Wootey Junior School

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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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. Wootey Junior School - 3 INFORMATION ABOUT THE SCHOOL

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Date of previous inspection: 03/03/1997

Wootey Junior School - 4 INFORMATION ABOUT THE INSPECTION TEAM

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Date of previous inspection: 03/03/1997

Team members Subject responsibilities Aspect responsibilities

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London WC2B 6SE

Wootey Junior School - 6 REPORT CONTENTS

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Pupils’ attitudes, values and personal development

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS? 14 - 16

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Pupils’ attitudes, values and personal development

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 16 - 17

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Pupils’ attitudes, values and personal development

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS 17 - 18

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Pupils’ attitudes, values and personal development

HOW WELL IS THE SCHOOL LED AND MANAGED? 18 - 19

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Pupils’ attitudes, values and personal development

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 19

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Pupils’ attitudes, values and personal development

PART C: SCHOOL DATA AND INDICATORS 20 - 23

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Pupils’ attitudes, values and personal development

PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 24 - 36 Wootey Junior School - 7 PART A: SUMMARY OF THE REPORT

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Pupils’ attitudes, values and personal development

Wootey Junior School is on the outskirts of the small Hampshire town of Alton. It caters for children from estates of both local authority and mixed renter/owner occupied houses and flats. The school is medium sized, with 225 boys and girls 7 – 11 years old and two classes in each year group. Most of the pupils also attended the infant school that is on the same site. When they moved to the junior school they were reading and writing at a level typical of that found nationally but were below average in mathematics. 1999 was exceptional, as in that year, the attainment of pupils as they entered the junior school was above average in reading and writing and well above average in mathematics. A higher than average proportion, 56 pupils, have special educational needs, none has a statement of their needs. Very few children come from minority ethnic backgrounds or speak English as an additional language.

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Pupils’ attitudes, values and personal development

The proportion entitled to free school meals, about a tenth of the children, is average.

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Pupils’ attitudes, values and personal development

Wootey Junior School is highly effective. The very good teaching ensures that by the age of 11, pupils have achieved well and many of them reach better than expected standards. The systematically planned curriculum gives richness and depth. Staff and governors are fully committed to meeting the needs of all pupils and successfully ensure that all have the opportunity to learn. The headteacher, deputy and staff have a rigorous approach to improvement: leadership by the headteacher is outstanding.

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Pupils’ attitudes, values and personal development

What the school does well • The very effective partnership between the head and deputy has concentrated on raising standards. • The very high standard of teaching leads to high achievement by the pupils. • Teachers provide rich learning experiences that children enjoy. • The school knows its pupils very well and enables them all to achieve. • The school continually tries to improve. • It values and involves the infant school and the local community.

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Pupils’ attitudes, values and personal development

What could be improved • Writing standards, by giving pupils the confidence and skills to evaluate and improve their own work. • Coverage of the National Curriculum in information and communications technology (ICT). The areas for improvement will form the basis of the governors’ action plan.

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Pupils’ attitudes, values and personal development

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

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Pupils’ attitudes, values and personal development

The school was last inspected in 1997. It focused on raising standards with a very thorough, strategic development plan and has improved very rapidly. Teaching has improved and the programmes of study have been revised to ensure pupils make progress from year to year. Standards have risen: in mathematics, where in 1997 very few pupils achieved higher than average standards, by 2000 the proportion was well above the national average. Wootey Junior School - 8

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

1998 1999 2000 2000 well above average above average A B

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STANDARDS

English C B B B average below average C D mathematics C A A A well below average E

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STANDARDS

These results show that the school has successfully improved its results over the last three years, particularly in mathematics where children enter the school below the expected standards and, by 11, achieve well above average standards. The improvement trend for English, mathematics and science together, was broadly in line with the national trend over the last five years. The school sets challenging targets and is on course to meet them: it met its targets last year. In the work seen during inspection, reading standards were good and those in writing satisfactory. In mathematics and science standards were well above average. In design and technology, geography, history, physical education and religious education, pupils achieve well. In other subjects they have satisfactory achievements except in the control and monitoring aspects of ICT where they lack experience.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Children are very enthusiastic, enjoy school life and are eager to learn. There is scope for them to be more involved in planning, organising, evaluating and improving their own work.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Pupils behave well, creating a calm atmosphere in the school. They have contributed to the school’s work in preventing bullying.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Children get on well together. They show initiative and can be trusted to take on responsibility: some act as monitors and others represent their class at the School Council.

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PUPILS’ ATTITUDES AND VALUES

Attendance Attendance is satisfactory. Some children miss school when their families take annual holidays during term time.

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PUPILS’ ATTITUDES AND VALUES

Pupils respond well to the high expectations teachers have for their behaviour. The very secure relationships pupils have with staff and with other children, mean that in group work they are able to co- operate and concentrate with no time wasted. Wootey Junior School - 9 TEACHING AND LEARNING

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PUPILS’ ATTITUDES AND VALUES

Lessons seen overall 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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PUPILS’ ATTITUDES AND VALUES

Teachers provide demanding activities that stretch pupils successfully. Because they know their pupils well, the work is pitched at just the right level, meeting the needs of them all. Teachers also know their subjects well and use this expertise to question pupils skilfully, leading them to deepen their understanding and skills. The teaching in English and in mathematics is very good. The school has recently been awarded a Quality Mark for its very systematic work in teaching the skills of literacy and numeracy: this initiative was led by the deputy headteacher. During the inspection, no teaching was less than satisfactory, half the lessons were good and another quarter were very good: one lesson was excellently taught.

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PUPILS’ ATTITUDES AND VALUES

The quality and range of the curriculum The curriculum is carefully planned to cover all aspects of learning in an interesting way to meet the stage of development of every pupil. The demands made on pupils increase progressively from year to year.

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PUPILS’ ATTITUDES AND VALUES

Provision for pupils with special educational needs Good. Targets set for pupils are closely matched to their needs and their progress is monitored effectively. Learning support assistants make a valuable contribution to the pupils’ learning.

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PUPILS’ ATTITUDES AND VALUES

Provision for pupils with English as an additional language The school supports its bilingual pupils well.

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PUPILS’ ATTITUDES AND VALUES

Provision for pupils’ personal, including spiritual, moral, social and cultural development The provision for pupils’ personal development is of a high standard. It is systematically planned and there is a positive emphasis on praise and raising pupils’ self-esteem.

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PUPILS’ ATTITUDES AND VALUES

How well the school cares for its pupils The school looks after its pupils very well. Teachers have very good knowledge of their pupils and work hard to support them.

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PUPILS’ ATTITUDES AND VALUES

The school has good relationships with its parents who are particularly supportive of the school when their own children are involved. Parents receive very good quality information, particularly about their children’s progress, because the school has very systematic procedures for checking and recording what pupils have been learning and their personal and social development. Teachers use this information to report to parents, to adjust the programmes of study and to take action if children need additional help with their work. The school knows its pupils very well and works hard to include them all. The school is not yet covering the full programme of study for ICT. Wootey Junior School - 10 HOW WELL THE SCHOOL IS LED AND MANAGED

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PUPILS’ ATTITUDES AND VALUES

Leadership and manage- ment by the headteacher and other key staff The excellent welcoming, organised, hardworking and rewarding ethos created by the management team and supported by the whole school community, strongly supports learning. All teachers are involved in the very effective management teams as they work.

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PUPILS’ ATTITUDES AND VALUES

How well the governors fulfil their responsibilities Governors support the headteacher’s vision for the school and work well in providing support to achieve it. They have a very clear picture of the strength and weaknesses of the school and the plans for its further improvement. They attend training and some governors are in school every week, establishing friendly, working relationships with staff, and gaining a clear picture of how things are going.

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PUPILS’ ATTITUDES AND VALUES

The school’s evaluation of its performance The school has established a rigorous programme of self-evaluation. It analyses test data thoroughly and observes teaching regularly. The ambitious monitoring programme involves all staff in taking responsibility for identifying and carrying through improvements.

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PUPILS’ ATTITUDES AND VALUES

The strategic use of resources There is good financial control and money is targeted on the priority areas.

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PUPILS’ ATTITUDES AND VALUES

Money has been spent wisely to achieve the best value. The spacious buildings and grounds are maintained in good repair and the school is well staffed and equipped. The many strengths in leadership and management include; setting a clear educational direction, strategically planning how to get there, and creating a school where the aims are fostered throughout its work.

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PUPILS’ ATTITUDES AND VALUES

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

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PUPILS’ ATTITUDES AND VALUES

What pleases parents most What parents would like to see improved • The progress children make. • The good teaching. • They feel comfortable about asking the school questions or discussing problems with them. • That the school expects children to work hard and achieve their best. • That the school helps children become mature and responsible. • The amount of homework. • Closer working with parents. • The range of extra-curricular activities outside lessons.

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PUPILS’ ATTITUDES AND VALUES

Inspectors agree with all the positive comments made by parents. The inspection team found that the amount of homework set by the school is appropriate to the needs of the pupils, is suitably adjusted for individual children’s circumstances and that it matches the national guidelines. The range of activities outside lessons is very good; the school looks at pupils’ interests and aptitudes when planning extra- curricular activities. It has an open door policy and does all it can to improve its partnership with parents. Some parents report that they have difficulty in finding the time to respond and work with the school. Wootey Junior School - 11 PART B: COMMENTARY

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PUPILS’ ATTITUDES AND VALUES

The school’s results and pupils’ achievements

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exceeded the national average. Over the same period boys have outperformed girls

in mathematics and science, in English their performance has been broadly equal.

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years there has been a steadily rising trend in national averages, the school’s results

over this time have matched that rising trend.

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speaking is their ability to draw on information they have learned previously and make

links between the topic currently under discussion and that previous knowledge.

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Standards in reading are above average. The majority of pupils read competently and

with understanding and they access information quickly using classification systems.

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attaining higher levels in national English tests when compared with the above

average attainment at the expected level.

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education. Pupils are now ready to apply their considerable knowledge of

mathematics and writing in other areas of the curriculum more consistently.

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subjects is not sufficiently well developed. Good use is made of this technology to

support pupils with special educational needs.

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respect for the beliefs and values of others is a great strength in the attitudes the

school promotes. Wootey Junior School - 13

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the subject. The scheme of work for dance focuses on the careful and sequential

development of skills. Dance is a particular strength of the school.

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religious education. In all other subjects they make satisfactory progress. Pupils

build well on their skills as they move through the school.

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challenging work for them in class and the school provides extra opportunities for

them to work with pupils from other classes and schools.

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challenging work for them in class and the school provides extra opportunities for

Pupils’ attitudes, values and personal development

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volcanoes for Year 5, a local area study in Year 6 and a girls’ football club at

15. Pupils settle quickly during registration sessions and lessons begin promptly.

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challenged and interested pupils through well-structured opportunities for

independent learning. Wootey Junior School - 14 16. Pupils’ behaviour is good in lessons, around school and in the playing area.

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classrooms and teachers generally use these effectively both to praise good

behaviour and as a reference when, occasionally, children do not listen carefully. There have been no exclusions.

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resources safely and sensibly at the beginning of physical education lessons. Some

help out at lunchtimes with the distribution of packed lunch boxes.

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demonstrating both responsibility and pride in their achievements. They co-operate

well in lessons, helping each other in group work and sharing and extending ideas.

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science lesson. In a Year 4 religious education lesson on the story of the

transfiguration, paired discussions helped children to clarify their thoughts.

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Collaborative drama activities and group projects in Year 6 provide significant

opportunities for pupils to take account of each others’ feelings and opinions.

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Collaborative drama activities and group projects in Year 6 provide significant

19. The level of attendance is broadly in line with the national average.

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the school of the reason for their child’s absence. A number of pupils miss some

schooling because their parents take them away for holidays during the school term.

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plan experiences to make learning challenging and exciting. The pupils respond to

this with enthusiasm and their willingness to work hard is evident in all classes.

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town. Teachers target their questions to include all pupils so they learn to

concentrate and think throughout the lesson.

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with the children. The pupils are deeply influenced by this support and recognise that

the visitors and teachers work hard on their behalf.

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responsibility for checking the progress of their own learning, setting their targets

and for redrafting to sharpen their writing.

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occasional slowness in strategies to manage the class that affected pupils’

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS? Wootey Junior School - 16

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planning since the last inspection. This is due to the efficient way that the teachers

plan in teams to ensure that there is no longer overlap or duplication of activities.

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each year and throughout the whole key stage is closely planned and monitored in all

subjects and teachers have a clear picture of each pupil’s aptitude and development.

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The pupils know what they have achieved, but as yet, they are not clear as to how

they can move forward in their learning.

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discussion with experts and by using secondary sources, are able to gain a

knowledge and understanding of a diverse society.

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social education are allocated specific sessions on the timetable. The fire service and

police support the learning of health and safety issues very effectively.

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individuals. The latest initiative, the SHARE project, a Year 3 parent-pupil partnership

club, continuing from work started in the infant school, appears to be working well.

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teacher’s awareness of the aptitudes of the more able pupils and the level of

challenge in the planned curriculum meets their needs appropriately.

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positive culture of praise and the raising of their self-esteem, has resulted in a

significant improvement since the last inspection.

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consider how the values and beliefs of others and themselves affect their lives, within

the school’s religious education curriculum.

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initiatives such as a national recycling project and the regional science and

technology fair encourage pupils to take responsibility for their own actions.

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hearing Hindu stories and writing letters to Friends of the Earth about environmental

issues concerning the tropical rainforests.

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hearing Hindu stories and writing letters to Friends of the Earth about environmental

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

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fully aware of their strengths and where they need more support. This is evident in

the very good reports written annually for parents.

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including notes sent home, is effective. The pupils are reminded of the school’s rules

at the start of the year, when they help to draw up classroom rules with their teacher.

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since the previous report. The school’s policy and procedures have been refined this

year with a consistent system in place across the whole school as well as in subjects.

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statements directly related to planning. In both cases it is very easy for teachers to

highlight those areas that individual pupils have learnt and what remains to be done.

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will authorise holidays during the term, although this is not encouraged. Any amount

over ten days is marked as unauthorised, except in very unusual circumstances.

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will authorise holidays during the term, although this is not encouraged. Any amount

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

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contained within these reports show teachers have a very good knowledge of their

pupils’ strengths, both in their academic learning and in their development as people.

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improvement. For the first time, reports were sent out during the spring term; this is

to enable the targets set to be tackled and reviewed with the same teacher.

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a rota basis by a different class each week. During the inspection, the impressive

presentation put on by one of the Year 4 classes was very well attended by parents.

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46. Parents views are sought in a number of ways that help to keep them informed

about the schools plans and gives them an avenue by which they can make comment.

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targets and parents are asked to respond to them. These have not been altogether

successful, but the school is seeking ways to improve on this helpful initiative.

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47. The headteacher and deputy, with the support of governors, staff and the

wider community, have created a purposeful ethos that strongly supports learning.

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the setting of ambitious targets for pupils’ attainment; in pupils’ positive approach to

their work; and in teachers’ commitment to improving their teaching skills.

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can be seen in the high quality of teaching and the rapid rise in standards so that

pupils attain well in almost all subjects. Wootey Junior School - 21

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projector. In ICT there is a shortage of equipment to teach pupils how to control and

monitor events so some aspects of the statutory curriculum are not fully covered. The range of books in the non-fiction library needs expanding.

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projector. In ICT there is a shortage of equipment to teach pupils how to control and

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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(1) Improve writing standards by giving pupils the confidence and skills to

evaluate and improve their own work. Paragraphs: 4, 23, and 56.

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(2) Ensure all the National Curriculum programmes of study for information

and communication technology are taught. Paragraphs: 7, 51, 93, and 96. Wootey Junior School - 22 PART C: SCHOOL DATA AND INDICATORS

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(2) Ensure all the National Curriculum programmes of study for information

Summary of the sources of evidence for the inspection

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(2) Ensure all the National Curriculum programmes of study for information

Number of discussions with staff, governors, other adults and pupils 21

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(2) Ensure all the National Curriculum programmes of study for information

Summary of teaching observed during the inspection

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(2) Ensure all the National Curriculum programmes of study for information

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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(2) Ensure all the National Curriculum programmes of study for information

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

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(2) Ensure all the National Curriculum programmes of study for information

Pupils on the school’s roll Nursery Y3 – Y6

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(2) Ensure all the National Curriculum programmes of study for information

Number of pupils on the school’s roll (FTE for part-time pupils) 225

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(2) Ensure all the National Curriculum programmes of study for information

Number of full-time pupils known to be eligible for free school meals 23

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(2) Ensure all the National Curriculum programmes of study for information

Special educational needs Nursery Y3 – Y6

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(2) Ensure all the National Curriculum programmes of study for information

Number of pupils with statements of special educational needs 0

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(2) Ensure all the National Curriculum programmes of study for information

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

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(2) Ensure all the National Curriculum programmes of study for information

English as an additional language No of pupils

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(2) Ensure all the National Curriculum programmes of study for information

Number of pupils with English as an additional language 2

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(2) Ensure all the National Curriculum programmes of study for information

Pupil mobility in the last school year No of pupils

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(2) Ensure all the National Curriculum programmes of study for information

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

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(2) Ensure all the National Curriculum programmes of study for information

Pupils who left the school other than at the usual time of leaving 14

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(2) Ensure all the National Curriculum programmes of study for information

School data 5.0 School data 0.2 Wootey Junior School - 23 National comparative data 5.2 National comparative data 0.5

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(2) Ensure all the National Curriculum programmes of study for information

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.

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(2) Ensure all the National Curriculum programmes of study for information

Attainment at the end of Key Stage 2 Year Boys Girls Total

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(2) Ensure all the National Curriculum programmes of study for information

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 37 26 63

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(2) Ensure all the National Curriculum programmes of study for information

National Curriculum Test/Task Results English Mathematics Science

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(2) Ensure all the National Curriculum programmes of study for information

Boys 32 34 35 Numbers of pupils at NC level 4 and above Girls 21 19 21

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(2) Ensure all the National Curriculum programmes of study for information

Percentage of pupils School 84 (87) 84 (85) 89 (94) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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(2) Ensure all the National Curriculum programmes of study for information

Teachers’ Assessments English Mathematics Science

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(2) Ensure all the National Curriculum programmes of study for information

Boys 31 33 34 Numbers of pupils at NC level 4 and above Girls 21 20 22

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(2) Ensure all the National Curriculum programmes of study for information

Percentage of pupils School 83 (89) 84 (91) 89 (96) at NC level 4 or above National 70 (68) 72 (69) 79 (75)

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(2) Ensure all the National Curriculum programmes of study for information

Percentages in brackets refer to the year before the latest reporting year. Wootey Junior School - 24 Ethnic background of pupils Exclusions in the last school year

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(2) Ensure all the National Curriculum programmes of study for information

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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(2) Ensure all the National Curriculum programmes of study for information

Black – African heritage 0 Black – African heritage 0 0

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(2) Ensure all the National Curriculum programmes of study for information

Any other minority ethnic group 2 Other minority ethnic groups

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(2) Ensure all the National Curriculum programmes of study for information

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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(2) Ensure all the National Curriculum programmes of study for information

Teachers and classes Financial information

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(2) Ensure all the National Curriculum programmes of study for information

Total number of qualified teachers (FTE) 11.8 Financial year 2000

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(2) Ensure all the National Curriculum programmes of study for information

Number of pupils per qualified teacher 19.1

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(2) Ensure all the National Curriculum programmes of study for information

Education support staff: Y3 – Y6 Total expenditure 406,190

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(2) Ensure all the National Curriculum programmes of study for information

Total number of education support staff 8 Expenditure per pupil 1,847

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(2) Ensure all the National Curriculum programmes of study for information

Total aggregate hours worked per week 103 Balance brought forward from previous year 14,103

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(2) Ensure all the National Curriculum programmes of study for information

Balance carried forward to next year 10,021 Wootey Junior School - 25 Results of the survey of parents and carers

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(2) Ensure all the National Curriculum programmes of study for information

Percentage of responses in each category

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(2) Ensure all the National Curriculum programmes of study for information

Strongl y agree Tend to agree Tend to disagree Strongl y disagre e Don’t know

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(2) Ensure all the National Curriculum programmes of study for information

My child is making good progress in school. 45 54 1 0 0

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(2) Ensure all the National Curriculum programmes of study for information

Behaviour in the school is good. 25 66 5 2 2

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(2) Ensure all the National Curriculum programmes of study for information

My child gets the right amount of work to do at home. 21 56 19 4 1

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(2) Ensure all the National Curriculum programmes of study for information

I am kept well informed about how my child is getting on. 31 63 6 1 0

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(2) Ensure all the National Curriculum programmes of study for information

I would feel comfortable about approaching the school with questions or a problem. 55 40 4 2 0

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(2) Ensure all the National Curriculum programmes of study for information

The school expects my child to work hard and achieve his or her best. 56 44 0 0 0

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(2) Ensure all the National Curriculum programmes of study for information

The school works closely with parents. 30 57 11 2 0

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(2) Ensure all the National Curriculum programmes of study for information

The school is well led and managed. 39 55 2 2 3

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(2) Ensure all the National Curriculum programmes of study for information

The school is helping my child become mature and responsible. 35 60 3 1 2

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(2) Ensure all the National Curriculum programmes of study for information

The school provides an interesting range of activities outside lessons. 19 55 16 1 9 Wootey Junior School - 26 PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES

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52. Analysis of the school’s 2000 national test results for 11 year olds shows that,

compared with all schools including similar schools, standards are above average.

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the school has consistently raised its standards. Over the period 1998-2000, there

has been no significant variation in the performance of girls and boys.

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and with good expression. They describe the plot of a story clearly, comment on

characters well and make good predictions about how the story will develop.

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type of debate and discussion outlined above which also occurs in other areas of the

curriculum such as religious education, science, geography and physical education.

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correctly. Their vocabulary is frequently imaginative and they write sentences that

develop themes consistently; however, only a limited amount of work is redrafted.

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a fluent joined style and their presentation is appropriate to the context. Some pieces

of writing work for display or for topic books are presented to a high standard.

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and the work in the literacy lesson. This is a way of working that could be extended

to enable pupils to develop their understanding of the links between curriculum areas.

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supported well by the use of home to school notebooks. Different homework is set

for different groups of pupils, depending on their ability to carry out the work at home.

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learning. They can set them to work on tasks, free from their direct control, secure in

the knowledge that pupils will complete the work expected in the time allocated.

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such as joining prefixes to words to change their meaning and by learning support

assistants to engage pupils with special educational needs in reading and writing.

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the point that the majority of them are producing writing that is as sophisticated as

their ability to debate and discuss issues in lessons.

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a wide range of texts and stories from all round the world. Reports are good and

accurately reflect achievement by pupils and identify clearly what could be improved.

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example, pupils in Year 3 work with pupils from the infant school on shared reading

activities and older pupils work with infant pupils on writing stories in partnership.

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school pupils check their results, make sensible estimations and are confident in

applying their mathematical knowledge to real-life problems.

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give more support than pupils need so that opportunities are missed, for example, for

pupils to try different approaches or work out their own recording method.

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lower achievers and it is working systematically to support them, for example,

through the initiative for attaining the Basic Skills Quality Mark for Primary Schools.

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68. Analysis of the school’s 2001 tests, at the end of Key Stage 2, shows that the

standards are well above average nationally and in comparison with similar schools. A higher proportion of pupils attained the higher level than that found nationally.

p.30

exceptionally, boys out-performed girls in mathematics, and the interrogation of

tables and graphs forms a major part of the national science tests.

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parachutes at home, researching the life of Isaac Newton, or by finding further

information on plants and animals in the rain forest.

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use of targets by pupils throughout the key stage would give them more control over

their learning and raise awareness of progress made and challenges to meet.

p.31

achieving high levels of attainment. The very good use of open ended questions to

challenge the more able is an improvement on the previous inspection.

p.31

74. The quality of leadership and management is very good. Themes and topics

provide contexts for the science curriculum, making it real and relevant for the pupils.

p.31

practical work. This ensures that by the end of the key stage the pupils have a very

good understanding of science, making a positive contribution to the standards.

p.32

collect ideas and images, but rarely have the opportunity to create a piece of work by

selecting from their books, and choosing their own materials and techniques.

p.32

products and are very good at analysing finished products, such as bread,

sandwiches and drinks made to their own recipes. Wootey Junior School - 33

p.32

using electrical circuits. Control technology is the only area that is weak and needs

80. The quality of teaching is now good, an improvement on the last inspection.

p.33

82. The design and technology tasks demand accurate measuring and spatial

awareness, and provide real and relevant opportunities for using numerical skills.

p.33

Information and communication technologies are occasionally used, for example

using a computer art program when designing and making wallpaper.

p.33

world, such as St Lucia, and areas of tropical rainforests. Progress in learning is now

consistently good across the school, an improvement since the last inspection.

p.33

84. The younger juniors are beginning a study of the town, developing observation

skills and fieldwork techniques to record and analyse the local amenities effectively. Older juniors use and extend their enquiry skills when studying their own settlement.

p.33

appreciate the economic development of St Lucia. They have studied the environment

of a tropical rainforest in great depth and debated ecological issues perceptively.

p.34

interact in discussion. Resources such as maps and photographs provide interesting

and accurate information for pupils to analyse.

p.34

used very successfully to extend the learning for all and higher attaining pupils are

expected to research and record facts at a more advanced level.

p.34

89. The teaching is very good. In Year 3, the teacher used her good subject

knowledge to enthuse the children to try hard with their writing about Viking raids.

p.34

feelings and viewpoints about invaders and settlers. Looking through their Topic

Books, the best work had come from writing at length and stimulating art activities.

p.34

about the changes. Members of the local camera club, who brought some

photographs for children to examine, made a very good contribution to the lesson.

p.35

questions to help identify local features in the past and how they have changed,

before accurately sequencing photographs in chronological order.

p.35

central area of the school for easy access. Children’s experiences are enriched by

planned visits to local sites and features of historical interest.

p.35

the coming year, the priorities are to monitor lessons, give advice and support to

colleagues and enrich resources where required.

p.35

the coming year, the priorities are to monitor lessons, give advice and support to

INFORMATION AND COMMUNICATION TECHNOLOGY

p.35

by the previous inspection team. This has not improved. All pupils make satisfactory

progress in all aspects of the curriculum covered.

p.35

reader. They added details that might have formed part of his experience, drawing on

their knowledge of African animals that he might have encountered on his journeys.

p.35

technology activity. Pupils use word processing to produce booklets such as

autobiographies, which are of a good standard. Wootey Junior School - 36

p.35

visiting peripatetic specialists. However, a new scheme of work is not yet fully in place

and some teachers lack confidence in the subject.

p.36

and response patterns in music. Their singing is in tune and they are able to follow

two-part call and response patterns. They know the meaning of the term ostinato.

p.37

music room, which contains a useful range of both tuned and untuned percussion

instruments as well as a small number of guitars and keyboards.

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play their instruments during class assembly, as in the case of three Year 4 girls who

played Frere Jacquès on clarinets to a very high standard.

p.37

rich curriculum. Children work with enthusiasm and concentration and good links are

made with other subjects, including literacy, science and music.

p.37

empathy with the music and good co-operative skills. Visiting dance groups have

performed pieces from other cultures and added breadth to children’s experiences.

p.38

children improve the skills needed in rounders and cricket. They behaved well

throughout the lesson and were able to organise themselves into small group games.

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moving skills. Along with other school teams, the girls take part in competitive school

games and tournaments in the local area.

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Modicai they worked quickly together to put on a playlet about the confrontation

between Modicai, the king and the prime minister who wanted to have him executed. Wootey Junior School - 39

p.38

They learned that being a believer entails risks. They heard in the story how Ruth, the

wife of the king, admitted that she was Jewish and that it was this that saved Modicai.

p.39

debate, aiding pupils’ learning. Good links are made with themes covered in

collective worship or assemblies and vice versa.

p.39

work. This scheme includes visits to a synagogue as well as the study of Hinduism

and the visit to a Hindu temple. This is an improvement since the previous inspection.

p.39

very clear understanding of the separate place of collective worship in the school,

she also aids teachers’ understanding of links that may be made in both directions.

p.39

some pupils are withdrawn from collective worship for additional support, it is a lack

of equal opportunities for pupils to miss these carefully thought through links. Learning resources are good and support the subject well.

p.39