Seaton Primary School

SEATON PRIMARY SCHOOL

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

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SEATON 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. Seaton Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Valley View Seaton Devon

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: June 1996 Seaton Primary School - 4

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Team members

Mrs P Francis Registered inspector Miss S Benjamin Lay inspector Mr T Payne Team inspector Mr J Wray Team inspector

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Team members

Quality Assurance Associates Ltd Herringston Barn Herringston Dorchester Dorset DT2 9PU

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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 Seaton Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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WHAT THE SCHOOL DOES WELL 10

Due to the good teaching, pupils achieve well and in English and in mathematics, attain high standards at seven and very high standards at eleven.

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WHAT THE SCHOOL DOES WELL 10

Teachers’ very good management of pupils, the good provision for their spiritual, moral, social and cultural development and the school’s good pastoral care foster very good attitudes, very good behaviour and good personal development for pupils across the school.

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WHAT THE SCHOOL DOES WELL 10

The headteacher, key staff and the governors provide good leadership and management that promote good achievement and effective teaching and learning.

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WHAT THE SCHOOL DOES WELL 10

The school provides a good quality and range of learning opportunities for pupils to achieve well.

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WHAT COULD BE IMPROVED 13

The ways in which pupils could be helped to improve their own work.

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WHAT COULD BE IMPROVED 13

The teaching of scientific enquiry to develop pupils’ responsibility and initiative in their own learning.

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INFORMATION ABOUT THE SCHOOL

The school is a community school for boys and girls aged 4-11 years and is larger than other primary schools. It has 332 full-time pupils including six pupils in the reception class who are under five. Pupils come from mixed social backgrounds and the proportion of pupils who are eligible for free school meals is broadly in line with the national average. Overall, the range of pupils’ attainment on entry is average. At the top of the school, there is a higher proportion of pupils who entered school with attainment that was above average than in the present Key Stage 1. The school has a proportion of pupils who have special educational needs, approximately 19 per cent, that is broadly in line with the national average. The proportion of pupils who have a statement of special educational needs, just over one per cent, is also broadly in line with the national average. Almost all pupils are white, and no pupils have English as an additional language.

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HOW GOOD THE SCHOOL IS

This is a very effective school that provides very good value for money and has many very good features. Across the school, the pupils achieve well and at eleven, attain very high standards in English, and well above average in mathematics and science due to the good teaching which has some very good features. The school is well led and managed with a shared commitment from the headteacher, staff and governors to continuous improvement. The strengths of the school greatly outweigh its weaknesses.

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What the school does well

• Due to the good teaching, pupils achieve well and in English and in mathematics, attain high standards at seven and very high standards at eleven. • Teachers’ very good management of pupils, the good provision for their spiritual, moral, social and cultural development and the school’s good pastoral care foster very good attitudes, very good behaviour and good personal development for pupils across the school. • The headteacher, key staff and the governors provide good leadership and management that promote good achievement and effective teaching and learning. • The school provides a good quality and range of learning opportunities for pupils to achieve well.

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What could be improved

• The ways in which pupils could be helped to improve their own work. • The teaching of scientific enquiry to develop pupils’ responsibility and initiative in their own learning.

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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 June 1996. Since then, the school has made very good improvement. The response to the key issues of the last inspection has been very good and most of the nine key issues have been addressed fully. Standards in English, mathematics and science have risen from average to well above average, teaching has improved from sound to good with some very good features, and the quality of the school’s strategic planning and monitoring of its performance has improved. As a result of the good leadership and management by the headteacher, key staff and governors, the school has a good capacity to improve further. Seaton Primary School - 7

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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 C A A* A* well above average above average A B mathematics A A A A average below average C D science A A A A* well below average E

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Key

A* indicates performance in the top five per cent of schools nationally.

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Key

At the age of seven, the test results in 1999 in reading, writing and mathematics were well above average when compared nationally and with similar schools. Inspection evidence in English reflects the provisional test results for 2000 with particularly high standards in reading and writing. In mathematics, inspection findings reflect the above average proportion of pupils who attained the expected levels for their ages.

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Key

In comparison with schools nationally and with schools with similar intakes, by the age of 11, test results in 1999 indicated standards in English that were very high. In mathematics and science, standards were well above the national average. The work pupils were doing during the inspection confirmed these standards in English and mathematics. The school’s standards in English, mathematics and science have been consistently above average since 1996 and the improving trend of standards is in line with the national trend. Pupils achieve well in relation to their standards at entry.

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Key

The school’s targets in mathematics, based on pupils’ results in school tests, are realistic and are sufficiently high for eleven-year-olds. In English, targets are too low as pupils’ results were very high and have substantially exceeded the targets in 1999 and 2000.

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Aspect Comment

Attitudes to the school Pupils like coming to school, they are keen to learn and have very good attitudes towards their work.

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Aspect Comment

Behaviour, in and out of classrooms Pupils behave very well in and around the school despite the spread out nature of the site. They are friendly and polite. Exclusions are rare and are managed appropriately.

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Aspect Comment

Personal development and relationships Personal development and relationships are good. Pupils work collaboratively in groups and productively on their own. They undertake responsibility and use their initiative willingly in jobs around the school but have too few opportunities to show these qualities in their work.

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Aspect Comment

Attendance Attendance rate in 1998/99 was satisfactory and the rate of unauthorised absence was below the national average. Seaton Primary School - 8

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

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

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

During the inspection 76 per cent of the teaching was good and better, and the remaining 24 per cent was mainly satisfactory. There was a small proportion, six per cent, of teaching that was unsatisfactory and occurred in science and play activities in Key Stage 1. Overall in English and in mathematics, teaching was good. The teaching was very good and excellent in 40 per cent of lessons in English and 38 per cent in mathematics. The skills of literacy and numeracy are taught well across subjects. The particular strengths in teaching are the organisation of pupils into ability sets and the effective planning which enables teachers to meet the needs of all pupils, their high expectations for pupils’ academic standards and behaviour, and their very good management of pupils. In most lessons and through the school, pupils, including those with learning difficulties, acquire skills, knowledge and understanding at a good rate. Pupils try very hard to succeed and work productively

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

at a good pace and are very interested in their lessons. In science, particularly in Key Stage 2, teachers do not always give pupils sufficient opportunities to plan and set up investigations independently, which hinders the development of their responsibility and initiative in their own learning.

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

Pupils’ own knowledge of their learning and ways in which they may improve their work are sound. In the final part of the lesson, teachers review what has been learned with pupils and in English across the school, written marking is good and helps pupils know what they should do to improve. Marking in other subjects is not as good. In mathematics, teachers use their pupils’ errors to clarify points and ensure that pupils understand their methods of calculations. In turn, pupils are confident to explain their answers and how they calculated them and are not afraid to try to succeed when they find work difficult. The use of targets for individual pupils is at an early stage and there are none in pupils’ annual reports for them to know how to improve their work.

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Aspect Comment

The quality and range of the curriculum There is a good range of learning opportunities that includes conversational French for older pupils. There are very effective strategies for teaching literacy and numeracy. There is limited provision for extra-curricular activities and no opportunities for pupils in Key Stage 1 to join in. The statutory curriculum is in place except for the control technology aspects of information and communication technology.

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Aspect Comment

Provision for pupils with special educational needs The provision for pupils with learning difficulties is good due to the work designed for them by their teachers and the extra support given by classroom assistants.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Overall good provision for pupils’ personal development including good provision for pupils to develop an understanding of their social and moral responsibilities. There are limited opportunities for pupils to develop an understanding that Britain is a multicultural society.

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Aspect Comment

How well the school cares for its pupils The school provides a caring and supportive environment with good procedures for pupils’ welfare. Seaton Primary School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Good. The headteacher, in close co-operation with his deputy head, provides good professional leadership that imparts a clear educational direction to the school and is focused upon raising standards and continuous improvement. The teachers as co-ordinators, provide a clear direction for their colleagues and the hard working staff is very committed to pupils’ success.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governors play a positive role in shaping the direction of the school and are aware of the school’s strengths and weaknesses. They fulfil most of their statutory responsibilities well.

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Aspect Comment

The school’s evaluation of its performance Good. The school has a good view of teaching and its impact on learning. It has analysed the strengths and weaknesses in performance data to improve standards but is at an early stage in using the analysis to set targets to improve individual pupils’ performance further.

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Aspect Comment

The strategic use of resources Good use is made of staff, of material resources and of the building. The governors apply best value principles satisfactorily and target their spending to bring about improvements in standards mainly through the school development plan.

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What pleases parents most What parents would like to see improved

• Behaviour in the school is good. • The teaching is good. • The school is well led and managed. • Children make good progress in school. • Children like school. • The school expects their children to work hard and achieve his or her best. • The range of activities outside lessons. • The ways in which parents are kept informed about how their children are getting on. • The amount of homework. • The partnership with parents.

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What pleases parents most What parents would like to see improved

The inspectors endorse parents’ positive comments. They agree with parents that there is a limited range of extra-curricular activities and on the amount of homework that pupils receive. Teachers attend planning meetings each afternoon after school, except on Thursday, when a limited range of sporting activities is held for pupils in Key Stage 2. The choir has been deferred this year because of the secondment of the music specialist. Another teacher offered to run the orchestra but there was too limited a response to make it viable. Recorder groups are held at lunch times. The homework given to pupils is inconsistent and does not match the school’s homework policy, especially for pupils in Years 5 and 6.

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What pleases parents most What parents would like to see improved

The inspectors judged that parents are informed sufficiently about their children’s progress. Parents are given a formal opportunity each term to review their children’s progress and home contact books are signed by 90 per cent of parents in Key Stage 1, 45 per cent of parents in Years 3 and 4, and 70 per cent of parents in Years 5 and 6. Parents may make an appointment to discuss their children’s work with the teachers at any time through the year and an open day is held when parents may visit the school to see their children at work. Parents of pupils with learning difficulties are invited to regular reviews of their progress. The school has a good partnership with most of its parents. Parents receive weekly newsletters, there is an informative prospectus and a satisfactory annual report from the governors. There are good induction procedures for children who are new to the school, and curricular meetings for parents, for example, on numeracy. The Parents’ and Teachers’

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What pleases parents most What parents would like to see improved

Association provides a variety of social functions, many parents work in the school and the headteacher is always available to discuss concerns with parents. Seaton Primary School - 10

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Due to the good teaching, pupils achieve well and in English and in mathematics,

attain high standards at seven and very high standards at eleven.

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Due to the good teaching, pupils achieve well and in English and in mathematics,

1. At the age of seven, the test results in 1999 in reading, writing and mathematics were well above average when compared nationally and with similar schools. By the age of 11, test results in 1999 indicated standards in English that were very high in comparison with schools nationally and with schools with similar intakes. In mathematics, standards were well above the national average. The work pupils were doing during the inspection confirmed these high standards in English and mathematics. Pupils achieve well in relation to their standards at entry. Pupils’ skills in mental arithmetic, reading and writing are very good. These high standards have been achieved because pupils in both key stages are taught well and standards attained at the age of seven are built upon progressively by teachers in Key Stage 2.

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Due to the good teaching, pupils achieve well and in English and in mathematics,

2. Pupils enter the school with average skills in language and literacy, and mathematics and due to the good teaching through the school, they achieve well in reading, writing and mental arithmetic. Teachers have good knowledge and understanding of English and mathematics and teach basic skills well in other subjects. Due to excellent teaching in an English lesson in the Year 5/6 top set, pupils compared the work of different writers and identified the ways in which the writers’ past experiences influenced their work. They were able to manage this high level work due to the positive impact of the teacher’s enthusiasm, her high expectations of them, her excellent questioning that made them think deeply and her excellent knowledge of the subject. Pupils responded by skimming the text for understanding and by taking notes to remind them of what they had found. They presented their written responses well in a narrative

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Due to the good teaching, pupils achieve well and in English and in mathematics,

style, identifying correctly the differences between the writers’ use of punctuation, parenthesis, complex sentences, alliteration, the first and second person and tenses. In science, the teacher used correct scientific terms such as ‘germination’ and ‘growing point’ in Years 3 and 4 when talking about plant growth and she ensured that pupils used these terms correctly too. In art in Years 5 and 6, pupils understand and use terms such as ‘perspective’ and speak articulately about the style of different artists recognising that a painting was by John Constable because the painting was realistic, there were grey clouds and a fine brush had been used for details. Teachers provide many opportunities for pupils to speak to the class and explain their thinking, and in mathematics, teachers make good use of pupils’ errors to make further teaching points. Due to the good relationships between teachers and pupils on which teachers base their very

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Due to the good teaching, pupils achieve well and in English and in mathematics,

good management, pupils are confident in contributing their ideas and are not afraid to make mistakes. In an art lesson, pupils were keen to share a discovery with the teacher when studying different styles of painting.

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Due to the good teaching, pupils achieve well and in English and in mathematics,

3. Teachers plan their lessons well. Generally, lessons have clear objectives which are often shared with pupils. Teachers have a good knowledge of their pupils’ prior attainment and provide suitable activities for each of the groups of differing attainment in their mixed age and mixed ability classes. The organisation of sets in English and mathematics helps teachers to match work accurately to pupils’ needs and they often match work to different groups within the sets. In the lower set in mathematics in Year 1/2, pupils in five groups worked on money at levels which matched their prior attainment well. All were making good progress in their skills and understanding of using coins and were attaining the levels expected for their ages, although they were in the lower set.

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Due to the good teaching, pupils achieve well and in English and in mathematics,

4. Teachers use a good balance of approaches to improve pupils’ skills, knowledge and understanding. Their explanations are usually clear, they provide opportunities for pupils to discuss issues and they provide suitable activities to match the objectives for their lessons. They deploy their classroom assistants well and provide good written guidance for them to know what they are expected to achieve with a group. In a mathematics lesson in the reception class, the classroom assistant worked with the youngest pupils when they learned to form numbers to six in play dough while the teacher worked with the higher attainers in playing a game with die to reinforce the order of numbers to 20. In an English lesson in the middle set of Year 1/2, the teacher used sounds from taped music to illustrate the text from ‘There’s a Seaton Primary School - 11 rumble in the jungle’ and it inspired pupils to choose an appropriate adjective from a selection

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Due to the good teaching, pupils achieve well and in English and in mathematics,

on a pegboard. In most lessons, the pace is brisk and, in return, pupils work productively at a good pace, they are interested in their lessons and concentrate well. In the very good teaching in mathematics in the top set of Y3/4, there was a good pace to the lesson and pupils worked quickly and attained high levels for their age.

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very good attitudes, very good behaviour and good personal development for pupils

5. Teachers have good relationships with their pupils throughout the school. They base their management of pupils on these relationships and have a good rapport with their classes. In a mathematics lesson in a lower set in Years 5/6, the teacher had a very good rapport with the pupils. She continually challenged them by increasing the difficulty of her questions about mentally calculating discounts of ten per cent. Pupils were keen to succeed and at the end of the lesson were very pleased with their achievements and had very good attitudes towards the subject. ‘Maths is fun’ , they reported. As a result of the good relationships and the opportunities pupils have to respond to the spiritual, moral, social and cultural provision in the curriculum, pupils behave very well. In assemblies and in class discussions on personal and social issues, pupils respond positively. They can relate their own feelings to the feelings of

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very good attitudes, very good behaviour and good personal development for pupils

others, and in Year 5/6 they discussed the differing responsibilities that humans have to wild and farm animals. In an upper school assembly pupils listened attentively and contributed ideas on forgiveness related to the story of Saul and David. Pupils like coming to school, and reflect on what they do and understand its impact on others. The school takes good care of its pupils. Teachers and classroom assistants act as good role models for pupils, they know pupils well and ensure their welfare, health and safety. In a science lesson in the reception class, pupils were reminded of the dangers of polythene bags before they walked to the environmental area to collect different leaves in the bags for their study in the classroom. While in the environmental area, pupils were told to stay with a partner and were given a signal for when they were to return to the teacher. In the same lesson pupils were fascinated by their

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very good attitudes, very good behaviour and good personal development for pupils

discoveries when they looked carefully at each leaf through a magnifying glass.

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The headteacher, key staff and the governors provide good leadership and

management that promote good achievement and effective teaching and learning.

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The headteacher, key staff and the governors provide good leadership and

6. Overall leadership and management of the school are good. The headteacher, in close co- operation with his deputy head, provides good professional leadership that imparts a clear educational direction to the school and is focused upon raising standards. Teachers, who hold responsibilities for managing subjects, provide at least sound leadership in their subjects and the co-ordinators for English and mathematics, provide good leadership.

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The headteacher, key staff and the governors provide good leadership and

7. The governing body fulfils its responsibilities well. The governors are committed to the school and take an active interest in all aspects. They are very supportive and have a clear view for the school’s development and a good understanding of its strengths and weaknesses. The weakness in the quality of the school’s plan for development, identified in the last inspection report, has been overcome and provides a good focus for improvement of pupils’ standards of attainment. Communications between the school and the governors are good and individual governors visit classes to observe teachers and pupils at work to gain a greater understanding of the curriculum in action. Individual governors are linked to a particular subject co-ordinator to increase their knowledge of one subject. There is an appropriate range of committees that report efficiently to the full governing body. The governors fulfil their statutory responsibilities

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The headteacher, key staff and the governors provide good leadership and

well and statutory requirements are met, with the minor omission of some details from their annual report to parents.

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The headteacher, key staff and the governors provide good leadership and

8. The headteacher has responded positively to the recommendations of the last inspection by implementing a regular monitoring timetable of planned and random visits to classes to observe teaching. The co-ordinators for English and mathematics have also observed teaching and have reported to teachers on their findings. The governors also visit classes regularly and report back to the full governing body and to the parents in their annual report. This monitoring Seaton Primary School - 12 has enabled the school to raise the quality of teaching from sound to good with very good features during the inspection. It has also improved the teaching in Key Stage 1 so that the quality of teaching is consistent across the school. This improvement in teaching has had a positive impact on standards and they have risen in English and mathematics from average to well above average since 1996.

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The headteacher, key staff and the governors provide good leadership and

9. The school tracks pupils’ progress from entry to the end of Key Stage 2 through teachers’ records of levels within the National Curriculum and each pupil’s record of achievement. The school measures its performance satisfactorily and checks its results against national standards and the performance of schools in similar circumstances. It diagnoses its strengths and weaknesses and takes effective action to secure improvements. It is at an early stage with using all of the information to set targets for individual pupils to help them to improve their work.

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The school provides a good quality and range of learning opportunities for pupils to

10. The school provides a good quality and range of learning opportunities for pupils in the foundation stage, and in Key Stages 1 and 2. The curriculum for pupils in the foundation stage is good, with a good range of practical activities that support pupils’ learning well. The curriculum in Key Stages 1 and 2 is broad, balanced and relevant, so that the pupils achieve well and attain high standards. This is an improvement on the previous inspection, where the curriculum in the foundation stage and Key Stage 1 was not balanced. That report also criticised the school’s planning of its curricular provision in that progression in subjects was not always secure because the school’s long-term planning was inadequate. Teachers now plan effectively in their long-term planning programmes and in their termly planning sheets. Conversational French enhances the curriculum for pupils in Years 5 and 6. The school also

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The school provides a good quality and range of learning opportunities for pupils to

enhances the curriculum by special events, such as, the art week held during the inspection, when visiting artists led sessions where pupils contributed to a large mural to celebrate the millennium. The last report also criticised the under emphasis of the investigative aspects of mathematics and science. The use and application of mathematics has improved and pupils have many opportunities to use their good understanding of number and measures in their mathematics and in other subjects, such as science, when measuring plants. The investigative skills in science are still under emphasised.

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The school provides a good quality and range of learning opportunities for pupils to

11. Provision and planning for pupils with learning difficulties is good and contributes towards the good progress they make overall. The school’s implementation of the Code of Practice is meeting the needs of the pupils on the school’s register of special educational needs and ensures they have equal access to the curriculum. Seaton Primary School - 13

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WHAT COULD BE IMPROVED

The ways in which pupils could be helped to improve their own work.

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WHAT COULD BE IMPROVED

12. During lessons teachers discuss their work with pupils and they constantly reward effort. In the final part of the lesson, teachers review what has been learned with pupils and this helps them to know what they must do to improve. The deputy head and the team leaders of the key stages have monitored marking and have reported to staff meetings and the governors about their findings. In English, the written marking is consistently good; it evaluates work and asks questions to improve it, however, written marking is not yet playing a full part in helping pupils to know how to improve their work in other subjects.

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WHAT COULD BE IMPROVED

13. The school diagnoses its strengths and weaknesses from its analysis of performance data and takes effective action to secure improvements, for example, in identifying pupils who need extra help with their reading. It is at an early stage in using the information to set targets for individual pupils to help them to improve their work; neither does it set targets for pupils at the end of the academic year in pupils’ annual reports to provide a focus for learning for the next year.

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The teaching of scientific enquiry to develop pupils’ responsibility and initiative in

14. Teachers give pupils social responsibilities such as the roles of head girl and boy, in operating the overhead projector in assembly and in organising events during school fetes. In the reception class during a mathematics lesson, pupils were given responsibility for organising their work in a group. They had to order the numbers zero to twenty on cut outs of clothes on a washing line and they found it challenging. With the teacher’s help, they eventually found a way to organise their washing line that was in the correct order. In the curriculum, particularly in science in Key Stage 2, teachers do not always give pupils sufficient opportunities to plan and set up investigations independently which hinders the development of their responsibility and initiative in their own learning. In a lesson in Year 5/6, the teacher gave pupils opportunities to be responsible for investigating the conditions plants need for growth and they

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The teaching of scientific enquiry to develop pupils’ responsibility and initiative in

showed a good understanding of a fair test. In a lesson in Year 3/4, the investigation had already been set up and pupils were not encouraged enough to think clearly and develop their own ideas. Work was often copied from the board and pupils provided the conclusion only. Seaton Primary School - 14

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve the ways in which pupils can be helped to improve their own knowledge of their work and how they may improve it by;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

i. using the good marking in English to improve the quality of teachers’ written marking in other subjects; (paragraph 12)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

ii. using the information from the analysis of data on performance to set individual targets for pupils; (paragraph 13)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

iii. using pupils’ annual reports to discuss targets with them. (paragraph 13)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve the teaching of scientific enquiry to develop pupils’ responsibility and initiative in their own learning.* (paragraph 14)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

*Items already identified for development by the school. Seaton Primary School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 8

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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

6 21 49 18 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 – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 327

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 36 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 5

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 62

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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 0

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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 22

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 16

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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. Seaton Primary School - 16

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 19 30 49

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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 19 19 Numbers of pupils at NC level 2 and above Girls 28 29 27

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Attainment at the end of Key Stage 1

Percentage of pupils School 96 (79) 98 (91) 94 (75) 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 19 18 Numbers of pupils at NC level 2 and above Girls 28 28 28

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Attainment at the end of Key Stage 1

Percentage of pupils School 96 (91) 96 (91) 94 (93) at NC level 2 or above National 82 (81) 86 (85) 87 (86)

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Attainment at the end of Key Stage 1

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

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 20 16 36

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 17 17 19 Numbers of pupils at NC level 4 and above Girls 16 14 16

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Attainment at the end of Key Stage 2

Percentage of pupils School 92 (85) 86 (79) 97 (86) at NC level 4 or above National 70 (65) 69 (59) 78 (69)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 17 17 19 Numbers of pupils at NC level 4 and above Girls 15 13 15

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Attainment at the end of Key Stage 2

Percentage of pupils School 89 (83) 83 (78) 94 (95) at NC level 4 or above National 68 (65) 69 (65) 75 (72) Percentages in brackets refer to the year before the latest reporting year. Seaton Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 3 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.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 12.7 Financial year 1999/00

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Teachers and classes Financial information

Number of pupils per qualified teacher 27.9

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 493,399

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Teachers and classes Financial information

Total number of education support staff 6 Expenditure per pupil 1,542

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Teachers and classes Financial information

Total aggregate hours worked per week 104 Balance brought forward from previous year 9,482

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Teachers and classes Financial information

FTE means full-time equivalent. Balance carried forward to next year 18,467 Seaton Primary School - 18

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 44 50 4 0 1

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Percentage of responses in each category

Behaviour in the school is good. 42 54 1 0 3

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Percentage of responses in each category

My child gets the right amount of work to do at home. 28 51 17 2 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 28 49 17 5 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 55 34 8 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. 50 44 1 1 5

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Percentage of responses in each category

The school works closely with parents. 32 47 14 3 3

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Percentage of responses in each category

The school is well led and managed. 47 48 2 1 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 36 57 2 3 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 18 40 22 5 15

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Other issues raised by parents

18 parents made further comments on the reverse of the questionnaire form. Most of the opinions expressed are reflected in the questionnaire responses summarised above.

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