Coleridge Primary School

COLERIDGE PRIMARY SCHOOL

Dates of inspection: 6 th – 8 th March 2000

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COLERIDGE 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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COLERIDGE 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. Coleridge Primary School - 3

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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 K Howell

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1996 Coleridge Primary School - 4

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Team members

Mr D Speakman Registered inspector Mr B Rance Lay inspector Mr R Braithwaite Team inspector Mr P Williman Team inspector

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Team members

Evenlode Associates Ltd., 6 Abbey Close, Alcester, Warwickshire. B49 5QW

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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 Coleridge Primary School - 5 REPORT CONTENTS Page

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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 are very high and pupils at all levels of attainment achieve their full potential. Standards are well above average in English and mathematics.

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WHAT THE SCHOOL DOES WELL 10

The headteacher is a very effective leader who sets a clear educational direction for the work of the school. The management is very effective.

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WHAT THE SCHOOL DOES WELL 10

The quality of teaching is good throughout the school and has a positive impact on all pupils’ learning.

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WHAT THE SCHOOL DOES WELL 10

The attitudes and personal development of the pupils are very good. Behaviour in and around the school is good.

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WHAT THE SCHOOL DOES WELL 10

The overall quality of the curriculum is good. Provision for pupils’ spiritual, moral, social and cultural development is very good.

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WHAT THE SCHOOL DOES WELL 10

The school cares very well for its pupils.

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WHAT COULD BE IMPROVED 15

The way pupils present their work does not always sufficiently reflect their capability or the high standards achieved.

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WHAT COULD BE IMPROVED 15

Insufficient time is allocated to the teaching of Religious Education.

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WHAT COULD BE IMPROVED 15

Reports to parents do not fully meet Government guidance.

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INFORMATION ABOUT THE SCHOOL

Coleridge Primary School provides full time education for 413 pupils aged from four to eleven. There is part time provision for another 63 pupils in the nursery. Currently, 33 attend in the morning and 30 in afternoons. The school is situated in Crouch End, North London. Although the percentage of pupils identified as having special educational needs is broadly average at 21.5 percent, the percentage of pupils with statements at 0.6 percent, is below the national average. Eighty-seven pupils (20 percent) have a home language other than English, with 19 at an early stage of English language acquisition. This percentage is high and all pupils are supported through specific external funding. Pupils in the school come from a wide range of different backgrounds and the socio-economic circumstances of the majority of families are above average. The percentage of pupils entitled to free-school meals, at ten percent, is below the national

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INFORMATION ABOUT THE SCHOOL

average. Pupils come from a wide range of ethnic backgrounds. Most four-year-olds start school with levels of attainment that represent a typical range from below to above average, and overall are average.

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HOW GOOD THE SCHOOL IS

This is an effective school that provides a good quality education overall. The quality of leadership and management of the school is very good and there has been a good level of improvement since the last inspection. The school enables pupils to achieve standards that are well above average. The strengths of the school outweigh the areas that could be improved. Setting the above factors against the cost of educating each child, which is average for similar schools, the school provides good value for money.

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What the school does well

• Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of attainment achieve their full potential. Standards are well above average in English and mathematics. • The headteacher is a very effective leader who sets a clear educational direction for the work of the school. The management is very effective. • The quality of teaching is good throughout the school and has a positive impact on all pupils’ learning. • The attitudes and personal development of the pupils are very good. Behaviour in and around the school is good. • The overall quality of the curriculum is good, with particular strengths being in the breadth of the curriculum, the provision for the creative arts and opportunities for pupils to develop an interest in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is very good. • The school cares very well for its pupils.

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What could be improved

• The way pupils present their work does not always sufficiently reflect their capability or the high standards achieved by the time they leave the school. • Insufficient time is allocated to the teaching of Religious Education. • Reports to parents do not fully meet Government guidance.

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The areas for improvement will form the basis of the governors’ action plan, which will be sent to

parents and carers of pupils at the school.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The last inspection in October 1996 judged Coleridge to be a very good school that achieved good academic standards. This quality has been maintained and standards are now very high. The results achieved by pupils in the national assessment tests have shown a slight improvement at the end of Key Stage 1. Standards in English and mathematics at the end of Key Stage 2 have risen at a pace greater than the national trend. There has been good improvement in science since 1996, and although standards fell back in 1999, they were still above the national average. The high quality of education has been maintained. The quality of teaching is now better than at the time of the last inspection. The key issues for Coleridge Primary School - 7 action, identified in the previous inspection report, have been dealt with effectively. The school has made good progress in improving the use of information technology, and as the resources are steadily improved,

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

further development is planned. The school is well placed to maintain high standards and to continue its improvement.

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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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schools

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

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schools

A* indicates that the school ranks in the top 5% of all schools for that category.

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schools

Standards are good for children under five and they almost all achieve the desirable learning outcomes by the age of five with a significant number of pupils exceeding this standard. By the age of seven, pupils achieve standards in writing and mathematics that are well above average when compared with similar schools and in reading, above average. These standards are maintained throughout Key Stage 2 and, by the age of eleven, standards in English and mathematics are well above average and above average in science when compared to all and to similar schools. It is notable that in English and mathematics, half of the pupils gained the higher Level 5. Standards in literacy and numeracy are very high. Literacy skills are very well developed and are applied effectively across the curriculum. Standards of numeracy are very good in mathematics lessons and in other subjects. Standards in information technology are sound.

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schools

Standards in religious education are unsatisfactory.

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Aspect Comment

Attitudes to the school Pupils have very positive attitudes to school. They look forward to their lessons and to the extra-curricular activities. They value the variety of opportunities offered in the school’s club time. Pupils show very responsible attitudes to the school through the School Council. However there is only limited evidence of pupils’ pride in the presentation of their work in exercise books.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour in classrooms is good overall and some excellent and very good behaviour was seen in class. However, there is a small amount of disruptive or inconsiderate behaviour. Behaviour in the playground is generally good. They generally move around the school in an orderly and polite way.

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Aspect Comment

Personal development and relationships Pupils’ personal development is a strength of the school. Pupils develop a growing maturity in their manner of working, their communication skills and their ability to take personal and group responsibility. By the time they leave school, they blend a high level of independence with positive relationships. Their spontaneous co-operation and very good communication skills strongly support their learning.

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Aspect Comment

Attendance Attendance and punctuality continue to be satisfactory. Pupils arrive at school on time and lessons begin punctually. Procedures for monitoring Coleridge Primary School - 8 attendance and punctuality are good.

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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

Teaching throughout the school is good and promotes the good quality of learning. It is based on the very good relationships between teachers and pupils and the respect and value that teachers show for pupils’ views and contributions in lessons. This effectively builds pupils’ self-esteem and confidence and enables them to realise that they can learn from mistakes. The vast majority of lessons seen during the inspection were of a good or better quality. Of the 28 lessons seen, the quality of teaching in 21 was good or better and in eight was very good or better. An excellent literacy lesson was observed. There is no variation in the quality of teaching between either key stage or for children under five. Literacy and numeracy skills are well taught across the curriculum.

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Aspect Comment

The quality and range of the curriculum This is good. The school uses the national strategies for numeracy and literacy well, enabling pupils to reach very high standards. All subjects in the National Curriculum are provided effectively within the school, with the promotion of creative arts being a particular strength. However, religious education is given insufficient time in the overall allocation. Provision for extra-curricular activity is good.

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Aspect Comment

Provision for pupils with special educational needs Provision for pupils with special educational needs is good. All pupils make good progress in their learning through effective teaching and extensive quality provision of classroom support assistants. Individual education plans are of variable quality and are satisfactory overall.

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Aspect Comment

Provision for pupils with English as an additional language Pupils for who English is an additional language receive appropriate support with their identified needs in reading. Good quality additional support is provided for specific language development and teachers ensure needs are met within the classroom.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ personal development is very good. Provision for moral and social development is very good, and for cultural and spiritual development is good.

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Aspect Comment

How well the school cares for its pupils The school’s care for its pupils is very good. The procedures for supporting the development of individual pupils, both academically and personally, are very good and contribute positively to the standards attained. The procedures for monitoring attendance and punctuality are good and attendance continues to be satisfactory. There is a formal health and safety policy, which is applied to good effect.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher has a very clear vision for the school that is shared with, and clearly communicated to, all members of the school community. Together they are committed to constantly improving provision and raising standards. Their commitment to seeking the highest possible achievement for pupils across a wide range of learning experiences, and the personal development of all pupils, provides a good basis for all aspects of the work of the school.

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Aspect Comment

How well the governors fulfil their responsibilities Governors have high levels of involvement in the school. They are conscientious, well organised and fulfil their statutory responsibilities well.

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Aspect Comment

The school’s evaluation of its performance The headteacher, deputy head and staff with management responsibility work very well together to identify the school’s strengths and areas for development. The headteacher and deputy rigorously monitor teaching. Parents are consulted through the Parent Staff Association and their views on draft policies are sought, with comments being fully considered. Governors take note of pupils’ views from the School Council. Governors are well aware of the school’s strengths and concerns.

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Aspect Comment

The strategic use of resources The financial management of the school is very effective and care is taken to ensure that money is well targeted and that the best value for spending is achieved. Spending is well linked to priorities in the school development plan. The school also looks at the impact on standards of their financial commitments.

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What pleases parents most What parents would like to see improved

• The standards achieved by the children. • The attitudes and values that the school promotes. • The behaviour of pupils. • The teaching is good. • The school expects children to work hard and do their best. • The information they receive about their children’s progress. • How the school works with parents. • The quality and amount of homework.

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What pleases parents most What parents would like to see improved

The inspection team agrees with the parents’ positive views. Apart from the recommended revision of the annual reports, the team believes that there is little more that the school could do work more closely with parents or provide information about pupils’ progress. The school works hard to keep parents informed about school events and activities as well as the progress that individual pupils make. The latter is achieved through consultation evenings every term and a full report to parents in the summer term. In addition the teachers and head teacher adopt an open door policy so that parents are able to come into school to discuss any concerns that they may have. The school actively consults with parents, often through the Parent School Association on school policies. Nevertheless a significant percentage of parents do not feel well informed about how their children are getting on or how the school works with parents, particularly with regard to homework. In accordance with the

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What pleases parents most What parents would like to see improved

published policy, homework is set and contributes positively to pupils learning. The majority of parents are enthusiastically supportive of the school. The Parent Staff Association is very active and raises substantial funds for the school as well as arranging informative evenings on current educational topics. Coleridge Primary School - 10

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Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of

attainment achieve their full potential. Standards are well above average in English and mathematics.

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Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of

1. The percentage of pupils achieving the nationally expected Level 4 in English in the national assessment tests at the end of Key Stage 2 in 1999 was well above average. Over a half of the pupils gained the higher Level 5. This is very high in comparison with the national average and places the school in the top five percent nationally for pupils achieving the higher level of attainment. When compared with schools with a similar percentage of pupils entitled to free school meals, standards remained well above the national average. In mathematics, the percentages of pupils achieving Level 4 and the higher Level 5 were both well above the national average. Similarly, a half of the pupils gained the higher Level 5. When compared with similar schools, standards in mathematics remained well above the national average. In science, the percentage of pupils gaining Level 4 was well above the national average, but the percentage of pupils gaining

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Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of

the higher Level 5 was close to the national average. When compared with similar schools, standards in science were above the national average. Standards in English and mathematics have risen at more than the national rate since 1996. In science, overall standards improved steadily between 1996 and 1998, but fell in 1999. This was in part due to the percentage of pupils achieving Level 5 being in line with the national average this year. The school has recognised this, has analysed the reasons why and has taken steps to remedy the situation.

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Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of

2. In the Key Stage 1 national assessment tests. The percentages of pupils gaining Level 2 and the higher Level 3 were well above the national average in reading, writing and in mathematics. When compared with similar schools, standards in writing and mathematics were well above the national average for similar schools, but in reading were above average. Over the last four years, standards in reading have remained stable and above the national average. In writing, standards have risen at a rate greater than the national average.

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Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of

3. Pupils enter school with very good speaking and listening skills, which are then developed well throughout the school. By the time they reach Year 6, pupils develop very confident articulate expression in both formal and informal learning situations. They answer questions fully and accurately, having first given careful thought to what their answers are going to be. They are successful in giving clear, concise and relevant answers that accurately answer the questions posed. This standard is reflected in other subjects. The strength of their speaking skills supports their good writing skills. Reading progresses well and, by the time pupils leave school, they achieve very high standards. Pupils in the nursery differentiate their name from most others and recognise some letters of the alphabet. More able pupils talk effectively about simple texts. By the end of reception, most pupils read familiar texts well. At the end of Key Stage 1, pupils attain standards,

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Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of

which are above those expected nationally. Throughout the school, pupils are interested in and enjoy poetry, fiction and non-fiction and talk about literature enthusiastically. By Year 6, pupils read and analyse texts very well. They are sensitive in responding to a range of prose and poetry. They use their reading well to support their learning across the curriculum. They are able to apply effectively their analysis of character, mood, tension and emotion to their personal and fictional writing. Standards in writing develop well through good teaching and are well above the national expectation. The fluency of writing skills is well developed across the curriculum. The presentation of written work does not do justice to its quality.

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Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of

4. By the time pupils are eleven, they have developed very competent skills in number and problem solving and have a very good knowledge across different aspects of mathematics. Pupils have very well developed skills in solving problems at levels that are higher than expected for their age. Higher attaining pupils in Years 5 and 6 are able to work out a variety of ways to solve difficult problems. Some manage to simplify the problem and develop appropriate methods, that are easy to apply, whilst some others find relevant but much more complicated ways. In either case, pupils apply their methods accurately and show considerable competence in manipulating number, Coleridge Primary School - 11 quickly, accurately and confidently. They also demonstrate a good knowledge of the properties of shapes and use this knowledge well when solving problems.

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Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of

5. In science, pupils show a good knowledge of living things, physical processes and materials and their properties. They apply their knowledge well and appreciate the impact that science has on everyday life, talking about this with good levels of understanding. They have very good skills in devising fair tests and their conversation demonstrates very good observational skills. They make relevant hypotheses and set about effectively testing these. Standards in information technology are sound.

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Standards are very high by the time that pupils leave school at eleven. Pupils at all levels of

6. Pupils make good progress in other subjects including art and music. Display around the school highlights good art skills, together with a wide range of experience and good imagination. Singing in assemblies, orchestra practice and individual performance on different recorders, in turn show pupils good music skills. However, pupils in Year 6 showed insufficient knowledge of both Christianity and other world faiths, and knowledge in Religious Education is unsatisfactory.

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The headteacher is a very effective leader who sets a very clear educational direction for the work of

the school. The management is very effective.

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The headteacher is a very effective leader who sets a very clear educational direction for the work of

7. The headteacher has a very clear vision for the school that is shared with and clearly communicated to all members of the school community. Together they are committed to constantly improving provision and raising standards. Striving for the highest possible achievement, across a wide range of learning experiences and personal development for all pupils, provides a good basis for all aspects of the work of the school.

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The headteacher is a very effective leader who sets a very clear educational direction for the work of

8. The headteacher, deputy head and staff with management responsibilities work very well together to effectively monitor provision and identify the school’s strengths and weaknesses. They are aware of the weakness in religious education and have plans to address this. The headteacher and deputy rigorously monitor the performance of all teaching staff and use the observations effectively in continuously seeking the best quality teaching possible. Both know the staff very well and where individual teachers’ strengths and weaknesses lie, and they support teachers’ development effectively. Curriculum co-ordinators also have the opportunity to observe teaching within their subjects. A specific focus is set for these observations and co-ordinators report back to both the teacher and the headteacher on their observations. Observations are also discussed at senior management meetings, when the findings are used to feed school development focus points. There

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The headteacher is a very effective leader who sets a very clear educational direction for the work of

is a very good system of management communication. Different levels of management meet formally at regular intervals. Each group has specific terms of reference and this system ensures effective communication and shared aims. Discussions within the management structure, and judgements made on the school’s strengths and concerns, form the basis for the school’s development planning. The school is effective in self-evaluation and identifies accurately and quickly most of its areas for development. For example, due to the school’s attention to literacy and numeracy, a lower than usual percentage of pupils achieved the higher Level 5 in science in the statutory tests of attainment last year. This has been recognised, thoroughly analysed and placed on the school development plan for action.

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The headteacher is a very effective leader who sets a very clear educational direction for the work of

9. The school is constantly seeking ways to improve provision and in organising the school in the best ways possible for the benefit of all pupils. Teachers teach in different age groups where their skills can be best used. Their strengths, such as class management or behaviour management skills, for example, are used effectively and matched to the specific needs of different classes. There are effective policies, which are regularly reviewed to ensure that they are still relevant to the school’s needs in light of new national and school requirements. Science assessment for example is being reviewed in the light of the implementation of a new scheme of work. The headteacher, governors and senior managers, consider all aspects of new and ongoing initiatives, and their discussions go into great detail, seeking the best solutions and developments possible and ensuring that the operations of the school remain appropriate and relevant.

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The headteacher is a very effective leader who sets a very clear educational direction for the work of

10. Members of the governing body are fully involved in both strategic planning and in the daily life of Coleridge Primary School - 12 the school. They are fully involved in policy making, and working parties are responsible for reviewing old and drawing up draft new policies. This process also involves staff and the school’s senior managers. In addition, parents have a voice in the writing of policy statements. Parents are consulted through each class’s representative on the Parent School Association. Often, parents’ views on draft policies are sought, with comments from the parents in selected year groups being fully considered. Governors also take note of pupils’ views through the headteacher’s reports from School Council, and of parents’ views through attending parent teacher consultation evenings. Governors are well aware of the school’s strengths and concerns, and make a full and active contribution in establishing the way forward for the school and its subsequent development. They

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The headteacher is a very effective leader who sets a very clear educational direction for the work of

have high levels of personal involvement and professional expertise. They are conscientious and well organised. They fulfil their statutory responsibilities well, including the setting of relevant and clear performance criteria for the work of the headteacher and deputy. Governors think highly of the headteacher and work well with her.

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The headteacher is a very effective leader who sets a very clear educational direction for the work of

11. The financial management of the school is very effective and care is taken to ensure that money is well targeted and that the best value for spending is achieved. Spending is well linked to priorities in the school development plan. These are costed carefully and spending is carefully monitored throughout the year. Before major spending is confirmed, the governors ensure that they are getting the best value for money. A number of quotations are obtained for major investments and these are carefully analysed before agreement. The school also looks at the impact on standards of their financial commitments.

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The quality of teaching is good throughout the school and has a positive impact on all pupils’

12. Teaching throughout the school is good and promotes the good quality learning. It is based on the very good relationships between teachers and pupils and the respect and value that teachers show for pupils’ views and contributions in lessons. The vast majority of lessons seen during the inspection were of a good or better quality. Of the 28 lessons seen, the quality of teaching in three- quarters was good or better and in over a quarter was very good or better. An excellent literacy lesson was observed. There is no variation between the quality of teaching at either key stage and for children under five.

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The quality of teaching is good throughout the school and has a positive impact on all pupils’

13. Teachers generally have good knowledge of the subjects that they teach and are able hold good quality discussions with their classes. This is evident in literacy lessons, where teachers show good technical knowledge of styles of writing, such as myths, legends and fables. They are able to discuss the meaning of language in poetry, so those pupils develop good skills in appreciating different styles of writing. Teachers’ planning is good. In lessons where pupils are set according to their prior attainment, teachers have a good knowledge of their learning needs. Even within the sets, teachers are aware that some pupils need work pitched at a different level from the rest of the group. They successfully allow for these occasions and individual pupils’ needs are met well. Interesting activities are planned which effectively stimulate pupils’ enthusiasm and support the very high levels of pupils’ personal development.

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The quality of teaching is good throughout the school and has a positive impact on all pupils’

14. At all stages of the school, basic skills are well taught. Teachers make good use of pupils’ literacy skills to engage pupils in answering questions to develop high levels of accuracy and articulation. They ensure quality discussion in a range of subjects, in both small larger groups. This provides pupils with valuable opportunities to formulate their thoughts carefully. However, the skill of presenting work is not effectively promoted. Standards of presentation do not do full justice to the pupils’ capabilities nor to the quality of work taking place in class. Occasionally, teachers’ “board” presentation does not set a good enough example for pupils to follow.

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The quality of teaching is good throughout the school and has a positive impact on all pupils’

15. Pupils are managed well and teachers provide effective learning experiences. Teachers achieve and maintain good levels of behaviour in their lessons, although on rare occasions, some inappropriate behaviour is not sufficiently challenged. Pupils’ answers and contributions in lessons are valued, even when the response is not what is wanted. Wrong answers are discussed and pupils are encouraged to realise that they can learn from their mistakes. This is effective in informing pupils Coleridge Primary School - 13 how well they are learning and in building their self-esteem.

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The quality of teaching is good throughout the school and has a positive impact on all pupils’

16. Teachers make good use of resources such as overhead projectors and flip charts. This ensures that lessons run smoothly and that time is used well, with lessons moving at a brisk pace effectively encouraging good levels of productivity and pace of working. A substantial number of parents come into school regularly and assist the staff. Under the careful guidance of the teachers this help is effective in supporting pupils’ learning. Homework is used effectively. Sometimes pupils research topics or prepare work on which lessons are based. Spellings learned at home are checked and sometimes homework is used well to consolidate and extend work completed in lessons.

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The quality of teaching is good throughout the school and has a positive impact on all pupils’

17. A small minority of parents questioned the effectiveness of “job share” situations in general. This one works well. The two teachers communicate effectively and standards and provision are consistent with that in other classes. Good liaison takes place regularly.

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The attitudes and personal development of the pupils are very good. Behaviour in and around the

18. Pupils have very positive attitudes to their peers and their school. They often arrive early to school and look forward to their lessons and to the extra-curricular activities. They value the variety of opportunities offered in the school’s club time. Older pupils described their views of the school as “caring”, “relaxed”, “stylish” and “giving good provision for all the children, however clever or not they are.” They delight in the mutual support and camaraderie of “buddy” reading. Pupils show very responsible attitudes to the school’s development when it is their turn to participate in the School Council. However, pupils do not take enough pride in the presentation of their work in exercise books and this diminishes the impact on the quality of their work.

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The attitudes and personal development of the pupils are very good. Behaviour in and around the

19. Behaviour in classrooms is good and some excellent and very good behaviour was seen during the inspection. However there was a small amount of disruptive or inconsiderate behaviour. Parents expressed concerns about the behaviour in a particular class. Currently these pupils are managed well and their standard of behaviour is equal to that in other classes. Where there is very good behaviour, pupils listen attentively, concentrate hard when working individually and moderate their voices to make group work in the class effective. This was very noticeable in an outstanding lesson in Key Stage 2 when pupils made good use of “Golden Silence” time to construct a story map based on the work of Laurie Lee. Their discussions were extensive and eloquent and the learning was well focused. Behaviour in the playground is generally good. Pupils enjoy taking advantage of small games equipment at playtimes. They move around the school in an orderly,

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The attitudes and personal development of the pupils are very good. Behaviour in and around the

20. Pupils’ personal development is a strength of the school. Throughout their time at the school, pupils develop a growing maturity in how they work, their skills in articulate communication, and their ability to take personal and group responsibility. By Year 6 they blend a high level of independence with positive interactions with other pupils and adults. Their spontaneous co- operation and very good communication skills strongly support their learning. Pupils take advantage of the opportunities in music, sport and personal responsibility enthusiastically and this enriches their well-rounded personal development. Some pupils arrive very early to school to take part in the orchestra; some 25 percent of pupils play the recorder while many pupils are acquiring skills with a range of string and brass instruments. Younger children in the nursery operate independently with the computer, for example, or in a range of creative activities. They are

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The attitudes and personal development of the pupils are very good. Behaviour in and around the

observant and careful for example in handling, African artefacts, or when routinely sweeping up sand. Pupils at both key stages demonstrate perception and common sense in taking their turn in the well-developed School Council. They feel empowered by their participation and value its on- going impact on their daily lives in school. The system of “buddy reading” and community service within the school significantly enhances pupils’ self-esteem and empathy for others. Equally it integrates pupils across the age range. This is particularly important in the self-confidence it builds as children anticipate moving from the nursery into the “big school” and others to higher classes. Coleridge Primary School - 14

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in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is

21. The curriculum for children under five is planned to meet the requirements of the desirable learning outcomes and the early learning goals, and is a strength of the school. Children make good progress and the school makes good provision for those children under five who are capable of working under National Curriculum Guidelines.

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in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is

22. Although the school rightly places considerable emphasis on literacy and numeracy, it attaches much importance to providing a broad and balanced curriculum, and equal opportunities for all its pupils. There is good provision for special educational needs and the school is continually reviewing and improving its target setting for pupils within their individual education plans. As they progress through the school, higher attainers are challenged well, enabling them to reach high standards by the time they leave. An exception to the balanced provision is religious education, a subject with status equivalent to a core National Curriculum subject. The school allocates insufficient time to the subject and, as a result, pupils have weak knowledge in this area of their learning.

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in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is

23. An important feature of the school’s good curriculum provision is the highly organised Thursday afternoon “Club Time” when all pupils from Year 2 onwards are able to identify activities they wish to join. This arouses great enthusiasm because of the breadth of choice and opportunity, which includes paper craft, sewing, gymnastics, book appreciation, jigsaw and Internet for pupils in Years 5 and 6. The school encourages pupils’ development through participation in the creative arts and many high quality examples of their attainment were observed in music and singing, and in art. These aspects are enhanced by visitors, such as one to an assembly who sang in a highly spiritual and stimulating way to Key Stage 2 pupils. Pupils take the opportunities to make outside visits, such as a recent visit to the Millennium Dome, which help them to form their views of the wider world effectively. Pupils’ views of the curriculum by the time they reach Year 6 reflect their

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in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is

enthusiasm for school, as for example when four pupils identified different subjects as their favourite. Extra-curricular activities, particularly sport and music, are well provided for with pupils attending them both before after the school day.

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in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is

24. There is very good provision for pupils’ personal development. This is because the school is a welcoming and friendly international community with a wide range of cultural features. Relationships are very good and the provision for pupils’ moral and social development, particularly, is of a very high standard. The school is regarded and treated by staff as a complete unit where the young pupils mix with older ones and are looked after and helped by them, as for example, through the buddy system. Pupils respect each other and know the rules, which they observe in the school and the playground. Year 6 pupils in this larger-than-average school, could barely recall any incidents of fighting, bullying or racism in their time there. Such are the high moral and social standards of the school.

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in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is

25. Although provision for pupils’ spiritual development is somewhat limited by the significantly low allocation of time to religious education, opportunities are taken frequently to enable pupils to reflect on their lives and those of others. This happens in regular Circle Time in class, and also in assemblies. A particularly good example of this was seen when younger pupils reflected on things they treasured in their lives, after seeing examples of their teacher’s most loved belongings. An excellent opportunity is also provided to pupils who are on the School Council, which meets regularly to consider the needs of the school, and aspects of care within their community.

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in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is

26. Good opportunities are provided throughout the school for pupils to develop their cultural Coleridge Primary School - 15 education. In addition to opportunities in art and music, pupils study many other cultures, such as the theme of Turkey, India and Africa, often using the knowledge and backgrounds of the origins of pupils within school.

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in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is

The school cares very well for its pupils.

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in a wide range of skills. Provision for pupils’ spiritual, moral, social and cultural development is

27. In the last inspection the school was reported as providing effective support and advice for all pupils, and was successful in promoting the health safety and general well-being of pupils. These aspects are now very good. The procedures for supporting the development of individual pupils both academically and personally are very good and contribute positively to the standards attained. All the teachers and support staff know the pupils well, and they have together developed a safe, supportive and caring environment for the pupils. The procedures for monitoring attendance and punctuality are good, so that pupils’ attendance continues to be satisfactory, being in line with national averages. The last report noted that there was no formal health and safety policy; this policy is now in place. The staff and governors carry out regular risk assessments and potentially dangerous equipment is checked at least

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The way pupils present their work does not always sufficiently reflect their capability or the high

standards achieved by the time they leave the school.

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The way pupils present their work does not always sufficiently reflect their capability or the high

28. The presentation of pupils’ work is inconsistent across the school and should be improved. It does not do full justice to the capability of the pupils or the high standards they achieve by the time they leave. It may also give parents an unfavourable impression of standards. Existing good practice in some classes should be used as a benchmark for all, ensuring that all pupils present their work as carefully and as accurately as they are able, particularly in written aspects of the curriculum.

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The way pupils present their work does not always sufficiently reflect their capability or the high

29. Similarly, the presentation of pupils’ displays in both public areas and classrooms should be improved by refurbishment of unsatisfactory decoration and flooring in some areas of the school, which devalue the working environment of the pupils.

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The way pupils present their work does not always sufficiently reflect their capability or the high

Insufficient time is allocated to the teaching of Religious Education.

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The way pupils present their work does not always sufficiently reflect their capability or the high

30. Religious education is taught for only three percent of curriculum time. There is insufficient time for pupils to achieve the standards required by the Locally Agreed Syllabus and religious education is not given sufficient value in the curriculum as having equivalent status to a core subject. As a multi-faith school, pupils are given insufficient opportunity to develop good knowledge and understanding of some of the world’s major faiths, some of which their friends in school may follow. In discussion they were only able to give outline rather than appropriately detailed information about the world’s major faiths. The teaching of religious education does not sufficiently enhance pupils’ spiritual and cultural education, or support the very good provision for their moral and social development.

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Reports to parents do not fully meet Government guidance

31. Whilst the reports that parents presently receive about their children’s progress are positively encouraging to all pupils, they are in need of revision in line with guidance offered by the Department for Education and Employment. In particular they do not currently include comments on how the pupils performance could be improved or what targets they should work towards in the next year. Design and information technologies are not given separate sections and there is insufficient opportunity for parents to make a written response. Coleridge Primary School - 16

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

To take the school forward and build upon its present quality, the staff and governors should include the following key issues for action in its action planning:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1. Improve standards in the way in which pupils present their work so that it more accurately represents the quality of the work taking place within the school and their capabilities by: - Encouraging pupils to take a greater pride in the presentation of their work; - Ensuring that they pay greater attention to detail.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2. Review the amount of time planned to teach the subjects of the National Curriculum so that Religious Education is given an appropriate allocation.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

3. Revise the format and content of the pupils’ annual written report so that it informs parents more effectively of the progress that their children are making by: - Improving the layout to ensure that reports in all subjects contain a clear statement on attainment and progress; - Including the targets that are set for individual pupils’ improvement; - Providing opportunity for parents to make a written response if they wish. Coleridge Primary School - 17

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Summary of the sources of evidence for the inspection

Number of lessons observed 27 Number of discussions with staff, governors, other adults and pupils 16

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 1 7 13 6 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 Number of pupils on the school’s roll (FTE for part-time pupils) 32 413 Number of full-time pupils eligible for free school meals 0 47 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6 Number of pupils with statements of special educational needs 1 2 Number of pupils on the school’s special educational needs register 4 96

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Information about the school’s pupils

English as an additional language No of pupils Number of pupils with English as an additional language 87

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission 20 Pupils who left the school other than at the usual time of leaving 17

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Authorised absence Unauthorised absence

% % School data 5.5 School data 0.05 National comparative data 5.7 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Coleridge Primary School - 18

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 31 28 59

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at NC Boys 28 28 29 level 2 and above Girls 27 28 28 Total 55 56 57 Percentage of pupils School 93 (81) 95 (81) 97 (100) at NC level 2 or above National 82 (80) 86 (81) 87 (84)

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Teachers’ Assessments English Mathematics Science

Boys 29 29 29 Numbers of pupils at NC Girls 28 28 28 level 2 and above Total 57 57 57 Percentage of pupils School 97 (81) 97 (85) 97 (81) at NC level 2 or above National 82 (81) 86 (85) 87 (86)

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Teachers’ Assessments English Mathematics Science

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

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 30 24 54

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National Curriculum Test/Task Results English Mathematics Science

Boys 26 28 28 Numbers of pupils at NC Girls 22 20 22 level 4 and above Total 48 48 50 Percentage of pupils School 89 (86) 89 (86) 93 (89) at NC level 4 or above National 70 (65) 69 (59) 78 (69)

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Teachers’ Assessments English Mathematics Science

Boys 27 28 27 Numbers of pupils at NC Girls 21 22 23 level 4 and above Total 48 50 50 Percentage of pupils School 87 (87) 93 (89) 93 (91) 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. Coleridge Primary School - 19

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 45 Black – Caribbean heritage 0 0 Black – African heritage 2 Black – African heritage 0 0 Black – other Black – other 0 0 Indian 4 Indian 0 0 Pakistani Pakistani 0 0 Bangladeshi 4 Bangladeshi 0 0 Chinese 1 Chinese 0 0 White 345 White 0 0 Any other minority ethnic group 12 Other minority ethnic groups 0 0 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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Qualified teachers and classes: YR – Y6

Total number of qualified teachers (FTE) 16 Financial year 98/99

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Qualified teachers and classes: YR – Y6

Number of pupils per qualified teacher Average class size 29 £ Total income 769911 Education support staff: YR – Y6 Total expenditure 769454 Total number of education support staff 2 Expenditure per pupil 1729

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Qualified teachers and classes: YR – Y6

Total aggregate hours worked per week 194.5 Balance brought forward from previous year -3872

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Qualified teachers and classes: YR – Y6

Balance carried forward to next year -3415

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Qualified teachers and support staff: nursery

Total number of qualified teachers (FTE) Number of pupils per qualified teacher

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Qualified teachers and support staff: nursery

Total number of education support staff Total aggregate hours worked per week

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Qualified teachers and support staff: nursery

Number of pupils per FTE adult 10 Coleridge Primary School - 20 FTE means full-time equivalent.

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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 45 4 2 5

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Percentage of responses in each category

Behaviour in the school is good. 446 47 3 3 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 25 42 14 9 10

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 31 37 25 7 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 46 35 17 0 2

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 37 45 7 2 10

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Percentage of responses in each category

The school works closely with parents. 36 40 15 4 5

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Percentage of responses in each category

The school is well led and managed. 46 40 7 0 7

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Percentage of responses in each category

The school is helping my child become mature and responsible. 54 33 7 1 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 36 29 15 5 15

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Other issues raised by parents

Of the 78 returns, 20 had a written response:

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Other issues raised by parents

- Strength is the school’s “imaginative, thoughtful and enthusiastic approach to events – school trips, performances, cultural celebrations etc. - Parents expressed confidence in the headteacher’s leadership of the school. - Comments about the nursery indicated that this provides a good start to children’s education. - Some concern about pupils being moved in sets – son feels bad about his performance – no notification to parents beforehand

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