Little Kingshill Combined School

LITTLE KINGSHILL COMBINED SCHOOL

Dates of inspection: 26 th – 27 th March 2001

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LITTLE KINGSHILL COMBINED SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996 Little Kingshill Combined School - 2

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INFORMATION ABOUT THE SCHOOL

School address: Windsor Lane Little Kingshill Great Missenden Bucks.

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body of Little Kingshill Combined School

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs C Campbell-Waite

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: January 1997

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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 Little Kingshill Combined School - 3 categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Little Kingshill Combined School - 4

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Team members

17976 Mr J R Francis Registered inspector 9092 Mr R Elam Lay inspector 19142 Mrs A Quinnell Team inspector 15917 Mr R Cross Team inspector

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Team members

Phoenix Educational Consultants Thule 60 Joy Lane Whitstable Kent CT5 4LT

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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 Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London, WC2B 6SE Little Kingshill Combined School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

Little Kingshill Combined School is in the village of Little Kingshill, but takes a significant number of pupils from the surrounding area. This is one of mainly privately owned housing, with a much higher than average proportion of children from higher social class households. There are no pupils eligible for a free school meal, and children’s attainment on entry to the school is above average. There are 272 pupils on roll, aged 3 to 11, with 49 in the Foundation Stage, including 47 children attending the Nursery and Reception class part-time. This is bigger than most schools but there are fewer pupils than at the time of the previous inspection, with the the loss of Year 7. There are 30 pupils on the register of special educational needs, mainly for moderate learning difficulties, and one pupil with a statement of special educational needs: this is below the national average. There are two pupils from minority ethnic groups, but with English as their first language. There has been a

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INFORMATION ABOUT THE SCHOOL

significant change of teaching staff over the last two years, with only three of the current staff in post at the time of the previous inspection.

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HOW GOOD THE SCHOOL IS

Little Kingshill is a very good school. It is led well by the headteacher and senior staff, supported by an increasingly knowledgeable governing body. The quality of teaching is very good. Teachers’ high expectations, combined with pupils’ very good attitudes, result in good progress over time. Pupils work hard, and work well together. By the time pupils are 11, standards in English are very high, and standards in mathematics are well above the average for similar schools. The school provides good value for money.

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What the school does well

• Standards are high and pupils achieve well. • The quality of teaching is very good and pupils make very good progress. • The headteacher provides very good leadership and clear direction to the work of the school. • Relationships throughout the school are good; pupils have very good attitudes to their work and behave well.

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What could be improved

• Standards in information and communication technology. • The provision of outdoor accommodation and resources for children in the Reception class.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since it was last inspected in January 1997, there have been a number of significant changes. The school no longer has a Year 7, and all but three of the staff have been appointed over the last two years. The key issues from the previous inspection have been addressed well, and the school has continued to improve and develop. Standards are improving in line with the national trend, and the school is on course to meet its targets. The greatest improvement is in the quality of teaching. In 1997, although half of the teaching observed was of good quality, one lesson in eight was judged to be unsatisfactory. In this inspection, all of the teaching observed was good or very good. Standards in information and communication technology, however, have not kept pace with improvements nationally. The relatively low number of computers, and lack of appropriate software, prevent the school from meeting all of the statutory requirements for the subject. However, the computer suite currently

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

being developed will provide good quality facilities, and the opportunity for teachers to teach the necessary skills more effectively. The school is well placed to continue to improve. Little Kingshill Combined 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

1998 1999 2000 2000 Very high A * English A A* A* A* well above average above average A B Mathematics A A A A average below average C D Science B A B C well below average E

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Key

Results from national tests in 2000 show standards of attainment for pupils in Year 6 to be above, or well above, the national average. Attainment in English is very high, and in the top five per cent of schools nationally. This has been fairly consistent over the last three years, but the proportion of pupils attaining the expected levels by the age of 11 has improved since 1997. In English and mathematics, the proportion of pupils attaining the higher level 5 is twice the national average. The school is on course to achieve its targets for 2001. Current work in pupils’ books shows good progress and continuing high standards, not only in English, mathematics and science, but also in all other subjects, with the exception of information and communication technology. For pupils at the end of Key Stage 1, (seven-year-olds), standards remain high and well above the national average for pupils of this age. Children in the Foundation Stage achieve well, and exceed the Early Learning Goals for

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to school and work. They are keen to learn, concentrate well, and give their best at all times.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good, both in lessons and around the school generally. Pupils show very good self-discipline.

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Aspect Comment

Personal development and relationships Pupils’ personal development is very good; they play and work well together. They have a good understanding of the reaction of others, and what makes them happy or sad. Older pupils have responsibilities, which help with the smooth running of the school.

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Aspect Comment

Attendance This is very good, and well above the national average.

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Aspect Comment

Staff provide a good role model for pupils, and pupils play an active role in maintaining good relationships. There is particularly good interaction between children in the Nursery, where they share willingly and wait patiently for their turn where necessary. Little Kingshill Combined School - 8

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

Lessons seen overall Very good Very good Very 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

All the teaching observed was of at least good quality, and a third of it was very good. It is consistent throughout the school from Nursery to Year 6. This is a significant improvement on the teaching seen at the time of the last inspection, and shows the way in which good planning by teachers, and the high expectations of the headteacher, ensure consistency, even with the relatively large number of part-time teachers in the school. The teaching of English and mathematics, including teaching in literacy and numeracy lessons, is of high quality. In mathematics, pupils’ thinking is regularly challenged, and there are many opportunities for them to demonstrate their understanding of mathematical concepts through the wide range of problems and investigations set for them. The teaching of reading and writing is very good, and is done effectively throughout the school. Teachers plan well, are very clear about what they want pupils to learn, and share these objectives with the

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

pupils. Pupils’ learning is good. Lessons have a brisk pace, and teachers have high expectations of what pupils can achieve. They are increasingly involving pupils in their own assessment. Pupils respond to this well, and their commitment to their own learning is clearly seen in the consistently high standards achieved across all subjects.

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Aspect Comment

The quality and range of the curriculum The curriculum is good. It is broad and relevant, and caters effectively for all pupils. The requirements to teach all aspects of information and communication technology are not being met.

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Aspect Comment

Provision for pupils with special educational needs Good support is provided for these pupils, and their needs are addressed very effectively through careful planning, which accurately matches the work to their previous learning.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. Pupils are taught to value each other, and the expectations for good behaviour are high. Assemblies have a good moral and spiritual content, enabling pupils to gain in understanding of their responsibilities and the wonders of the word. There is an extensive range of visits to develop pupils’ cultural understanding and knowledge, and music lessons enhance this development.

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Aspect Comment

How well the school cares for its pupils The school demonstrates a caring approach to all of its work, and the arrangements for looking after pupils’ welfare are good. This is seen through pupils’ attitudes and good relationships. All staff provides a good role model for pupils in their manner and approach. Assessment is used effectively to target areas for improvement.

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Aspect Comment

The curriculum provides a wide range of experiences for pupils, and a good range of in-school, and extracurricular, activities enhance pupils’ development. The weaknesses in information and communication technology are being addressed. The computer suite, and additional software currently on order will enable the school to meet National Curriculum requirements and allow all the aspects of the subject to be taught. Little Kingshill Combined School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides very good leadership, and is responsible for the clear direction of the school and the focus on increasingly high standards. Good support is provided by the deputy headteacher, who also provides a very good model of teaching for other staff. The quality of teaching, planning, and pupils’ attainment are all monitored as part of the school’s commitment to improvement. There is a development programme in place for co-ordinators, many of whom are relatively new to their role.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is very interested in, and committed to, the school’s continuing development. While some are relatively new to this role, they have a good knowledge of the work of the school and standards, and many are actively involved in the work of the school through links with subjects and co- ordinators.

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Aspect Comment

The school’s evaluation of its performance There are systems in place for monitoring and evaluating all aspects of the school’s work. Attainment data is carefully analysed and used to set even more challenging targets. The school’s development plan has a clear, long- term strategy, although some of the evaluation criteria are not always sufficiently detailed to give a clear measure of success.

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Aspect Comment

The strategic use of resources Good use is made of all staff and resources. The school’s budget is closely linked to the priorities of the school’s development plan. Funds provided through specific grants are used well. Appropriate consideration is given when making spending decisions to ensure the school achieves best value for money.

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Aspect Comment

Accommodation is used well, although the lack of an outdoor area, and appropriate outdoor equipment for the Reception class, limit aspects of their physical and social development.

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What pleases parents most What parents would like to see improved

• Their children make good progress. • Their children like school. • Pupils’ good behaviour. • The good quality of the teaching. • They feel that the school is approachable. • Information about their children’s progress. • The school working more closely with parents. • The range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The parents’ positive views are supported by the findings of the inspection. However, the inspection team considers that the range of activities outside lessons is appropriate, and that the school is trying to work more closely with parents, and keep them better informed. There are regular newsletters, and many parents are involved directly in school, supporting teachers during lessons. The parents’ association, is very active, and provides valuable additional support to the school. Where there is a weakness is in the opportunities that parents have for more informal meetings with some of the part-time staff, for example, at the start of the day. Little Kingshill Combined School - 10

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Standards are high and pupils achieve well

1. In the core subjects of English and mathematics, test results over the last three years have shown consistently high attainment at the end of both Key Stage 1 (seven-year-olds), and Key Stage 2 (11- year-olds). However, the proportion of pupils attaining the expected levels by the age of 11 has improved since 1997. National tests in 2000 show standards of attainment for pupils in Year 6 to be above or well above the national average. Attainment in English is very high and is in the top five per cent of schools nationally. Standards in science, although above the national average, are only in line with those of similar schools. This is because of the relatively smaller number of pupils who attain the higher level 5, which although above average is not as high as in English and mathematics. In English and mathematics, the proportion of pupils attaining the higher level 5 is twice the national average.

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Standards are high and pupils achieve well

2. Children start school with well-developed skills in speaking and listening. This is further enhanced by teachers’ good questioning that develops and extends pupils’ answers. Pupils are confident speakers, and use a wide vocabulary. Most offer comments or answer questions during lessons, and listen carefully to the answers of others. The skills they show in speaking, such as good sentence construction, carry through into their written work. By 11, this shows a maturity of style and pupils use a wide range of writing devices that bring interest and good structure to their work.

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Standards are high and pupils achieve well

3. Pupils come into school with an interest in books. As they progress through the school, this is built on effectively and pupils read well and enjoy books. Work seen in literacy lessons is successfully developing pupils’ skills to enable them to discuss and explain the content of their books. They have good skills that allow them to make the best of their reading. Pupils read both for pleasure, and to find information for work in other subjects.

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Standards are high and pupils achieve well

4. By the time they are 11, pupils’ attainment in mathematics is well above average. This is as a result of very good teaching throughout the school. Teachers have a good mathematical knowledge, and a good understanding of the National Numeracy Strategy. The quality of teachers’ questions, and the use of accurate mathematical vocabulary, are important factors in improving pupils’ understanding. The openness of many of the tasks, and the investigations that flow from them, allow pupils to develop their mathematical thinking and devise their own strategies for solving problems.

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Standards are high and pupils achieve well

5. In science, pupils show good subject knowledge, and their books contain many examples of investigative and experimental science, and links to other areas of the curriculum; for example, graph work linking with mathematical understanding. For the older pupils in Key Stage 1, however, too much of the work is based around worksheets, completed by all pupils regardless of their previous attainment. Many of these require little from the pupils beyond filling in boxes. This prevents the teacher from having a clear view of their understanding, and although standards are above average, the individual response from pupils is not sufficient for them to reach their full potential.

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Standards are high and pupils achieve well

6. Current work in pupils’ books shows good progress and continuing high standards, not only in English, mathematics and science, but also in all other subjects, with the exception of information and communication technology. Although pupils demonstrate many well-developed skills in aspects such as word processing, there are not the resources to teach the full range of the National Curriculum for information and communication technology. However, the new computer suite, and the improved range of software will allow all of these weaknesses to be addressed. Little Kingshill Combined School - 11

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The quality of teaching is very good

7. There has been a significant improvement in the quality of teaching since the previous inspection. At that time, although half of the teaching was good or very good, one lesson in eight was unsatisfactory. During this inspection, all the teaching observed was of at least good quality, and a third of it was very good. It is consistent throughout the school from Nursery to Year 6. Much of this is due to good planning by teachers, and the high expectations of the headteacher, which ensure consistency, even with the relatively large number of part-time teachers in the school. Teachers plan together well in year groups, are very clear about what they want pupils to learn, and share these objectives with the pupils. These learning objectives are referred to at the end of lessons to judge the progress pupils have made. The introductions to lessons are used effectively, and the plenary sessions at the end of lessons are generally done well. Lessons have a brisk pace, and teachers have

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The quality of teaching is very good

high expectations of what pupils can achieve. The accurate use of vocabulary by the teacher and pupils in a Year 6 English lesson on constructing effective arguments, and the work following, demonstrated this perfectly. The pupils understood that the opening statement must define the argument, and that it was important to use precise language. Pupils respond well to this high quality teaching, and get through a significant amount of work in lessons. Their commitment to their own learning is clearly seen in the consistently high standards achieved across all subjects. Pupils are being increasingly more involved in their own assessment.

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The quality of teaching is very good

8. The teaching of English and mathematics, including teaching in literacy and numeracy lessons, is of high quality. In mathematics, pupils’ thinking is regularly challenged, and there are many opportunities for them to demonstrate their understanding of mathematical concepts through the wide range of problems and investigations set for them. A Year 5 mathematics lessons demonstrated this very effectively. Pupils worked well with a partner and for the plenary session at the end of the lesson the pairs presented their own number problems for others to work out. With the range of problems set, not only did this demonstrate their own understanding of the task, but it also acted as a valuable check for the teacher on the level of understanding of the rest of the class. The additional teaching groups for English and mathematics each morning have a positive impact on the standards pupils achieve. The use of small groups or pairs working together is an effective feature of many lessons,

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The quality of teaching is very good

not only in English and mathematics. The teaching of reading and writing is very good, and is done effectively throughout the school. The many parents who give their time at the beginning of the school day to hear pupils read provide valuable additional support.

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The quality of teaching is very good

9. The quality of teaching in the Foundation classes of Nursery and Reception is very good, and through a wide range of worthwhile experiences, gives children the best possible start to their school life. The teachers and support staff have a very good knowledge of what children of this age and ability need to learn and develop.

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The headteacher provides very good leadership and clear direction to the work of the school

10. The headteacher provides very good leadership, and is responsible for the clear direction of the school and the focus on increasingly high standards. With the support of the senior staff and governors, she is continuing to develop the school and maintain the positive ethos that is found in all its work. The quality of teaching, planning, and pupils’ attainment is monitored by the headteacher and senior staff as part of the school’s commitment to improvement. The analysis of test and assessment data is used well to guide the work of the school. There is a clear focus on high expectations, and co-ordinators are developing their role in supporting this. A development programme is in place for co-ordinators, many of whom are relatively new to their role. Good support for the headteacher, and other teaching staff, is provided by the deputy headteacher, who is also a very good model of teaching.

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Relationships throughout the school are good; pupils have very good attitudes to their work and behave well

11. Pupils’ behaviour in lessons and around the school is very good. They show high levels of self- discipline. Parents are rightly pleased with the very good attitudes and behaviour, and feel that this is part of the high expectations that the school has for all its pupils. From the Nursery to Year 6, the expectations for good social behaviour are high. Pupils listen to each other’s views, work co- operatively and share tasks fairly. This is particularly impressive in the Nursery class, where the youngest pupils in school share willingly and wait patiently for their turn where necessary.

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Relationships throughout the school are good; pupils have very good attitudes to their work and behave well

12. Staff provides a good role model for pupils, and pupils play an active role in maintaining good relationships. Older pupils have responsibilities around school, and carry these out willingly and with a sense of duty. The spiritual and moral content of assemblies helps to strengthen the feeling of community in the school. The school is helping pupils to become mature and responsible citizens and is preparing them well for life beyond school. Little Kingshill Combined School - 13

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Standards in information and communication technology

13. Since the previous inspection, the demands of the curriculum for information and communication technology have increased significantly. The school has not been able to respond to these sufficiently because of the relatively low number of computers in the school, their age, and the lack of appropriate software programs for many aspects of the curriculum; for example, monitoring and sensing. The school has been relatively successful considering the limitations placed upon it by the equipment. There is evidence in classrooms of pupils using information and communication technology in many areas of the curriculum. There are good displays of pupils’ writing using a word processor, or displays showing data handling in mathematics. Pupils’ basics skills in using computers are good, and for many pupils, this is supported by work they do at home.

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Standards in information and communication technology

14. The soon-to-be-installed computer suite is planned to enable the school to address these shortcomings. The adoption of national guidelines for teaching information and communication technology is providing a structure for teaching skills as pupils move through the school. The co- ordinator’s own level of skill is high, and she has planned well for the further development of information and communication technology as the new computer suite comes into use. Staff’s own level of knowledge is sound, but they are continuing to work to improve their own level of skill, and further training is being provided for all teachers.

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The provision of outdoor accommodation and resources for children in the Reception class

15. Although children in the Nursery have their own secure and well equipped area for outdoor play, the Reception children in the main school do not have this available to them. This limits some aspects of their social and physical development, and makes it more difficult for the school to teach all of the elements of the Foundation Stage curriculum to the necessary level. Although children do experience good quality physical education as part of their teaching programme, without this provision they cannot have the necessary free access to the opportunities offered by more unstructured play. Little Kingshill Combined School - 14

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) improve standards in information and communication technology throughout the school by providing the necessary resources to allow the full National Curriculum to be taught; *

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) improve the outdoor provision for Reception children by providing better facilities for outdoor play in a secure, designated area.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

* This has already been recognised by the school and appears in its action plan. Little Kingshill Combined School - 15

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Summary of the sources of evidence for the inspection

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

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 20 252

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 0

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 30

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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 3

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 0

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Attendance

National comparative data 5.2 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Little Kingshill Combined School - 16

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 21 15 36

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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 21 21 21 Numbers of pupils at NC level 2 and above Girls 14 15 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 97 (97) 100 (97) 100 (97) 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 21 21 21 Numbers of pupils at NC level 2 and above Girls 15 15 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (97) 100 (97) 100 (97) 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 22 22 44

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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 22 21 21 Numbers of pupils at NC level 4 and above Girls 22 20 22

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 (92) 93 (96) 98 (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 20 19 21 Numbers of pupils at NC level 4 and above Girls 22 19 21

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Attainment at the end of Key Stage 2

Percentage of pupils School 95 (96) 86 (98) 95 (98) at NC level 4 or above National 70 (68) 72 (69) 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. Little Kingshill Combined School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group Other minority ethnic groups

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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

Qualified teachers and classes: YR – Year 6

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 11.6 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 25.2

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Teachers and classes Financial information

Education support staff: YR – Year 6 Total expenditure 474,958

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Teachers and classes Financial information

Total number of education support staff 3 Expenditure per pupil 1,679

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Teachers and classes Financial information

Total aggregate hours worked per week 85 Balance brought forward from previous year 48,114

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Teachers and classes Financial information

Balance carried forward to next year 51,666

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 0.6

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Teachers and classes Financial information

Number of pupils per qualified teacher 33

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Teachers and classes Financial information

Total number of education support staff 2

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Teachers and classes Financial information

Total aggregate hours worked per week 30

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Teachers and classes Financial information

FTE means full-time equivalent. Little Kingshill Combined School - 18

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 37 57 5 2 0

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Percentage of responses in each category

Behaviour in the school is good. 40 55 2 0 3

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Percentage of responses in each category

My child gets the right amount of work to do at home. 40 52 3 2 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 28 42 23 8 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 52 43 3 2 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 54 45 0 2 0

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Percentage of responses in each category

The school works closely with parents. 35 42 18 2 3

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Percentage of responses in each category

The school is well led and managed. 35 49 12 0 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 40 51 5 0 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 23 42 18 6 9

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Other comments:

At the parents’ meeting, and in some written responses, a few parents felt that the mixed age classes made it more difficult for pupils to learn, and that movement between the sets for literacy sometimes undermined pupils’ confidence.

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Other comments:

Some concerns were also expressed about the relatively few midday supervisors on duty at lunchtime.

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