Other · Ofsted report

Capel-le-Ferne Primary School

Inspected — · published 9 Jan 2002 · URN 118515

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Full report text

CAPEL-Le-FERNE PRIMARY SCHOOL

Dates of inspection: 15 – 18 October 2001

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CAPEL-Le-FERNE PRIMARY SCHOOL

Full 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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CAPEL-Le-FERNE PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Capel-Le-Ferne Primary School

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INFORMATION ABOUT THE SCHOOL

School address: Capel Street Capel Le Ferne Folkestone Kent

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Neil Burrows

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: March 1997 Capel-Le-Ferne Primary School

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

23048 Mrs D Wilkinson Registered inspector Foundation Stage Science Design and Technology Music French Equality of Opportunity What sort of school is it? The school’s results and pupils’ achievements. Pupils’ attitudes, values and personal development. How well pupils are taught?

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INFORMATION ABOUT THE INSPECTION TEAM

9595 Mrs S Cash Lay inspector Pupils’ attitudes, values and personal development. How well does the school care for its pupils? How well does the school work in partnership with parents? 20948 Mr J Linstead Team inspector Mathematics Information and communication technology Art History How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

28069 David Mylroie Team inspector English Religious education Geography Physical education Special educational needs English as an additional language How well is the school led and managed?

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INFORMATION ABOUT THE INSPECTION TEAM

e-Qualitas Ltd., Langshaw, Pastens Road, Limpsfield Chart, Oxted, Surrey RH8 0RE

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INFORMATION ABOUT THE INSPECTION TEAM

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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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager, Inspection Quality Division, The Office for Standards in Education, Alexandra House, 33 Kingsway, London WC2B 6SE Capel-Le-Ferne Primary School

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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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HOW HIGH ARE STANDARDS? 10

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

The school has 180 pupils (76 boys and 104 girls) from Reception to Year 6, all except five Reception children attending full time. The school is smaller than most primary schools, with six classes, most of which contain more than one year group. The school is popular and well subscribed, with many pupils coming from the surrounding villages and Folkestone. It is about the same size as when it was last inspected. The school has a good reputation for its provision for pupils with special educational needs (SEN). A third of pupils are SEN, which is above the national average and the number of pupils who have a statement of specific need (3 per cent) is well above average. About 18 per cent of pupils are known to be eligible for free school meals, which is about average. Currently, there are no ethnic minority pupils. The school serves an area with a broad social mix, with the majority of pupils coming from an average background. The attainment of children entering the

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INFORMATION ABOUT THE SCHOOL

Reception class varies considerably from year to year. Overall, it is around average, as it was at the time of the previous inspection.

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HOW GOOD THE SCHOOL IS

It is a good school where the strengths outweigh the few weaknesses. The quality of education is good and, owing to the very strong leadership, it continues to get better. Children enjoy their time in the school and make good progress, because of the consistently good and very good teaching. Pupils achieve well, although standards vary from year to year according to the number of pupils with SEN in each year group. The good ethos for learning ensures pupils are included well in all that the school has to offer. This particularly benefits the high proportion of pupils with SEN. Assessment in the core curriculum subjects is good and the school is effectively using a wide range of test and other data to help improve its provision and to raise standards. The headteacher, supported well by staff and governors, provides the school with clear direction to ensure further improvement. For a small school, the income per pupil is not high; it uses its resources well and provides good

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HOW GOOD THE SCHOOL IS

value for money, which is better than at the last inspection.

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HOW GOOD THE SCHOOL IS

What the school does well • All pupils, including those with SEN, make good progress and achieve well. • A significant proportion of teaching is good and very good and pupils learn effectively. • The leadership of the headteacher, senior staff and the governing body are very good. • It provides a stimulating and caring learning environment for all its pupils, with a rich and interesting curriculum, which is especially good for pupils with SEN, and for extra-curricular activities. • The good provision for pupils’ personal, especially moral and social, development, which results in the good behaviour and the very good relationships and attitudes to learning seen. • Its good partnership with parents, particularly the very good information they are given about the school’s work and their children’s progress.

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HOW GOOD THE SCHOOL IS

What could be improved • The lack of resources for some aspects of information and communication technology (ICT), which prevents pupils in Year 6 reaching average standards in this subject. • The presentation of pupils’ work in subjects other than English and mathematics. • The quality of marking and its contribution to assessment. 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 improved well since it was last inspected in March 1997. All the weaknesses seen then have been addressed, the majority of them well. The curriculum is better, because schemes of work are now in place for all subjects and these continue to be reviewed and refined in response to both the national requirements and the school’s needs. Assessment is used satisfactorily overall to help plan for the next stages in pupils’ learning. It is used well in English, mathematics and science, but less so in other subjects because many of the Capel-Le-Ferne Primary School systems are relatively new. The curriculum co-ordinators now monitor their subjects well, although less emphasis has been given to ensuring that good practice is shared on a systematic basis. Pupils now undertake good investigations and research, especially in science, which has led to achievement being particularly good in this subject. The provision for art has improved and pupils now reach average standards. The quality of

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

teaching has improved particularly well. Pupils now have very good attitudes to their work, make good progress throughout the school and achieve well. The leadership and management of both senior staff and governors have improved and are now very good.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 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

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

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STANDARDS

The above average number of pupils with SEN affects overall standards. Together with the smaller than average number of pupils in a year group, this makes it difficult to make secure comparisons. The school sets well-judged targets for the number of pupils to reach average standards, which are usually reached. Over the period 1996 to 2001, in National Tests at the end of Year 6, results have risen at a better rate than in most schools. They have been better in English and science than in mathematics. This year, results generally improved, particularly in mathematics and in comparison with similar schools. This is due to the smaller number of pupils with SEN and improvements in the school’s provision. The proportion of pupils reaching the expected Level 4 was well above the national average in mathematics and science and above in English. The very good quality mathematics teaching in Year 6 led to the school’s overall results being very much better in

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STANDARDS

this subject than in the majority of schools nationally and also those in a similar context. The school’s performance is similar to that of other schools in English and science because fewer pupils attained the higher levels in these subjects. These pupils’ results are better than when they were in Year 2, which shows they have made good progress in Years 3 to 6. In the 2001 tests at the end of Year 2, the school’s performance was average when compared with most schools in reading, writing and mathematics. In comparison with similar schools it was also average in writing and mathematics, but below in reading because there were a higher number of low attaining pupils. Very nearly all Year 2 pupils reached the expected Level 2 in science, but few above this. Throughout the school, current pupils, including those with SEN and the more able, make good progress and achieve well for their abilities. There is very little difference in the achievement of boys and girls.

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STANDARDS

This year, again there is a higher proportion of pupils with SEN in Year 6. In both Years 2 and 6 current pupils reach average standards in English and mathematics, and also in science in Year 2. Standards in science at Year 6 are above average, mainly because of the very good focus on teaching knowledge through investigations. In very nearly all other subjects pupils reach the standards expected by the end of Years 2 and 6. However, the lack of resources for some aspects of ICT mean that Year 6 pupils do not make sufficient progress or attain the expected standard. The provision in the Reception class is very good. Children make good and often very good progress and standards are above average by the time they enter Year 1.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Pupils have very good attitudes to their lessons and to all that the school has to offer. Capel-Le-Ferne Primary School Behaviour, in and out of classrooms Good overall. Pupils behave very well around the school. Exclusions are rare. In lessons, the Reception children behave very well. In other classes behaviour is mostly good, but some teachers let pupils make too much noise.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Pupils make good progress to develop confidence and responsibility. Relationships throughout the school are very good.

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PUPILS’ ATTITUDES AND VALUES

Attendance Broadly average with unauthorised absence being low. Most pupils arrive at school punctually.

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TEACHING AND LEARNING

Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

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TEACHING AND LEARNING

Quality of teaching Very 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 AND LEARNING

There are high levels of good and very good teaching. This helps pupils to learn well and make good progress. Only one lesson was unsatisfactory, due to the high noise levels the teacher allowed. Teaching in the Reception class was very good. Children are provided with a rich and stimulating environment with a very good balance between adult led and child chosen activities, all promoting learning well. Throughout the rest of the school, teaching was mainly good and five very good lessons were seen. This helps pupils to make good progress as they move through the school. Teachers’ good subject knowledge helps them to plan challenging work. This is effectively matched to the ability of different pupils, ensuring those with SEN and the more able are included well in all learning activities. Pupils with SEN are well taught, given effective and appropriate support and make good progress. Teaching of literacy skills is good throughout the school and numeracy skills

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TEACHING AND LEARNING

are taught well in Years 3 to 6. Teaching and learning in science are good because of the very good emphasis teachers placed on investigative work. Good teaching was also seen in physical education, in French, and in music when taught by the specialist teacher. The few weaknesses are associated with high noise levels in some classes, lower expectations of accuracy and neatness in written work, and marking which does not give enough guidance to pupils on how well they have done, nor what they can do to improve.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The quality and range is good overall and very good for children in the Reception class. There is good provision for English, mathematics and science, but the lack of resources for ICT means that statutory requirements are not met for this subject. Extra-curricular activities are very good.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Very good, especially for statemented pupils. They are fully included in all that the school has to offer and make the same good progress as other pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall and very good for moral and social development, which results in the very good attitudes and relationships, and good behaviour of pupils. Cultural development is good and helps pupils prepare well for living in a culturally diverse society.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The caring and supportive environment helps pupils to feel valued. Positive behaviour and attitudes are encouraged very well. Assessments are used effectively to help pupils improve in English, mathematics and science, but not as well in other subjects where new procedures have not been fully implemented. Capel-Le-Ferne Primary School The school has very good links with parents, giving them very effective information. Parents are supportive of the school and its work, helping to raise funds and encouraging the work their children do at home.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and manage- ment by the headteacher and other key staff The school is very well led and managed by an enthusiastic and knowledgeable headteacher who is ably assisted by the deputy headteacher and other staff with management responsibilities.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Very effectively, they have a very good commitment to the school, visit regularly and understand its strengths and weaknesses well.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Both senior staff and governors generally cover this aspect well and development planning focuses very well on improving provision and raising standards. Some monitoring information could be used better to help improve the quality of teaching.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Good overall. Financial planning is effectively linked to proposed developments. The arrangements for financial management and monitoring, and the school’s procedures for judging the effectiveness of its spending are very good.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The procedures for ensuring best value for money, not only in the purchase of resources and services, but also in the quality of provision, are good. The school has an adequate number of suitably qualified staff. The extra funding spent on employing classroom assistants has a positive benefit on learning; especially for pupils with SEN. Accommodation is satisfactory overall. Although the outdoor areas are good, some classrooms are rather small, especially for practical activities. Most subjects are satisfactorily resourced, but the lack of some resources for ICT prevents the oldest pupils reaching the standards expected in some aspects of the subject.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• That their children like school, are encouraged to work hard and make good progress. • The good teaching. • The way in which new children are helped to settle in. • The school is helping their children to become mature and responsible. • The high levels of good behaviour. • The good leadership and management. • That the school listens well to their views. Staff are approachable and respond well to their concerns. • Few parents had any concerns. • At the meeting, a number of parents were not happy about the consistency of homework and the way it is marked.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors fully agree with parents’ positive views. The amount of homework is satisfactory and is regularly marked. However, the marking is not always helpful enough. Capel-Le-Ferne Primary School

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The school’s results and pupils’ achievements

1. The school’s results are affected by the above average number of pupils with special educational needs (SEN), including the well above average proportion who have a specific statement of need. In addition, the proportion of more able pupils also varies, but it is rarely above that seen in most schools. This, together with the relatively small number of pupils in each year group, causes standards in the National Tests to vary from year to year. However, standards have generally been rising at a better rate than most schools nationally, particularly in English and science. There was a significant improvement in the results of Year 6 pupils this year, especially in mathematics, which is due to the high quality teaching in this subject that pupils receive in Years 5 and 6. This year, in spite of the higher proportion of pupils with SEN, Year 6 pupils are reaching average standards in English and mathematics

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The school’s results and pupils’ achievements

and exceeding this in science, although the school’s performance overall is not likely to be as good as last year. The targets set for at least Level 4 attainment in English and mathematics reflect accurately the individual performance of pupils and are usually reached. Taking into account the relatively small number of pupils, there is no significant difference between the results of boys and girls.

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The school’s results and pupils’ achievements

2. Over the period 1996 to 2001, in National Curriculum tests, at the end of Year 2, pupils’ results were generally above the national average in mathematics and around the average in reading, but were below this in writing. Taking into account that the school’s performance will be lower in some years because of higher numbers of pupils with SEN, the results are improving in line with national trends. However, as at Year 6, there has been better improvement in all three areas this year. The proportion of pupils reaching the expected Level 2 was around the national average and also that of similar schools in both reading and writing, although it was slightly lower in mathematics. Teacher assessments in science indicated that very nearly all pupils achieved the expected Level 2, which compares well with other schools, although a smaller proportion reached the higher levels. Inspection evidence indicates that, for current pupils, standards in reading, writing, mathematics and science are

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The school’s results and pupils’ achievements

3. The previous report indicated that standards were above average in English and mathematics in Year 2, and average in these subjects and the majority of other subjects elsewhere in the school. However, weaknesses in the provision meant that standards in art were below average in both Years 2 and 6. The pupils who were in Year 2 at the last inspection were the same group of pupils who sat the National Tests in Year 6 last year. However, the school’s overall performance is now better than it was then, showing that these pupils made good progress in Years 3 to 6. For current pupils the standards in other subjects are similar to those reported previously except that standards in art and design now reach national expectations in both Years 2 and 6. Standards in information and communication technology (ICT) are in line with national expectations by the end of Year 2, but the lack of resources means that standards at Year 6 are below national expectations in some aspects

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The school’s results and pupils’ achievements

4. In English pupils in Years 2 and 6 speak confidently and articulately and listen to and comment on, what they learn. They ask good questions to clarify their thinking. Older pupils develop good skills when taking part in the annual speaking competition. Year 2 pupils use a range of strategies to read words new to them and identify the main features and characters of the story. Year 6 pupils read a variety of texts fluently and with good expression. They Capel-Le-Ferne Primary School predict what might happen and draw inferences, relating their answers to the text. Year 2 pupils write stories, poetry and instructions and know how sentences are constructed. Year 6 pupils also write diaries and letters and have a secure understanding of parts of speech. The good opportunities to teach English in other subjects are also helping to raise standards. Standards in spelling are average in both Years 2 and 6. Although pupils can write at the

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The school’s results and pupils’ achievements

level expected for their age, much of their written work, except that seen in Year 6, is untidy and difficult to read, particularly in subjects other than English.

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The school’s results and pupils’ achievements

5. In mathematics, pupils in Year 2 know the two and ten multiplication tables, count on and back in these intervals and have a sound understanding of halves and quarters. They have a secure knowledge of shape and symmetry and can collect data and present it on a bar chart. Year 6 pupils extend their knowledge, recognising the properties of angles and regular shapes, including more ideas about symmetry. They know more multiplication tables and complex fractions, and calculate better mentally. Across the school, pupils use mathematics appropriately in other curriculum areas, such as constructing graphs and charts in science and geography.

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The school’s results and pupils’ achievements

6. By the end of Year 2, pupils learn a good range of scientific skills, investigating well, first predicting the likely outcome. They have a sound knowledge of animal habitats, conditions of growth in plants and animals, and simple electrical circuits and forces. By Year 6 many pupils plan and carry out their own investigations. This helps them to reach above average standards in their scientific skills and knowledge. For example, they know the properties of many materials, including how to make solutions, about reversible and irreversible change, and more complex features of forces, such as how they are affected by friction.

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The school’s results and pupils’ achievements

7. In ICT, Year 2 pupils reach the expected standards. They successfully operate the computer using both the keyboard and mouse. This helps their learning in mathematics when they use a simulation program, and in English when they use word processing to write and amend their stories. Pupils also use other programs to create pictures, and diagrams or charts to present the data they collect. They use control technology to move a floor robot. In both Years 2 and 6, pupils successfully use CD ROMs to access information and are beginning to use the Internet. In Year 6, pupils are familiar with more advanced word processing techniques, can accurately process and present data, and use simulations. However, they do not have sufficient opportunities to use these skills and this limits their progress. Their knowledge of the use of technology in monitoring and controlling situations is under developed.

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The school’s results and pupils’ achievements

8. By the end of Years 2 and 6 and pupils reach the expected standards in religious education (RE). They have a sound knowledge of the world’s major religions, their festivals, holy books and different ways of life. For example Year 2 pupils compare and contrast different festivals of light and Year 6 pupils recognise the importance of Martin Luther King as a 20 th Century religious leader. Pupils are also encouraged to use their knowledge in both moral and social development, for example when they compare The Ten Commandments with the importance of their own class rules.

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The school’s results and pupils’ achievements

9. Across the school, the vast majority of pupils, including those with SEN, make good progress in their learning and achieve well for their abilities. This is largely because teachers have high expectations of what pupils can achieve, whatever their ability. Very nearly all lessons are planned with different activities for groups of pupils, which challenge and extend their skills and knowledge well. The school is very good at including pupils with SEN in all that it has to offer, both in providing activities well matched to their needs and by offering very good quality support from both teachers and classroom assistants. This helps them to make good progress and achieve well. As a result, standards of attainment for pupils with SEN are often Capel-Le-Ferne Primary School better than would be expected bearing in mind their individual needs. Likewise, the school challenges its more able pupils well and they consistently reach above average standards.

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The school’s results and pupils’ achievements

10. Attainment on entry to the school is generally about average, although it fluctuates significantly from year to year. Children join Reception part-time in September, becoming full- time during the autumn term. Children’s progress in Reception is good in all areas. Most children should achieve, and a good proportion exceed, the standards expected by the time they enter Year 1.

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The school’s results and pupils’ achievements

11. Children develop good social skills, taking turns, working well in a group and developing confidence and responsibility. Children make good gains in oral language skills, listening carefully and talking confidently in a range of situations. Very good teaching of early reading skills help children to match sounds to letters and to begin to build new words. They enjoy listening to stories. Children hold and control a pencil well, many writing a few letters and engaging in pretend writing. Most recognise and count numbers to 10, know colours and simple shapes and compare different lengths. Children acquire good observation skills, which helps in their early scientific investigations. They know how things have changed in their own lives and are gaining a good knowledge of simple maps and the area in which they live. Most children control a computer well by operating the mouse. In their movement skills children

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The school’s results and pupils’ achievements

make good progress, handling construction and craft equipment well and moving in a variety of ways with good control. Children enjoy singing and love stories, often acting these in the role-play corner. They draw accurately with a brush or pencil and make printed patterns.

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Pupils’ attitudes, values and personal development

12. Pupils have very good attitudes to their lessons and to school life. In over three quarters of the lessons seen, they were enthusiastic about what their teachers asked them to do, concentrated well on the task in hand, and listened carefully to instructions. For example, in an exciting design and technology lesson, Year 6 pupils worked very carefully when they were making marzipan fruits. Pupils willingly work in pairs and small groups, discussing their work and using their initiative to solve problems. A few, usually pupils with SEN, are reluctant to settle to work when they are asked to write. However, the good support they receive both from teachers and classroom assistants encourages them to play a full part in all learning activities. Pupils are enthusiastic members of the after-school clubs, such as netball and football.

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Pupils’ attitudes, values and personal development

13. Pupils behave very well around the school. They go in and out of assembly quietly and sensibly, are polite and considerate of others in the dining room and play together well in the playground. There have been no exclusions for some years. Overall, behaviour seen during the inspection was good. The Reception children behave very well in lessons because their teacher has high expectations that they will listen and do as they are asked. In most of the other classes pupils behaved well and listened quietly when their teacher was speaking to them. In some lessons the noise level rose when pupils were working in groups, usually because pupils were enthusiastic about what they were doing. On occasions, when teachers were not firm enough about this aspect, the noise levels allowed were too high because pupils were not expected to work very quietly and really concentrate hard on what they are doing. Sometimes this led to a disruption in learning, especially when the teacher tried to give

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Pupils’ attitudes, values and personal development

14. Relationships throughout the school are very good. Adults set a very positive tone in the way they deal with pupils. Older pupils help to look after younger ones and play with them. Pupils are polite and friendly to each other and to adults. Pupils and their parents express Capel-Le-Ferne Primary School confidence that there is very little bullying and that any incidents which do occur are dealt with firmly and effectively.

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Pupils’ attitudes, values and personal development

15. The very good relationships give significant support to the behaviour and progress of pupils with SEN. As a result of being well supported and their needs being met through the effective planning by their teachers, these pupils behave well in lessons. Most of their work is carried out in the classroom, where they concentrate well. They also work well in withdrawal groups when these take place. They are able to discuss their work sensibly with each other and adults and are pleased with their achievements.

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Pupils’ attitudes, values and personal development

16. There are very good opportunities for pupils to show initiative and take on responsibility. The newly formed school council has representatives from each class and pupils have already made suggestions for improvements to the playground. When choosing which activity they wish to do, the youngest pupils carefully and sensibly mark the picture of the task they will work on. They know how many children are allowed at the activity at any one time. One child was observed politely offering his place to a girl he knew was waiting for a turn. The older pupils take on useful responsibilities to help with the smooth running of the school and fulfil these well. They also develop their research skills well when writing a project on something that interests them particularly.

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Pupils’ attitudes, values and personal development

17. These strengths of the school help to explain the good progress pupils make, not only with their work but also in their personal development. The school has maintained these strengths since the last inspection and built on them well.

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Pupils’ attitudes, values and personal development

18. Levels of attendance are broadly in line with the average found nationally in primary schools. Levels of unauthorised absence are very low. Much of the authorised absence is due to the large number of families who take their holidays in term time. This disrupts pupils’ progress and, especially when holidays are taken in September, can make it difficult for the child to settle into a new class and catch up on the work missed. Most pupils arrive punctually at school. Registers are called promptly and pupils’ responses reinforce their social skills.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. Pupils are well taught and this is helping to ensure that they make good progress and achieve well. Very nearly all the teaching observed was at least satisfactory, most was good and over a quarter was very good. Very good teaching was seen across the school and it was especially good in the Reception class. The quality of teaching is better than seen during the last inspection. The good improvement is partly due to the monitoring and improvement of teaching and also to the commitment of staff. Recent good appointments of staff have also raised the levels of good teaching.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. The teaching for Reception children is very good. The teacher provides a very good learning environment, which enthuses and motivates children well. Careful attention is given to all areas of learning, which are integrated well into many of the planned activities, and the children are well prepared for entering Year 1. The very good balance between learning led by an adult, and child-chosen activities enables children to learn well. Very good attention has been given to the deployment of other adults, and the classroom assistant has very good expertise and contributes well to learning. The management of the very good activities provided helps to ensure children’s good progress. Their personal, social and emotional development is given a very good emphasis and so children are developing independence and responsibility very well. For example, they share resources and co-operate in group activities such as when taking part in role-play or using construction equipment. The range of

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

activities provided is very good. The good emphasis on the teaching of communication, Capel-Le-Ferne Primary School language and mathematical skills helps children to make good progress in their development in these areas. Especially good progress is made when they work with the teacher or classroom assistant. All adults are very good at using questions to probe children’s understanding and to help them learn. Adults use a very good range of resources, for example puppets, to stimulate and hold children’s interest. An outstanding aspect of the teaching is the organisation and management of children. This helps them to learn routines quickly, listen well, concentrate and work hard. Assessment is very well organised and adults take every opportunity to observe and record children’s progress, using this information very effectively when planning the next stages of learning. The very good interest and

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concentration which children are helped to acquire means they develop very good attitudes to their learning and work enthusiastically.

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21. The quality of teaching in the remainder of the school is good overall. The teaching of English, science and physical education (PE) are good throughout the school. Teaching is also good in mathematics and music in Years 3 to 6. In Years 1 to 6, in other subjects, the overall quality of teaching is mainly satisfactory, and often good. The strengths of teaching are similar throughout the school and there are few weaknesses. The progress pupils made in the lessons observed was very nearly all good or better. This was because of the high proportion of good or very good quality teaching, which ensures pupils’ good progress as they move through the school. Teachers’ subject knowledge is usually good, and specialist staff’s knowledge in music and physical education is especially helping progress. Pupils are challenged effectively in their work because activities are well matched to their abilities and

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needs. Good attention is paid to the needs of pupils in different year groups in the same class. Literacy is taught well, and is helping to raise standards, and pupils use their reading skills well in other subjects. However, the expectations of the way in which pupils will present their work in lessons other than in English and mathematics is inconsistent. In all except the Years 5 and 6 classes, handwriting, spelling and accurate measurement are not as good in other subjects as they should be. This does have an impact on standards, for example in design and technology, pupils do not write clear enough instructions, nor draw accurate diagrams when they are planning a project. Numeracy is particularly well taught in the oldest classes. This is helping pupils to recall number facts accurately and quickly. Data handling is used well in science and geography where pupils collect, display and interpret statistics.

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Expectations of pupils, both in relation to their behaviour and the level of work, are good overall. In most lessons, pupils are well managed and this helps them to concentrate and work hard. However, in a few lessons, including the one unsatisfactory lesson observed, pupils were allowed to become too noisy and this meant that learning was not as good as it should have been.

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22. Lesson planning is good in Years 1 and 2 and at least satisfactory in other classes. On a small number of occasions, the objectives for learning are too broad and are not effectively focused on the specific stage at which pupils are working. This does not help pupils to gain a clear enough knowledge of what they are expected to learn in the lesson. In the best lessons, the objectives are identified well and this helps pupils to have a very good understanding of what they need to do. In the good or better lessons, a range of methods is used well, although the provision of too many activities contributed to the one unsatisfactory lesson seen. A key issue at the time of the last inspection was that pupils did not have enough opportunities to take responsibility for their own learning skills. This issue has been addressed well, culminating in good learning taking place through the individual project work

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pupils undertake in Years 5 and 6. Pupils with SEN are taught and learn well and are given effective and appropriate support. Teachers use the targets set on the pupil’s individual education plan (IEP) as the basis for their own planning and teaching which results in pupils being able to carry out the same activity as the rest of the class, but at their own level. Capel-Le-Ferne Primary School 23. Teachers are effective at questioning pupils to help their understanding, and in managing good discussions. The good relationship between staff and pupils is a strength of many lessons. Pupils are valued and respected and this gives especially good support to pupils with SEN and ensures they are included well in all activities. The good or better lessons are well paced and this helps to keep pupils interested and focused on their work. Resources are used effectively to support learning, particularly in science where there is a very good

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emphasis placed on investigations. Teachers know pupils very well and the on-going assessment, which takes place in lessons, is generally effective. The quality of marking is variable. It is best in Years 2 and 6, where pupils can easily see what they have achieved and what they need to do to improve. In other year groups it is usually confined to indicating whether work is correct and praising effort. It does not identify the skills or knowledge that pupils have acquired nor does it give advice on how to improve. This means that it does help to encourage progress or give teachers effective information for pupils’ records. The school is aware there is a need to improve this aspect. The procedures are under review and new guidelines are to be drawn up.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. Pupils are helped to improve their work in English and mathematics by the targets set for them. There are plans to extend this strategy to other subjects, for example science. In addition, the school intends to involve pupils more in the setting of their own targets, which will help them gain a greater knowledge of what they are learning, and the progress they are making.

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STUDENTS?

25. The quality and range of opportunities for learning are good. The school meets statutory requirements, except for ICT where a lack of resources is preventing Year 6 pupils from reaching the expected standards. The requirements for teaching religious education, health and sex education and the dangers of drugs’ misuse are all met.

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STUDENTS?

26. The quality of curriculum planning has improved well since the last inspection when this was a key issue. Through the introduction of schemes of work, mostly based on national guidance, the school has ensured pupils have work that progressively develops their skills and understanding. The school makes very good provision in the Foundation Stage, so that most children will achieve or exceed the Early Learning Goals by the time they enter Year 1. The mixed-age structure of classes in Years 1 to 6, which varies each year, presents considerable planning difficulties. Teachers overcome these well however, with lessons effectively structured to meet the needs of different ages and abilities. An appropriate emphasis is given to teaching numeracy and literacy, with reading skills especially well practised through other areas of the curriculum. In science, the learning opportunities are good because the work promotes learning through investigations. The curriculum is extended

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STUDENTS?

appropriately through visits pupils make and the contribution visitors bring to the school. These include the local Member of Parliament, puppet theatres and the local vicar. Visits for pupils include those to Hastings, France and a rare breeds centre. Older pupils make an annual residential visit to an outdoor ‘adventurous’ centre. All these activities help to promote pupils’ academic and social development.

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STUDENTS?

27. The school provides very good opportunities for pupils to take part in extra-curricular activities. These include country dancing, drama, gymnastics and a Green Club. They are mostly available to older pupils, but younger ones have a recorder club and will soon be able to take part in gymnastics. There are also sports clubs for football, netball, rugby and Capel-Le-Ferne Primary School badminton, with the school taking part in matches in football, cricket and netball against local schools. All these opportunities help to support pupils’ personal development very well and give them opportunities to extend skills learnt in lessons.

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STUDENTS?

28. All pupils, including those with SEN, have an equal access to all that the school has to offer. The school ensures that all pupils have at least one piece of work displayed for parents and visitors to see each year.

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STUDENTS?

29. The school’s provision for pupils with SEN is very good. They join in all the activities, which take place in their classes. All activities are modified appropriately and they make good progress. This very good provision ensures that there is adequate breadth and balance in the curriculum offered to these pupils. The individual education plans effectively identify what each pupil needs to learn next and how this is to be achieved. These are used well by teachers when planning work in all classes and, as a result, pupils are able to make good use of the opportunities offered to them to learn.

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STUDENTS?

30. The school makes good provision for pupils’ personal, social and health education. Good use is made of Circle Time 1 , where pupils feel confident to share their ideas and worries. Pupils in Years 1 and 2 showed some very positive views about each other when discussing friendship and how their behaviour affects others. Pupils in Year 4 and 5 discussed why they were pleased someone was in their class, and how and why their views change over time. These opportunities help to support the very good relationships seen.

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STUDENTS?

31. Good links with the local community provide practical and spiritual benefits for the school. For example the local church has made funds available, which have been spent on resources for RE. The school hosts the local firework display and pupils from the school take part in the village pantomime. Pupils make useful visits and study the local village as part of their work in geography and history. Good relationships with other schools include being part of a useful network, which shares ideas and training through after school meetings. Local secondary schools are able to offer expertise, for example in art, where equipment has been lent and advice given to the co-ordinator. This has been invaluable in ensuring that the unsatisfactory provision seen at the last inspection has been addressed well. There are plans to extend this so that pupils can travel to the secondary school and use the facilities available there.

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STUDENTS?

32. The school’s provision for spiritual, moral, social and cultural development is good overall. Its provision for spiritual development is satisfactory. Opportunities for spirituality are provided in some areas of the curriculum, most notably in religious education. In these lessons, pupils are able to reflect on their own and others’ beliefs. The collective acts of worship fully meet statutory requirements and offer pupils the chance to consider spiritual issues. For example, pupils were told the parables of the Prodigal Son and The Good Samaritan. The meanings behind these stories were brought out well and returned to in the time of quiet reflection at the end of the assembly. Teachers offer praise and encouragement in lessons, which lifts pupils’ self esteem. Their work is valued, with, for example, pupils’ art work prominently displayed on the ‘best board’ for all to see. This good use of praise gives exceptionally good

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STUDENTS?

support to pupils with SEN who feel proud of their achievements.

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STUDENTS?

33. The school’s provision for moral development is very good and plays a significant part in the lives of pupils. The school operates a positive behaviour policy in which good behaviour is rewarded and the differences between right and wrong clearly stated and reinforced. Pupils have helped form, and are familiar with, their own class rules which are all positively framed

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STUDENTS?

During Circle Times pupils discuss a wide range of personal and other issues. All pupils are encouraged to participate and to value the views of others. Capel-Le-Ferne Primary School rather than a list of ‘don’ts’. The school makes much of the achievements of pupils and encourages effort in many guises. In the weekly celebration assemblies, pupils receive certificates for good effort in work, behaviour or attitudes. Positive attitudes are also fostered through the school’s personal, health and social education policies and in Circle Time. Teachers and support staff provide very good role models through their relationships with each other and the respect they show to, and receive from pupils.

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STUDENTS?

34. The school also makes very good provision for the social development of its pupils. They are encouraged to work together in lessons and at other times during the day. For example, work planned in many lessons successfully pairs pupils together for discussions or requires them to share equipment such as computers. Older pupils are encouraged to keep a watchful eye on, or give help to, younger ones during playtimes and lunchtimes. Pupils assist teachers in various jobs around the classroom. They are encouraged to work well together, for example in team games. The School Council has been recently established, which will enable pupils to play a part in some of the decisions about the way the school is run. Pupils were also fully consulted in the drawing up of the behaviour policy.

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STUDENTS?

35. The school’s provision for cultural development is good. The special days of the Christian religion, such as Christmas and Easter are marked and celebrated. Through their studies, pupils have a reasonable understanding of their own culture. For example they have made studies of their own village and looked at different periods of British history. Pupils are helped to develop multi-cultural awareness well, gaining knowledge about the cultures of other countries in French, geography, art, music and history. In art, for example, pupils learn of the lives and works of Van Gogh, Miro and Monet. In geography they make substantial studies of St. Lucia, while in music they learn of traditional African music. The school also marks the special days of other religions, for example Diwali and Hanukah.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. The school continues to provide a caring and supportive environment where pupils feel valued. Good attention is paid to health and safety and child protection procedures are firmly in place, though new members of staff have yet to be fully briefed. The school works closely with other agencies to try to obtain the support that individual children require.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. There are good systems for monitoring and promoting good attendance. By mid-morning, the school has a list of those who are absent and has reasons for most of them. It then follows up the unexplained absences promptly. The education welfare officer attends the school regularly and works closely with the headteacher to deal with any concerns. There are frequent reminders about good attendance in newsletters, as well as in the prospectus and governors’ report, and the school tries hard to discourage holidays in term-time.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. The school uses a positive approach to behaviour management, which is very effective. Pupils have discussed school and classroom rules, so are clear what is expected of them. They appreciate being given stickers, house points and merits, or getting a marble in the jar. When a teacher praises a pupil for behaving in the required manner, others quickly follow the good example. Adults are particularly good at encouraging those who are struggling, with a word of praise and practical support. A significant number of children find it difficult to behave, but they are effectively supported by classroom assistants, and make good progress. These very good strategies are giving significant support to pupils with SEN. Lessons are rarely disrupted by unsatisfactory behaviour, although teachers sometimes allow noise levels to get too high. When they make their expectations clear, pupils behave well. For example, one class moved, with their chairs, into the hall for Circle Time. The teacher told the

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

pupils exactly what she wanted them to do and they managed very well. The mid-day Capel-Le-Ferne Primary School supervisors also contribute to the consistent approach to behaviour management by giving raffle tickets for particularly good behaviour or acts of kindness. Any incidents of bullying are firmly dealt with. A record is kept of all unacceptable behaviour.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The school has sound systems for monitoring academic and personal development, which support pupils as they move through the school. The procedures for monitoring and promoting personal development are good. There are good procedures for helping the Reception children to settle into school including the visits the teacher makes to the playgroup and their own visits to school. Good relationships with the local secondary schools help to ensure pupils’ transfer to the next stage of education is managed well. The headteacher also provides parents with good information about the complex options available. Classroom assistants assist in the monitoring of pupils’ behaviour and attitudes to work very well. This helps pupils to make good progress in their personal development. Personal development is also effectively supported by the use of an Honours Book, which records pupils’ academic and social achievements. If a pupil’s name is entered three times, a

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letter is sent to their parents, to value their success. This record is used to contribute to teachers’ assessments of pupils’ personal development when they compile interim and end of year reports. This regular review of the class ensures that teachers think about individual pupils and are alert to any concerns that may arise.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The procedures for monitoring pupils’ academic progress are satisfactory overall. This represents an improvement since the last inspection, although some procedures are new and the impact of their effectiveness is not yet apparent. Assessment in the Foundation Stage is good, building up a very accurate picture of the progress children make and any difficulties they may have. This information is used very well to help plan the next stages of learning. From Years 1 to 6, a variety of information is used effectively to track pupils’ progress in English, mathematics and science, to set new targets and to contribute to report writing. The information is also helpful in identifying those pupils who would benefit from extra support. A new system for assessing written work is helping to identify gaps in pupils’ learning so that curriculum planning can be adapted accordingly. There are still some weaknesses in other

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subjects, where little formal assessment takes place and teachers’ assessments are more subjective. Consequently there is a lack of objective information about pupils’ current skills and knowledge. However, the good knowledge that teachers have of individual pupils ensures that they are able to plan at least satisfactorily for the next stage of learning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The results of the end of year tests are effective in identifying weaknesses. For example in mathematics, the schools’ analysis of pupils’ answers in the 2000 National Tests highlighted particular weaknesses in teaching and learning. As a result, teachers were given additional training and the curriculum adapted to focus on the targeted areas. This was part of the reason for the school’s very good performance in mathematics in the National Tests for Year 6 pupils this year. The practice of learning support assistants making careful notes of pupils’ responses in whole class sessions, and teachers’ own questioning give very good information about how well pupils understand the work. For example, Year 2 pupils described their experiences in mixing paint enabling the teacher to assess the extent of pupils’ learning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The care given to pupils with SEN, including those who have a statement of specific need, is very good. Good planning ensures their learning needs are met well. An individual education plan (IEP) is drawn up for each child who is at Stage 2 or above on the SEN Code of Practice register. These are of a very good quality. They have clear and attainable targets, which are closely linked to the strategies for teaching needed to meet them. Targets are updated at least termly and more frequently if necessary. Their contents are discussed regularly by the SEN co-ordinator, class teacher and learning support assistants. Pupils know their targets and are asked for their comments as part of the review process, although they are not Capel-Le-Ferne Primary School involved in the setting of the targets. There are a reasonable number of targets for each pupil, which cover both literacy and numeracy. IEPs are also drawn up for pupils with

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behavioural problems to support them in improving their behaviour. They also give very good support and contribute well to the overall standards of behaviour seen. The school effectively tracks the progress made by pupils with SEN and monitors movement through the stages identified in the Code of Practice.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43. Parents feel that this is a good school and are confident that their children are happy. They feel strongly that the school is very approachable and the inspection confirms this. A very small number of parents say they do not feel well informed about how their child is getting on, but inspectors disagree. Teachers write very good end of year reports, which state very clearly and in some detail what the pupil can do and the progress made in each subject, as well as in personal development. Since the last inspection, the school has introduced a helpful interim report at the end of the autumn term, which grades aspects such as behaviour and attitudes as well as proficiency in English and mathematics. Teachers are available for both formal and informal consultations. Parents are sent letters each term giving details of the topics to be studied in each area of the curriculum. These are very informative and

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enable parents to support their children’s learning at home if they wish. This has also improved since the previous inspection. Other written communications with parents are clearly expressed and informative. They promote the school well and encourage parents to work closely in partnership with the school. Parents are invited to a wide range of events in the school, such as class assemblies, Christmas services, plays and concerts. Letters are sent home when pupils have achieved well, as well as when the school has concerns.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

44. Parents of pupils with SEN are also well informed. The parents of those pupils who have a specific statement of need are invited to the annual review. The targets set in IEPs are also shared with parents at parents’ evenings and review meetings. They are not given a copy of each IEP and this limits their ability to be able to support their child at home. However, parents are encouraged to contribute to the target setting process and details of how parents are to support the pupil’s learning are included on IEPs.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

45. The school is very good at keeping parents informed and works very hard to encourage them to take an active part in their children’s education. In this, the school is largely successful. An active Parents and Friends Association raises considerable sums of money for equipment for the school. When their own child is involved, parents are keen to attend meetings and events. They have shown less interest in the curriculum evenings and formal meetings which are held. Most parents of the younger children hear them read regularly and help them well on the way to being confident readers. This support is less forthcoming for the older pupils. A few parents are able to provide valuable assistance to the school by, for example, taking groups for cookery or transporting teams to matches. The school has continued to work closely with parents and has effectively sought ways of improving communication since the

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HOW WELL IS THE SCHOOL LED AND MANAGED?

46. Capel-le-Ferne Primary School is very well led and managed by an enthusiastic and knowledgeable headteacher who is committed to the continued development of both the pupils and staff. She is ably assisted by the deputy headteacher and other key members of staff. All staff are given the opportunity to contribute to the development of the school as a whole. An effective team has been built and the school has received the Investors In People award. This is having a positive impact on the standards being achieved in the school. There Capel-Le-Ferne Primary School is appropriate delegation of responsibilities amongst the staff, and subject co-ordinators are given good guidance on how to carry out their duties effectively. Good examples were seen during the inspection of subject co-ordinators who were aware of the need for improvement and who were working effectively to achieve this. Less emphasis has been given to ensuring

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that good practice is shared on a systematic basis.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

47. The school has clear aims, which are published in its prospectus. It is meeting these well by creating a stable, caring and ordered community in which the best is being brought out in all its members. All members of staff are given clear guidance and have a shared understanding of what is expected of them. These are shared effectively with new members of staff through a system of meetings and a clear Staff Handbook. There is also a determination, which is shared with the Governing Body, to raise standards of attainment further and to improve the facilities on offer to the pupils, particularly in the area of ICT and the provision of a new library. As part of the drive to raise standards, the school is currently being assessed for the Basic Skills Quality Mark and has already received some positive assessments of its work.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

48. The governing body is very committed to the school and is an integral part of its community. Through its appropriate committee structure, it helps the school to carry out its work effectively. Governors have a very clear commitment to pupils and the school as a whole. They work as part of a team, with the headteacher and staff, to shape the future development of the school, particularly with regard to building works, but also raising of academic standards. Governors visit the school regularly and support the work of teachers and classroom assistants in the classroom by observing lessons and discussing what they have seen with the staff involved. The staff find this helpful and supportive, and this process gives them useful advice on how to improve further.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

49. Governors have a clear understanding of the strengths and weaknesses within the school. They approve the school development and improvement plan each year and effectively monitor its implementation through reports given at meetings and visits to the school. The current plan is very good and contains appropriate priorities for development, effectively centred around raising standards. The priorities are clearly linked to the associated costs, and training needs are identified. An evaluative approach helps the school to make good judgements about the effectiveness of its spending. The school is effective both in setting its own agenda for improvement and also in responding to national and local initiatives.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

50. Subject co-ordinators are given time to observe lessons being taught by their colleagues and to look at the work of pupils in order to identify the strengths of the school and areas for future improvement. This work is effective in identifying what the school does well. However, it is not yet used with sufficient rigor to inform teachers about what they need to do in order to improve their work further, and to deal with the areas for development that have been identified. The good co-ordinator for SEN understands her role well and ensures that pupils receive appropriate support, and teaching that is matched to their needs. This helps these pupils to learn well. Standards have also risen in the core subjects and Foundation Stage as a result of the effective leadership and management of the co-ordinators.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

51. Financial management is very good and the school has effective financial routines. All grants made by outside agencies are effectively used, and the recommendations set out in the most recent audit report from the Local Education Authority auditors have been implemented. The headteacher, together with the governing body’s finance committee, oversees the management of the school’s finances effectively. The finance committee monitors expenditure on a regular basis and approves the annual budget, recommending it to the full governing body for approval. As a result, finances are targeted very effectively to the main objectives of the school development plan. Capel-Le-Ferne Primary School 52. Overall the school’s procedures for ensuring value for money are good. The school has clearly set out strategies for ensuring that the best value for money is obtained for all items of expenditure, for example the equipping of the new computer suite, library and after school

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provision. The school also challenges itself well to ensure that value for money is being provided with regard to the quality of education being offered. Expenditure per pupil is high when compared with schools nationally, but is in line with expenditure for small schools. Overall the school offers good value for money.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The school’s use of new technology to increase its efficiency is very good. The school’s accounts, pupil and staff records, and attendance records are kept on recognised systems used by other schools. The school is also beginning to keep details of pupil attainment using another program so that they will be able to track pupil performance more effectively.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The school has an adequate number of suitably qualified teachers to ensure that the requirements of the National Curriculum are met. Additional funding has been effectively used to provide a good number of classroom assistants. Their support helps to ensure that all pupils make good progress throughout the school. Both pupils and teachers value their contribution. The accommodation is satisfactory overall, as is the range of resources available. Although classrooms are small, they are bright and attractively decorated with pupils’ work. They are well cared for and clean, as a result of the pride taken in their work by the caretaker and cleaners. Governors take a lot of trouble to ensure that money is appropriately targeted at maintaining and improving the fabric of the building. For example, all classrooms have been fitted with UPVC windows. The school has good outside facilities, which are used well by the staff to offer activities which enrich the curriculum.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

55. All the key issues mentioned in the last report have been dealt with satisfactorily and the majority well. Improvement since the last inspection has been good.

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