Houghton Primary School

HOUGHTON 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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HOUGHTON 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. Houghton Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Chapel Lane Houghton Huntingdon Cambridgeshire

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Julie Walker

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: January 1997 Houghton Primary School - 4

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Team members

Barrie Mahoney Registered inspector Jennifer Madden Lay inspector David Pink Team inspector Rosemary Ham Team inspector

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Team members

Strathblane House Ashfield Road Cheadle Stockport SK8 1BB

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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 Houghton 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

Very good leadership and management provided by the headteacher and management team, and supported well by the staff. The quality of teaching is mostly good or better throughout the school, and especially for the under fives. There are good standards of pupils’ work, especially in English and mathematics. Pupils’ attitudes to school, their personal development and relationships across the school are very good. Pupils’ attendance is very good.

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WHAT COULD BE IMPROVED 13

Improve the quality of corporate acts of worship to meet statutory requirements. The use of assessment to define pupils’ knowledge, and to plan for their progress.

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INFORMATION ABOUT THE SCHOOL

Houghton Primary School is situated in the rural village of Houghton, between Huntingdon and St. Ives in Cambridgeshire. Pupils attend the school from the village as well as from outside the immediate catchment area. A significant number of pupils are from families employed in the Royal Air Force and these families tend to move frequently, although this has reduced since the previous inspection. Since the previous inspection the school has reduced in size from 273 to 212 pupils. This is due to local reorganisation.

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INFORMATION ABOUT THE SCHOOL

Pupils are taught in eight classes, all of which contain pupils of different abilities. There are 56 pupils on the school’s register of special educational needs, with 21 pupils at stages 3 to 5 of the register, including six pupils with statements of special education needs.

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INFORMATION ABOUT THE SCHOOL

Pupils’ attainment on entry to the school is broadly average. The socio-economic circumstances of the area are above average, and three per cent of pupils are known to be eligible for free school meals, a figure that is well below the national average. There are very few pupils from minority ethnic backgrounds, and one pupil for whom English is an additional language.

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HOW GOOD THE SCHOOL IS

Houghton Primary School is a good school, with very good features. It is very well led and managed by the headteacher, and supported well by staff. The quality of teaching is good overall. The pupils achieve above national expectations in English and mathematics. Taking into account the broadly average standards of attainment of pupils upon entry to the school, the good progress that they make and the overall effectiveness, the school provides good value for money.

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What the school does well

• The headteacher and management team provide very good leadership. They are well supported by all staff. • The quality of teaching is at least good in most lessons. For the under fives, teaching is very good. • Standards of pupils’ work are good, especially in English and mathematics. • Pupils’ attitudes to school, their personal development and relationships across the school are very good . • Pupils’ attendance is very good.

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What could be improved

• The quality of acts of worship shared by all pupils. At present, these do not meet requirements. • The use of assessment to measure pupils’ progress, and to plan for their progress. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the previous inspection in January 1997, standards overall have shown a marked improvement and the school is on course to meet its targets. There have been a number of significant changes in the size of the school, its staff and its buildings. There has also been a period of instability in the senior management of the school before the appointment of the present headteacher in April 1999. The school has coped well with these difficulties, and has been effectively supported by governors.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There have been considerable improvements in the quality of teaching since the previous inspection. Most of the issues identified in the previous inspection report have been addressed successfully. In particular, an effective system for monitoring the teaching and pupils’ work in classes has been implemented, and equally effective procedures have been introduced to evaluate children’s attainment when they start school as under fives. Both these systems are having a positive impact in helping teachers to raise standards. The school has made a good start in improving its systems for assessment, particularly in English and mathematics, and has identified a programme for improving assessment procedures in other subjects, which was identified as a key issue in the previous inspection report. Houghton 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 B B A C well above average above average A B mathematics C B A A average below average C D science B C B C well below average E

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Key

The school’s test results and assessments in 1999 indicate that at the end of Key Stage 2, standards are well above the national average in English and mathematics, and above average in science. Inspection evidence concludes that standards are above national expectations in English and mathematics. No science lessons were observed during this short inspection. The trend over time is one of improvement in these subjects. The school has set sufficiently challenging targets, and is making good progress towards meeting them. Overall, standards have improved sufficiently since the previous inspection.

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Aspect Comment

Attitudes to the school Pupils are proud of the school and want to attend. They are very eager to learn and engage in tasks with enthusiasm.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour within the school buildings is very good, and good in the playground. Most pupils meet the high expectations set by the staff.

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Aspect Comment

Personal development and relationships Very good relationships in the school are based on mutual respect. Numerous opportunities are provided to ensure very good personal development.

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Aspect Comment

Attendance Attendance is very good, and well above national standards.

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Aspect Comment

Whilst the behaviour of pupils is good overall and very good in class, it is sometimes very boisterous in the playground, and a few pupils show some lack of consideration towards others.

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

Lessons seen overall Very 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. The quality of teaching is mostly good and at least satisfactory (65 per cent). Thirty-five per cent of lessons observed are very good or excellent. There is no unsatisfactory teaching. The good quality of teaching is a strength of the school, and is a considerable improvement since the previous inspection. Houghton Primary School - 8 For children under five, the quality of teaching is very good. Adults working with these children show considerable skill, work well together and have a good knowledge of children’s needs.

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

The quality of teaching in English, including reading and writing, and mathematics, including numeracy, is good. Good and very good teaching in many lessons is characterised by high expectations of pupils’ performance, well-planned activities that are closely matched to the needs of all pupils and a brisk pace. In the excellent and very good lessons, teachers have particularly good knowledge of the subjects they are teaching, and resources are well prepared and used.

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

The strategies for improving literacy skills in upper Key Stage 2 are sometimes unduly restrictive. There is some overuse of a restricted range of teaching materials and approaches used in this key stage.

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

The good, very good and excellent teaching support pupils’ learning effectively throughout the school, and as a result they make good progress overall. Teachers provide a good level of challenge for pupils’ learning. The pupils show interest in their work and are able to sustain their concentration well.

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Aspect Comment

The quality and range of the curriculum Satisfactory overall. The curriculum provides pupils with a satisfactory range of learning opportunities, and meets statutory requirements. There is a good range of extra-curricular activities. Provision for pupils with special educational needs Satisfactory. Pupils with special educational needs are identified effectively, and supported well by teaching and support staff. Provision for pupils’ personal, including spiritual, moral, social and cultural development Satisfactory overall. There is very good provision for pupils’ social development, good provision for pupils’ moral development and satisfactory provision for pupils’ spiritual and cultural development.

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Aspect Comment

How well the school cares for its pupils Satisfactory overall. Pastoral care is good, but procedures for assessing how well pupils learn are not sufficiently developed.

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Aspect Comment

The provision for pupils’ spiritual development in the collective act of worship is underdeveloped.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher provides very good leadership and management and is well supported by the deputy headteacher and management team. The headteacher provides clear direction.

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Aspect Comment

How well the governors fulfil their responsibilities They fulfil their statutory duties well.

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Aspect Comment

The school’s evaluation of its performance Good. The school reviews its own performance effectively, and identifies accurately those areas where improvement is needed.

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Aspect Comment

The strategic use of resources Good overall. Good use is made of all staff, of time, of learning resources and of the building. The under fives do not have a suitable outdoor play area nor do they have large wheeled toys to help them develop their physical skills. Houghton Primary School - 9 The headteacher has been in post since April, 1999. She has clearly identified the areas in need of improvement and provides a clear sense of direction and purpose. This vision is closely linked to the needs of pupils, with an appropriate emphasis upon promoting high standards and effective teaching and learning. There have been continuous improvements in the quality of teaching, the learning environment and the curriculum provided since the previous inspection.

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Aspect Comment

The headteacher is well supported by the deputy headteacher, senior management team and governors. A team approach is well developed, and all staff work hard to improve the quality of education provided by the school.

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Aspect Comment

There are effective procedures to review and evaluate the effects of financial decisions, and governors use best value principles in the management of resources well.

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What pleases parents most What parents would like to see improved

• Children like school. • Parents feel comfortable about approaching the school with problems or concerns. • The school expects children to work hard. • Good quality teaching. • The school is well led and managed. • Some parents are concerned about mixed age classes.

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What pleases parents most What parents would like to see improved

Inspectors endorse parents’ positive views. There is no evidence to suggest that pupils’ progress is being hindered by mixed age classes. Houghton Primary School - 10

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The headteacher and management team provide very good leadership. They are well

1. The headteacher has been in post since April, 1999. She has clearly identified the areas in need of improvement and provides a clear sense of direction and purpose. This vision is closely linked to the needs of pupils, with an appropriate emphasis upon promoting high standards and effective teaching and learning. There have been continuous improvements in the quality of teaching, the learning environment and the curriculum provided since the previous inspection. The headteacher has made the monitoring of the quality of teaching and learning a priority, and this has had a significant impact upon standards.

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The headteacher and management team provide very good leadership. They are well

2. The headteacher is well supported by the deputy headteacher, senior management team and governors. A team approach is well developed, and all the staff work hard to improve the quality of education provided by the school. Equality of opportunity is promoted, and the pupils with special educational needs are well supported. The school ethos is very good, and there is a firm commitment to raising standards.

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The headteacher and management team provide very good leadership. They are well

3. There are a number of recently appointed governors. However, the governing body is effective and making a good contribution to the life of the school; for example through regular and well focused visits to the school. A range of their responsibilities is delegated to committees that support the work of the school appropriately. The governors fulfil their statutory responsibilities well.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

4. The quality of teaching is mostly good and sometimes very good or excellent. The good quality of teaching is a strength of the school, and is an improvement since the previous inspection.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

5. For children under five, the quality of teaching is very good. Adults working with these children show considerable skill, work well together and have a good knowledge of children’s needs. Activities are planned to meet the needs of all children, and there is an appropriate emphasis on learning through well-planned play activities, practical activities, movement and dance.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

6. Good and better teaching in Key Stages 1 and 2 is characterised by high expectations of pupils’ performance, well-planned activities that are well matched to the needs of pupils of all ages in the mixed age classes, together with a brisk pace. In the best lessons, teachers have good knowledge of the subject, and resources are very well prepared and used. The good and better quality teaching supports pupils’ learning effectively throughout the school, and they make good progress overall. The pupils show interest in their work, and most are able to sustain their concentration well. Houghton Primary School - 11 7. Teachers throughout the school have good knowledge and understanding of the subjects that they teach and they plan activities well to meet the needs of pupils with different levels of attainment. The teachers work hard to provide for the needs of their pupils, and improve their understanding by the effective use of questions which

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The quality of teaching is at least good in most lessons. For the under fives, teaching

challenge and extend pupils’ learning. Expectations are high subjects in the subjects inspected, and the pupils are offered work that really challenges them to learn.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

8. The management of the pupils in lessons is good throughout the school, and pupils respond positively to the tasks they are given. The teachers make their expectations of behaviour clear, and the standard of discipline is high. Good behaviour is noted and praised, and effective strategies are in place to raise pupils’ self-esteem; for example, in the way older pupils help to supervise younger pupils at lunchtime. Classroom assistants and helpers are given good instructions, and they work effectively, and interact positively with pupils.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

9. The teaching of literacy is good across both key stages. The teachers have successfully implemented the National Literacy Strategy in Key Stage 1. However, there is sometimes too heavy a reliance upon a restricted range of teaching materials and approaches used in upper Key Stage 2. The school has already identified this as a concern and is addressing the issue. An appropriate emphasis is placed on teaching language skills; for example, in one good lesson in Key Stage 1, the class teacher placed an appropriate emphasis upon the use of appropriate expression when reading dialogue. The pupils were asked to take part in the reading, and could easily identify speech marks and other punctuation, and give reasons for their use. There are good opportunities identified for extended writing activities throughout the school.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

10. The teaching of numeracy is good across both key stages, and the school is using the National Numeracy Strategy effectively. In one very good lesson in Key Stage 2, the class teacher’s effective use of well-prepared resources ensured a brisk pace to the lesson. Challenging questions and high expectations ensured effective learning, and pupils made very good progress in creating their own biggest and smallest numbers from the three digits provided.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

11. Throughout the school, the teachers assess pupils well during lessons through discussion and observation. The teachers use their assessments to plan tasks that are well matched to the needs of the pupils, including higher attainers and those with special educational needs. However as yet, assessment is not used sufficiently across the curriculum to tell pupils how they are doing or to help teachers plan future programmes of work.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

12. Homework is used well to extend and enrich the pupils' learning throughout the school. The pupils regularly take books home to read, and parents and teachers complete reading diaries appropriately. Houghton Primary School - 12 Standards of pupils’ work are good, especially in English and mathematics.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

13. At the end of Key Stage 1, the test and teacher assessment results in reading, writing and mathematics in 1999 were well above the national average. In comparison with similar schools, the pupils’ results in mathematics are well above average, and in reading and writing they are above. The trends over time indicate results that are above the national average. Inspection findings indicate that standards are above expectations in English and mathematics. The school has effectively introduced the National Literacy and Numeracy strategies in this key stage, and this is having a good impact upon raising standards.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

14. At the end of Key Stage 2, the school’s test results and assessments in 1999 indicate that standards are well above the national average in English and mathematics. Inspection evidence concludes that standards are above expectations in English and mathematics. The trend over time is one of improvement in these subjects. Pupils’ speaking and listening skills are well developed through this key stage.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

15. The school has effectively introduced the National Numeracy Strategy throughout the school, and has recognised the need to revise the introduction of the Literacy Strategy in Key Stage 2. The school has set sufficiently challenging targets, and is making good progress towards meeting them. Standards have improved in these subjects since the previous inspection.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

16. Pupils’ speaking and listening skills are well developed throughout the school. The way pupils of all ages express their views about their work, and about school life in general, is indicative of the sophistication of their use of language. They use words accurately and have a good knowledge of technical language across the curriculum.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

17. Pupils enjoy stories and quickly learn to read. The very good start that children are given in the reception class is built upon and extended throughout the school. By the age of seven, pupils know how to tackle unfamiliar words and enjoy reading different forms of writing such as stories and poetry. Older pupils read for pleasure and to gather information to extend their own interests. Reading is used effectively to support learning across the curriculum. Writing skills are taught well across much of the school and pupils learn how to improve their written work. However, the quality and range of written work in upper Key Stage 2 is sometimes restricted by the overuse of a limited range of published texts.

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The quality of teaching is at least good in most lessons. For the under fives, teaching

18. Numeracy skills are effectively taught across the school. Pupils in Key Stage 1 have a good understanding of place value and demonstrate a good understanding of number skills. They also have a good understanding of space and shape, and identify the basic symmetry of two-dimensional shape. In Key Stage 2, older pupils display good data handling skills, using tally charts and graphs to illustrate data they have collected. Measuring skills are good and most pupils use a range of units of length, mass, time and money competently. Houghton Primary School - 13

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Pupils’ attitudes to school, their personal development and relationships across the

19. The pupils are enthusiastic about coming to school and are eager to learn. Their good behaviour in the classroom and around the school, with the exception of the playground at lunch time, reflects their confidence and certainty that they are liked and valued by all school staff. The pupils ask good questions and listen carefully to each other’s answers, and frequently contribute their own good ideas.

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Pupils’ attitudes to school, their personal development and relationships across the

20. The pupils’ behaviour is good overall. It is particularly good in classrooms, although sometimes less thoughtful towards others in the playground. They have a clear sense of right and wrong, and know what is expected of them. The consistently high standards of behaviour from the oldest pupils are particularly good; for example, in the way they look after younger pupils at lunchtime.

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Pupils’ attitudes to school, their personal development and relationships across the

21. The pupils listen to each other well and show respect. They are friendly in their conversations, and welcoming to visitors. Older pupils encourage younger ones to conform to the school’s expectations of pupils’ work and behaviour; for example, when helping to supervise the lunch break. There are good opportunities for the pupils to contribute in small ways to the smooth running of the school. The pupils with special educational needs also have positive attitudes towards learning.

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Pupils’ attitudes to school, their personal development and relationships across the

22. The attendance rate at the school is very high in comparison with other schools nationally, and the rate of unauthorised absence is below the national average. Pupils enjoy coming to school. Parents’ are supportive of the school’s procedures for monitoring attendance. Pupils attend punctually and lessons start on time, and this is having a positive impact upon raising standards.

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The quality of acts of worship shared by all pupils. At present, these do no meet

23. The collective acts of worship observed during the inspection did not meet statutory requirements, because they did not encourage pupils to explore questions about meaning and purpose, values and beliefs, nor the recognition of a deity.

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The quality of acts of worship shared by all pupils. At present, these do no meet

24. One of the acts of worship observed did contribute successfully to pupils’ moral and social development with a reflection upon a theme of “hope”, although lacking in Christian content. A second assembly observed successfully celebrated pupils’ achievements and birthdays and, although there was a brief opportunity for reflection, there was no religious or spiritual content to the assembly, nor the recognition of a deity.

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The quality of acts of worship shared by all pupils. At present, these do no meet

25. Pupils are well behaved and listen attentively in assemblies. Although there is no focus for worship, the use of music at the beginning and end creates a satisfactory atmosphere. Pupils are ready and eager to learn from worship, but at present opportunities are often missed to promote this area of their development. Houghton Primary School - 14 The use of assessment to measure pupils’ progress, and to plan for their progress.

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The quality of acts of worship shared by all pupils. At present, these do no meet

26. Although the assessment policy was reviewed after the previous inspection, the school recognises that it is not working effectively throughout the school. A new and well-considered scheme for assessing pupils’ progress is being introduced throughout the school, together with a process of whole staff training and regular sampling of pupils’ work.

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The quality of acts of worship shared by all pupils. At present, these do no meet

27. There are now effective assessment procedures in use for English and mathematics, and this is presently being developed in science. Effective procedures are now in place for assessing children’s knowledge, understanding and skills when they start school as under fives. However, at present there are limited assessment procedures established for other subjects, including the development of skills in information technology. As yet, assessment is not used sufficiently across the curriculum to tell pupils how they are doing or to help teachers plan future programmes of work.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

28. In order to improve the standard of education further for the pupils, the headteacher, staff and governors should focus upon the following:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1) Ensure that the daily act of collective worship meets statutory requirements by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

providing opportunities for pupils to explore questions about meaning and purpose, values and beliefs;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

ensuring that reference is made to a deity, and that worship is wholly or mainly of a broadly Christian character.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2) Develop effective assessment procedures for all subjects, and ensure that this is used as the basis for lesson planning and for helping pupils’ to understand their progress.*

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

* This has already been identified as an area for development by the school. Houghton 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 15

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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

17 17 43 22 0 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) 0 212

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 6 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 6

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 56

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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 1

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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 20

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 25

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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. Houghton 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 [1998] 13 [21] 12 [10] 25 [31]

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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 11 [18] 13 [19] 13 [21] Numbers of pupils at NC level 2 and above Girls 10 [10] 10 [10] 12 [10]

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Attainment at the end of Key Stage 1

Percentage of pupils School 84 (90) 92 (94) 100 (99) 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 12 [19] 13 [19] 13 [21] Numbers of pupils at NC level 2 and above Girls 10 [10] 12 [10] 10 [10]

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Attainment at the end of Key Stage 1

Percentage of pupils School 88 (91) 100 (100) 92 (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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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 [1998] 24 [30] 21 [21] 45 [51]

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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 21 [25] 23 [23] 23 [27] Numbers of pupils at NC level 4 and above Girls 19 [16] 18 [15] 19 [14]

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Attainment at the end of Key Stage 2

Percentage of pupils School 89 (82) 91 (75) 93 (80) 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 20 [*] 21 [*] 23 [*] Numbers of pupils at NC level 4 and above Girls 20 [*] 18 [*] 19 [*]

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Attainment at the end of Key Stage 2

Percentage of pupils School 89 (*) 87 (*) 93 (*) at NC level 4 or above National 68 (65) 69 (65) 75 (71) Percentages in brackets refer to the year before the latest reporting year. * These results are unavailable. Houghton Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 1 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups 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) 9.1 Financial year 1998/99

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.3

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 433664

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Teachers and classes Financial information

Total number of education support staff 11 Expenditure per pupil 1681

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Teachers and classes Financial information

Total aggregate hours worked per week 245 Balance brought forward from previous year 84197

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Teachers and classes Financial information

Balance carried forward to next year 82768 FTE means full-time equivalent. Houghton 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. 47 44 8 1 0

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Percentage of responses in each category

Behaviour in the school is good. 43 49 1 4 3

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Percentage of responses in each category

My child gets the right amount of work to do at home. 32 59 8 1 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 40 49 10 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 74 24 2 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 58 40 2 0 0

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Percentage of responses in each category

The school works closely with parents. 35 55 8 1 1

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Percentage of responses in each category

The school is well led and managed. 49 47 2 0 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 40 53 1 2 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 25 61 10 2 2

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Other issues raised by parents

Some parents are concerned about mixed age classes. However, there is no evidence to suggest that pupils’ progress is being hindered by mixed age classes.

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