St Michael's Church of England VA Primary and Nursery School

ST MICHAEL’S CofE VC FIRST SCHOOL

Dates of inspection: 13 June 2000 – 14 June 2000

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ST MICHAEL’S CofE VC FIRST 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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ST MICHAEL’S CofE VC FIRST SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St Michael’s CofE VC First - 3

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INFORMATION ABOUT THE SCHOOL

School address: School House Lane Aylsham Norfolk Postcode: NR11 6EX

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs Clare Glenn

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 29/04/1996 St Michael’s CofE VC First - 4

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Team members

Carole Green Registered inspector Madeleine Keep Lay inspector Fiona Musters Team inspector

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Team members

Norfolk Education Advisory Service Norwich Professional Development Centre Woodside Road Norwich NR7 9QL

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Team members

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

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St Michael’s CofE VC First - 5

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PART A: SUMMARY OF THE REPORT 6

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

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WHAT THE SCHOOL DOES WELL 10

Standards Speaking and Literacy Skills Provision for Special Educational Needs Attitudes to Learning Spiritual and Moral Development Staff Guidance Management of the School Parents’ views

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WHAT COULD BE IMPROVED 13

Monitoring and Evaluation of Teaching Roles and Responsibilities of the Senior Management Team

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INFORMATION ABOUT THE SCHOOL

Number of full time pupils 144 Below average Pupils with English as an additional language 1.9% Higher than national average Pupils entitled to free school meals 3.5 % Below national average Pupils on register of special educational needs 15.6 % Below national average Average class size 28

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INFORMATION ABOUT THE SCHOOL

St Michael’s First Voluntary Controlled School is located on the edge of the small market town of Aylsham and has strong links with its local Church of England church. It caters for boys and girls between the ages of four and eight years, who mostly live in the town of Alysham but some travel from small outlying villages. Pupils’ attainment when they start school is above that found nationally.

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HOW GOOD THE SCHOOL IS

Pupils at St Michael’s First School attain high standards by the time they leave school and they do very well in national tests in reading, writing and mathematics in Year 2. The quality of teaching is nearly always satisfactory or better and for the youngest and oldest pupils it is always good. The headteacher, governors and staff provide a caring well-organised environment where pupils and parents feel welcomed and valued. The school provides good value for money.

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What the school does well

• In national tests at the end of Year 2 pupils attain standards in English, maths and science that are well above average. • Pupils’ speaking and listening skills are very good. • Provision for pupils with special educational needs is very good. Learning Support Assistants give pupils individual and sensitive support. • Pupils’ attitudes to learning are very good; they are enthusiastic about their work. • The school promotes pupils’ spiritual and moral development very well. Pupils show respect for one another’s feelings and points of view. • Teachers know their pupils well. The procedures to ensure that pupils and staff work in a safe and caring environment are very good. • Day to day management of the school is very efficient. The headteacher, governors and staff are committed to pupils attaining high standards. • Parents are very supportive of the work of the school and value the school’s strong sense of

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What could be improved

• The monitoring and evaluation of the quality of teaching needs to be developed more rigorously to ensure consistently good teaching throughout the school. • Roles and responsibilities of the senior management team need to be further developed.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in April 1996. Since that time there has been an improvement in the standards that pupils achieve in national tests especially for the more able pupils . Teachers have worked hard to ensure that pupils make better progress in their maths, science and written work. One of the recommendations in the previous inspection report was for the school to monitor the quality of teaching to ensure that all teachers have a good level of subject knowledge and good skills in managing children’s behaviour. Some progress has been made in this issue. Children’s behaviour is no longer a problem and teachers have attended training to improve their subject knowledge. Programmes for monitoring the quality of teaching have been introduced, but are not yet sufficiently rigorous to ensure that all teaching is satisfactory. Teachers’ planning for lessons is now more St Michael’s CofE VC First - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

consistent as are procedures for assessing pupils’ work.

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STANDARDS

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

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Key

Reading A A* A A well above average above average A B Writing A* A* A* A average below average C D Mathematics A A A A well below average E

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Key

These results are very good. By the age of seven standards are high in national tests in reading, writing and mathematics. The school has maintained these high standards for the last few years. The school recently identified that in national tests boys were not achieving as well as girls. They set targets to raise boys’ attainment and in 1999 boys attained higher standards than girls in reading and mathematics. Evidence from the inspection shows that pupils under five achieve beyond what is normally expected for their age in language and number and confirms that, by the time pupils leave the school, they have made good progress and achieve good standards for their age in English, maths and science. Inspectors were particularly impressed by pupils’ very good speaking and listening skills throughout the school.

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Aspect Comment

Attitudes to the school Pupils’ attitudes to their learning are very good. They are enthusiastic about their work.

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Aspect Comment

Behaviour, in and out of classrooms Good. Pupils are very well behaved, both in lessons and at playtimes.

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Aspect Comment

Personal development and relationships Very good. Pupils cooperate well; they listen and respond well to each other’s ideas. Relationships throughout the school are good.

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Aspect Comment

Attendance This is good. Pupils enjoy coming to school and lessons start promptly. St Michael’s CofE VC First - 8

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Teaching of pupils: aged up to 5 years aged 5-7 years aged up to 8 years

Lessons seen overall Good Satisfactory 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 up to 8 years

94 percent of lessons were satisfactory or better, and 17 percent were very good. 6 percent of lessons were unsatisfactory.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged up to 8 years

There are many strengths in the teaching in the school, although there remain some areas for improvement. Teaching for children under five is consistently good and at times very good. This is an improvement since the last inspection. These young pupils make a good start to their education. Routines are well established and planned activities are practical and interesting and consequently pupils are eager to learn. In Key Stage 1 classes the quality of teaching is more variable, ranging from a small percentage of teaching that is unsatisfactory to 50 percent which is good. In good lessons teachers use resources well and are particularly skilful at devising challenging questions which require pupils to think deeply and develop their knowledge and understanding. This also supports pupils’ very good speaking and listening skills. Where there are weaknesses in teaching pupils are not given sufficient opportunities to develop their ideas and consequently they are less

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Teaching of pupils: aged up to 5 years aged 5-7 years aged up to 8 years

confident about what they are learning. Older Reception pupils are not always given sufficient opportunities to work independently.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged up to 8 years

Two-thirds of the teaching in Key Stage 2 is good. Pupils are encouraged to take an active part in lessons and the work they are given is challenging. Inspectors were impressed by good work in science in Year 3.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged up to 8 years

The teaching of literacy is generally good. Teachers have a good understanding about what pupils need to learn and lessons are well prepared. Teachers have largely been successful at introducing the National Numeracy Strategy and this has supported the improvement from the last inspection in pupils’ investigative and problem solving skills. There remain some inconsistencies, however, in the way the strategy is used and in teachers' ability to ensure that all pupils have a good understanding of what they are learning.

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Aspect Comment

The quality and range of the curriculum Good. The curriculum is broad and balanced. Good use is made of the local community to enrich the curriculum.

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Aspect Comment

Provision for pupils with special educational needs Very good. Learning Support Assistants have a good understanding of pupils’ needs and give sensitive help.

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Aspect Comment

Provision for pupils with English as an additional language Good. Pupils for whom English is an additional language make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ spiritual and moral development is a strength. The school is very successful in promoting Christian values. Pupils’ social development is good. They work well together and play cooperatively. The school provides good opportunities to develop pupils’ understanding of their own culture, but their understanding of the richness and diversity of other cultures is less well developed.

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Aspect Comment

How well the school cares for its pupils Very good. Teachers know their pupils well. Good procedures are in place to ensure that all pupils and staff work in a safe and caring St Michael’s CofE VC First - 9 environment .

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher is well-organised and extremely supportive of her staff. The school has recently received the Investors In People award. The day to day management of the school is very good. Through her supportive leadership the headteacher ensures that the school remains focussed on raising standards.

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Aspect Comment

The role of subject leaders is developing well and they are given time to carry out their responsibilities.

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Aspect Comment

Governors have recently promoted two members of staff as senior teachers. It is too early to judge the impact of this decision. As yet their roles are not sufficiently developed.

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Aspect Comment

How well the governors fulfil their responsibilities Governors contribute effectively to the leadership of the school and use their individual talents well. The chair of governors has a very good understanding of the school’s strengths and weaknesses and devotes a lot of time to working closely with the headteacher and staff. Governors fulfil their responsibilities well.

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Aspect Comment

The school’s evaluation of its performance The school successfully carries out detailed analysis of data to prioritise areas for improvement in raising standards and then ensures that support is targeted to enable the identified improvement to take place. Although systems for monitoring the quality of teaching have been introduced, they are not yet sufficiently rigorous and consequently there remain aspects of teaching in Key Stage 1 which are unsatisfactory

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Aspect Comment

The strategic use of resources The school uses its resources well. Financial spending is carefully linked to priorities in the school development plan and financial administration is good. The school is especially successful in targeting learning support for pupils with special educational needs.

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Aspect Comment

Value for money: Children entering the school in the Reception class achieve above average levels of attainment. The school uses its resources well to ensure those pupils make good progress in their learning and attain high standards when they leave. The school provides good value for money and is beginning to apply the principles of best value to monitor its performance.

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What pleases parents most What parents would like to see improved

• The values the school promotes and its strong sense of tradition. • The good progress their children make. • The good teaching. • The high expectations the school has of its pupils. • Children’s good behaviour both in and out of school. • The provision the school makes for pupils with special educational needs. • The strong links with the local community. • The provision of activities outside lessons. St Michael’s CofE VC First - 10 Inspectors generally agree with the positive views the parents have of the school. Although there is often good teaching in the school, there is occasionally some unsatisfactory teaching. There are difficulties in providing after-school activities, which are available to all pupils, because of those that travel by bus and have to be collected promptly at the end of the school day.

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I n national tests at the end of Year 2 pupils attain standards in English, maths and science

1. Pupils achieve high standards in National Curriculum tests at the end of Key Stage 1 when they are seven in reading, writing and mathematics. Teacher assessment in science suggests that pupils also reach high standards in this subject. These standards are well above average when compared with the results of similar schools. Since the last inspection the percentage of pupils attaining the higher level (Level 3) in each of these subjects has increased.

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I n national tests at the end of Year 2 pupils attain standards in English, maths and science

2. The school continuously strives to improve the standards pupils attain in these tests. Through the careful analysis of data it identifies groups of children whose performance could be improved and then targets resources to ensure that improvement takes place. A good example of this is the recent improvement in the attainment of boys in reading and mathematics in the 1999 tests, after staff had identified that girls had attained significantly higher standards in 1998. 3. The work inspected indicates that the standards that pupils attain in English and mathematics throughout the school are generally good. Pupils under five make good progress in these areas of learning. Standards in reading are good at Key Stage 1 and 2; pupils read with confidence but at times lack enthusiasm. Standards in writing are good and pupils’ work is well presented. More opportunities could be provided for pupils to write at length and for a wider range of

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I n national tests at the end of Year 2 pupils attain standards in English, maths and science

purposes. The school has identified the need to raise standards in spelling and although standards are generally good they will need to ensure that pupils throughout the school are taught consistent strategies when attempting to spell unknown words. The sound introduction of the National Literacy Strategy ensures that pupils have a good understanding of the differences between fiction and non-fiction texts and are making good progress in developing their skills to find information from books.

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I n national tests at the end of Year 2 pupils attain standards in English, maths and science

4. In mathematics standards seen during the inspection are good for pupils under five and at Key Stage 2, but are more variable at Key Stage 1. Pupils mostly attain above average standards, but they fall below the expected standard when they are less confident in carrying out practical activities and in explaining what they have learned.

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I n national tests at the end of Year 2 pupils attain standards in English, maths and science

Pupils speaking and listening skills are very good.

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I n national tests at the end of Year 2 pupils attain standards in English, maths and science

5. By the end of Key Stage 1 and in Year 3 pupils’ speaking and listening skills have been well developed. When pupils first come to school they are encouraged to talk about their families and homes and about the work they have done in school. Teachers recognise the importance of giving these young children time to form their ideas and they have high expectations of their behaviour. They learn to listen carefully, both to each other and to the adults who are working with them.

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I n national tests at the end of Year 2 pupils attain standards in English, maths and science

6. As pupils progress through the school their confidence in speaking increases. They are very welcoming to visitors and enjoy talking about and explaining the work they are doing. Teachers continue to provide opportunities for pupils to extend these skills through assemblies and class discussions. During the inspection some Year 1 and 2 pupils led a class assembly for parents and the whole school. Pupils’ read their poems with humour and good expression and acted out a short story with great confidence. St Michael’s CofE VC First - 11 7. In the best lessons teachers encourage pupils to explain their thinking by asking “What do you mean by that?” or “Could you tell us a little bit more about… ..?” In class discussions pupils are encouraged to listen to each other’s point of view and to respect the views of others. This fosters pupils’ good moral and social development and the considerate and tolerant behaviour

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Provision for pupils with special educational needs is very good. Learning Support

Assistants give pupils individual and sensitive support.

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Provision for pupils with special educational needs is very good. Learning Support

8. The school has good procedures for identifying pupils with special educational needs. The headteacher works closely with parents, staff and outside agencies so that once pupils’ needs have been identified they are supported well. Careful planning of their work and regular assessments ensures they generally make good progress. Very occasionally the work that younger pupils in Key Stage 1 are given is too difficult and not well matched to their identified needs and then their progress is slow. All staff work hard to ensure those pupils with special educational needs are fully integrated into the life of the school.

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Provision for pupils with special educational needs is very good. Learning Support

9. Learning Support Assistants know individual pupils well and work closely with class teachers to support pupils’ learning. They are continually assessing pupils’ progress and reporting this back to teachers so that the next steps of learning can be planned. They are very sensitive to pupils’ needs and recognise the importance of praising their efforts to raise their self-esteem. The school in turn encourages Learning Support Assistants to extend their own expertise and subject knowledge through professional development and training.

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Provision for pupils with special educational needs is very good. Learning Support

10. Parents are very appreciative of the work that the school does for pupils with special educational needs.

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Provision for pupils with special educational needs is very good. Learning Support

Pupils’ attitudes to learning are very good. They are enthusiastic about their work.

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Provision for pupils with special educational needs is very good. Learning Support

11. Pupils’ attitudes to learning are very good throughout the school and this helps towards the good progress they make in their learning. The stimulating, practical and relevant activities that are planned for children in the Reception class ensure that they approach their tasks with enthusiasm and develop good work habits. These positive attitudes continue as pupils progress through the school and they respond well to interesting lessons. Teachers achieve this through the good use of resources and by using a variety of teaching methods that engage pupils’ attention. By the time they reach Key Stage 2 pupils are encouraged to take an active part in lessons; there is always a good balance between teacher and pupil talk.

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Provision for pupils with special educational needs is very good. Learning Support

12. Pupils enjoy working cooperatively. They listen carefully to each other’s ideas and share resources well. When given the opportunity they show a growing independence in their learning through choosing their own resources or deciding how they will record their work. This is not developed consistently, however, throughout the school and there are times when older Reception pupils, for instance, are given too much adult support in their creative work. At these times they are not given the opportunity to make their own decisions about the materials they would like to use.

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Provision for pupils with special educational needs is very good. Learning Support

13. Pupils’ positive attitudes lead to good behaviour, both in lessons and around the school. The good behaviour at playtimes is supported by a well-organised range of activities, such as skipping and ball games and includes the recent introduction of a quiet area. Relationships between pupils and between adults and pupils are good.

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Provision for pupils with special educational needs is very good. Learning Support

14. Parents are very appreciative of the work the school does to encourage good behaviour and they are justly proud of the way pupils behave both within and outside school. St Michael’s CofE VC First - 12

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The school promotes pupils’ spiritual and moral development very well. Pupils show respect

for one another’s feelings and points of view.

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The school promotes pupils’ spiritual and moral development very well. Pupils show respect

15. The school is very successful in meeting its aim of promoting strong Christian values. Daily acts of collective worship are well planned and a calm and reflective atmosphere is created through the use of music, the singing of hymns and the reading of prayers, sometimes written by the pupils themselves.

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The school promotes pupils’ spiritual and moral development very well. Pupils show respect

16. The school is equally successful in promoting pupils’ moral development. Pupils learn the difference between right and wrong through stories they hear and discuss in assemblies and in class through agreeing their own classroom rules, which are then implemented. Pupils show kindness and respect towards each other and are very anxious to support their friends when they are upset.

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The school promotes pupils’ spiritual and moral development very well. Pupils show respect

17. The school promotes strong links with the local community to support pupils’ cultural development. For example Year 3 pupils have recently visited buildings in the town of Aylsham to support their work in history. Parents support these links with the past and appreciate opportunities for pupils to take parts in traditional events like maypole dancing.

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The school promotes pupils’ spiritual and moral development very well. Pupils show respect

18. More could be done, however, to promote pupils’ understanding of the richness and diversity of other cultures.

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Teachers know their pupils well. The procedures to ensure that pupils and staff work in a safe

19. The previous inspection report recognised the good quality support and guidance that staff gave to their pupils and this position has been maintained.

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Teachers know their pupils well. The procedures to ensure that pupils and staff work in a safe

20. Procedures for child protection are very good. The school has good procedures to ensure pupils’ care and safety. Registration is carried out efficiently, attendance is effectively recorded and absences are checked. The school has good communication systems for ensuring that both teachers and parents are quickly informed, if necessary, when accidents occur at playtimes. Links with other agencies for pupils with special educational needs are good.

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Teachers know their pupils well. The procedures to ensure that pupils and staff work in a safe

21. Parents are appreciative of the good care the school gives to its pupils and they feel that both the headteacher and staff are readily available to listen to their concerns. The school ensures that good procedures are in place to introduce and welcome new parents and children to the school.

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Teachers know their pupils well. The procedures to ensure that pupils and staff work in a safe

22. The school is very conscious of the need for both pupils and teachers to work in a safe environment and good security procedures are in place.

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Day to day management of the school is very efficient. The headteacher, governors and staff

are committed to pupils attaining high standards.

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Day to day management of the school is very efficient. The headteacher, governors and staff

23. The day to day running of the school is very efficient and this provides a calm but purposeful environment, which is conducive to effective teaching and learning. The headteacher ensures that she is available to talk to parents at the beginning of each day fostering the very good relationships between home and school.

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Day to day management of the school is very efficient. The headteacher, governors and staff

24. The headteacher and governors have ensured that raising standards is identified as a priority in their school development plan and that resources are targeted to support improvements. The headteacher keeps governors regularly informed of the progress the school is making and uses data well to track pupils‘ progress. St Michael’s CofE VC First - 13 25. The school has recently introduced individual target setting for pupils to help raise standards further. Teachers have not, however, all implemented this is the same way, so that in some classes targets are focussed on improving academic performance, whilst in others they are more concerned with improving behaviour. Most pupils are aware of their targets and enjoy a sense of achievement when they are reached.

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Parents are very supportive of the work of the school and value the school’s strong sense of

26. Parents are very positive in their views about the school and this is a strength. They are pleased with the standards their children attain and feel that by the time they leave St Michael’s they have acquired good attitudes to their work and are well prepared for their transition to the local middle school.

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Parents are very supportive of the work of the school and value the school’s strong sense of

27. Parents are appreciative of the care the school takes of their children and its high expectations of good behaviour. They report that teachers know their children well. They find the teachers very approachable when problems arise. Members of staff ensure that the youngest pupils are well looked after when they first start school and help all pupils, whatever their ability, to make progress. Parents describe children’s behaviour as exemplary and are particularly proud of the way they behave out of school. This enhances the school’s good reputation in the local community.

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Parents are very supportive of the work of the school and value the school’s strong sense of

28. Parents also identify as a strength the school’s strong ethos and its sense of tradition.

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The monitoring and evaluation of the quality of teaching needs to be developed more

rigorously to ensure consistently good teaching throughout the school.

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The monitoring and evaluation of the quality of teaching needs to be developed more

29. Although the school has systems to monitor and evaluate the quality of teaching, they are not sufficiently rigorous and are not always targeted on teaching problems in particular subjects or classes and, consequently, they do not ensure improvement when unsatisfactory teaching is identified. A key issue from the last inspection report was to raise the quality of teaching to a consistent level. The school has supported teachers in raising the level of their subject knowledge where it was weak and in ensuring more consistent methods of managing pupils' behaviour, but the quality of teaching at Key Stage 1 remains variable and occasionally is unsatisfactory.

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The monitoring and evaluation of the quality of teaching needs to be developed more

30. The headteacher and subject leaders have regular monitoring programmes, which include observing teaching. These need to be further developed so that where aspects of good teaching are identified they are shared and analysed, so that teachers recognise the impact of good teaching on pupils’ attainment and attitudes to learning. Equally where teaching is found to be unsatisfactory a programme for improvement should be set in place. This should include opportunities for teachers to observe good practice, and be given support in identifying the most appropriate teaching methods that will ensure pupils have a good understanding of what they are expected to learn and are given more opportunities to talk about and explain their understanding of new concepts. Once these programmes are put in place then progress should be regularly monitored.

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The monitoring and evaluation of the quality of teaching needs to be developed more

31. Additionally the headteacher and subject leaders should also ensure there is more consistency in the following areas: Ø Planned activities should have clear learning objectives that are explained to pupils, and teachers should ensure there is sufficient time to review these at the end of lessons. Ø Approaches to the teaching of spelling and more consistent guidance on the strategies pupils are encouraged to use when attempting to spell unknown words. This would support the school’s current priority in further raising standards in spelling.

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The monitoring and evaluation of the quality of teaching needs to be developed more

Roles and responsibilities of the senior management team need to be further developed. St Michael’s CofE VC First - 14 32. Following the recent promotion of the deputy headteacher to another school, the headteacher and governors agreed to divide this role on a temporary basis between two members of staff. Governors have recently agreed that these posts be made permanent so that, together with the headteacher, they form the school’s senior management team. Both members of staff have been given clear areas of responsibility but these are mostly linked to the school’s day to day organisation and to ensuring documentation meets statutory requirements.

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The monitoring and evaluation of the quality of teaching needs to be developed more

33. The senior management team does not meet on a regular basis and consequently its role in determining strategic policy is weak. The headteacher and governors should now consider ways of further developing the roles of the senior teachers, so that they have delegated responsibilities that will both further their own professional development and ensure that they make an effective contribution in determining future priorities for the school, and are able to deputise effectively for the headteacher in her absence.

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further it should now:

i) Make the monitoring and evaluation of the quality of teaching more rigorous to ensure consistently good teaching throughout the school.

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further it should now:

ii) Redefine the roles and responsibilities of the senior management team to ensure that the senior teachers play an effective role in determining strategic policy for the school. St Michael’s CofE VC First - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 9

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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

0 17 50 28 6 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y3

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 144

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 6 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y3

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 28

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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 2

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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 6

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 2

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Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St Michael’s CofE VC First - 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 20 15 35

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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 19 18 20 Numbers of pupils at NC level 2 and above Girls 15 15 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 97 (88) 94 (91) 100 (100) at NC level 2 or above National 82 (80) 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 19 20 20 Numbers of pupils at NC level 2 and above Girls 15 15 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 97 (86) 100 (86) 100 (100) 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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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 2 Other minority ethnic groups This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded. St Michael’s CofE VC First - 17

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 6.2 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.2

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Teachers and classes Financial information

Education support staff: YR – Y3 Total expenditure 283876

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Teachers and classes Financial information

Total number of education support staff 3 Expenditure per pupil 1986

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Teachers and classes Financial information

Total aggregate hours worked per week 41 Balance brought forward from previous year 26684

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Teachers and classes Financial information

Balance carried forward to next year 48137

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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) N/A

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Teachers and classes Financial information

Number of pupils per qualified teacher N/A

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Teachers and classes Financial information

Total number of education support staff N/A

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Teachers and classes Financial information

Total aggregate hours worked per week N/A

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Teachers and classes Financial information

Number of pupils per FTE adult N/A FTE means full-time equivalent. St Michael’s CofE VC First - 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. 63 34 1 1 0

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Percentage of responses in each category

Behaviour in the school is good. 57 38 1 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 34 50 11 4 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 46 47 4 3 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 71 22 4 3 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. 74 25 1 0 0

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Percentage of responses in each category

The school works closely with parents. 51 42 3 3 0

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Percentage of responses in each category

The school is well led and managed. 76 21 0 0 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 62 36 1 1 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 20 29 30 7 11

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