Bomere Heath CofE Primary School

Dates of inspection: 30 th April – 1 st May 2001

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Short 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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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. Bomere Heath CE Primary School - 3 INFORMATION ABOUT THE SCHOOL

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School address: The Crescent Bomere Heath Shrewsbury Shropshire

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Date of previous inspection: 10 th February 1997 Bomere Heath CE Primary School - 4 INFORMATION ABOUT THE INSPECTION TEAM

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Team members 11897 Mr C Parker Registered inspector A09510 Mrs C Murray-Watson Lay inspector 20655 Mrs B Rimmer Team inspector

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Hugh Protherough Inspections Ltd PO Box 396 Banbury Oxfordshire OX15 5XJ

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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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The Complaints Manager Inspection Quality Division

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Alexandra House 33 Kingsway London WC2B 6SE Bomere Heath CE Primary School - 5 REPORT CONTENTS

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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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INFORMATION ABOUT THE SCHOOL

Bomere Heath C.E. School is a smaller than average primary school with 108 pupils on roll. The vast majority of pupils are of white heritage and no pupils are receiving support for English as an additional language. The pupils are taught in 4 mixed age classes. Approximately one tenth of the pupils are on the special educational needs register, which is well below average. The proportion of pupils entitled to free school meals is very small and well below the national average. The children’s attainment on entry is above average.

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HOW GOOD THE SCHOOL IS

The school is very effective and as a result the pupils attain high standards. They are well taught through a broad and interesting curriculum. The management team, guided and supported by the governing body, is moving the school forward and seeking further improvements. The school provides good value for money.

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What the school does well

• The pupils achieve high standards in their work and their personal development. • The teaching is good throughout the school and particularly strong at the end of key stage 2. • The school provides the pupils with an interesting curriculum that is enriched by a wide range of activities outside of lessons and very good opportunities for personal development. • The headteacher, deputy head and co-ordinators combine to form an effective management team that is moving the school forward through a clear development plan.

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What could be improved

• All aspects of the foundation stage are not clearly defined within the curriculum planning. • Parents are not provided with an outline of what the pupils will be taught each term. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good progress since it was last inspected. Standards are now much higher than those reported in February1997. The quality of the teaching has been maintained and strengthened through better planning and assessment. The role of the co-ordinators has grown significantly and they now play a key role in the management of the school. The national curriculum is now thoroughly planned and supported by clear policies and schemes of work. The progress of the higher attaining children has been improved through training for the teachers and as a result over half of the pupils achieved higher levels in the national tests for eleven-year-olds in English and mathematics in 2000. Bomere Heath CE Primary School - 7

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

science A A A* A* very high well above average above average average below average well below average A* A B C D E

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Key

The combined results of the national curriculum tests in all subjects taken by the eleven-year-olds in 2000 were in the top five per cent when compared to all schools nationally and to those schools where pupils come from similar backgrounds. The results achieved by pupils in English and science were very high and in mathematics they were well above average. The school sets challenging targets and is successful not only in ensuring that a very high proportion of pupils achieve the expected level but also that many attain the higher levels. The results of 2000 national tests taken by seven year olds, in reading, writing and mathematics, were also well above the national average. The results also compare very favourably with similar schools, with writing and mathematics being well above average and reading being above average.

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Key

Over the last few years, the national test results have not only been consistently well above average, but have also improved faster than the national trends. As a result, the school has recently received an achievement award for excellence.

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Key

The inspection findings, resulting from the observation of lessons and scrutiny of a sample of the pupils’ work, also show standards to be high in English and mathematics and demonstrate that pupils are achieving well and making good progress as they move through the school.

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Aspect Comment

Attitudes to the school The pupils have positive attitudes to their work and respond well in lessons.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is generally very good. The few pupils who present challenging behaviour are well managed.

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Aspect Comment

Personal development and relationships Relationships are very good. Mutual respect is the cornerstone of the ethos of the school and is well reflected in relationships between pupils and their teachers.

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Aspect Comment

Attendance Well above average. Bomere Heath CE Primary School - 8 Very good relationships are evident throughout the school. Where a small number of children display elements of either poor or anti-social behaviour, they are dealt with in a very positive and supportive manner by the teachers and classroom assistants. The relationships between the vast majority of pupils and their teachers are very good and contribute significantly to the good progress made in many lessons. The pupils respond thoughtfully to questions and in key stage 2 are sufficiently mature to ask for either additional practice or explanation if they do not understand the work they have been set.

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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

The teaching is good throughout the school and particularly strong at the end of key stage 2. In all of the lessons seen, the teaching was at least satisfactory. In over half of the lessons observed, the teaching was judged to be good and in a further third it was either very good or excellent. The good teaching reported at the last inspection has been maintained and strengthened through improvements to the planning and assessment procedures. The teaching of English and mathematics is consistently good. The teachers make the most of opportunities to extend the pupils literacy and numeracy skills right across the curriculum.

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

The lessons are well planned with a clear indication of what the pupils are expected to learn. In most, but not all, of the lessons seen, the tasks set for pupils were appropriately modified to meet the needs of the different groups of pupils within the class. Individual pupils with special education needs are generally well supported both by their teachers and the classroom assistants. The classroom assistants are also particularly effective in supporting small groups of pupils in additional literacy activities.

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

The relationships between the teachers and their pupils are very good and based on mutual respect. The pupils respond very well to the interesting tasks that are set for them and concentrate on their work. As a result, they are learning effectively and making good progress.

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Aspect Comment

The quality and range of the curriculum The curriculum provided for pupils in key stages 1 and 2 meets the statutory requirements and is well organised. The school gives appropriate priority to the teaching of English and mathematics. Provision for pupils with special educational needs The pupils on the special needs register have clear targets and are generally well supported. Provision for pupils’ personal, including spiritual, moral, social and cultural development The opportunities for personal development are good. The moral and social aspects of the pupils’ development are strong features of school life.

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Aspect Comment

How well the school The school provides a caring environment where the pupils’ progress Bomere Heath CE Primary School - 9 cares for its pupils and achievements are encouraged.

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Aspect Comment

The school is successful in providing the pupils with a broad curriculum that is extended by a good range of activities outside of lessons, such as a gymnastics club, a choir and a conservation club. The school also makes good use of visitors and visits to places of interest such as the Tate in Liverpool. The national curriculum is thoroughly planned. However, the planning for the youngest pupils does not take sufficient account of all aspects of the foundation stage curriculum.

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Aspect Comment

Occasionally, delays in the referral procedures slow down the deployment of appropriate, special needs support. However, new funding arrangements are now in place and provide the school with the opportunity to rectify this.

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Aspect Comment

The school is keen to provide parents with a good range of information and to work closely with them. However, a significant minority of parents do not feel that this is the case. Currently, the annual written reports and the arrangements for parents to meet with teachers to find out about their child’s progress meet the requirements.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher, deputy headteacher and co-ordinators combine to form an effective school management team that is moving the school forward through a well-planned school development strategy.

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Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil their responsibilities effectively. Through committees they monitor the curriculum, the school’s spending and its impact on provision. They provide the school with clear guidance and a good level of support.

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Aspect Comment

The school’s evaluation of its performance The school effectively monitors its performance. It checks the teachers’ planning and teaching and the impact they have on the pupils’ progress.

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Aspect Comment

The strategic use of resources The school makes good use of its available resources. The available funds are carefully targeted on planned areas of school development.

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Aspect Comment

There is a clear desire both within the management of the school and within the governing body to bring about continuing improvement. The school development plan contains a sensible number of priorities for a small school. It is clearly linked to national priorities and grant funding. The governors are keen to examine the value added by the school and seek to gain value for money. They have applied the principles of best value to the decisions they have made about the development of the information technology suite in order to achieve the best facilities for the school. Bomere Heath CE Primary School - 10

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What pleases parents most What parents would like to see improved

• The progress made by the pupils. • The good behaviour and relationships based on mutual respect. • The good teaching. • The high expectations of pupils to work hard. • The good range of out of school activities. • Homework arrangements. • Information for parents. • Working relationships with parents.

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What pleases parents most What parents would like to see improved

The inspectors agree with the positive comments made by parents. The questionnaire results show that the vast majority of parents are pleased with the progress the pupils make, their behaviour, the good teaching and the broad range of out of school activities. Whilst three quarters of those responding to the questionnaire were happy with the homework arrangements, the views of other parents differed. Some felt that too much was given, particularly to younger children, others felt that too little written homework was set. The school’s policy reflects the national guidelines and the examples of completed homework tasks seen by the inspectors were entirely appropriate. Discussions with older pupils indicate that they feel homework tasks are regular, of a manageable duration and helpful in reinforcing their learning. Overall, the inspectors found the homework arrangements to be satisfactory.

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What pleases parents most What parents would like to see improved

The school provides the parents with useful information about events through frequent letters and the annual written reports are clear and provide targets for improvement. In many respects, the current situation is satisfactory, but the inspectors agree that further outline information about what is to be taught each term would be helpful to parents. Approximately one third of the parents feel the school does not work closely with them and a quarter do not find it easy to approach the school. Discussions with the chair of governors, the headteacher and the teachers revealed a strong desire for good relationships with parents and a willingness to reverse the perception amongst a significant minority of parents regarding their place in a partnership. Bomere Heath CE Primary School - 11

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WHAT THE SCHOOL DOES WELL

The pupils achieve high standards in their work and their personal development.

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WHAT THE SCHOOL DOES WELL

1. The combined results of the national curriculum tests in all subjects taken by the eleven-year- olds in 2000 were in the top five per cent when compared to all schools nationally and to those schools where the pupils come from similar backgrounds. The results achieved by pupils in English and science were very high and in mathematics they were well above average. The school sets challenging targets and is successful not only in ensuring that a very high proportion of pupils achieve the expected level, but also that many attain higher levels. In 2000, over half of the pupils achieved higher levels in English and mathematics, and almost all of the pupils achieved higher levels in science. These results illustrate the school’s positive response to the need to challenge higher attaining pupils identified as an issue in the last inspection report.

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WHAT THE SCHOOL DOES WELL

2. The results of the 2000 national tests taken by seven year olds, in reading, writing and mathematics, were also well above the national average. The results also compare very favourably with similar schools, with writing and mathematics being well above average and reading being above average. These results show a high level of consistency that is the result of improvements, particularly in mathematics and to a lesser extent in writing.

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WHAT THE SCHOOL DOES WELL

3. Over the last few years, the national test results have not only been consistently well above average, but have also improved faster than the national trends. This illustrates the school’s commitment to continuing improvement in which it is strongly supported by the governing body.

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WHAT THE SCHOOL DOES WELL

4. The inspection findings resulting from the observation of lessons and scrutiny of a sample of the pupils’ work also show standards to be high in English and mathematics. These high standards result from well-structured and organised lessons that present the pupils with an appropriate level of challenge and demand.

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WHAT THE SCHOOL DOES WELL

5. The youngest pupils are developing very good listening skills because, for example, their teacher sets tasks that require them listen to and to make a range of sounds. Through skilful questioning the teacher extends the pupils’ vocabulary by encouraging them to describe what they hear. By the age of five, many of the pupils are exceeding expectations. By the end of Key Stage 1, they speak confidently, read accurately and write well. As they move through the year, they become increasingly adventurous in the language they use in their writing. Through Key Stage 2 the quality of their written English develops well and by the age of eleven the pupils make very telling use of language in their writing. This could be seen, for example, in their writing about ‘Strange Happenings at Night’. The oldest pupils write for a range of purposes in a lively and thoughtful manner showing a good awareness of the readership. Taken overall, the quality of the

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WHAT THE SCHOOL DOES WELL

pupils’ work in English is well above average.

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WHAT THE SCHOOL DOES WELL

6. In mathematics, the youngest children develop their mathematical vocabulary through activities that help them to begin to tell the time. Almost all of these children recognise numbers to ten, and those in Year 1 are able to count in twos both forwards and backwards. They are also able to set a clock face to a given time. Overall, the standards achieved by the pupils exceed those expected of five-year-olds. Many of the mathematical activities set for the pupils, throughout the school, are both demanding and set within realistic contexts. By the end of Key Stage 2, the pupils’ mathematical skills are well developed and they apply them to solve problems both Bomere Heath CE Primary School - 12 mentally and in writing. The pupils also display a good deal of flexibility in the strategies they use to solve problems. As a result, standards in mathematics are well above average.

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WHAT THE SCHOOL DOES WELL

7. Throughout the school, the pupils concentrate on their work. They show a good deal of enjoyment in many lessons and are willing to contribute to discussions and answer the teachers’ questions thoughtfully. The opportunities offered to the pupils to take responsibility within their own classes, and for older pupils to take on school responsibilities, result in their having a respect for and a pride in their school. Consequently, behaviour and relationships are good through the school.

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WHAT THE SCHOOL DOES WELL

8. The pupils’ work is of good quality right across the curriculum. The structure and organisation of the broad curriculum, the effective teaching and the pupils’ positive attitudes all make a significant contribution to the high standards achieved by the pupils.

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WHAT THE SCHOOL DOES WELL

The teaching is good throughout the school and particularly strong at the end of key stage 2.

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WHAT THE SCHOOL DOES WELL

9. In all of the lessons seen, the teaching was at least satisfactory. In over half of the lessons observed, the teaching was judged to be good and in a further third it was either very good or excellent. The good teaching reported at the last inspection has been maintained and strengthened through improvements to planning and assessment. The teaching of English and mathematics is consistently good. The teachers clearly focus on the development of both literacy and numeracy skills, and as a result the pupils achieve particularly well in these areas and are making good progress. The teachers make the most of opportunities to extend the pupils’ literacy and numeracy skills right across the curriculum. For example, in a science lesson in which the youngest pupils were exploring sound the teacher continually encouraged them to describe what they were hearing. In mathematics, the teachers encourage the pupils to develop

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WHAT THE SCHOOL DOES WELL

a wide range of strategies to solve problems. This was evident when the oldest pupils were examining how other children had unsuccessfully attempted to solve mathematical problems. It challenged them not only to solve the problem correctly, but also to identify the wrong strategies that had been used. The teachers’ secure subject knowledge, the demanding nature of the tasks they set and their evident high levels of expectation are strong features of the very good teaching at the end of key stage 2.

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WHAT THE SCHOOL DOES WELL

10. Throughout the school, the lessons are well planned with a clear indication of what the pupils are expected to learn. The lessons in English and mathematics are drawn from the national literacy and numeracy strategies. The teachers make good use of the published plans for teaching mixed age classes to ensure the pupils continue to build on their previous learning. In most, but not all, of the lessons seen in other subjects, the tasks set were appropriately modified to meet the needs of the different groups of pupils within the class. The teachers make very effective use of their own knowledge and skills to consistently challenge the pupils. This was a particularly strong feature of a physical education lesson where the teacher excellently demonstrated links for sequences of movements. The classrooms are well organised and resources are carefully prepared and readily available so that no time is lost during lessons. For instance, when the

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WHAT THE SCHOOL DOES WELL

youngest pupils were finding out about the past they had access to both old photographs and a range of artefacts. These resources coupled with the teachers enthusiasm brought the lesson to life, extended the pupils’ understanding of the past and increased their ability to compare it with the present. Similarly, when pupils in Years 3, 4 and 5 were investigating the different weights of objects in air and water all of the resources they needed were readily available. These activities also reflect the importance placed on providing opportunities for the pupils to carry out investigations and experiments, which contributes to the high standards in science at the end of key stage 2. Bomere Heath CE Primary School - 13 11. The relationships between the teachers and their pupils are very good and based on mutual respect. The pupils respond very well to the interesting tasks that are set for them and concentrate on their work. As a result, they are learning effectively and making good progress.

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WHAT THE SCHOOL DOES WELL

Year 2 and 3 pupils, for example, respond very well to their teacher’s calm, quiet yet firm manner. Working with the teacher in smaller groups, the pupils gained considerably from purposeful questioning and enjoyable activities based on poems that use alliteration and onomatopoeia.

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WHAT THE SCHOOL DOES WELL

12. Individual pupils with special education needs are generally well supported by both their teacher and the classroom assistants. The classroom assistants are also particularly effective in supporting small groups of pupils in additional literacy activities.

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The school provides the pupils with an interesting curriculum that is enriched by a wide

range of activities outside of lessons and very good opportunities for personal development.

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The school provides the pupils with an interesting curriculum that is enriched by a wide

13. The curriculum provided for pupils in key stages 1 and 2 meets the statutory requirements and is well organised. The school gives appropriate priority to the teaching of English and mathematics and has incorporated all aspects of the national literacy and numeracy strategies within its teaching programmes. It is making good use of published mixed-age plans for literacy and numeracy to ensure the pupils cover the full requirements in a manner that builds progressively on their previous learning. The school is successful in providing the pupils with a broad curriculum that allows sufficient time for them to develop a balanced knowledge and a good range of skills through very well planned activities. For example, in art they are encouraged to explore different techniques such using mosaic in years 2 and 3 and batik in years 5 and 6. They also investigate the styles of famous artists such as Paul Klee and extend their appreciation of

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The school provides the pupils with an interesting curriculum that is enriched by a wide

art through visits, for instance, to the Tate in Liverpool. The teachers are making satisfactory use of information technology. Currently, they experience some difficulties with the small number of computers in each classroom, but make sensible arrangements to work with smaller groups and share equipment. However, a new computer suite, which is nearing completion, will overcome these difficulties and allow the teachers to make extensive use of information technology in their teaching. The oldest pupils already have a termly list of information technology tasks to complete which is preparing them well by giving them a broad range of opportunities to use information technology across the curriculum.

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The school provides the pupils with an interesting curriculum that is enriched by a wide

14. The planning of the curriculum has improved considerably since the last inspection. The school utilises national guidance very effectively and sets out clearly the knowledge and skills the pupils are expected to acquire in both the medium and short term.

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The school provides the pupils with an interesting curriculum that is enriched by a wide

15. The school offers the pupils a wide range of opportunities to participate in sporting, musical and cultural activities outside of lessons that are appreciated by many parents. Although many of these activities are for pupils in Key Stage 2, the curriculum for the pupils in Key Stage 1 is also extended in various other ways. For example, a visitor brought a wardrobe of Victorian clothes and helped them to dress up as part of their lessons about the past. The older pupils are heavily involved in sporting and musical activities, but there are other diverse opportunities such as the conservation club. The pupils are also frequently involved in musical performances, which from observation of a choir practice are of a very high standard and reportedly very well supported by parents.

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The school provides the pupils with an interesting curriculum that is enriched by a wide

16. The opportunities for the pupils to develop their spiritual, moral, social and cultural development are good. The pupils’ spiritual and cultural development is effectively fostered through collective Bomere Heath CE Primary School - 14 worship and lessons that develop their awareness of art and music. The moral and social aspects of the pupils’ development are also strong features of school life. The importance of mutual respect for all is the cornerstone of the school’s ethos and the pupils’ personal development, and results in a very calm and welcoming atmosphere in the school.

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The headteacher, deputy head and co-ordinators combine to form an effective management

team that is moving the school forward through a very clear development plan.

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The headteacher, deputy head and co-ordinators combine to form an effective management

17. The headteacher has successfully developed a strong team approach to managing the school, involving all members of the teaching staff who each have responsibilities for co-ordinating subjects of the curriculum and aspects of provision. Together they successfully manage the curriculum and monitor and evaluate the school’s performance. The co-ordinators monitor each other’s work through observation of teaching, analysis of lesson planning and scrutiny of the pupils’ work. This process allows them to evaluate the school’s provision and identify areas for further development. The management team collectively engenders and encourages the school’s ethos of mutual respect, care and consideration alongside high expectations of the pupils’ behaviour and achievements.

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The headteacher, deputy head and co-ordinators combine to form an effective management

18. The school makes a thorough analysis of the available performance data, the results of which are used to set targets and in the further planning of school development. The governors are also involved in monitoring the school’s performance both through the available data and also through their individual involvement in particular subjects and aspects of the curriculum. Some governors are, for example, responsible for numeracy and special educational needs.

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The headteacher, deputy head and co-ordinators combine to form an effective management

19. The governors carry out much of their business through committees that report to the full governing body. However, the full governing body reviews all policy statements. The curriculum policies are presented to the governing body by the subject co-ordinator for discussion. This ensures that the governors are fully aware of developments in all areas of the curriculum. Through the school development plan, subjects are reviewed within a rolling programme. The school development plan is central to the governing body’s expressed desire to see continuing improvement.

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WHAT COULD BE IMPROVED

All aspects of the foundation stage are not clearly defined within curriculum planning.

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WHAT COULD BE IMPROVED

20. The teaching plans for the youngest children outline activities that clearly encompass aspects of the foundation stage curriculum. For example, when the children were exploring sounds the tasks were highly active investigations that encouraged increased confidence and required them to use their senses and describe their observations This reflected the requirements of the foundation stage curriculum for knowledge and understanding of the world. The plans for this activity outlined the clear purpose and objective of the task, what the children would do, how the adults were to be deployed and the resources to be used. However, they did not explicitly make reference to the areas of learning outlined in the Foundation Curriculum. Similarly, the curriculum plans for Key Stage 1 do not identify how the six areas of learning will link to them. Consequently, it is difficult for the school to ensure all aspects of the foundation stage

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WHAT COULD BE IMPROVED

curriculum are being provided for the youngest pupils when they first enter the school. Bomere Heath CE Primary School - 15

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Termly information about what the pupils in each class are to be taught is not consistently

21. Many of the parents attending the pre-inspection meeting and a significant minority of those returning the questionnaire expressed concerns about the quality of information provided for them and the school’s willingness to enter into a partnership. Approximately one third of parents feel the school does not work closely with them and a quarter do not find it easy to approach the school. Discussions with the chair of governors, the headteacher and the teachers revealed a strong desire for good relationships with parents and a readiness to engage in a more productive partnership with the parents.

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Termly information about what the pupils in each class are to be taught is not consistently

22. Some parents felt the annual written reports did not provide a clear picture either of what children had achieved or where they needed to improve. The inspectors found the reports to meet the requirements and that the targets for improvement were a good feature of last year’s reports. The school has sought to make improvements to these reports and after using generalised statement banks has returned to detailed and personalised comments. The school has stated in letters to parents that it is always willing to meet with them to discuss their child’s progress should they have concerns and the teachers give instances of when they have responded to such requests. A number of parents who spoke to an inspector at the school gate were happy with current arrangements to see teachers and understood that sometimes teachers were busy, for example, leading after school clubs. The views of these parents were quite

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Termly information about what the pupils in each class are to be taught is not consistently

different from those expressed at the parents’ meeting.

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Termly information about what the pupils in each class are to be taught is not consistently

23. The school provides an appropriate level of useful information about events and activities within the school. Although some information is channelled through vehicles such a joint newsletter with the Church and the parish magazine, many letters are sent to parents to keep them informed of school events. The parents also have opportunities to find out about the curriculum through meetings to tell them, for example, about the literacy and numeracy initiatives and the science curriculum. They are also sent nationally published leaflets about, for instance, the kinds of mathematical activities that pupils of particular ages should be undertaking. However, the school does not provide parents with a brief outline of what the pupils in each class will be covering each term. The inspectors agree that this would be a useful addition to the information provided for parents.

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should ensure that:

• all aspects of the foundation stage requirements are identified within the curriculum plans;

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should ensure that:

• every term parents are provided with a brief overview of what is to be taught in each class . Bomere Heath CE Primary School - 16

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Summary of the sources of evidence for the inspection

Number of lessons observed 14 Number of discussions with staff, governors, other adults and pupils 6

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

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

Number of pupils on the school’s roll (FTE for part-time pupils) 108

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 1

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 12

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 7

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 4

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Attendance

National comparative data 5.2 National comparative data 0.5 Bomere Heath CE Primary School - 17 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Bomere Heath CE Primary School - 18

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 4 9 13

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 4 4 4 Numbers of pupils at NC level 2 and above Girls 9 9 9

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (91) 100 (73) 100 (100) at NC level 2 or above National 84 (82) 85 (83) 90 (87)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 4 4 4 Numbers of pupils at NC level 2 and above Girls 9 9 9

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (91) 100 (100) 100 (100) at NC level 2 or above National 84 (82) 88 (86) 88 (87)

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Attainment at the end of Key Stage 1

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

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 8 7 15

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 8 8 8 Numbers of pupils at NC level 4 and above Girls 7 6 7

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 (88) 93 (88) 100 (94) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 8 8 8 Numbers of pupils at NC level 4 and above Girls 7 6 6

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 (88) 93 (94) 100 (100) at NC level 4 or above National 70 (68) 72 (96) 80 (75)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Bomere Heath CE Primary School - 19

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups 0 0

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 4.5 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 196 053

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Teachers and classes Financial information

Total number of education support staff 5 Expenditure per pupil 1 735

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Teachers and classes Financial information

Total aggregate hours worked per week 76 Balance brought forward from previous year 11 065

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Teachers and classes Financial information

Balance carried forward to next year 15 284 Bomere Heath CE Primary School - 20

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 32 64 0 2 2

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Results of the survey of parents and carers

Behaviour in the school is good. 34 53 9 2 2

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 30 43 16 9 2

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 20 48 30 2 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 43 34 16 7 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 64 34 2 0 0

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Results of the survey of parents and carers

The school works closely with parents. 16 48 34 2 0

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Results of the survey of parents and carers

The school is well led and managed. 16 57 14 7 7

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 41 48 7 2 2

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 33 56 0 0 12

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