Otford Primary School

OTFORD

Reporting inspector: Mr P. R. Sudworth - 2700

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OTFORD

Dates of inspection: 3 rd -4 th July, 2001

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OTFORD

Short inspection carried out under section 10 of the School Inspections Act 1996 Otford School - 2 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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OTFORD

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. Otford School - 3

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INFORMATION ABOUT THE SCHOOL

School address: High St., Otford, Sevenoaks, Kent Postcode: TN14 5PG

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs R. V. Cracknell

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: March 1997 Otford School - 4

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Team members

2700 Mr. P. R. Sudworth Registered inspector 9457 Mrs. G. Bindoff Lay inspector 22669 Mr. T. Prosser Team inspector

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Team members

NES Education Services Ltd. Linden House, Woodland Way, Gosfield, Halstead Essex CO9 1TH

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Otford School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

Otford Primary School is situated in the centre of the village of Otford. It caters for girls and boys in the village and surrounding areas aged four to eleven years. Some pupils travel in from nearby Sevenoaks. Pupil numbers have been rising consistently over recent years and 239 pupils now attend, 13 more than at the time of the previous inspection. They are educated in nine classes. The school is about average size for a primary school. It caters for some settled travellers and other travelling families. The percentage of pupils entitled to free school meals is below the national average. Sixty-five pupils are on the special educational needs register giving a percentage which is similar to the national average. Half of these pupils are on the later stages of assessment, six of whom have statements of special educational need. The school does not have any pupils with English as an additional

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INFORMATION ABOUT THE SCHOOL

language. Attainment on entry is about average, although the capabilities of different cohorts differ significantly from year to year. Some of the year groups contain a comparatively high percentage of special needs. There is a privately run nursery on site and those children who attend and transfer to the main school do so in the September or January preceding their fifth birthday.

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HOW GOOD THE SCHOOL IS

Otford Primary School is a good school in most respects. The school provides an all round education with a well-balanced curriculum for its pupils. Standards at the end of Key Stage 2 have been well above average in recent years in mathematics and science and often above average in English. Reading and speaking and listening standards are good by the age of 11. Pupils in Key Stage 2 make very good progress from the standards attained at the end of Key Stage 1, which have usually been about the national average. Inspection evidence suggests that results for the current cohorts of Years 2 and 6 will be similar to the recent pattern. The quality of teaching observed during the two days was good in the Reception class and in Key Stage 2 and satisfactory in Key Stage 1. However, a little of the teaching in Key Stage 1 was unsatisfactory and sometimes the level of challenge was not high enough. The leadership and management of the school are good. The school provides

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What the school does well

• Standards in mathematics, science, speaking and listening and reading by the end Stage 2 are well above average; • The curriculum is broad and well balanced; • The provision for pupils with special educational needs is very good and the school’s philosophy for inclusion is put into practice well; • There are effective management procedures in place; • The school produces socially confident pupils and independent learners; • Parental and community support for the school is good.

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What could be improved

• The quality of teaching and level of expectations are not high enough in Key Stage 1; • The school improvement plan does not contain a longer term vision nor strategies for mea progress. The areas for improvement will form the basis of the governors’ action plan. Otford School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in March 1997. Overall, good progress has been made in addressing the areas for improvement identified previously. Pupils’ progress is better in the Reception class and this is now good. Pupils’ attainment in Key Stage 1 remains at an average standard. The high standards reported previously at the end of Key Stage 2 have been maintained in mathematics, science, speaking and listening and reading. Pupils do not have as many opportunities to write at length because of literacy hour arrangements, although the range is wider in short pieces of writing. Information and communication technology is now used more extensively across subjects. The school is awaiting the provision of an information and communication technology suite. It was not possible in the short inspection to assess whether the high standards in games skills, swimming and gymnastics have been maintained but in other subjects evidence indicates a similar level of

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

attainment to that reported previously. Some, but insufficient, progress has been made in improving lesson organisation and classroom management in Key Stage 1 but it is still not as strong as in Key Stage 2. Members of staff now implement more consistently the school behaviour policy. The school has developed better arrangements for curriculum planning and for ensuring progress in pupils’ learning. Statutory requirements are met with regard to the allocation of resources for special needs. Given the current governing body, leadership and staff, the school has good capacity to make further improvements.

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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

English A C A A well above average above average A B Mathematics A* A A A* average below average C D Science A A A A well below average E

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STANDARDS

Children in the Reception class make good progress and attain at least expected standards by the end of the Reception year. Standards by the end of Key Stage 1 are mainly in line with expectations in all subjects and achievements are satisfactory. Pupils achieve very well in Key Stage 2. Those with special needs also make very good progress because of the well-organised support they receive. Standards of attainment in national tests in mathematics and science have been consistently well above the national average at the end of Key Stage 2 in the last four years. The school surpassed its targets set by the Local Education Authority. Results recently received by the school indicate a similar pattern this academic year, although national comparative data is not yet available. Results in mathematics last year were in the highest five per cent nationally compared with similar schools [those in the same free school meal banding]. Scrutiny of work and lessons

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STANDARDS

observed indicate that standards in most other subjects are in line with national expectations by the end of Key Stage 2, although time did not permit sufficient observations of physical education to make valid judgements. Throughout the school, the practical approach to learning, including investigation, combined with the relevance of the curriculum, engages pupils’ interest in learning and helps them to develop a clearer understanding of the content. Otford School - 8

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Aspect Comment

Attitudes to the school Good. Pupils enjoy school and are interested in their lessons. They are enthusiastic in their work and make a good effort.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour both in class and in and around the school is good.

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Aspect Comment

Personal development an relationships Pupils’ personal development is good and they are given a range of experiences which produce well rounded children by age 11. Relationships amongst the pupils and between the staff and the pupils are good.

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Aspect Comment

Attendance Satisfactory overall. The poor attendance of a few pupils affects the overall figures adversely. Pupils are usually punctual for school.

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

Lessons seen overall Good Satisfactory Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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

The overall quality of teaching is good. It is best in the Reception class and in Key Stage 2. Twenty-six lessons were observed during the inspection. Of these, 93 per cent were satisfactory or better. Two lessons (seven per cent) were unsatisfactory, both in Key Stage 1. Fifty-four per cent were good and 12 per cent very good. The Reception children make good progress and most have embarked on the National Curriculum before the end of the Reception year. Pupils’ achievements are satisfactory in Key Stage 1 and good in Key Stage 2. The teaching of literacy and mathematics is satisfactory in Key Stage 1 and good in Key Stage 2. Teachers plan well to match the work to pupils with different capabilities and are very effective in making links between subjects. Challenging work is often set and there is a good emphasis on practical application of their work, for example writing letters to the ‘Secretary of State’ in response to a fictional letter received which affects them directly.

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

Pupils also work practically with equipment to good effect so that pupils get a good conceptual framework and understanding. Pupils with special needs are well provided for and taught effectively so that they make very good progress. Pupils in Key Stage 2 make very good progress. Otford School - 9

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Aspect Comment

The quality and range of the curriculum Good. The curriculum is well planned and good links are made between subjects. The Foundation Stage curriculum is well organised. The range of experiences offered to pupils is very good and includes a good balance of written and more practical activities, residential visits and periodic visits from artists and authors. The range of extra-curricular activities is satisfactory.

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Aspect Comment

Provision for pupils with special educational needs Very good. The special needs work is very well organised and administered. Pupils with special educational needs make very good progress because of the good teamwork. Learning support and teaching assistants contribute effectively to the programme.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Pupils’ personal development is good and they develop into responsible and mature people during their time in the school. Pupils show good levels of respect for one another. Provision for pupils’ spiritual, moral, social and cultural development is good in all respects.

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Aspect Comment

How well the school cares for its pupils All pupils are known well and the school offers a good level of care for them. Teachers keep a range of records which help them to monitor pupils’ progress and achievements throughout the school.

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Aspect Comment

Leadership and management by the headteacher and other key staff The leadership and management of the school are good. The newly appointed headteacher, the former deputy, has gained the respect and support of the parents, as he settles into his new role. Subject co-ordinators manage their responsibilities effectively.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is well organised and effective in its work. It carries out all its statutory responsibilities except for one minor detail in the prospectus. Governors have a good understanding of the school’s strengths and where developments could be made. Governors visit the school frequently and have good systems to ensure their visits are worthwhile.

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Aspect Comment

The school’s evaluation of its performance The school analyses its performance in national and optional tests regularly and uses the analysis to inform its teaching. It reviews the targets on the school improvement plan periodically. Pupils’ performances are tracked and individual targets are set for improvement. The pupils are involved in setting and reviewing these.

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Aspect Comment

The strategic use of resources Finances are managed well and the budget is monitored effectively. Resources for learning are used effectively. The staff are well deployed in the school and good value for money is obtained from support staff and teaching assistants. The school applies the principles of best value in all its purchasing arrangements. Otford School - 10

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What pleases parents most What parents would like to see improved

• All parents agree that their children like school; • Their children make good progress and they are generally happy with standards achieved; • Parents at the meeting stated that their children progress well in reading, writing, mathematics, history, art and design and speaking and listening; • Behaviour is good; • The school helps their children to become mature and responsible; • They feel comfortable about approaching the school; • The school is well led and managed. • Their children do not get the right amount of homework; and spellings are not given regularly enough; • Parents state that opportunities in music and physical education could be better; • They are not well enough informed about how their children are getting on; • The school does not work closely with parents; • The school does not provide an interesting range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The inspection team agrees with all the positive views expressed by parents. The inspection team could not find any evidence to suggest that insufficient homework is provided, given the age of the pupils and the recommendations of the Department for Education and Skills. The opportunities provided in music and physical education are similar to those currently in most primary schools. The inspection team agrees with parents who would like a more formal parents’ evening to discuss their child’s progress in the middle of the spring term. The school has good links with its parents and has many good systems to keep them informed. The range of activities provided out of school hours is similar to those in most schools. Otford School - 11

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Standards in mathematics, science, speaking and listening and reading by the end of

1. Pupils make very good progress in mathematics, science and in reading in Key Stage 2. In the last four years the results of the pupils’ performance in end of Key Stage 2 national tests have been consistently well above the national average. Both boys and girls have outperformed their national gender counterparts in Key Stage 2 and boys have been doing almost as well as the school’s girls in English, which is against the national trend. In the 2000 national tests, results when compared with similar schools were well above average in English and science and in the highest five percent nationally in mathematics. In mathematics and science the improvement in pupils’ performance between that at the end of Key Stage 1 and results obtained at the end of Key Stage 2 was well above the national average. Results for the current year, just issued, continue the very good performance, although national comparisons are not yet available. In 2001, 97 per cent of the current

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Standards in mathematics, science, speaking and listening and reading by the end of

Year 6 pupils reached the expected standard or above in science, 84 per cent in mathematics and 89 per cent in English. Furthermore 62 per cent obtained the higher level in English, 49 per cent in mathematics and 59 per cent in English. These results were similar to those of the previous year. The school recently won a national award for its performance.

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Standards in mathematics, science, speaking and listening and reading by the end of

2. The school cultivates pupils’ interest in books well through an annual book fair in which poets and authors participate, through the well organised fiction and non-fiction libraries in the main building and links with the village library. By the end of Year 6, pupils read well and have much interest in books. They share their response to books with each other informally and recommend books to one another. They talk maturely about literature and give reasons why they like works by particular authors. ‘She writes with imaginative phrases’; ‘the writing is real to life’; ‘it has a magical and adventurous feel’. Pupils can identify with the characters in the books and speak of their favourite ones. ‘I like Hermione because she’s very funny and like a teacher’s pet’. ‘Harry is a bit like me. He always gets in to trouble but manages to get out of it like me.’ They read aloud fluently and accurately with

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Standards in mathematics, science, speaking and listening and reading by the end of

good intonation. They have a very good knowledge of how books work. Pupils use the contents, index and glossary effectively and then apply their well developed scanning skills to find specific information.

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3. There is a strong commitment to applying the skills learned in English, and to investigating in mathematics and science. Pupils research their work well across the curriculum through the Internet or through more traditional texts, as in their work on the Beatles. They demonstrate an ability to make their own notes, for example, on their work on micro-organisms. They write in a variety of genre - stories, newspaper articles, composition of questionnaires about Otford. They apply their skills well in their writing in history, as when they write about the life of a coal bearer or the life of a Victorian child.

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Standards in mathematics, science, speaking and listening and reading by the end of

4. Pupils’ mathematics skills are developed well because pupils have good opportunities to work practically and so gain a good understanding. Year 4 pupils arranged coloured pegs on peg boards, ensuring that the colours and the distances they placed their pegs from the line of symmetry were matched accurately. Pupils calculate quickly and have good strategies for working things out mentally. The teachers use mature language and subject terminology effectively which the pupils make their own and give back naturally and appropriately in their own mathematics work. In a Year 6 lesson observed, pupils were investigating Goldbach’s conjecture that every even number is the sum of two prime Otford School - 12 numbers and discussing why Goldbach did not include odd numbers. They had to think what knowledge they could apply to the problem. Pupils are able to prove Euclid’s theory that there is a prime number between each square number and make good use of prediction in

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Standards in mathematics, science, speaking and listening and reading by the end of

this and other mathematical work. They work out practically the relationship between the diameter and circumference of circular objects and thereby come to a good understanding of the relationship between the diameter and circumference. They present their mathematical work neatly and logically. They are familiar with flow charts and can construct these in relation to a range of real-life issues, such as making a cup of tea. They then use these logical orderings to help them when they have to reflect on mathematical problems. They have a good understanding of two- and three-dimensional shapes and are secure at working with percentages in understanding segments of pie charts and in constructing their own pie charts. The good quality of the mathematical work in the school could profitably be displayed to better effect, however.

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Standards in mathematics, science, speaking and listening and reading by the end of

5. A range of practical work, which helps to develop pupils’ conceptual framework, similarly informs pupils’ understanding of work in science. Pupils are keen to investigate and they readily bring in resources from home in preparation for their experiments. Pupils make good use of prediction and by age eleven have a very secure understanding of fair testing. They are able to set up their own test situation, decide on their own criteria for the test, such as the number of times they will stir a solution, as when they dissolved ice, salt and sugar. They communicate the results of their experiments well in written and oral forms. They know how to compare results and how much evidence is required. They repeat experiments to make sure that their results are valid. They learn through their predictions, even more so when these are wrong. They are taught to reflect upon factors, which may have affected the

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Standards in mathematics, science, speaking and listening and reading by the end of

outcome. They record their results systematically on charts and tables.

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Standards in mathematics, science, speaking and listening and reading by the end of

6. Pupils’ speaking and listening skills are good. Pupils learn to negotiate through group discussion, as when they work with others in their compositional work in music and in their experiments in science. They learn to listen well to the views of others. By the age of 11, pupils’ use of language is mature, incorporating correct terminology when they discuss aspects of their work and able to reason their views and preferences, for example about reading choices.

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Standards in mathematics, science, speaking and listening and reading by the end of

The curriculum is broad and well balanced.

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Standards in mathematics, science, speaking and listening and reading by the end of

7. The school has a very good curriculum, which is thoroughly planned with detailed schemes of work. It seeks to provide, and succeeds in giving pupils, a breadth of experience and caters for different talents. It includes academic and personal development and during lessons, pupils are given a good balance of both practical and written assignments. There is a good emphasis on the application of what is learned and good links are made between subjects.

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Standards in mathematics, science, speaking and listening and reading by the end of

8. Reception year pupils are introduced to mature environmental concepts, such as the preservation of the rainforests. Searching for bears in the forest in the story of the bear hunt makes connections and adds to the appeal of the story. Role-play about Goldilocks and the house of the three bears furthers the links. The children benefit from a full range of experiences for young children’s learning with a suitable emphasis on language and mathematical work. Fun is an inherent part of their learning as when they search in the sand tray for ‘treasure’ and then have to place the picture cards or objects they find against the initial letter sound of the object which is chalked on the floor. In their mathematical work they throw dice, which are modified to contain two digit numbers ending in 0, and then have to find a matching number and place it in its correct position on a blank number line. They are

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Standards in mathematics, science, speaking and listening and reading by the end of

already well acquainted with numbers to ten and have embarked on noticing the pattern of numbers to 100. Expectations are high and the pupils make good progress in all their work. Otford School - 13 9. In Key Stage 1, pupils had made vehicles and work was effectively linked with forces in science, such as pull and push. Good use is made of literacy, numeracy and information and communication technology across the curriculum. For example, information and communication technology is used in science to word process information, in music for compositional work, including keyboard work and for data handling in mathematics. The digital camera helps to retain memories of the 1960s day. Pupils use the Internet to examine weather patterns in geography, and to research the work of artists such as Van Gogh. Mathematics is used well, for example in science experiments to measure and plot results. In English pupils are often required to write for a specific purpose. In Year 6 pupils had been

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Standards in mathematics, science, speaking and listening and reading by the end of

given a letter from the Secretary of State for Education and Skills denying them their residential visit and the pupils had to reply to try and obtain a change of decision. Pupils use English well across the curriculum.

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Standards in mathematics, science, speaking and listening and reading by the end of

10. The school’s provision for spiritual, moral, social and cultural development is good. Assemblies are conducive to reflective thought and meet legal requirements. Pupils are acutely aware of right and wrong and they care well for one another.

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Standards in mathematics, science, speaking and listening and reading by the end of

11. The religious education scheme is planned effectively within the framework of the locally Agreed Syllabus and those lessons observed were conducted well, helping pupils to appreciate that there are different faith communities. Pupils are helped to appreciate that there are different beliefs through visits to places of worship, examination of artefacts, appreciation of symbols and the teachings in the sacred books from different faiths. In one class pupils had studied the different interpretations of creation, epitomised by different faiths. The school has a well-planned and well structured personal, social and health education programme and sex education is a well integrated part of this. The programme includes education for citizenship, healthy life styles and respect for others. In one Key Stage 2 lesson pupils were asked to close their eyes and got in a long line holding one another’s waists. They were guided by others from the classroom to the school field where

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they had to go through obstacles, such as a tunnel and around objects before returning to their classroom, retaining the crocodile line and remaining ‘blind’, where they discussed feelings relating to trust.

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Standards in mathematics, science, speaking and listening and reading by the end of

12. Art and design opportunities are good and contribute to the good provision for pupils’ cultural development. Pupils have good opportunities throughout the school to appreciate the work of different artists and to paint in the style of impressionists and landscape artists. Some particularly good work was produced in a Years 4/5 class. In one lesson the pupils had been given half a print, cut diagonally, and were challenged to complete the other half of the painting in water colours, keeping to the same tones of colour through colour-mixing and the same scale and perspective. Pupils produced work of good quality and their tonal work was of a good quality and in some instances very good, particularly in their depiction of trees and paths. Pupils chose different shades perceptively to retain the mood and this was revealed well in their paintings of pine trees. In the same class, pupils had produced very

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good models of fairground amusements, such as big wheels, using a range of scrap materials. One of the teaching assistants had used her skills beneficially to demonstrate to pupils how to use drawing pencils to good effect in landscape drawings. Good use is made of visiting artists on occasions to stimulate pupils’ artistic appreciation across cultures, for example the effective African mask creations following the visit of a Nigerian craftsman.

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13. Pupils have suitable opportunities in music and can learn an instrument, including the recorder, and join a choir for school productions or special events. They have good opportunities to create their own music and to appreciate music. Poetry is well represented in the English curriculum and poets often attend the school’s book fair. There is a suitable range of extra-curricular activities. Otford School - 14

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The provision for pupils with special educational needs is very good and the school’s

strong philosophy for inclusion is put into practice well.

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The provision for pupils with special educational needs is very good and the school’s

14. The school’s percentage of pupils on the special educational needs register is broadly in line with the national average. The school caters for a range of difficulties, including autism, emotional and behaviour difficulties and pupils who have moderate learning difficulties. The part-time special educational needs co-ordinator has good skills and is well informed about both special needs syndromes and the pupils on the school’s register. The school very successfully integrates pupils with difficulties and this is reflected in the way that all pupils respect each other’s contributions in lessons and listen respectfully to them. The school has a good rapport with the parents of pupils who have developmental difficulties and informal support pairings have arisen amongst the parents as a result.

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The provision for pupils with special educational needs is very good and the school’s

15. A significant strength in the work with pupils who have special educational needs is the good team work between the special educational needs co-ordinator, learning support assistants and the teachers. Learning support assistants are briefed effectively in Key Stage 2 and are clear about their roles in lessons, although this is not consistent in Key Stage 1. Some learning support assistants have particularly good skills. Their training needs are identified and they have good opportunities for training. They have very good relationships with the children. Even when the teacher is speaking to the pupils as a class, they use their time profitably by preparing materials or in many cases observing pupils and making notes.

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The provision for pupils with special educational needs is very good and the school’s

16. The administrative arrangements for special educational needs are excellent. The special educational needs co-ordinator has clear systems in place to meet with the learning support assistants and all meetings are minuted. She has very good relationships with external agencies. There are clearly detailed policies about where and how records are to be kept and who is responsible for doing what. Records include fine detail, such as phonic knowledge and target sounds. Individual education plans are of very good quality and contain precise targets for improvement. A timetable of support is set up at the same time as the individual education plan is written to ensure pupils’ needs are met. Reviews of pupils’ progress are regular and include teacher, parent and child comments. Annual review procedures follow those set out in the Code of Practice and detailed minutes are kept of the reviews. Learning support assistants’ records are often of good quality. A record of support

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The provision for pupils with special educational needs is very good and the school’s

is thoroughly maintained on a day-to-day basis. Very good on-going assessment contributes to the next steps in learning. There are well documented histories and records of each individual pupil. A further development is the keeping of a register of able pupils but this is not yet well advanced.

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The provision for pupils with special educational needs is very good and the school’s

17. Some carefully selected pupils engage in social training. In one such session observed, the pupils learned to greet each other with a hand shake and words of introduction and to engage in brief conversations. Later in the session, they were being taught to listen carefully and not to interrupt. Some were progressing in making eye contact. Their self- esteem was being boosted by well chosen activities and praise for good effort. They were also learning to evaluate each other’s conversations and to give and take any criticism for self-improvement such as ‘they did it (a paired conversation) a bit too quick’.

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The provision for pupils with special educational needs is very good and the school’s

18. In one literacy lesson, a group of Key Stage 2 pupils with special educational needs was withdrawn after the initial teaching so that they could concentrate more on the task of composing a story board for a television advertisement of a product of their own design. Good questioning focused pupils’ attention on the target audience and the character they would choose to sell their product. Decisions were handed over to the pupils to make and their contributions were valued. They were encouraged to articulate their ideas. One pupil was sorry when the session came to an end. ‘Oh, I want to carry on. This is the best work Otford School - 15 I’ve done in my whole life’. He was later given the opportunity to talk about his work with the rest of the group to the whole class who listened with respect to their ideas.

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The provision for pupils with special educational needs is very good and the school’s

19. All pupils are valued in the school, respected for what they are and developed according to their needs. In addition to pupils with particular difficulties, the school has some more settled traveller families and others who attend seasonally. These children are well integrated when they attend and the school works effectively with the traveller education service. The Local Education Authority traveller service in a written submission regards the school as a model of good practice as far as the inclusion of traveller pupils is concerned.

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The provision for pupils with special educational needs is very good and the school’s

There are effective management procedures in place.

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The provision for pupils with special educational needs is very good and the school’s

20. The headteacher is newly in post, having been the school’s deputy headteacher until January, 2001. He is offering good continuity and has established a positive working partnership with the newly appointed deputy headteacher. Ninety-eight per cent of the parents who responded to the parents’ questionnaire stated that the school is being well led and managed. There are good procedures in place for internal monitoring. There is a good culture of subject co-ordinators being released on a planned basis to observe teaching and learning and to keep abreast of standards across the school. They are provided with a precise but focused list of strategies to help in the planning of this work. They have to produce a report of the monitoring or development work carried out during this co-ordinator time. Members of staff have to reason heir application to attend courses, evaluate the usefulness of them and account for the difference they have made to their practice. The

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The provision for pupils with special educational needs is very good and the school’s

school has been awarded Investors in People status.

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The provision for pupils with special educational needs is very good and the school’s

21. Financial management is good. The finance clerk has very good skills and prepares a monthly report for the Chair of Finance and reports for Finance Committee meetings. It is well linked to the school development plan in the short term but there is room for further development in linking finance to longer term costing. The school tracks spending under different budget headings so that at any time the school knows what it has spent on different aspects of its work. The bidding process for spending on equipment and resources is managed well and teachers have to evaluate the spending made. Two contracts are reviewed in depth each year to ensure the school is obtaining best value for money. The school’s recent financial audit report was very good. The school works effectively with other local schools in obtaining best value from purchases through the sharing of information.

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The provision for pupils with special educational needs is very good and the school’s

22. The governing body has a good range of skills and works effectively in its management role. It keeps itself well informed. It appoints three termly visiting governors who have a particular curriculum focus. Guidelines have been written to help governors in this work and include points for discussion with the subject coordinator and criteria for lesson observations, which can form the basis of their written report. The curriculum committee has a clear termly plan for its work in reviewing policies.

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The provision for pupils with special educational needs is very good and the school’s

The school produces socially confident pupils and independent learners.

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The provision for pupils with special educational needs is very good and the school’s

23. Otford Primary School is a happy school. All parents who responded to the questionnaire state that their children enjoy school. Parents state that the school produces well rounded, confident, responsible and polite children. The two days of inspection confirmed the parents’ views. Most pupils are polite and courteous and have good manners. They enjoy their work and persevere with their learning, making the best use of their time. Most are proud of their work, take care of it, present their work well and write neatly. The children are friendly and caring. The older pupils care for the younger and all children interact well together, respecting the contributions of each to the school and its work. Relationships are good amongst the pupils and between the adults and the children. They are attentive in lessons. Otford School - 16 24. Pupils are punctual and begin work promptly when they enter class. They always

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The provision for pupils with special educational needs is very good and the school’s

have something useful to do. The school helps the pupils to develop and mature. They are involved in forming class rules. The school’s behaviour policy includes playground rules devised by pupils. Sanctions are clearly outlined and there is a clear whole-school code of conduct. Equally there is a playground charter which is followed and ensures that all may enjoy their free time. Pupils take gifts to the elderly at harvest and take part in school productions. They are given minor responsibilities, such as operating equipment in assemblies, which they fulfil competently. Some are members of the School Council, which has recently been formed.

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The provision for pupils with special educational needs is very good and the school’s

25. The midday supervisors manage the pupils well in the dining hall and know the pupils well. They have good strategies for making playtimes good social experiences. They meet regularly with the headteacher so that they can discuss what is successful and where improvements are needed. This helps to maintain a consistent approach.

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The provision for pupils with special educational needs is very good and the school’s

26. Most pupils work well on their tasks in lessons and are especially mature in this respect by the end of Key Stage 2. They are conscientious about homework and ensure it is completed on time. They undertake investigations seriously, for example in science and mathematics, and they are keen to find out more about a range of studies they undertake, such as in geography and history, and research further through the Internet.

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The provision for pupils with special educational needs is very good and the school’s

Parental and community support for the school is good.

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The provision for pupils with special educational needs is very good and the school’s

27. Parents, in the main, think highly of the school on a wide range of issues and all parents who responded to the questionnaire stated that their children like school. Parents contribute well to their pupils’ education. They are very responsive in contributing resources for lessons, such as providing their children with ingredients to test their solubility in science lessons. The Parents’ and Teachers’ Association is lively and organizes a range of social events to raise money for the school and these are usually well supported. They are involved practically in many ways painting the scenery for the school production, making costumes, helping with swimming lessons, assisting on school visits and managing the lending library. Reading volunteers from the local community are conscientious in hearing children read and assisting those who have reading difficulties. Many parents are conscientious in hearing their children read at home but some parents are not providing

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The provision for pupils with special educational needs is very good and the school’s

enough support in this respect for their children. Otford School - 17

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The quality of teaching and expectations could be higher in Key Stage 1;

29. The quality of provision in Key Stage 1 is not as strong as in other parts of the school, although it is sound overall. Pupils make good progress in the Reception year and they get off to a good start but that progress is not maintained at the same rate when pupils move in to Key Stage 1. It reduces to satisfactory before the rate picks up again in Key Stage 2. Some pupils are not managed well enough and, consequently, their behaviour can be immature and they sometimes lack sensitivity to those around them. On occasion the behaviour of a few affects the learning for many and resulted in two unsatisfactory lessons during the inspection.

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The quality of teaching and expectations could be higher in Key Stage 1;

30. Pupils’ spelling in Key Stage 1 is not as well developed as it could be and pupils make elementary errors, which could be avoided with a more structured approach, more regular practice and the learning of spelling rules. Their writing is not always developed to the full and expectations are not sufficiently demanding. For example, higher expectations could be made of pupils in terms of sufficiency and quality when they write in other subjects in Key Stage 1, such as in science.

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The quality of teaching and expectations could be higher in Key Stage 1;

31. The content of the tasks, which the pupils are given, is usually appropriate and, as in the rest of the school, a good emphasis is given to a practical approach. There were some exceptions. Occasionally, the allocated tasks lacked a sharpness of focus. In one class pupils were trying to gain an appreciation of time by threading as many beads as they could on a string whilst a sand timer ran its course. However, the pupils had no knowledge of the length of time the sand was taking to filter through and the object of the lesson was lost. Another group in the same lesson was writing in the fingers of a clock to the correct position on clock faces one hour before and one hour after a given time, a task which needed some considerable care. Because they were rushing to beat the sand timer, they made several errors.

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The quality of teaching and expectations could be higher in Key Stage 1;

32. The performance of girls in Key Stage 1 is an area for concern. Whilst boys in Key Stage 1 have been attaining more highly than boys nationally in recent years at the end of Key Stage 1, as judged by national tests, the school’s Key Stage 1 girls have been doing less well than girls nationally. Key Stage 1 boys do much better than the girls in mathematics, although girls outperform them in writing. Results in reading are fairly similar, although girls nationally are doing better than the boys in reading at this stage of schooling.

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The quality of teaching and expectations could be higher in Key Stage 1;

33. Accommodation in the school generally is satisfactory but there are some problems in Key Stage 1. Two of the three classrooms are cramped and do not facilitate children’s learning. One of the classrooms is extensive and provides good provision. The current problem will be partly offset by the new classroom, which has just been completed, leaving one class in cramped working conditions. Current working conditions in the two classrooms do not make teaching easy and the rooms lack adequate ventilation in hot weather. Members of staff reported that the rooms were often very cold in winter.

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The quality of teaching and expectations could be higher in Key Stage 1;

The school improvement plan could contain a longer-term vision.

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The quality of teaching and expectations could be higher in Key Stage 1;

34. The school’s detailed aims are listed in the school improvement plan, which contains a review of the progress made towards the priorities in the previous year. The plan also includes the allocation of tasks to staff and governors and detailed cost implications for the Otford School - 18 different initiatives. The plan contains a very detailed training plan. Building works are included and costed. There is a glossary of terms used in the plan. Although there are very detailed success criteria, the methods, which are to be used to measure the implementation of the plan, are not listed.

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The quality of teaching and expectations could be higher in Key Stage 1;

35. The school improvement plan lacks any significant longer term planning. It is not easy, therefore, to see how the short-term targets fit into priorities over the next few years or how they relate to a vision for the future. This has implications for longer term financial planning, which cannot, therefore, be forecast on a longer-term basis.

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The quality of teaching and expectations could be higher in Key Stage 1;

36. The governing body has large carry forward figures in its budget but these monies have been accumulated to fund specific, well considered projects. The school was planning to build a new classroom and staff room and this work has just been completed. Otford School - 19

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

37. The school has maintained a very good pattern of attainment by the time the pupils leave the school at the end of Year 6, particularly in mathematics, science, speaking and listening and reading. In order to maintain the very good progress which the pupils make in Key Stage 2 and to make further improvements in the school’s provision, the headteacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ improve the quality of provision at Key Stage 1 by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improving further the overall satisfactory quality of teaching so that pupils make better progress, commensurate with the rest of the school; • improving the quality of behaviour management; • investigating the reasons why the girls in Key Stage 1 are doing less well than boys in the school and girls nationally and taking action to improve their performance; • improving further the quality of accommodation for Key Stage 1 pupils; • increasing the level of challenge and expectations in pupils’ work. (Paras 28-31)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ enhance the school development plan so that it reflects a longer term vision and includes the ways in which the relative success of the various initiatives can be measured. (Para 33) Otford School - 20

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Summary of the sources of evidence for the inspection

Number of lessons observed 26 Number of discussions with staff, governors, other adults and pupils 15

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 0 12 54 27 7 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6 Number of pupils on the school’s roll (FTE for part-time pupils) 239 Number of full-time pupils known to be eligible for free school meals 26 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6 Number of pupils with statements of special educational needs 6 Number of pupils on the school’s special educational needs register 65

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Information about the school’s pupils

English as an additional language No of pupils Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission Pupils who left the school other than at the usual time of leaving 9

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Authorised absence Unauthorised absence

% % School data 4.6 School data 1.9 National comparative data 5.2 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Otford School - 21

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 00[99] 16 11 27

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National Curriculum Test/Task Results Reading Writing Mathematics

Number of pupils at NC Boys 13 13 14 level 2 and above Girls 10 11 11 Total 23 24 25 Percentage of pupils School 85 [74] 89 [74] 93 [86] at NC level 2 or above National 83 [82] 84 [83] 90 [87]

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Teachers’ Assessments English Mathematics Science

Number of pupils at NC Boys 12 13 13 level 2 and above Girls 10 9 10 Total 22 22 23 Percentage of pupils School 81 [71] 81 [77] 85 [71] at NC level 2 or above National 84 [82] 88 [86] 88 [87] Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 00 [99] 7 20 27

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National Curriculum Test/Task Results English Mathematics Science

Number of pupils at NC Boys 7 7 7 level 4 and above Girls 17 16 18 Total 24 23 25 Percentage of pupils School 89 [75] 85 [84] 93 [88] at NC level 4 or above National 75 [70] 72 [69] 85 [78]

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Teachers’ Assessments English Mathematics Science

Number of pupils at NC Boys 5 6 6 level 4 and above Girls 17 16 16 Total 22 22 22 Percentage of pupils School 81 [n/a] 81 [n/a] 81 [n/a] at NC level 4 or above National 70 [68] 72 [69] 79 [75] Percentages in brackets refer to the year before the latest reporting year. Otford School - 22

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Ethnic background of pupils Exclusions in the last school year

No of pupils Fixed period Permanen t Black – Caribbean heritage 0 Black – Caribbean heritage 0 0 Black – African heritage 0 Black – African heritage 0 0 Black – other 2 Black – other 0 0 Indian 0 Indian 0 0 Pakistani 0 Pakistani 0 0 Bangladeshi 0 Bangladeshi 0 0 Chinese 0 Chinese 0 0 White 206 White 1 0 Any other minority ethnic group 1 Other minority ethnic groups 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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Year 6

Total number of qualified teachers (FTE) 11.6 Financial year 00/01

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Year 6

Number of pupils per qualified teacher 26.6

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Year 6

Average class size 26.6 £ Total income 520,327 Education support staff: YR – Year 6 Total expenditure 489,196 Total number of education support staff 13 Expenditure per pupil 2047

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Year 6

Total aggregate hours worked per week 227 Balance brought forward from previous year 56,037

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Year 6

Balance carried forward to next year 87,168 Otford School - 23

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 64 28 5 3 0

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Percentage of responses in each category

Behaviour in the school is good. 47 45 3 3 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 17 49 21 11 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 33 45 17 3 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 62 33 5 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 56 31 8 3 2

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Percentage of responses in each category

The school works closely with parents. 38 48 11 2 2

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Percentage of responses in each category

The school is well led and managed. 55 44 2 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 58 38 5 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 19 47 20 6 8

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Other issues raised by parents

Sports day is ‘boring’ for parents, although the children enjoy it. It is good that the children are active, but there are not individual events.

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