement and belief in their collective ability to succeed. One member of staff voiced her appreciation of the way she had been encouraged to take on new responsibilities and challenges and referred to the positive effect this had on her confidence.

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working staff

25. The governing body provides good support and carries out its roles and responsibilities in an effective manner. They recognise the strengths of the school and are concerned to support the headteacher and staff in an unobtrusive, but nonetheless challenging way. The chair of the governing body in particular is acutely aware of the costs involved in running the school and what it needs to achieve to continue to provide the very good value for money it currently does.

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There is a strong sense of community within the school, pupils behave very well and become increasingly

aware of their responsibilities to themselves and to others.

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There is a strong sense of community within the school, pupils behave very well and become increasingly

26. The aims of the school are summarised in a statement which refers to “…..the right of everyone to learn, work and live in a just community and to be treated with respect.” It very successfully achieves these aims through a systematic approach which provides coherence and purpose. This approach develops a strong sense of citizenship among pupils. The success of the school has been recognised by its inclusion as a case study in recent publication and the school receives frequent requests from other schools to learn more of this approach in practice.

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There is a strong sense of community within the school, pupils behave very well and become increasingly

27. The sense of community is evident immediately on entering the school. Pupils’ achievements are given prominence in bright and engaging displays of their work and in a corridor devoted to newspaper cuttings, certificates and photographs which recognise the contribution of the school in the wider community. These indicate, for example, a wide number of charities that the school has supported. Pupils take on a variety of tasks in helping the school to run smoothly and enjoy the trust given to them.

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There is a strong sense of community within the school, pupils behave very well and become increasingly

28. The sense of responsibility to themselves and others is evident in “Class Charters.” These are a list of rules that the pupils agree with the teacher at the start of every year. They are highly valued and emphasised. For example, a Year 6 class based their assembly on the “Charter” they had just complied and acted out role play to illustrate its key points. The “Charters” provide a strong framework for behaviour and pupils respond very well; behaviour is very good throughout the school. On the minority of occasions pupils do stray from accepted standards, the “Charter” is used to remind them of what is expected, as in a Year 5 class when a pupil was calmly but firmly reminded of the need to put a hand up before contributing views and opinions.

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There is a strong sense of community within the school, pupils behave very well and become increasingly

29. Everyone connected with it values the strong spirit within the school. Staff refer to the family ethos of the school and clearly value the strong tradition of professional discussion and debate which helps them improve their work. Parents particularly like the way pupils are helped to become mature and responsible. This is evident in the way pupils relate to each other. For instance, a pupil with physical disabilities is very well integrated into the life of the school and a parent of a child with behavioural difficulties greatly appreciates the way the school has supported her child. Warmsworth Primary School - 14

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Despite improvements in the provision for information and communications technology, not all elements

of the programme of study are covered and standards are not yet up to expected levels.

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Despite improvements in the provision for information and communications technology, not all elements

30. Standards and provision for information and communication technology were judged to be unsatisfactory at the time of the last inspection. In common with many others, the school has found it difficult to keep pace with new developments in this area. So, despite the best efforts and intentions, the school has not been successful in bringing this area of its work up to expected standards.

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Despite improvements in the provision for information and communications technology, not all elements

31. Pupils become increasingly proficient in word processing and can edit text, introducing tables and images. Programs are used to consolidate and practise literacy and numeracy skills. Information from CD-ROM and the Internet is also used to help pupils’ research. However, this does not extend into other applications such as control applications and so attainment across the full range of knowledge, skills and understanding is not yet up to the required standards.

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Despite improvements in the provision for information and communications technology, not all elements

32. The school is fully aware that it still has work to do to bring this area up to standard and has made progress. An extended range of up to date computers has been installed. There are three networked mini-suites around the school together with appropriate software. The school has taken advantage of recently issued national planning guidance and has a more systematic approach to covering key elements of the National Curriculum programme of study. A co-ordinator with the necessary expertise is set to take over the leadership of information and communication technology. She has correctly assessed the school’s needs and recognises, as do those concerned, that many staff lack confidence in teaching the full range of skills and knowledge. Clear and detailed plans for staff training are in place with monitoring and support to ensure that training is translated into practice.

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Despite improvements in the provision for information and communications technology, not all elements

33. Consequently, the school is well placed to take this work forward.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

34. To develop further the school’s effectiveness the staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

35. Improve the standards achieved in information and communication technology by fully implementing the plans for:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

 Training staff;  Integrating the subject within the curriculum; and  Monitoring, evaluating and supporting teaching. (Paragraphs 30, 31 and 32) Warmsworth 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 13

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 30 387

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 39

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 1 41

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 3

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 17

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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 94.1 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Warmsworth 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 34 21 55

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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 32 33 34 Numbers of pupils at NC level 2 and above Girls 20 20 20

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Attainment at the end of Key Stage 1

Percentage of pupils School 95 (97) 96 (99) 98 (90) at NC level 2 or above National 82 (77) 83 (81) 87 (84)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 31 29 30 Numbers of pupils at NC level 2 and above Girls 20 20 20

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 (94) 89 (93) 91 (91) at NC level 2 or above National 82 (81 ) 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 22 22 44

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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 19 19 20 Numbers of pupils at NC level 4 and above Girls 20 20 22

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Attainment at the end of Key Stage 2

Percentage of pupils School 89 (89) 91 (92) 95 (100) at NC level 4 or above National 70 (65) 69 (58) 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 19 19 19 Numbers of pupils at NC level 4 and above Girls 20 20 21

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Attainment at the end of Key Stage 2

Percentage of pupils School 89 (72) 91 (79) 91 (85) at NC level 4 or above National 68 (65 ) 69 (65 ) 75 (72 )

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Warmsworth Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 17.5 Financial year 1999 - 2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 22.1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 731,062

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Teachers and classes Financial information

Total number of education support staff 12 Expenditure per pupil 1,885

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Teachers and classes Financial information

Total aggregate hours worked per week 230 Balance brought forward from previous year 87,615

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Teachers and classes Financial information

Balance carried forward to next year 46,257

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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) 1.0

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Teachers and classes Financial information

Number of pupils per qualified teacher 30.0

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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

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Teachers and classes Financial information

FTE means full-time equivalent. Warmsworth 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. 64 33 2 0 1

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Percentage of responses in each category

Behaviour in the school is good. 61 39 0 0 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 41 48 11 0 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 43 39 17 1 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 66 32 1 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 70 29 1 0 0

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Percentage of responses in each category

The school works closely with parents. 56 39 5 0 1

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Percentage of responses in each category

The school is well led and managed. 58 41 0 0 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 55 44 0 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 26 46 22 1 5

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Summary of parents’ and carers’ responses

There is wide support for and appreciation of the work the school does. Parents have every right to be pleased with what the school offers its pupils and the way it enables pupils to achieve high standards in work and behaviour.

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Summary of parents’ and carers’ responses

With regard to the range of activities outside lessons, the inspection team finds that parents’ concerns are not justified. The school ensures that each year group has the opportunity to supplement their work through trips and visits to place of interest. For example, Year 2 pupils visit Elsecar Heritage Centre to support work in science and history. There is also a considered approach to extra-curricular activities known as WASPs (Warmsworth After School Pursuits), providing opportunities for older pupils to pursue interests in music, sport and crafts.

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