Other · Ofsted report

Furzedown Primary School

Inspected — · published 18 Jul 2001 · URN 101009

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Praisevery welleffectiveeffectivelypositiveenthusiasmimprovedstrengthshigh quality

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Full report text

FURZEDOWN PRIMARY SCHOOL

Dates of inspection: 30 April – 3 May 2001

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FURZEDOWN PRIMARY SCHOOL

Full 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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FURZEDOWN 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. Furzedown Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Nursery, Infant and Junior

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INFORMATION ABOUT THE SCHOOL

School address: Beclands Road Tooting London

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs Rosalyn Mand

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: December 1996 Furzedown Primary School - 4

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responsibilities

22629 Jayne Clemence Registered inspector Areas of learning for children in the Foundation Stage Music How high are standards? How well are pupils taught? How well is the school led and managed? 1035 Graham Ellis Graham Ellis Pupils’ attitudes, values and personal development How well does the school work in partnership with the parents? 12367 Anthony Green Team inspector Mathematics Physical education Religious education How well does the school care for its pupils?

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responsibilities

15023 Ali Haouas Team inspector Equal opportunities English as an additional language History Geography Information and communicatio n technology 24891 Jackie Johnson Team inspector Science Art and design Design and technology 11353 Janet May Team inspector English Special educational needs How good are the curricular and other opportunities offered to pupils? Furzedown Primary School - 5 The inspection contractor was:

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responsibilities

QAA Herringston Barn Herringston Dorchester Dorset DT2 9PU

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responsibilities

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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responsibilities

The Complaints Manager Inspection Quality Division

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responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Furzedown Primary School - 6

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PART A: SUMMARY OF THE REPORT 7

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

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HOW HIGH ARE STANDARDS? 12

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

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INFORMATION ABOUT THE SCHOOL

Furzedown Primary School is situated in Tooting, and has 338 pupils between the ages of three and eleven. There are 151 boys and 161 girls, with 35 children attending the nursery. Children enter the nursery from a very mixed range of backgrounds, and a significant proportion have speaking and listening skills below those expected for their age. In addition, 41 per cent of pupils have English as an additional language; 22 per cent of those pupils are at the earliest stages of speaking English and receive additional support. Pupils come from a diverse range of backgrounds. This includes 41 per cent of pupils from a white ethnic heritage, and 13 per cent Indian. Seven per cent of pupils are from a Black Caribbean background and six per cent Black African. Three per cent of pupils are Pakistani and a very small minority are Bangladeshi. A small number of pupils are from refugee families. 22 per cent of pupils

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INFORMATION ABOUT THE SCHOOL

are known to be eligible for free school meals- a figure that is a little higher than the national average. 28 per cent of pupils are on the school’s register for special educational needs- a figure that is higher than that found nationally, although only one per cent of those have statements of special educational need which is lower than that found nationally.

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HOW GOOD THE SCHOOL IS

Furzedown Primary is a good school with many positive features. It is effective in raising standards, and ensuring pupils with a wide range of needs achieve well. Pupils with special educational needs, and those with English as an additional language are fully included in all areas of school life. The headteacher provides good leadership, and is ably supported by an effective senior management team. The good quality teaching seen throughout the school is having a direct and positive impact on standards and the pupils’ learning. Pupils develop a genuine enthusiasm for learning and become confident and independent in the process. The school provides good value for money; many pupils arrive with limited language skills. The effective systems and strategies deployed throughout the school ensures that pupils leave with confidence and growing maturity, able to express their views and opinions clearly.

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What the school does well

• The headteacher provides good leadership and clear educational direction • The high proportion of good and very good teaching is having a positive impact on the pupils’ learning and achievement • The high quality provision in the Foundation Stage provides a secure start for children and prepares them very well for the next stage • Pupils achieve well in English and mathematics, and use these skills effectively across the curriculum • The very good personal development; pupils develop a high level of confidence, maturity and independence; their very good behaviour and attitudes means they are ready to learn • The good quality curriculum, enriched by many extra activities, visits, visitors and community links, adds to the pupils’ breadth of educational opportunities • Procedures for identifying pupils with special educational needs are systematic and comprehensive; the provision is well matched to their needs and they achieve well

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What could be improved

• Standards in science, design and technology and information and communication technology though improving, could realistically be higher • Assessment procedures in science and information and communication technology, and some foundation subjects are underdeveloped; standards are not recorded as rigorously as in other subjects • The headteacher’s workload, including a full time teaching commitment and the strategic leadership role is unsustainable 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

Furzedown Primary School - 8 The school has made good improvements since the last inspection. The key issues identified at that time have been suitably addressed. Teachers with responsibility for subjects have a clear understanding of the priorities for further development. They monitor their subjects regularly, and this now includes sampling pupils’ work to track standards, and increasingly observing the quality of teaching. The good quality teaching reported at the last inspection has been further extended to many areas of the school. In addition, strengths identified at that time have been sustained effectively. The school has undergone a significant change due to the retirement of the previous Headteacher and the appointment of a new Headteacher. Improvements have continued steadily throughout this time of change.

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STANDARDS

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

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Key

English B E D C well above average above average A B mathematics B C D C Average below average C D science C D E E well below average E

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Key

Overall, on balance, standards seen at the time of the inspection are in line with those found nationally. Standards in science, which had declined over a two year period are now close to national expectations. Since the last inspection, standards reached by pupils aged eleven have fluctuated. This is largely due to the composition of the different year groups, with a greater proportion of pupils identified as having special educational needs. Inspection evidence confirmed a steadily improving trend in standards over the last year, and the pupils’ achievements by the age of seven and eleven.

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Key

In the national test results in 2000, in English and mathematics, standards were below the national average, and in line when compared with similar schools. In science, standards were well below the national average and well below when compared with similar schools. Standards reached by pupils aged seven were in line with the national average in reading, and above average in writing and mathematics. Pupils achieve well in relation to their starting point, particularly as many have limited knowledge of the English language, and the school has a high proportion of pupils with special educational needs. The school set suitably ambitious, yet realistic targets for the most recent national tests, and are on course to meet those identified for the future. Pupils achieve very well in their speaking and listening skills. Their skills in information and communication technology, science and design and technology, though sound,

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Key

could be higher when considering their capacity in other areas. Pupils are achieving well in both literacy and numeracy and use their skills in a wide variety of practical contexts. Furzedown Primary School - 9

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Aspect Comment

Attitudes to the school Very good; pupils develop very positive attitudes to learning and make best use of their time at school as a result

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Aspect Comment

Behaviour, in and out of classrooms Very good; pupils are courteous and polite to one another and adults as a matter of course

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Aspect Comment

Personal development and relationships Very good; pupils develop a high level of independence, responsibility and maturity as they move up the school. Relationships are very good

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Aspect Comment

Attendance Satisfactory; pupils arrive punctually

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Aspect Comment

The very good attitudes, behaviour and relationships are a very positive feature throughout the school. Pupils develop a love of learning and realise the importance of effort and hard work in order to improve further. These positive outlooks to school life are developed from a very early age in the Foundation Stage. Pupils show respect and consideration for one another and there is a high degree of harmony, regardless of their backgrounds, differences or circumstances.

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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

During the inspection, teaching was satisfactory or better in 98 per cent of lessons observed. In 52 per cent of lessons, teaching was good, and very good in 32 per cent of the lessons. A very small minority of teaching was unsatisfactory due to insufficient rigour in managing the pupils’ behaviour. As a result of the good teaching, pupils develop enthusiasm, and a genuine love of learning. They make good gains in their learning and achieve well in many areas of school life. Teaching is good overall in the Foundation Stage, with a significant minority of very good teaching seen in the nursery and reception. Teaching is good overall in Key Stage 1 and in Key Stage 2. The quality of teaching in English and mathematics is good throughout the school and accounts for the good gains made by pupils in the basic skills of reading, writing and numeracy. The National Literacy and Numeracy strategies are being implemented

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

effectively and teachers have a thorough knowledge in both areas. This results in good quality teaching in literacy and numeracy throughout the school. Teachers have a very thorough knowledge of the pupils and this means that work is usually well matched to their needs. There are many strengths in the pupils’ learning as a result of the good teaching. Pupils persevere with their work and realise what is required in order to improve further. They are interested in school and have a great sense of responsibility and pride. This includes becoming increasingly independent in their own learning. Furzedown Primary School - 10

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Aspect Comment

The quality and range of the curriculum Good; the curriculum is enriched by a very wide range of additional activities

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Aspect Comment

Provision for pupils with special educational needs Good; procedures for identifying pupils and the effective support ensures they achieve well

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Aspect Comment

Provision for pupils with English as an additional language Good; effective organisation and support ensures pupils make good progress in learning English

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision for pupils’ spiritual, moral, social and cultural development

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Aspect Comment

How well the school cares for its pupils Good; pupils’ support, guidance and welfare are given high priority. The effective procedures for assessing pupils’ progress enable trends to be noted and provision modified. There are good links with parents, and the partnership between home and school is generally positive. The school offers a broad curriculum. This is enriched by many activities beyond the school day. The high quality curriculum in art and music continue to add to the pupils’ understanding and appreciation of the arts more broadly. The pupils are well cared for in every respect during their time at Furzedown. Pupils are treated as individuals and their specific needs given careful attention. This is illustrated by the good quality provision for pupils with special needs, and the effective support for those with English as an additional language. Although curriculum opportunities in information and communication technology

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Aspect Comment

and design technology are improving, pupil’s skills in these areas are not developed as systematically as in other subjects. This is due to limitations at times when technology is not working, and few systematic opportunities to develop design and technology skills.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher’s good leadership provides vision, ensuring clear educational direction for the school. The senior management team, including the acting deputy headteacher, is effective

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is led ably and manages its business efficiently and effectively

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Aspect Comment

The school’s evaluation of its performance Sound; the school spends much useful time evaluating its effectiveness informally, though as yet this is not documented rigorously

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Aspect Comment

The strategic use of resources Resources are used efficiently and staff deployed well

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Aspect Comment

There is a suitable number of well qualified staff, and the accommodation is adequate. There are major building works starting this term, including the long overdue demolition of three temporary classrooms, which will further improve the accommodation. Learning resources are satisfactory overall. The principles of best value for money are applied regularly when making strategic decisions. The headteacher has ensured a smooth and successful transition from the previous leadership and management, bringing Furzedown Primary School - 11 energy, enthusiasm and vision to the school, with clear ideas of strategies for continued improvement. The headteacher’s current full time teaching commitment is unsustainable in the long term, alongside the strategic management of a large primary school.

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What pleases parents most What parents would like to see improved

• Their children like school • They feel comfortable approaching the school • The school provides interesting activities outside lessons • The teaching is good • The school is well managed • Some parents would like their children to have more homework • Some parents would like to be better informed about their children’s progress

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What pleases parents most What parents would like to see improved

The inspection team agreed with all the positive comments. The inspectors judged that the use of homework to support learning is satisfactory, though not all parents are aware of current arrangements. Inspectors consider the quality of information to parents to be good overall. It would help to clarify with parents the school’s policy and practical arrangements for homework. Furzedown Primary School - 12

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The school’s results and pupils’ achievements

1. Since the last inspection, standards reached by pupils aged eleven have fluctuated. Overall, inspection evidence confirmed a steadily improving trend in standards and the pupils’ achievements by the age of seven and eleven. In the national test results in 2000, in English and mathematics, standards were below the national average, and in line when compared with similar schools. In science, standards were well below the national average and well below when compared with similar schools. The low standards in science were due to a lack of rigour in tracking pupils’ achievements over time and weaknesses in matching work suitable for the mixed aged groups in classes. Standards reached by pupils aged seven were in line with the national average in reading, and above average in writing and mathematics.

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The school’s results and pupils’ achievements

2. The good quality teaching for children in the Foundation Stage ensures they make good progress towards meeting the early learning goals in communication, language and literacy, mathematical development, knowledge and understanding of the world, creative and physical development. The good quality teaching for children in reception helps them to achieve well and meet the early learning goals in all areas by the end of the Foundation Stage. Children achieve very well in their personal, social and emotional development, enabling them to settle quickly and make a positive start to school life.

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The school’s results and pupils’ achievements

3. Pupils achieve well overall throughout the school, as many start from a relatively low baseline, particularly in speaking, listening and language skills. Pupils with special educational needs achieve well and make good gains in their learning because of the effective procedures for identifying those needs. Higher attaining pupils are achieving well because they are challenged with work that is more demanding, requiring greater thought and skills. A higher proportion of pupils are reaching higher levels by the ages of seven and eleven than seen previously, and the school sets suitably ambitious, yet realistic targets for further improvement. The inspection found that pupils were achieving well regardless of their different backgrounds. Although there was no significant difference in attainment between girls and boys, it was noted that boys were doing better than that found nationally, for example in writing. Pupils with special educational needs achieve well due to

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The school’s results and pupils’ achievements

the good teaching and effective support in class. By the time they leave the school, many attain levels that are in line with national expectations.

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The school’s results and pupils’ achievements

4. By the age of seven and eleven, the majority of pupils with English as an additional language (EAL) and those targeted under the Ethnic Minority and Achievement Grant achieve well and make good progress against their prior attainment. Pupils achieve best when the EAL specialist teachers and class teachers plan together and work in close partnership to enable pupils to have full access to activities. Pupils who are identified as talented also make good progress

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The school’s results and pupils’ achievements

5. In English by the age of seven, pupils read with increasing confidence and accuracy. They also read with expression and meaning, using pictures and clues for additional help where needed. They have definite views and preferences for different types of books and authors. The pupils’ writing skills by this age ensure they organise their work carefully, and complete well formed sentences. They understand the importance of using capital letters and full stops in the process. By the age of eleven, many pupils read independently and have a genuine appreciation for literature. They use reference systems accurately, and enjoy the opportunities to use the school’s library facilities regularly. By the age of eleven, pupils plan, write and edit their work competently. They convey feelings and emotion through their written work, and many show sensitivity and understanding as they write their own poetry and appreciate the work of well known poets.

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The school’s results and pupils’ achievements

6. In mathematics by the age of seven pupils use their knowledge of number to double and halve numbers, identifying patterns in the process. By the age of eleven, pupils understand and make links with the relationships between fractions, decimals and percentages. They use their Furzedown Primary School - 13 mathematical knowledge in other subjects, for example analysing data in geography and weighing and measuring ingredients accurately in design and technology.

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The school’s results and pupils’ achievements

7. In science by the age of seven, pupils carry out simple scientific experiments effectively. They describe scientific processes with increasing accuracy, using the correct vocabulary. Many pupils name the parts of a plant accurately, and realise the correct conditions required for plants and animals to grow and thrive. By the age of eleven, pupils have a sound knowledge of electricity as demonstrated during their explanation of reasons why circuits operate effectively. They appreciate the principles of reflection and produce effective periscopes.

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The school’s results and pupils’ achievements

8. Standards in information and communication technology (ICT) are broadly in line with those expected for their age. By the age of seven, pupils use their computer skills to draft and edit writing, for example as part of English work. Many use the spellcheck facilities appropriately. All pupils at this stage use the keyboard competently, using the mouse and cursor when required to insert or delete words. By the age of eleven, pupils use their technology skills to copy, cut and paste. They retrieve files and use functions including highlighting, changing fonts and importing graphics. Pupils could realistically be achieving more in this subject given more consistent opportunities and teaching to develop these skills.

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The school’s results and pupils’ achievements

9. In religious education, standards are broadly in line with those outlined in the locally agreed syllabus. Pupils by the age of seven know a range of stories from the Bible, and other religions. By the age of eleven, pupils understand the importance of different celebrations and religious customs. They show understanding and respect for different views and beliefs from a very early age.

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The school’s results and pupils’ achievements

10. By the ages of seven and eleven, standards are in line with expectations for the pupils in all other subjects, apart from art and music where pupils reach standards that are above those usually seen for their age. Standards in design and technology have deteriorated by the age of eleven as less time has been spent on the subject, and skills are not developed as systematically. In the small amount of pupil’s work seen, their attainment is broadly in line with those expected for their age.

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The school’s results and pupils’ achievements

11. Although standards have fluctuated since the previous inspection, they are now on a secure foundation for continued improvement.

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Pupils’ attitudes, values and personal development

12. Pupils’ behaviour, and their attitudes to learning, are both very good. They are very well motivated towards their work, showing high levels of personal development, initiative and social responsibility. Their relationships are very good. Parents consider that behaviour in the school is good. Attendance is satisfactory. They enjoy school and speak well of it. The overwhelming majority of them are very well motivated in their lessons with very good levels of interest and involvement. Pupils display enthusiasm and application to their work, responding very well to the enthusiastic, paced teaching and focused activities. A very small minority is sometimes inattentive in some lessons, but their behaviour is generally well managed by class teachers. In the industrious learning environment, pupils from all backgrounds are excited and attentive, eager to work, joining in and sharing activities with pride and enjoyment. They are fully involved, delight in challenge and

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Pupils’ attitudes, values and personal development

maintain high levels of concentration for sustained periods. During discussions they listen to each other, answering respectfully during debates when they disagree with other points of view.

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Pupils’ attitudes, values and personal development

13. Many pupils enter school with limited social skills and low levels of independence. These are developed very well during their school lives. As a result, their self esteem is significantly improved and most of them leave school confident and mature. During lessons, pupils of all races and backgrounds talk enthusiastically about their work, frequently expressing themselves with assurance and articulation. In a session where pupils from Years 5 and 6 were rehearsing for assembly, there was huge enthusiasm and animation as they discussed issues of human rights and organised themselves independently and with confidence. The high quality assembly was a credit to their hard work, effort and attention to presentation. The majority of pupils display very good standards of self discipline and work well without close supervision. Furzedown Primary School - 14 14. Pupils with special educational needs have very good attitudes to their work, with very good levels

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Pupils’ attitudes, values and personal development

of sustained concentration and make good progress. They are well integrated and work very well with other pupils.

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Pupils’ attitudes, values and personal development

15. The previous inspection report stated that there were good relationships and the school was at the early stages of fully developing pupils’ personal development. Pupils worked independently and collaboratively, exercising self control and discipline. They responded well to high expectations of behaviour, took responsibility from an early age and showed very positive attitudes to learning. The current situation is that all these positive features have been maintained with improvements in some areas. The school’s approach to pupils’ personal development is now very successful in fostering independence and social skills. For example, their efficient and shrewd contributions to the business of the school council are expressed with maturity and articulation by pupils of all ages. Relationships are now very good with a very positive rapport between pupils and teachers alike.

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Pupils’ attitudes, values and personal development

16. The school is an orderly community, with a very high overall standard of behaviour in all year groups. Staff continually reinforce the positive approach to behaviour. The code of conduct is understood and accepted by pupils who are aware of the standards expected of them and respond with courtesy, consideration and respect. They move around the school and conduct themselves quietly, orderly and sensibly, for example during assemblies, and lessons start promptly. Play is sometimes boisterous, but pupils are careful to avoid accidents and no bullying was observed. Boys and girls and pupils from different ethnic backgrounds work and play well together. No sexist or racist behaviour was observed. There have been no exclusions in the previous or current school years.

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Pupils’ attitudes, values and personal development

17. The school’s fostering of tolerance and respect for different beliefs and traditions is evident in the pupils’ approach and behaviour. They are mature, caring and tolerant, showing respect for the feelings and values of others. Pupils respond very well to opportunities to exercise responsibility and independence. They all willingly undertake various routine duties while the older pupils help the younger ones, for example acting as classroom assistants. On their own initiative they have organised fundraising activities such as Water Aid.

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Pupils’ attitudes, values and personal development

18. Pupils are proud of their school, taking care with equipment and resources which they willingly share. They work together harmoniously, collaborating well in group activities. They are trustworthy and considerate, and are pleased to celebrate the achievements of others.

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Pupils’ attitudes, values and personal development

19. The very good relationships are a strength of the school. Relationships between pupils themselves are very good. Their relationships with all adults are also very good. The school’s predominant ethos is one of mutual trust and respect. Pupils feel valued by teachers whom they consider approachable and supportive and reciprocate accordingly.

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Pupils’ attitudes, values and personal development

20. Attendance is around the national average and is therefore satisfactory. Unauthorised absence is below average. The vast majority of pupils are punctual in their attendance and lessons start punctually and efficiently. There are no significant absence or attendance problems.

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Pupils’ attitudes, values and personal development

21. The attitudes and behaviour are significant strengths of the school. There is a strong emphasis upon including all pupils regardless of their challenges or backgrounds. This creates a high level of harmony across the school community. Pupils’ commitment, the high standards of personal development and the very good relationships impact positively and are major factors in the quality of life and learning in the school. Furzedown Primary School - 15

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. The strengths in the quality of teaching have been sustained successfully since the previous inspection, with a higher proportion of good and very good teaching than seen previously. The good quality teaching seen overall in all areas of the school is having a positive impact on standards, pupils’ achievements and their learning. During the inspection, teaching was satisfactory or better in 98 per cent of lessons observed. In 52 per cent of lessons, teaching was good, and very good in 32 per cent of the lessons. A very small minority of teaching was unsatisfactory due to insufficient rigour in managing the pupils’ behaviour. As a result of the good teaching, pupils develop enthusiasm, perseverance and a genuine love of learning. They make good gains in their learning and achieve well in many areas of school life. Teaching is good overall in the Foundation Stage, with a significant minority of very good teaching seen in the nursery and reception. Teaching is

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

good overall in Key Stage 1 and in Key Stage 2.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. A high proportion of the very good teaching was seen in the Foundation Stage, and in Years 2, 4,5 and 6. The results show that pupils are being challenged consistently, and their rate of progress boosted steadily as they move through the school. Teachers in the Foundation Stage have a thorough knowledge of the early learning goals and plan methodically. They manage the children with ease and confidence. This ensures the children develop very positive relationships, settle quickly into school life and learn very positive attitudes from the start. There is considerable emphasis upon developing the children’s language and communication skills. This was seen in the nursery as children prepared the ingredients and made a birthday cake for one of the group, remembering how they baked the cake and what ingredients were used. The activity was developed further as the cake was iced and shared by the class. In reception, activities are very well

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

organised to ensure children have maximum independence in their learning. This builds upon the children’s growing confidence in the nursery. Children are given responsibility for tasks and areas in the room and they carry these out with diligence and a sense of pride. Teachers use their time and available resources very well and ensure support staff are deployed efficiently and effectively. Learning support assistants are clear about their roles and contributions to the pupils’ learning, ensuring pupils have extra assistance that is focused on their individual needs.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. There is good teaching for pupils with special educational needs. Teachers have clear targets for those pupils, and activities are mostly well matched to their needs. Learning support assistants have a useful role in assisting the pupils and make a positive contribution to their learning. Individual education plans are kept up to date and targets reviewed regularly.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25. There is good quality teaching in literacy and numeracy throughout the school. The National Literacy and Numeracy strategies are being implemented effectively and teachers are secure in their knowledge in both areas. In English, teachers are particularly effective in developing the pupils’ speaking and listening skills. Pupils make considerable progress as they move through the school. They become confident and articulate, able to express their views and opinions clearly both individually and in more public settings. There are real contexts when pupils learn to debate and present their ideas. The older pupils were preparing eagerly for their own hustings and political campaigning as they emulated the current national lead up to the general election.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

26. Pupils develop a heightened awareness of political and social issues, including care for the environment and matters of injustice across the world. Many pupils express their views passionately in the process. The effective teaching in mathematics ensures pupils use their knowledge of number in many practical contexts. The very good teaching seen in Years 5 and 6 was characterised by high, yet realistic expectations with challenging work. Higher attaining pupils had work that was both demanding and required greater skills, and pupils with special needs were supported sensitively with suitably modified activities. The many examples of good teaching in literacy and numeracy are bringing about steady improvements in the pupils’ reading, writing and number skills. Pupils become increasingly confident and fluent in using these skills in practical situations. Furzedown Primary School - 16 27. Pupils mix well across lines of gender and race and relate well to cultures different from their own.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Pupils with English as an additional a language are motivated and keen to learn. The quality of teaching support provided for those with English as an additional language and other pupils from an ethnic minority background is good in Key Stage 1 and satisfactory in Key Stage 2. In both cases, the specialist teachers work collaboratively with class teachers and support is clearly focussed on facilitating understanding and the development of English in the context of mainstream activities. Younger pupils reinforce their learning as a result of effective class organisation and the judicious distribution of tasks among adults. An effective example of this was seen in a reception/Year 1 class, where targeted EAL pupils revisited the story “Not now Bernard” used in a literacy hour in the morning to consolidate their understanding of key features, like the use of title , author followed by a shared writing task where pupils suggested alternative phrases based on their own experience.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

The teacher was adept in enabling all pupils to take part, using the occasion to consolidate their spelling and use of punctuation. This clearly demonstrates knowledge and understanding of good practice in promoting the learning of bilingual pupils.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

28. Teachers have good subject knowledge in most areas of the National Curriculum, though their skills and expertise in information and communication technology vary widely. Some teachers are very confident in teaching and developing the pupils’ technology skills whilst others are at the early stages of its use themselves.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

29. Teachers have a very thorough knowledge of the pupils and this means that work is usually well matched to their needs. Assessment procedures for English and mathematics are well refined, and used systematically for planning work appropriate to the pupils’ needs. In other areas, assessment is less well developed. This is particularly apparent in ICT and design and technology.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

30. Teachers work as a strong team and share their expertise generously with one another. There is a strong culture of sharing ideas and reflecting on what works well and why. This approach ensures that trends in standards are analysed carefully, and swift action taken where weaknesses emerge, for example in science. The headteacher’s own teaching is a model of good practice that sets high standards as pupils develop an infectious enthusiasm for learning.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

31. The strengths reported at the last inspection have been sustained and there is now a higher proportion of good and very good teaching. There have been good improvements overall.

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PUPILS OR STUDENTS?

32. The quality and range of the school’s learning opportunities for promoting high achievement are good. The curriculum provided is suitably broad, balanced and relevant. National early learning goals are covered systematically, and the curriculum meets in full the statutory requirements for National Curriculum subjects, religious education and collective worship. Appropriate priority is given to the national strategies for literacy and numeracy in order to raise standards. The effectiveness of strategies for teaching literacy skills is good. Year 2 pupils are identified for help with phonics, for example. Extended writing is promoted effectively, and additional comprehension is given to targeted pupils in Year 6. Pupils in Year 3 have also been identified for additional support to improve their literacy skills. Overall, the school has been successful in raising standards in literacy. Strategies for developing pupils’ numeracy skills are also good due to the good quality

p.16

PUPILS OR STUDENTS?

33. As recommended in the last inspection report, all schemes of work are now in place. Medium term planning for all subjects, including personal, social and health education, is good. There are clear statements on what is to be learnt. The curriculum for information technology has recently improved. The long-term plan for the subject is coherent and the new computer suite will enable the school to provide the correct opportunities for those pupils who will have its benefit. The locally agreed syllabus is used to plan work in religious education. There is very good provision for pupils’ personal, social and health education. Sex education is part of the Personal Health and Social Education (PSHE). The PHSE programme also includes working with the Police, attention to drugs Furzedown Primary School - 17 misuse, junior citizens and other support services. The curriculum for information and communication technology and design and technology is not covered systematically and although

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PUPILS OR STUDENTS?

policies and curriculum planning are suitable, in practice, pupils’ skills are not being built upon consistently.

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PUPILS OR STUDENTS?

34. The school’s provision for equality of access and opportunity for all of its pupils is good. The good provision for pupils with special educational needs ensures that they have full access to the curriculum. They are supported effectively in the classrooms. Their quality of learning is good. The requirements in the statements of special educational needs are being met. Pupils with English as an additional language are well integrated in the school and make good progress. The majority of pupils have appropriate access to the full curriculum. including activities organised outside the school day. Boys and girls participate on an equal footing in most of the extra curricular activities on offer. In many aspects of the curriculum, opportunities are used to affirm linguistic and cultural diversity notably through the use of other languages for instance in retelling stories used in literacy. Good use is made of special events like Black History month to explore the contribution of black

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PUPILS OR STUDENTS?

people. Pupils benefit from visitors like the poet James Berry who worked with pupils in a poetry workshop and are introduced to other cultural traditions through links with a school in Uganda. Assemblies are well organised with themes which are carefully chosen to explore a diversity of issues with a multicultural dimension. A powerful example of this was children’s rights which were explored in a creative way through drama during the week of inspection with effective involvement of pupils.

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PUPILS OR STUDENTS?

35. Through its wide range of extra-curricular activities, the school provides a very good level of enrichment to its curriculum. Staff give freely of their time to provide a range of clubs including sports, creative activities, music, gardening. Pupils enthusiastically attend and these are beneficial to the large number who take part. Particularly good use is made of resources within the community to provide a wide range of planned activities, all of which contribute positively to pupils’ learning. Classes visit the local library and a range of historical, geographical, scientific and artistic visits take place. Visitors and events in school are varied and include representatives of varying religions, professions and ethnic minorities.

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PUPILS OR STUDENTS?

36. The school has good relationships with other schools and institutions. Its contact with pre-schools brings useful information on children’s attainment before entering the nursery classes. The recently established closer links with the local secondary school have benefited staff and pupils alike through sharing expertise and resources.

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PUPILS OR STUDENTS?

37. The provision for spiritual, moral, social and cultural development overall is very good and has improved since the last inspection, particularly in the provision for social development. The provision for pupils’ spiritual development is very good. The high quality daily act of worship and the wide- ranging and effective displays of a variety of religions around the school provide a very effective focus and remind pupils daily about this aspect of life. The school uses the richness and diversity of the spiritual, religious and ethnic backgrounds of the pupils extremely well, not only to promote the spiritual development of the individual but also to develop an understanding and appreciation of the range of responses made by humanity.

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PUPILS OR STUDENTS?

38. During assemblies led by a variety of class teachers and pupils the theme of 'human rights' was very well developed by good use of stories, visual aids, pupil involvement and demonstrations. These were carefully planned to be appropriate for both for the youngest pupils in the Key Stage 1 assembly and the older pupils in the Key Stage 2 gathering. Regular family assemblies successfully reinforce the feeling of whole school unity and help to celebrate individual pupils' achievements. All these occasions enable the pupils to reflect on a wide range of issues in a calm and positive atmosphere and to reflect on and determine their individual responses to them. During religious education and other curriculum time too, pupils' sensitivity and spirituality are enhanced very well. Pupils learn for example about 'special places' and the importance of silence and reflection. In a Year 2 science lesson, pupils watched with rapt attention the movement of a snail

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PUPILS OR STUDENTS?

up the side of a tall glass beaker, for example. Regular visits to the school by local religious leaders also contribute well to the provision for the pupils' spiritual development, as do other Furzedown Primary School - 18 organised events like the Mothers Day service at a local church and a celebration of Diwali dance, both events supported by members of other religions.

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PUPILS OR STUDENTS?

39. The provision for pupils’ moral development is very good. All staff ensure in their day to day dealings with the pupils that they are aware from an early age about right and wrong behaviour and the impact that their actions can have on others. All staff are very good role models for this and treat pupils sensitively and with respect, encouraging in them an appreciation of the importance of honesty, fairness and respect for truth. During circle time pupils are given the opportunity to examine rights and responsibilities and to determine their responses to a variety of situations. During a Year 5/6 debate for example pupils discussed prejudice with respect to homelessness, listening carefully to each other's points of view and expressing regret when the end of the session arrived. The school uses role-play very effectively to illustrate the consequences of crime, for example, and the court scene was documented and applauded by the local newspaper.

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PUPILS OR STUDENTS?

40. The provision for pupils’ social development is very good. All classes contain pupils of mixed abilities and they are given planned opportunities to work collaboratively together in various combinations of groups as appropriate. This they do from an early age very well. Pupils in a Year 5/6 class are able to work together at lunchtime, practising the assembly they have devised without the need to have a teacher monitoring them. Pupils of all ages throughout the school are given responsibilities in class and around the school, helping in day-to-day organisation and this fosters well their sense of responsibility to others. Older pupils are encouraged to care for the younger pupils in the school. Pupils are voted into the position of Key Stage 1 helper, 'bullying buddy' or class representative on the school council by the rest of their class, all pupils therefore sharing the responsibility of successful appointments. All pupils are encouraged to develop a social conscience

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PUPILS OR STUDENTS?

by being involved in charity collections. They have recently made a collection for a school in Uganda and have written letters to pupils there. Pupils in Years 5 and 6 are given the opportunity to take part in a residential visit to Devon and this contributes well to their social development. In another example of the pupils’ heightened awareness of social responsibility, a small group began to discuss independently ways to collect funds for children elsewhere in the world to have clean water

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PUPILS OR STUDENTS?

41. Provision for cultural and multicultural development overall is very good and is supported well through literature and other cross-curricular provision. Subject specialists, who ensure that the pupils receive a wide range of experiences within curriculum time, lead the good provision for art and music. Knowledge of local culture is built up through studies of the local area to support work in geography; for example, visits to museums and art galleries enhances the pupils' knowledge of the wider British culture including its multicultural aspects. Older pupils, complete sketches of the Benin and research, make and eat African recipes. In music and during assemblies the pupils are introduced to a very good variety of musical pieces from across the world. A range of visitors who share interests and expertise also make significant contributions. During the 'Images of Africa' session, visitors with a range of skills- dance, music and drama- enhanced pupils' cultural

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PUPILS OR STUDENTS?

development well. Overall the school provides the pupils with opportunities to develop a very good understanding of their own local culture and that of the wider community with its ethnic and cultural diversity.

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PUPILS OR STUDENTS?

42. The good quality of the curriculum has been sustained since the previous inspection and provision for the pupils' spiritual, moral, social and cultural development improved further.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. The provision for the care of pupils is good and has been maintained since the previous inspection. The school provides a safe and secure environment in which pupils can thrive. It has very good procedures for promoting good behaviour. The school’s pastoral care makes a positive contribution to standards of attainment. Pupils are well looked after and happy at school, and therefore well placed to make good academic progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Pupils’ personal development and general welfare are effectively monitored and supported. There are good arrangements for the induction of new pupils so that they settle down quickly and make Furzedown Primary School - 19 good progress. Pupils receive good support throughout their time in the school. The very good curriculum for personal and social education, which includes drugs, health and sex education, helps to prepare them well for life outside school. The school’s very good programme of extra curricular activities and opportunities to exercise responsibility also helps them to become more mature. Pupils are well supported on an individual basis. Members of staff have very good relationships with them and know them well as people. Teachers and classroom assistants are therefore able to monitor their development closely and provide them with appropriate guidance. Pupils are also able to turn to “buddies” for help if they feel bullied, isolated or lonely. The buddy

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

scheme is valued by pupils and makes a significant contribution to pastoral care.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The monitoring of pupils’ personal development is very good. Class teachers regularly record and comment on pupils’ attitudes, maturity and social development and these inform their meetings with parents and the annual written reports. Where necessary, annual reports include targets for improvement in areas such as concentration, personal organisation and application to task.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The school has good procedures for protecting the health and safety of pupils, staff and visitors. Arrangements for child protection are very good and all staff know the named person in charge of child protection. Although it needs updating, the school’s policy on the issue gives clear guidance to members of staff on procedures. The school also has a number of policies designed to help staff to meet pupils’ medical needs. For example, there are formal statements on asthma management, use and storage of medicines in school and health promotion. Good procedures are in place for the administration of medicine in school, which are clearly understood by staff, pupils and parents. Arrangements for first aid are good. Four members of staff are trained to administer first aid, with more waiting to start training. There is easy access for pupils to the first aid room at break and lunch times. Satisfactory procedures are in place to record any incidents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. There are good arrangements for encouraging pupils to attend school regularly and punctually. These comply with legal requirements on the registration, recording and reporting of attendance. Teachers call class registers promptly at the beginning of morning and afternoon school. Unexplained absences are quickly followed up and parents are made aware of the educational implications of taking holidays in term time. Attendance rates are monitored using the analyses produced by the school’s computer system. The school takes appropriate action where the records show that there is cause for concern. Parents are consulted, and the most difficult cases are also referred to the education welfare officer. Certificates are awarded at the end of each term to those pupils who achieve full attendance during the term.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The school’s arrangements for the monitoring and promotion of behaviour are very good and result in very high standards of behaviour throughout the school. The procedures are backed by very good practical measures. The school has well established behaviour policies and class management policies, which have been maintained since the previous inspection. Pupils’ behaviour is closely recorded and monitored as part of the policy, and children who give cause for concern are well supported and helped to improve. The majority know what is expected of them. Each class negotiates their own class rules, based on the school rules. Pupils understand what the consequences will be if they break the school’s rules and they respond positively to the school’s system of rewards. Pupils value praise from teachers and are eager to earn ‘Good news certificates’ or to be noted in the ‘Golden Book’. Representatives from each class from Year 2 to

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Year 6 are voted on to the school council by their peers. Minutes of the meetings are displayed and the representatives report back to their class. The council successfully promotes responsibility, maturity and an involvement in the decision-making processes of the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. There are very good procedures for dealing with, and as far as possible eliminating, oppressive behaviour. The school has formal anti-bullying and anti-racist policies. Any instances of bullying and racism are dealt with effectively. Pupils are usually willing to confide in members of staff or in “buddies” if they become victims. Pupils can also bring their concerns and worries to the attention of staff and buddies by writing in the ‘Bully book’.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. Levels of supervision at break and lunchtime are satisfactory. Supervisors are well briefed on their roles and ensure that movement from the main school to the dining room is orderly and efficient. Furzedown Primary School - 20 51. The procedures for assessing pupils’ attainment and progress in English and mathematics are satisfactory. Work is regularly assessed against the learning objectives for the theme or topic, especially in literacy and numeracy. In all other subjects, especially science and information and communication technology, the procedures for assessment are generally unsatisfactory. Daily assessment, against the specific learning objectives of a lesson, is not systematically used by all teachers for all subjects and does not always inform planning and matching of work to the different ability, age and ethnic groups in a class. Where assessment is used well, teachers assess pupils

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

against the objectives of the lesson and this is used to inform the next stage of learning and to ensure that work is well matched to the ability of each pupil. The school has ensured that the systems in place are the same for all classes. This is forming the basis of a whole school approach to assessment and recording.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. Assessment procedures used by the EAL specialist teachers are detailed, thorough and well focussed on progress made by pupils. Assessment data is effectively documented in profiles from the time pupils are admitted and built on through the use of language records which are regularly reviewed. Evaluation of progress is effectively used to set targets and areas where pupils need to improve.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. Teachers and learning support assistants make satisfactory use of group assessment sheets to record pupils’ progress against lesson objectives. The recently appointed assessment co-ordinator has a good understanding of the strengths and areas for development but has yet to make an impact on improving assessment procedures because of the short time that she has been in the post. The school is beginning to use data provided by the local education authority to analyse national, local and school results in English, mathematics and science and by gender and ethnicity. However, this is not fully developed, especially in science, and so the school is unable to fully identify the weaknesses in the subject, which has led to Key Stage 2 test results that are below the national average. In the majority of subjects, co-ordinators have created well-produced portfolios to show examples of coverage of work throughout the school. Some portfolios have also

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

been levelled against statements from the National Curriculum. However, the examples shown are not always levelled or placed in context in order to help teachers with their moderation. The marking of pupils’ work is satisfactory but does not always evaluate strengths and weaknesses or set individual targets for the future. However, all teachers set regular targets for pupils in English and mathematics, which are shared with the pupils and their parents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. The school has good links with parents who in turn hold good views of what it provides and achieves. Parents’ impact on the work of the school and their contribution to their children’s learning are both good. Parents provide good general and financial support to the school. The school values its partnership with parents and has good relationships with them. The school provides frequent, very good, comprehensive and thorough information for parents on their children’s progress.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. The school works continuously to maintain good relationships with parents and to encourage parental involvement in their children’s education. The previous inspection report stated that a significant number of parents expressed concerns about the ease of communications and the slow response to requests for change. Since then communications have improved and it is no longer a cause for parental concerns. The school communicates frequently with parents and the quality of information is very good. There is a well produced and detailed Prospectus and an informative governing body’s annual report to parents. There are regular and informative newsletters which are enhanced by useful information, related to the curriculum, termly for each class, providing guidance on how parents may assist their children. Curriculum information meetings are also held for parents twice a year as well as workshops on literacy and

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

numeracy. The school has also held ‘Life Chances’ sessions to assist parents on specific educational issues and these have been particularly valuable for those parents for whom English is not their first language. The school has also recently organised a weekly ‘toddlers Furzedown Primary School - 21 group’ run by nursery staff, which is a valuable preparation for those children with limited language skills.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. There are formal consultation opportunities for parents each term and these are very well supported by parents. Parents have been consulted on the Home – School Agreement, and given an opportunity to comment and contribute with the overwhelming majority supporting the final document.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57. A significant minority of parents expressed concern with information on progress in the parents’ questionnaires. The team does not agree with that view. The annual reports to parents are of a consistently high standard. They provide separate information on all subjects with clear, precise descriptions of what pupils’ know, understand and can do. Although not directly related to attainment levels from the National Curriculum, they provide very good information on progress and ability levels. They also provide targets for further improvement which are discussed with parents. Additionally, many parents’ information about their children is enhanced and broadened by the school’s successful open door policy and their discussions with staff throughout the year.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

58. Parents make good contributions to their children’s learning. There are regular home reading arrangements giving parents a useful involvement n their children’s education. However, a number of parents both at the parents’ meeting and on the questionnaires had concerns about the amount and content of homework. The school should clarify its homework policy in relation to frequency and content, which should then be clearly communicated to parents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

59. Parents of pupils with special educational needs are kept fully informed and involved with annual reviews. They are invited to make comments and fully participate in meetings with school staff and outside agencies. These meetings are well supported.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60. Parents hold good views of the school. Their children are very happy in school and parents appreciate the support and educational direction they receive. They feel that the school is accessible, staff are approachable and that they are welcomed. The school encourages regular and broad parental contact. Overall, parents’ involvement in the work of the school is good. A number of parents are directly involved in school and provide assistance in classes with activities such as helping with reading, computer skills and food technology. Parents give good support to school activities. There is an active Parent Teacher Association which provides valuable financial assistance to the school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

61. The headteacher has quickly gained the confidence of staff and parents in her new role. The leadership and management is effective in setting high standards in teaching and provides a very good role model for others to follow. There is strong and collaborative team work from the headteacher and acting deputy headteacher that permeates through every area of school life. There is an open and honest climate and culture, where staff and children are valued, encouraged and supported to do their best.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

62. The headteacher has clear ideas about the school, its priorities and future. In the circumstances of having a full time teaching commitment, and at the same time as running a school, the headteacher manages well. At times, though, the practical restrictions upon her time to do both full time teaching and strategic management means that much day to day work has to be undertaken after school. This situation is not sustainable in the long term.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

63. Teachers with responsibilities for developing subjects are effective and carry out their management roles well. They have a clear overview of their subjects, with suitable priorities for bringing about further improvements. Others with responsibilities, for example for special educational needs, and English as an additional language, ensure the staff have a detailed and thorough overview of the pupils’ individual needs. The senior management and staff are firmly committed to ensuring pupils are fully included in all areas of school life, regardless of the pupils’ specific needs, circumstances Furzedown Primary School - 22 or backgrounds. The co-ordination of the Foundation Stage is efficient and effective, ensuring all staff have similar expectations for the children with a high degree of consistency as a result.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

64. The EAL specialist teachers manage their work effectively and make a valuable contribution to maintaining positive links with parents from an ethnic minority background. This involves both contacts to enable them to understand the school system in this country and strategies to support their children through conferencing. This approach enables these parents to grow in confidence and in turn to contribute their knowledge and experience to benefit all pupils in the school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

65. The school’s aims acknowledge the importance of equal opportunity for all pupils and the majority of staff have an appropriate level of awareness of pupils’ backgrounds. The deployment of the Ethnic Minority Achievement Grant (EMAG) is appropriately deployed. There is a good range of resources reflecting diverse cultures and languages in the library and in classrooms and this together with the ethnically mixed profile of staff, create a positive learning environment where pupils feel proud of their multicultural identities.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

66. The school’s aims are well reflected and implemented consistently by all staff. There is a very strong emphasis upon valuing pupils as individuals, and this results in the pupils themselves showing sensitivity and courtesy as a matter of course.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

67. The school improvement plan is an effective working document that all members of staff are able to contribute towards. This approach ensures a high level of commitment and ownership of the targets and goals. Priorities are appropriate and finances allocated carefully in order to bring about the required outcomes.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

68. There is systematic monitoring that takes place at a number of levels, including lesson observations, scrutiny of teachers’ planning and collecting samples of the pupils’ work. This has been done effectively and openly as part of the school’s performance management and threshold assessment procedures. Teachers’ targets are identified and shared with one another in a true spirit of collaboration, support and collective ownership in order to improve further. Teachers, as a result, continue to seek ways for further improving their practice and increasing their impact positively upon pupils’ learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

69. The governing body has a clear understanding of the school’s relative strengths and weaknesses, and they are active and supportive. They are led ably by the chair and committees run efficiently, with clear lines of accountability and decision making in the sub committees. Finances are managed prudently and principles of best value discussed regularly. Although there is a high carry forward in the budget from the previous year, this is entirely appropriate in the light of the major building works due to start shortly and the necessary spending involved in this process. Grants for specific purposes, including special needs and English as an additional language, are used prudently. Finances are allocated carefully to educational priorities identified within the school’s development plan.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

70. There is a suitable number of well qualified staff, and procedures for supporting new teachers are effective. The accommodation is satisfactory overall, apart from the classrooms shortly due for demolition and replacement. Resources are satisfactory and the library is well organised and used regularly. The day to day administration is carried out smoothly and efficiently and sets a calm and welcoming atmosphere. The school has very good capacity to succeed further and move forward from strength to strength. The many positive features identified at the time of the last inspection have been sustained effectively, and there is no sense of complacency. Furzedown Primary School - 23

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Further raise the pupils’ standards and achievement in science by: • Tracking pupils’ learning and progress rigorously • Ensuring co-ordinators have a clear understanding of trends in standards • Identifying activities suitable for differing needs where there are mixed year groups in one class

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

As referred to in paragraphs 1,104,107,108,109,110

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Raise standards in ICT by: • Ensuring all elements of ICT are covered systematically • The computers work efficiently and pupils ICT skills are developed consistently

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Raise standards in design and technology by: • Improving curriculum planning, with greater emphasis on the evaluation process • Ensuring design and technology skills are taught systematically

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

As referred to in paragraphs 10,33,116,119

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Further improve assessment in ICT and develop manageable procedures for RE and foundation subject

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

As referred to in paragraphs 29,51,124,138,159

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Ensure the headteacher has a more realistic workload in order to fulfil her strategic role As referred to in paragraph 62

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school may also wish to address the following less important weaknesses • Clarify the homework policy with parents to include the amount and frequency their children should receive As referred to in paragraph 58 Furzedown Primary School - 24

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