Bacup Holy Trinity Stacksteads Church of England Primary School

Holy Trinity Church of England School

Reporting inspector: Mr Malcolm Johnstone

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Holy Trinity Church of England School

Dates of inspection: 6 th – 8 th March 2000

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Holy Trinity Church of England School

Inspection carried out under section 10 of the School Inspections Act 1996 Holy Trinity Church of England Primary School - ii

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INFORMATION ABOUT THE SCHOOL

School address: Booth Road Stacksteads Bacup Lancashire

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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: Mr G McDermott

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 5 th -8 th November 1996

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INFORMATION ABOUT THE SCHOOL

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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INFORMATION ABOUT THE 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. Holy Trinity Church of England Primary School - iii

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Team members

Malcolm Johnstone Registered inspector Patricia Willman Lay inspector Thelma Aspin Team inspector Robin Greenall Team inspector

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Team members

Bench Marque Ltd. National Westminster Bank Chambers Victoria Street Burnham-on-Sea Somerset TA8 1AN

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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 Holy Trinity Church of England Primary School - iv

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PART A: SUMMARY OF THE REPORT 1

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 5

By the end of Key Stage 2, pupils achieve well in English, mathematics and science. Literacy and numeracy are well taught and result in pupils making good progress. Pupils’ attitudes, behaviour and personal development are very good and impact well on their learning. Provision in the Nursery is very good and enables all children to make a very effective start to their school life. The school is well led and committed to improvement.

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WHAT COULD BE IMPROVED 9

By the end of Key Stage 1 standards in mathematics are not high enough. At all stages, information from monitoring is not used effectively enough to improve teaching and learning.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 11

Holy Trinity Church of England Primary School - v

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PART C: SCHOOL DATA AND INDICATORS 12

Holy Trinity Church of England Primary School - 1

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INFORMATION ABOUT THE SCHOOL

The school is a voluntary controlled Church of England primary school for boys and girls aged three to eleven-years-old. The school is similar in size to most other primary schools and has 256 full-time pupils and 52 part-time pupils in its Nursery unit. There are no pupils who speak English as an additional language. The school serves an area with features of socio-economic disadvantage. The attainment of pupils on entry to the Nursery is generally below average, although the full range of attainment is represented. Thirty-two per cent of pupils are entitled to free school meals; this is above the national average. About 29 per cent of the pupils have special educational needs and seven pupils have a statement of special educational need; these figures are above the national average.

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HOW GOOD THE SCHOOL IS

This is an effective school with many good features. By the end of Key Stage 2, pupils achieve above average standards in English, mathematics and science. The quality of teaching is good and pupils’ attitudes and behaviour are very good. The school is well led and managed and there is a shared commitment to improvement. It provides good value for money.

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What the school does well

• By the end of Key Stage 2, pupils achieve well in English, mathematics and science. • Literacy and numeracy are well taught and result in pupils making good progress. • Pupils’ attitudes, behaviour and personal development are very good and impact well on their learning. • Provision in the Nursery is very good and enables all children to make a very effective start to their school life. • The school is well led and committed to improvement.

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What could be improved

• By the end of Key Stage 1, standards in mathematics are not high enough. • At all stages, information from monitoring is not used effectively enough to improve teaching and learning. 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

There have been good improvements since the previous inspection in November 1996. Standards have improved in Key Stage 2 and have been largely maintained in Key Stage 1. Standards in design and technology are now better. Provision for special educational needs is now good and is particularly effective in supporting the development of pupils’ literacy skills in Key Stage 2. Assessment procedures are good and information is used Holy Trinity Church of England Primary School - 2 effectively to inform planning. There are good systems in place to monitor the curriculum and teaching, but the information gained is not clearly focused on improvements. The five- year financial plan has been successfully implemented.

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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 C B A Well above average Above average A B

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Key

Mathematics A B C B Average Below average C D Science B E B A Well below average E

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Key

The table shows that by the end of Key Stage 2, standards in English and science are above the national average and well above average when compared with similar schools. In mathematics, standards are in line with the national average and above those in similar schools. Inspection evidence confirms this picture of attainment for pupils who are currently in Year 6 .

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Key

In the 1999 National Curriculum assessments for pupils at the end of Key Stage 1, standards were in line with the national average for writing and were above average when compared with similar schools. Standards in reading and mathematics were well below the national average and below those in similar schools. Inspection evidence indicates good improvements in reading due to much smaller class sizes and good teaching in the literacy hour. In mathematics, standards are improving, but are not high enough.

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Key

In the Reception class, most of the children who are five years of age achieve what is expected for their age in language and literacy.

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Aspect Comment

Attitudes to the school Pupils’ attitudes to school are very good and are one of the keys to the good progress they make. They are interested in all aspects of school life and give of their best. They persevere well with their work and are courteous and Holy Trinity Church of England Primary School - 3 polite.

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Aspect Comment

Behaviour, in and out of classrooms Both in classrooms and around the school, behaviour is very good and pupils accept correction without losing their enthusiasm for learning. All pupils respond very well to the high expectations of the staff.

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Aspect Comment

Personal development and relationships Pupils have a good work ethic and take responsibility for their own learning well. Relationships are very good and all pupils readily give support to others. They have good respect for the feelings of others. Pupils who have special educational needs are very well integrated and participate fully in all aspects of school life.

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Aspect Comment

Attendance Attendance is satisfactory. The rate of unauthorised absence is a little higher than the national average.

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Aged 5-7 years Aged 7-11 years

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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Aged 5-7 years Aged 7-11 years

The quality of teaching is good. In the lessons seen, 17 per cent were very good, 58 per cent good, 21 per cent satisfactory and four per cent unsatisfactory. The teaching of children who are under five in the Nursery is consistently good and often very good. For the children who are under five in the Reception class, teaching of literacy and numeracy are good, although there are some weaknesses in the planning and organisation of activities in other subjects. In both key stages, literacy and numeracy are well taught. All teachers are enthusiastic, have very good relationships with the pupils and have high expectations. In literacy and numeracy, they plan well for the different needs of the pupils and use assessment information well to build on what pupils know, understand and can do. This ensures that pupils of all abilities make good progress. Teaching in the small number of lessons seen in science and religious education was satisfactory. In all subjects, teachers

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Aged 5-7 years Aged 7-11 years

mark pupils’ work regularly, but do not include enough comments to show how pupils might improve.

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Aspect Comment

The quality and range of the curriculum A very broad and well-balanced curriculum is provided in the Nursery. The curriculum at both key stages is broad and balanced and meets statutory requirements. There are effective strategies for teaching literacy and numeracy. The curriculum ensures equality of access and provides Holy Trinity Church of England Primary School - 4 enrichment through extra-curricular activities.

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Aspect Comment

Provision for pupils with special educational needs Provision is good overall and enables pupils to make good progress. Well-targeted support during literacy sessions in Key Stage 2 is particularly effective.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Strong Christian values permeate the work of the school. The provision for pupils’ moral and social development is very good and provision for their spiritual and cultural development is good.

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Aspect Comment

How well the school cares for its pupils Pupils are well cared for and the procedures for child protection and pupils’ health and safety are good. Holy Trinity Church of England Primary School - 5

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Aspect Comment

Leadership and management by the headteacher and other key staff There is a very good ethos in the school. The headteacher’s energy, drive and commitment are key features. Staff work well together and share his commitment to raise standards. The headteacher and co- ordinators monitor teaching and learning, but this is not clearly focused on how they might be improved.

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Aspect Comment

How well the governors fulfil their responsibilities The governors are supportive of the school and act as a critical friend. They hold the school accountable for its standards. They fulfil their statutory duties well.

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Aspect Comment

The school’s evaluation of its performance Good monitoring systems have been established, but the use of information from these is not rigorous enough to clearly identify what needs to be done to improve standards and teaching.

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Aspect Comment

The strategic use of resources The staff, accommodation and learning resources are used well. Additional teaching support for lower attaining pupils and those who have special needs is very effectively targeted in Key Stage 2 literacy lessons. The school seeks best value for money. Standards are good at the end of Key Stage 2, the quality of education is good and most resources are used effectively. The school gives good value for money.

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improved

• The literacy and numeracy hours are improving standards. • The stability of the staffing and the teachers’ dedication. Teaching is good and their children are making good progress. • Their children like school, behaviour is good and their children are becoming mature and responsible. • The school is well led and works closely with parents. • They would find it easy to approach the school with problems or suggestions. • The range of extra-curricular activities. • The amount of homework. • More information about their child’s progress. • Large class sizes in Key Stage 2. Holy Trinity Church of England Primary School - 6 Inspectors support parents’ positive views. The range of extra-curricular activities is satisfactory. The amount of homework is similar to that found in most schools and the school is reviewing the present arrangements. Teachers are available at any reasonable time to discuss children’s progress and there are two opportunities per

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improved

year for formal discussions with the teachers. This is similar to arrangements in other schools. The pupil/teacher ratio is similar to the national average for primary schools. Holy Trinity Church of England Primary School - 7

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By the end of Key Stage 2, pupils achieve well in English, mathematics and

1. The 1999 National Curriculum tests showed that standards in English and science were above the national average and well above average when compared with similar schools. In mathematics, standards were in line with the national average and above those in similar schools. Inspection evidence confirms this picture of attainment for pupils who are currently in Year 6. In relation to their prior attainment, progress is good and pupils achieve well in all three subjects. Although standards in mathematics are not as high as in previous years, they are in line with the national average and high enough to be above those in similar schools. Over the past four years, the trend in the school’s average National Curriculum points for all subjects is broadly in line with the national trend. In English and mathematics, the school’s targets for the next two years, though not quite as high as in previous years, would maintain the above average standards.

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By the end of Key Stage 2, pupils achieve well in English, mathematics and

These are realistic and achievable and reflect the increasing numbers of pupils who have special educational needs. Almost all parents who responded to the questionnaire felt that the school achieved high standards and that their children were making good progress.

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By the end of Key Stage 2, pupils achieve well in English, mathematics and

2. Inspection evidence indicates that in Key Stage 1 pupils’ speaking and listening skills are developed well in literacy sessions. They are encouraged to listen carefully and speak clearly in whole-class discussions at the beginning and end of lessons. This impacts well on their confidence and self-esteem. This sound start is developed effectively throughout Key Stage 2 and in Year 6, pupils of all abilities listen carefully and speak confidently and clearly. In a literacy group session for lower attaining pupils and those who have special needs, all pupils listened attentively in the shared reading session and all answered questions clearly. In Key Stage 1, pupils develop sound reading strategies and higher and average attaining pupils have a good understanding of what they read. Reading develops well in Key Stage 2 and by Year 6 most pupils are confident and fluent readers. The school has targeted writing as an area for development and this is

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By the end of Key Stage 2, pupils achieve well in English, mathematics and

having a good effect on standards. By the end of Key Stage 1, pupils’ writing conveys meaning well in both narrative and non-narrative forms and shows a developing understanding of basic grammar. Handwriting has consistent form and size. Higher attaining pupils write brief, imaginary conversations using speech marks and commas correctly. These skills are built on successfully in Key Stage 2 and by Year 6 pupils write well in different styles, including poetry, factual accounts and imaginative stories. Spelling is usually accurate and a good range of punctuation is employed with accuracy. One pupil wrote , ‘Half a pound of sweets, please’, said old Mrs. Crow as she leaned lazily onto the counter. Pupils’ literacy skills support work well in other subjects. In history, they write interesting and Holy Trinity Church of England Primary School - 8 factual ‘newspaper headlines’ recording famous historical events. In

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By the end of Key Stage 2, pupils achieve well in English, mathematics and

science, they write good factual accounts of the life cycle of a frog. In design and technology, they write clear instructions on how to make a jam sandwich.

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By the end of Key Stage 2, pupils achieve well in English, mathematics and

3. In mathematics, at both key stages, pupils present their work well. They develop a secure understanding of addition and subtraction and the value of each number in two, three and four digit numbers. Throughout Key Stage 2, pupils cover a good range of work in number, shape, space and measure and handling data. Most pupils have quick mental recall of number facts and a sound range of strategies for working out number problems. They use computers effectively to create graphs and tables in their mathematics topics. Pupils in Year 6 calculate perimeters and areas with good accuracy in connection with a topic to plan a garden with patio, lawn and flowerbeds. The use and application of mathematics to investigate pattern in number is not as well developed as other elements of mathematics. Pupils’ numeracy skills support work in other subjects satisfactorily. Pupils in Year 5 construct graphs and tables to record the results of science experiments using a

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By the end of Key Stage 2, pupils achieve well in English, mathematics and

4. In both key stages, pupils develop a good scientific knowledge and understanding of life and living things. They have a good knowledge of the human body and what is needed to keep healthy. Pupils in Year 2 identify correctly which creatures are classified as insects and why this is so. In Year 3, pupils develop a good knowledge of teeth as a living structure, the causes of tooth decay and the relationship between diet and dental health. By the time pupils reach Year 6, they have widened their knowledge to include a good understanding of materials and their properties and physical processes. They have satisfactory opportunities to develop experimental and investigative skills, but progress in this area is not as good as in other aspects.

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Literacy and numeracy are well taught and result in pupils making good

5. During the inspection, the quality of teaching in almost all the literacy and numeracy lessons was at least good and none were less than satisfactory. In both key stages, the literacy hour is well established and development of the numeracy hour is progressing well. All teachers have a good understanding of the development of skills in both literacy and numeracy. This enables them to introduce and consolidate the correct vocabulary and impacts effectively on pupils’ learning.

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Literacy and numeracy are well taught and result in pupils making good

6. Reading is well taught in Key Stage 1 and pupils develop a good understanding of letter sounds and combinations to help them read unfamiliar words. This is built on successfully by teachers in Key Stage 2 when working with reading groups in the literacy hour. In literacy and numeracy lessons, teachers have high expectations of behaviour and of pupils’ involvement in all activities. This transmits to the pupils effectively Holy Trinity Church of England Primary School - 9 and is a key factor in their good progress. When the teacher is engaged with a particular group of pupils, other groups know what they have to do and persevere until it is completed. Planning is good and clear learning objectives are detailed for the different needs of all the pupils. This ensures a good match between the work set and pupils’ prior attainment and results in all pupils making good progress. In literacy in Key Stage 2, the additional

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Literacy and numeracy are well taught and result in pupils making good

teaching support provided for lower attaining pupils and those who have special needs, is particularly effective and impacts well on the good progress these pupils make. A clear focus on the development of pupils’ speaking and listening, reading and writing skills enables them to achieve a good standard of work.

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Literacy and numeracy are well taught and result in pupils making good

7. Teachers use a good range of methods and organise literacy and numeracy lessons well. In numeracy, pupils’ own strategies for working out problems mentally are shared with the class and this helps others develop their ideas. Learning is particularly effective when mathematics is linked to real life problems. In a Year 6 lesson pupils made very good progress when their work on perimeter and area was linked to the design of the teachers’ own garden. In a Year 3 lesson, pupils were interested and motivated when working with real money in shopping activities. In literacy and numeracy lessons, teachers provide good opportunities for pupils to develop listening and speaking skills. Pupils’ confidence is developed well when pupils are expected to report back what they have achieved and discovered to the whole class. Most resources are used very well to develop pupils’ understanding and interest. ‘Big Books’ and posters capture pupils’

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Literacy and numeracy are well taught and result in pupils making good

attention successfully in literacy and number cards and charts are used effectively in numeracy lessons. Support staff provide valuable help in literacy and numeracy group activities, but are not sufficiently involved in whole-class activities.

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Literacy and numeracy are well taught and result in pupils making good

8. Day-to-day assessment is used effectively to develop pupils’ learning. In the introductions to lessons, teachers target particular individuals to answer questions and this ensures that all pupils are involved and not just the first with their hand up. Pupils’ understanding is assessed after each literacy and numeracy unit of work and this is taken into account when planning work in the next similar topic. This ensures that key skills are built on effectively and misunderstandings corrected. Pupils’ work is regularly marked and contains effective praise and encouragement. There are, however, too few written comments on how work might be improved.

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Pupils’ attitudes, behaviour and personal development are very good and

9. At all stages, pupils have very good attitudes to work and show interest and commitment in lessons. This is a key factor in the good progress they make. They listen carefully to what others have to say and move quickly into their different activities. This ensures that little time is wasted in starting work. Pupils understand what is expected of them in lessons and respond appropriately. They take a pride in their work and are keen to discuss and Holy Trinity Church of England Primary School - 10 share their achievements with others. They are polite and courteous. Two older pupils provided inspectors with an effective and informative tour of the school and introduced them to various members of staff. Adults provide good role models and relationships at all levels are very good. A strong feature of lessons is the calm, patient manner of all staff when dealing with pupils. Pupils who have special educational needs participate fully in

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Pupils’ attitudes, behaviour and personal development are very good and

lessons and are well integrated into all activities.

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Pupils’ attitudes, behaviour and personal development are very good and

10. The school’s procedures for promoting good behaviour are excellent and have developed well since the previous inspection. They are based effectively on a clear system of rewards and sanctions that is understood by all in the school. Behaviour is very good both in and out of lessons. On a wet lunchtime during the inspection, pupils worked and played sensibly in their classrooms without the need for interventions from adult helpers. Pupils behave very well in assemblies and show respect for beliefs and feelings of others. They show respect for property and use books and equipment with care. During the inspection, pupils of all ages worked sensibly and with minimum supervision on computers and took care when working with mathematics and science equipment. No evidence of bullying was seen during the inspection and there are clear procedures to deal with it should it occur. Over the past academic year there has been one

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Pupils’ attitudes, behaviour and personal development are very good and

exclusion of a pupil for a fixed period.

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Pupils’ attitudes, behaviour and personal development are very good and

11. As pupils get older, the effective personal and academic support that they receive impacts increasingly well on their personal development. The school is very effective in helping pupils to take responsibility for their own actions. In the Nursery, children are expected to tidy up and help around the classroom. They respond to this expectation willingly. By Years 5 and 6, pupils are well-established independent learners. They accept responsibility readily and carry out duties enthusiastically and efficiently. They help teachers prepare lessons and tidy up afterwards, act as monitors and look after the younger pupils. Almost all parents who responded to the questionnaire and attended the meeting prior to the inspection, felt that all these aspects of the school’s work were good.

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Provision in the Nursery is very good and enables all children to make a very

12. The Nursery provides a happy, secure and stimulating environment that children enjoy. They are well prepared to start coming to the Nursery, settle in quickly and are soon familiar and at ease with Nursery routines. Parents state that children love coming to Nursery. A very broad and well-balanced curriculum is provided. This is well planned to cover all the required areas of learning of personal and social education, language and literacy, mathematics, knowledge of the world, creativity, and physical education. Practical resources are well organised, of good quality and easily accessible to the children and staff. Parents who help in the Nursery are well prepared through their attendance at a school-based course. This makes an extremely valuable contribution to children’s learning. Staff and Holy Trinity Church of England Primary School - 11 parent helpers work as a team to provide well-structured activities, to

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Provision in the Nursery is very good and enables all children to make a very

support the children’s own choice of activities and to assess their progress.

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Provision in the Nursery is very good and enables all children to make a very

13. Teaching is mostly very good. Both the teacher and the nursery nurse have a good understanding of the needs of young children. Personal and social skill development is planned and developed very successfully in all activities. All children are introduced to all the helpers or visitors every session and say ‘good morning’, or ‘good afternoon’ to them using their name. They relate to adults well and expect them to join in with their activities. The teacher and the nursery nurse have very high expectations of behaviour.

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Provision in the Nursery is very good and enables all children to make a very

14. Language and literacy development is given a suitable emphasis. Stories are made more interesting by the use of different visual aids such as a fox glove puppet, and a large circular pancake on the wall to develop listening skills. The children are encouraged to answer questions and listen to each other’s contributions. Books are given a high profile in the Nursery and this has a marked effect on early positive attitudes to reading. All children receive gifts of books during special occasions such as birthdays, and there is a good selection of books that parents can buy at half price. These are displayed well in the entrance to the Nursery and encourage the reading habit. Mathematical activities are fun, and clearly focused. During the inspection children and adults participated in a ‘circle hunt’ around the classroom during pancake week. Children are given opportunities to expand their experiences through the effective linking of activities such as

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Provision in the Nursery is very good and enables all children to make a very

exploring air in bubble painting, parachutes, bread and smoke. A climbing frame is always accessible, and children have plenty of opportunity to use wheeled vehicles and large and small construction equipment. This develops their physical skills effectively.

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Provision in the Nursery is very good and enables all children to make a very

The school is well led and committed to improvement.

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Provision in the Nursery is very good and enables all children to make a very

15. The headteacher, staff and governors are committed to improvement and are working together very effectively. The headteacher leads by example and has the drive and enthusiasm to move the school forward. The governing body is supportive, acts as a critical friend and holds the headteacher accountable for the school’s performance. It fulfils its statutory duties effectively. The aims of the school reflect Christian values and appropriate academic and personal goals. They are clearly reflected in the life and work of the school and make a beneficial contribution to the good standards. A good ethos has been created where very good relationships, a good work ethic and strong family atmosphere pervade. This impacts very well on the pupils’ progress, self-esteem and confidence. All pupils have equality of access to a broad and balanced curriculum, including a satisfactory range of extra-curricular activities. The headteacher has a good

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Provision in the Nursery is very good and enables all children to make a very

understanding of the school’s strengths and weaknesses and has identified these in school development planning. Holy Trinity Church of England Primary School - 12 16. Good systems to monitor standards and teaching have been established. The performance of different year groups is tracked effectively using optional National Curriculum tests and the school’s own tests. This enables the school to set realistic targets for pupils at the end of the key stages. All co-ordinators have had release time from teaching to monitor planning and observe teaching of their subjects across the school. This has given them a valuable insight into how their subject is being developed. This is a marked improvement since the previous inspection. The literacy hour is well established and is raising standards. The numeracy hour is at an early stage of development, but is beginning to lead to improvement in standards at Key Stage 1. Recent good monitoring of the whole-class mental

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Provision in the Nursery is very good and enables all children to make a very

mathematics sessions has identified areas for improvement and this is feeding through in lessons. Some governors have observed lessons and this has given them a valuable insight into standards and the quality of teaching. Each governor has responsibility for liaising with a particular class and this is developing an atmosphere of trust and mutual respect.

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Provision in the Nursery is very good and enables all children to make a very

17. The management of special educational needs has improved since the previous inspection and provision is effective in helping the pupils make good progress and achieve well. The school complies fully with the Code of Practice and involves parents effectively in the progress of the pupils. Well- targeted individual education plans are drawn up by teachers with the support of the co-ordinator and are referred to in general lessons effectively. Support agencies are enlisted when specialist inputs are required. The Nursery is very well managed and provides a highly effective start to school life for the children.

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Provision in the Nursery is very good and enables all children to make a very

18. Day-to-day management is good and successfully deflects mundane administrative tasks away from the teachers. This allows them to get on with their teaching effectively. The staffing, accommodation and learning resources are used well to develop pupils’ learning. The governors seek best value for money when making major spending decisions and oversee the financial management of the school effectively.

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WHAT COULD BE IMPROVED

By the end of Key Stage 1, standards in mathematics are not high enough.

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WHAT COULD BE IMPROVED

19. Whilst inspection evidence indicates that there is some clear evidence of improvement, standards in mathematics by the end of Key Stage 1 are not yet high enough. In the 1999 National Curriculum assessments for pupils at the end of Key Stage 1 standards were well below the national average and below those of similar schools. This was the case for pupils attaining the average Level 2 and the higher Level 3. This picture has been repeated since 1996. Inspection evidence places standards for pupils who are currently in Year 2 as closer to the national average, but still below.

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WHAT COULD BE IMPROVED

20. By the end of Key Stage 1, most average and lower attaining pupils do not have rapid mental recall of basic number facts to ten. Whilst most pupils Holy Trinity Church of England Primary School - 13 have sound formal calculation skills and a secure understanding of the value of a number, they have difficulty in identifying simple pattern in numbers. They find it difficult to identify missing numbers in a sequence. Most pupils make insufficient progress in using and applying their skills and in seeking ways of overcoming difficulties. There are insufficient opportunities for them to share their strategies and explain their methods and reasoning. In discussions with pupils in Year 2, average and lower attaining pupils made simple mistakes when working out addition and subtraction problems to 50 pence. Pupils are not secure in their understanding of measures and find it difficult to compare by direct

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WHAT COULD BE IMPROVED

comparison and then by measuring using appropriate standard units.

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WHAT COULD BE IMPROVED

21. Certain key developments have brought about improvements over the past academic year. The class sizes in Key Stage 1 have been reduced by up to twelve pupils in each class. The introduction of the numeracy hour has brought about improvements in teaching. There is now more emphasis on developing pupils’ mental skills and strategies for solving problems. The quality of teaching in the lessons seen is good and is beginning to impact on standards. Parents are impressed with improvement brought about by the numeracy hour and feel that a good range of work is now being covered.

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WHAT COULD BE IMPROVED

At all stages, information from monitoring is not used effectively enough to improve teaching and learning.

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WHAT COULD BE IMPROVED

22. Good monitoring systems have been established since the previous inspection. These enable the headteacher and staff to discuss general strengths and weaknesses in curriculum provision and teaching. The outcomes of National Curriculum tests are shared with the governing body and pupils’ overall performance is discussed. However, the use of information from these systems is not rigorous enough to clearly identify what needs to be done to improve standards and teaching. In the most recent National Curriculum tests for pupils at the end of Key Stage 1, girls performed better than boys in reading and mathematics and in Key Stage 2 tests, boys significantly outperformed girls in mathematics. Whilst this can be explained to some degree by differences in relative numbers of boys and girls taking the tests, the implications for teaching and learning have not been considered. The school recognises that standards in Key Stage 1 are

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WHAT COULD BE IMPROVED

not as high as in Key Stage 2, but most of the additional teaching support has been focused in Key Stage 2. There are now plans to shift the balance towards Key Stage 1.

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WHAT COULD BE IMPROVED

23. The literacy and numeracy co-ordinators have worked hard to establish the literacy and numeracy hours and have observed teaching across the school. This gives them a valuable insight into any teething problems that arise. However, monitoring centres essentially on support and improvement in resources, rather than on critical appraisal of teaching and learning strategies. The monitoring of the introductory mental activity sessions in the numeracy hour has resulted in a more consistent approach to teaching, but Holy Trinity Church of England Primary School - 14 has not clearly identified what particular teaching strategies have been successful or not. The weakness in pupils’ use and application of mathematics has not been effectively targeted as a focus for planning and assessment. Monitoring of standards and teaching in science has not brought sufficient improvements in pupils’ skills in experimental and

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WHAT COULD BE IMPROVED

investigative science. In consequence, pupils do not make as much progress in these aspects of mathematics and science as in other areas of their learning.

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WHAT COULD BE IMPROVED

24. Whilst there has been some monitoring of teaching in the Nursery and Reception classes, this has not focused on the effectiveness of provision in the Reception classes and of how successfully the very good Nursery provision is developed. In sessions other than those in the literacy and numeracy hours, free choice activities in the Reception classes are not effectively planned and slow down children’s progress at these times. There is no joint planning between the Nursery and the teacher of Reception children who are under five. Thus the expertise of the Nursery staff and their knowledge of good practice, for example, of what is good quality structured play, and a stimulating learning environment, is not used efficiently for the benefit of all younger children. Although records of children’s progress are passed from the Nursery to Reception, there are no systems to ensure that experiences are not repeated. This slows down their

p.19

WHAT COULD BE IMPROVED

rate of learning in the Reception class.

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to improve standards and the quality of learning, the headteacher, staff and governors should:

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1) Improve standards in mathematics at Key Stage 1 by:

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a) continuing to develop pupils mental skills through sharp and regular mental mathematics sessions; b) planning activities that develop pupils’ use and application of mathematics skills; c) ensuring that pupils have more opportunities to share their methods and explain their reasoning; d) improving pupils’ understanding of standard and non-standard measures.

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2) Use information from monitoring more effectively to:

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

e) evaluate more clearly strengths and weaknesses in teaching and learning with more emphasis on critical appraisal; f) evaluate the relative performance of girls and boys in the National Curriculum assessments; g) improve investigative skills in mathematics and science; Holy Trinity Church of England Primary School - 15 h) improve joint planning between the Nursery and Reception classes. Holy Trinity Church of England Primary School - 16

p.19

PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

p.21

PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 18

p.21

PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

p.21

PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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PART C: SCHOOL DATA AND INDICATORS

0 16.6 58.3 20.8 4.1 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons. Information about the school’s pupils

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PART C: SCHOOL DATA AND INDICATORS

Pupils on the school’s roll Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s roll (FTE for part-time pupils) 26 256

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils eligible for free school meals N/A 81 FTE means full-time equivalent.

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PART C: SCHOOL DATA AND INDICATORS

Special educational needs Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs 0 7

p.21

PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s special educational needs register 3 79

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PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with English as an additional language 0

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PART C: SCHOOL DATA AND INDICATORS

Pupil mobility in the last school year No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Pupils who joined the school other than at the usual time of first admission 10

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PART C: SCHOOL DATA AND INDICATORS

Pupils who left the school other than at the usual time of leaving 8

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PART C: SCHOOL DATA AND INDICATORS

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. Holy Trinity Church of England Primary School - 17 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 11 24 35

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PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results Reading Writing Mathematics

p.22

PART C: SCHOOL DATA AND INDICATORS

Boys 8 8 8 Numbers of pupils at NC level 2 and above Girls 19 19 20

p.22

PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 77 (66) 77 (68) 80 (65) at NC level 2 or above National 82 (80) 83 (81) 87 (85)

p.22

PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 8 8 11 Numbers of pupils at NC level 2 and above Girls 20 21 24

p.22

PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 80 (71) 83 (65) 100 (92) at NC level 2 or above National 82 (81) 86 (85) 87 (86)

p.22

PART C: SCHOOL DATA AND INDICATORS

Percentages in brackets refer to the year before the latest reporting year. 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 15 19 34

p.22

PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results English Mathematics Science

p.22

PART C: SCHOOL DATA AND INDICATORS

Boys 13 13 14 Numbers of pupils at NC level 4 and above Girls 17 15 17

p.22

PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 88 (74) 82 (76) 91 (54) at NC level 4 or above National 70 (65) 69 (59) 78 (69)

p.22

PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

p.22

PART C: SCHOOL DATA AND INDICATORS

Boys 11 13 13 Numbers of pupils at NC level 4 and above Girls 17 16 18

p.22

PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 82 (76) 85 (79) 91 (69) at NC level 4 or above National 68 (65) 69 (65) 75 (72)

p.22

PART C: SCHOOL DATA AND INDICATORS

Percentages in brackets refer to the year before the latest reporting year. Holy Trinity Church of England Primary School - 18 Ethnic background of pupils Exclusions in the last school year

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PART C: SCHOOL DATA AND INDICATORS

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

p.23

PART C: SCHOOL DATA AND INDICATORS

Black – African heritage 0 Black – African heritage 0 0

p.23

PART C: SCHOOL DATA AND INDICATORS

Any other minority ethnic group 0 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. Teachers and classes Financial information

p.23

PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 11 Financial year 1998/99

p.23

PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 23.27

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PART C: SCHOOL DATA AND INDICATORS

Education support staff: YR - Y6 Total expenditure 436316

p.23

PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 5 Expenditure per pupil 1698

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PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 69 Balance brought forward from previous year

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PART C: SCHOOL DATA AND INDICATORS

Balance carried forward to next year 19163

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PART C: SCHOOL DATA AND INDICATORS

Qualified teachers and support staff: Nursery

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE)

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per FTE adult 13 Holy Trinity Church of England Primary School - 19 FTE means full-time equivalent. Holy Trinity Church of England Primary School - 20

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Questionnaire return rate

Percentage of responses in each category

p.25

Questionnaire return rate

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

p.25

Questionnaire return rate

My child is making good progress in school. 48 46 4 1 2

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Questionnaire return rate

Behaviour in the school is good. 56 39 1 1 4

p.25

Questionnaire return rate

My child gets the right amount of work to do at home. 35 45 15 1 4

p.25

Questionnaire return rate

I am kept well informed about how my child is getting on. 43 37 16 3 1

p.25

Questionnaire return rate

I would feel comfortable about approaching the school with questions or a problem. 73 26 1 0 0

p.25

Questionnaire return rate

The school expects my child to work hard and achieve his or her best. 65 35 0 0 1

p.25

Questionnaire return rate

The school works closely with parents. 50 43 6 1 0

p.25

Questionnaire return rate

The school is well led and managed. 59 35 2 0 3

p.25

Questionnaire return rate

The school is helping my child become mature and responsible. 61 35 2 1 1

p.25

Questionnaire return rate

The school provides an interesting range of activities outside lessons. 38 35 15 2 10

p.25

Questionnaire return rate

Percentages are rounded up and not all parents may have responded to certain questions. Totals may not equal 100

p.25