Other · Ofsted report

Fylingdales Church of England Voluntary Controlled Primary School

Inspected — · published 13 Nov 2000 · URN 121528

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What needs to improve964w+43

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Pages: 38
Words of findings: 17,556; longer than usual (typical 1049)
Reading level: Hard; Flesch 50, typical 45
Average sentence: 17 words
Next steps: 8; typical 5
Hedged sentences: 8%; “some”, “not always”, “most”…

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Findings 93%What needs to improve 5%About the inspection 1%

Full report text

Dates of inspection: 10 th – 12 th July 2000

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Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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

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School address: Thorpe Lane Fylingthorpe Whitby North Yorkshire

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Appropriate authority: The Governing Body

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Name of chair of governors: Mrs J. Mortimer

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Date of previous inspection: 18 th March 1996 Fylingdales CE VC Primary School INFORMATION ABOUT THE INSPECTION TEAM

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Team members Subject responsibilities Aspect responsibilities Sean O’Toole Registered inspector Areas of learning for children under five Mathematics Art Information technology Design and technology Religious education The school's results and pupils' achievements How well are pupils taught? How well is the school led and managed? What should the school do to improve further? Patricia Willman 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? June Turner Team inspector Special educational needs Equal opportunities English Science Music Geography History Physical education How good are the curricular and other opportunities offered to pupils?

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The inspection contractor was: Meridian Inspections 23, Marlingford Way Easton Norwich NR4 5HA

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

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Alexandra House 33 Kingsway London WC2B 6SE Fylingdales CE VC Primary School REPORT CONTENTS

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PART A: SUMMARY OF THE REPORT 6

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

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HOW HIGH ARE STANDARDS? 10

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

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 27

Fylingdales CE VC Primary School PART A: SUMMARY OF THE REPORT

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INFORMATION ABOUT THE SCHOOL

Fylingdales CE Voluntary Controlled Primary School is located in Fylingthorpe, North Yorkshire and admits boys and girls aged four to 11 from the village and surrounding area. Almost all of the 85 pupils are from white heritage backgrounds. The school is smaller than most other primary schools. The staff have identified 22 pupils with special educational needs (about average) and one has a statement of special educational needs (average). Nine pupils are entitled to free school meals, which is about average. Almost all children benefit from pre-school educational provision. They start school in the September or January of the school year in which they are five. Attainment on admission to the school varies from year to year, the current group of under fives, has average levels of attainment. Since the previous inspection there has been a significant turnover of staff and the headteacher has been in post

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INFORMATION ABOUT THE SCHOOL

for about a year. The number of pupils attending the school has fallen by about 10 per cent.

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HOW GOOD THE SCHOOL IS

This is a school with many strengths. By the time they leave the school almost all pupils achieve at least the levels expected in English, mathematics and science. Most of the teaching is good and it is very good in the reception/Year 1 class. The recently appointed headteacher leads the school well and is developing an effective team with the co-operation of a hard working governing body. The school makes good use of available funds and provides satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Standards in reading, mathematics and science are above average overall at the end of the juniors. • Children in reception make a very good start to school; they are taught very well and attain standards which are better than those expected of five-year-olds. • Pupils have positive attitudes to school. They have very good relationships with their teachers and each other. Their behaviour is good. • The quality of teaching is good and ensures that pupils learn effectively. • Parents are very supportive of the school and make a significant contribution to their children’s learning. There are very good links with the community. • The supportive staff care for pupils well and help to create a friendly and purposeful school. • The school’s provision for music and effective teaching enables pupils to achieve high standards of performance.

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HOW GOOD THE SCHOOL IS

What could be improved • Standards in writing are not as high as they should be. Pupils have insufficient opportunities to write extended passages in English lessons and other subjects. • Pupils have limited computer skills. • Religious education is not given sufficient attention and standards are below those expected. • There is some inconsistency in developing skills in design and technology, history and geography, due to insufficient guidance for teachers. 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

Fylingdales CE VC Primary School There has been satisfactory improvement since the school was last inspected in March 1996. Standards in reading, mathematics and science have improved, although more remains to be done in extending pupils’ writing skills. There remains a lack of detailed schemes of work for some subjects resulting in inconsistencies in developing historical, geographical and technological skills. Assessment has improved and more account is taken of analysis of test results. There have been significant improvements in the provision, teaching and standards achieved by children under five. The school’s achievements in music, art and physical education have been strengthened. Parents’ involvement in their learning and the links with the community are even better than previously reported. The school is well placed to build upon its success.

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STANDARDS

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

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Key

English B B A A well above average above average A B

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Key

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

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Key

The school sets realistic and challenging targets each year in English and mathematics and successfully meets them. The percentage of pupils attaining average standards in the national tests in 1999 is well above average in English, mathematics and science. Comparisons with similar schools are equally as good. Results at the end of the infants show well above average reading standards and standards that are above average in writing and mathematics both nationally and when compared with similar schools. Inspection evidence and preliminary results from national tests in 2000 show that the proportion of pupils attaining the average levels is high but a low percentage attain above average standards. At the end of the infants, standards in mathematics are average and above average in science. At the end of Years 2 and 6 there is wide variation between pupils’ performance in reading and writing, and the standards in writing are not high enough. Standards in information technology and

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Key

religious education are below those expected. The pupils find difficulty in solving complex mathematical problems and limited experience of designing their own scientific experiments. The school achieves particular success in art, music and physical education although pupils’ design and technology skills are under-developed. The progress made by children under five is often very good and they attain standards which are better than those expected of five- year-olds. Pupils with special educational needs make very good progress. The rate of improvement in performance has kept pace with the national rising trend in English, mathematics and science.

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PUPILS’ ATTITUDES AND VALUES

Fylingdales CE VC Primary School Aspect Comment

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Good. Pupils are well motivated. They concentrate well and listen effectively. They work co-operatively. They take a keen interest in sport and music.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Good. Behaviour of children under five is very good. All pupils move around the building sensibly and contribute much to the school as an orderly community. There is no evidence of bullying and there have been no exclusions.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Very good. There is a good family atmosphere within the school and pupils get on well together. They are considerate, polite and well mannered. They enjoy taking responsibility for tasks around the school.

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PUPILS’ ATTITUDES AND VALUES

Attendance Good. The pupils enjoy coming to school. They arrive punctually. Attendance is above the national average.

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PUPILS’ ATTITUDES AND VALUES

Pupils show much interest in mathematics and eagerly compete when answering questions. Pupils have a good understanding of right and wrong and show care for the school and an understanding of their responsibilities in society.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

Lessons seen overall 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

The quality of teaching is mostly good. It ranges from unsatisfactory to excellent. Teaching is most effective in the reception/Year 1 class and in literacy and numeracy lessons throughout the school. There is good teaching in each class. Pupils with special educational needs are taught very well and the contribution made by support staff is a significant factor in the progress they make. Gifted and talented pupils are supported well. Strengths in the teaching include very good relationships, effective development of basic skills, good management of pupils and the well organised use of support staff. Pupils’ learning is mostly good and the rate of their development in basic skills is very good in reading and number. Teaching of English and mathematics is good and the staff use the National Literacy and Numeracy Strategies effectively. The teaching was very good or excellent in 42 per cent of lessons, satisfactory or

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TEACHING AND LEARNING

better in 95 per cent with the remainder (one history lesson) being unsatisfactory.

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Aspect Comment

Fylingdales CE VC Primary School The quality and range of the curriculum Satisfactory overall but good for children under five. There are good extra-curricular activities. However, there are some gaps in developing skills in history, geography and design and technology.

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Aspect Comment

Provision for pupils with special educational needs Very good. The support staff working with these pupils have much expertise and use individual education plans very well to focus on developing skills.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. Weaknesses in the teaching of religious education hamper the pupils’ spiritual development. Pupils are taught effectively how to behave, their responsibilities in society and the value of traditions and celebrations of Yorkshire and other cultures. There is insufficient teaching of world religions.

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Aspect Comment

How well the school cares for its pupils This is a caring school. Individual pupils well cared for and staff have very good relationships with them. Kind, friendly and firm approach is consistent school is secure and safe. Procedures for assessment are satisfactory.

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Aspect Comment

The school works well with the pupils’ parents and involves them effectively. The parents are very positive about the new teacher in the reception class and feel that school has improved recently. Information from test results is not used sufficiently to challenge the more able. Religious education is not taught sufficiently and the subject does not meet statutory requirements. The governors are well aware of health and safety matters and provide a secure and safe school.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher leads the school well and has in a short time established good relationships and a commitment to school improvement. Staff work as an effective team, sharing responsibilities fairly and being supportive of one another.

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Aspect Comment

How well the governors fulfil their responsibilities The governors are fully supportive of the school and keen for it to succeed and fulfil most of their statutory responsibilities.

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Aspect Comment

The school’s evaluation of its performance The school is improving its competence in analysing test results and identifying areas of strength and development. The teachers have set realistic targets and measures their success in meeting them.

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Aspect Comment

The strategic use of resources Finances are in good order. Although the school’s future plans give a long-term view of development, they are insufficiently focused to provide clear guidance on school improvement.

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Aspect Comment

The school has sufficient teaching staff with suitable qualifications. The contribution made by classroom assistants is very good, particularly in the support given to pupils with special educational needs. The school’s secretary is efficient, pleasant and deals with all administrative matters effectively, freeing time for the headteacher for her management and Fylingdales CE VC Primary School teaching responsibilities. The school has good accommodation. The governors seek to use funds wisely and pursue best value with regard to purchasing supplies and services.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Their children enjoy school and make good progress. • The quality of teaching is good. • Behaviour is good and the school helps the children to become mature. • The school is led effectively. • There is a good range of extra-curricular activities. • More information about how the school organises classes. • More consistent homework. • Some parents expressed concern about mixed aged classes.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection team endorses the positive views of parents. Parents are kept well informed about the work of the school. Homework varies between classes and is at its best in the reception/Year 1 class. Mixed aged classes are unavoidable due to the size of the school. The teachers plan well in some subjects to meet the needs of all pupils. Fylingdales CE VC Primary School PART B: COMMENTARY

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The school’s results and achievements

1. The school has been through significant changes since the previous inspection including changes to two-thirds of the staff in the last year. The previous inspection report indicated that standards overall were about average. The school has improved on this position and the trend over three years has been steadily rising in line with the national improving trend. As a result, standards in English, mathematics and science are better than reported previously. There are variations in performance in national tests from year to year due to the small number of pupils in each year group and the proportion of pupils with special educational needs in each cohort taking the tests. The school sets realistic and challenging targets each year in English and mathematics and successfully meets them. The percentage of pupils attaining average standards in the national tests at age 11 in 1999 is well above average in English, mathematics and

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The school’s results and achievements

science. When compared with schools with similar intakes, this school also achieved well above average standards. Results at the end of the infants show well above average reading standards and standards that are above average in writing and mathematics both nationally and when compared with similar schools. There is little difference between the performance of boys and girls.

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The school’s results and achievements

2. Preliminary results of the national tests at the end of Year 6 in 2000 and inspection evidence show that almost all pupils, including those with special educational needs, attain the expected levels in English, mathematics and science. About a quarter attain the higher level 5 in English but few do so in mathematics and science due to lack of opportunities for pupils to apply mathematical knowledge to solving complex problems, and insufficient scope for pupils to design and carry out experiments in science. Analysis of the preliminary results in national tests at the end of the infants and juniors shows that pupils do very well in reading but in comparison their writing skills are barely average and not high enough. Inspection evidence shows that infant and junior pupils read fluently and with expression. They understand the main themes in stories and are able to extract information from a variety of texts. Older pupils successfully compare

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The school’s results and achievements

the work of authors and discuss their favourite books confidently. Speaking and listening skills are above average throughout the school. The pupils engage adults in conversation and make good use of their wide vocabulary to discuss issues sensitively and effectively. They are good listeners and show respect and consideration for the views of others. However, writing skills are not as good. Pupils in the infants and juniors have appropriate knowledge of how to spell and use punctuation and grammar effectively. Their skills in writing imaginatively and extended passages are limited. This is particularly noticeable in their work in history and geography where too much reliance is placed on completing undemanding worksheets. The pupils’ application of reading skills to their work in other subjects is good as they gain information from a variety of sources and quickly and correctly use reference material. However, limited

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The school’s results and achievements

opportunities to use writing skills such as note-taking, persuasive writing and detailed description hamper progress in literacy.

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The school’s results and achievements

3. The pupils make good gains in mathematics and by the end of Years 2 and 6 have effective mental arithmetic skills. They have a good understanding of shape and measurement and produce graphs and charts to present data. However, although they solve problems correctly and have a good mathematical vocabulary, few are able to use mathematics to solve complex problems requiring several operations. There is a Fylingdales CE VC Primary School similar picture in science where pupils have good subject knowledge and a wide- ranging technical vocabulary. They clearly understand life and living processes and are secure in their knowledge of physical processes and materials. However, they lack skills in designing and carrying out scientific investigations at the end of the juniors.

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The school’s results and achievements

4. Children under five are taught very effectively. They make good and sometimes very good progress in all aspects of their learning. By the end of the reception year, the children attain levels above those expected for their age. They are particularly effective in the way they learn and their enthusiasm for all aspects of work ensures that they make as much progress as possible. Analysis of their work shows that since the appointment of a new teacher their progress has been very rapid due to the teacher’s high expectations and inspiring approach. Children have good skills in language and literacy and understand much about mathematics. They have a wide-ranging knowledge of the world around them and have produced outstanding work about the history of Whitby. Their physical and creative skills are above those expected of five- year-olds.

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The school’s results and achievements

5. Pupils with special educational needs make very good progress. It is a mark of their achievement and the commitment of the staff working with them that the pupils attain average standards by the time they leave the school. Gifted and talented pupils are supported well. The school’s arrangement of mixed aged classes is useful as younger pupils with particular strengths in learning are able to work alongside older pupils. The school provides sufficiently demanding work and makes arrangements for these pupils to transfer to secondary education at the age of 10.

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The school’s results and achievements

6. In the other subjects there are some strengths and some areas for improvement. Standards in information technology are below those expected for pupils aged seven and 11 and are not high enough. Similarly, pupils make insufficient progress in religious education and standards are below those expected in the syllabus followed by most schools in North Yorkshire. The pupils achieve particular success in art, music and physical education although pupils’ design and technology skills are under-developed. Although standards in history and geography are in line with expectations for the pupils’ ages there are gaps in pupils’ knowledge of maps and their ability to use historical evidence effectively.

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Pupils’ attitudes, values and personal development

7. Pupils’ attitudes to school, their behaviour and their personal development are good. The relationships they have with each other and with their teachers are very good. The quality of pupils’ response to the values promoted by the school has been maintained well since the last inspection. During their time in school the pupils develop a good awareness of the purpose and value of education and become increasingly mature with much to offer the school community. The large majority of parents agree that the school encourages their children to become confident and mature individuals. The pupils’ attitudes, values and personal development are strengths of the school. 8. The children who are under five in the reception class enjoy their time at school and have an excellent relationship with their new teacher. They get on well with each other and with other adults who work with them. They arrive at school in good time and settle

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Pupils’ attitudes, values and personal development

happily into the day. The children take part in the many varied and interesting activities with enjoyment, applying considerable effort to their tasks. They talk with enthusiasm about what they are doing and clearly express their particular likes and dislikes. In a numeracy lesson, the children listened carefully and were able to answer questions confidently. They follow instructions and listen attentively to each other and to their Fylingdales CE VC Primary School teacher. The children have responded well to the classroom routines introduced by their new teacher and their behaviour is very good overall. Parents comment that behaviour in Class 3 has improved significantly this term. They co-operate happily and share resources fairly. They take care of equipment and tidy up quickly and sensibly. 9. Pupils, including those with special educational needs, take part in all aspects of school life with enthusiasm and interest. The large majority of parents who returned the

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Pupils’ attitudes, values and personal development

questionnaire prior to the inspection agree that their children like school and the pupils themselves confirmed this. Throughout the school the pupils’ response to the structure and challenge of the literacy and numeracy sessions is very positive and this has a significant impact on the standards they achieve in these subjects. They enjoy their science lessons. For example, in a lesson about healthy eating, Years 2 and 3 pupils clearly understand the benefits of a good diet and applied this knowledge to a selection of tasty and healthy menus. Music lessons and the upcoming production of Bugsy Malone have fired pupils’ enthusiasm and they perform with skill, confidence and enjoyment. Pupils contribute well to group discussion sessions in all subjects offering a range of interesting ideas and suggestions. They are keen to do their best and are prepared to work hard. Several Year 6 pupils commented that their lessons are not

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Pupils’ attitudes, values and personal development

always hard enough and they feel that they could do better. Junior pupils particularly enjoy the good range of extra-curricular clubs and take pride in the sporting success of the school teams. 10. Pupils’ behaviour in lessons, around the school and in the playground is generally good. They respond positively to the school’s expectations of their behaviour and have a clear understanding of what constitutes acceptable and unacceptable behaviour within the school community. The majority of parents who expressed an opinion prior to the inspection consider that behaviour is good. During the mid-day break, however, behaviour does become unruly on occasion. Pupils are motivated well by praise and try hard to earn the team points for good work and behaviour. They move about the school purposefully and sensibly and, although playtimes are active, no unkindness was observed. Pupils have no concerns about bullying and clearly understand the need to

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Pupils’ attitudes, values and personal development

tell someone if they are unhappy. There have been no exclusions. 11. The pupils’ personal development is very good and the friendly, good humoured and supportive relationships they have with each other and with their teachers is a particular strength. This creates a happy and purposeful family atmosphere in the school in which each individual feels safe and valued. Pupils carry out their classroom responsibilities sensibly, and older pupils perform a number of important whole school jobs conscientiously, showing good levels of initiative and increasing maturity. The older pupils are very supportive and kind to the younger pupils. They care about each other and generously celebrate each other’s achievements. They are particularly proud of their musical and dramatic performances and talk with great enthusiasm about the success of the school in sporting competitions. Pupils are confident, polite, articulate

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Pupils’ attitudes, values and personal development

and friendly with adults. They can express their opinions logically about aspects of school life and talk happily about their lives and families. They listen quietly to each other and take differing viewpoints into account in their discussions. They work constructively in pairs and groups in lessons and learn the value of teamwork and loyalty when taking part in competitive sport. When given the opportunity, pupils successfully and conscientiously organise their own work and make independent choices. They take part in fund raising activities and have a good awareness of those less fortunate than themselves. 12. Attendance has been maintained consistently at a level above the national average since the last inspection. Parents take their responsibility to advise the school of reasons for absence seriously and there has been no unauthorised absence in the Fylingdales CE VC Primary School current year. Pupils enjoy coming to school, most of them arrive punctually and settle

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HOW WELL ARE PUPILS TAUGHT?

13. The quality of lessons seen was mostly good. They ranged from unsatisfactory to excellent. Teaching is most effective in the reception/Year 1 class and in literacy and numeracy lessons. There is good teaching in each class. Pupils with special educational needs are taught well and the contribution made by support staff is a significant factor in the progress they make. Gifted and talented pupils are given good support. Strengths in the teaching include very good relationships, effective development of basic skills, good management of pupils and the well-organised use of support staff. Pupils’ learning is mostly good and the rate of their development in basic skills is very good in reading and number, although insufficient emphasis is given to improving writing skills. In the lessons seen teaching was excellent in 16 per cent, very good in 26 per cent, good in 47 per cent, satisfactory in five per cent and one lesson in

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HOW WELL ARE PUPILS TAUGHT?

history in Years 2 and 3 was unsatisfactory. Teaching has improved since the previous inspection.

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HOW WELL ARE PUPILS TAUGHT?

14. The teaching of pupils with special educational needs is very good. Teachers plan work which is carefully matched to the pupils’ individual education plans and the pupils are clear about what they need to learn to improve. Support staff working with the pupils with special educational needs make a very good contribution to the pupils’ progress. Their skills in asking well focused questions are very effective. Good use is made of apparatus to aid understanding. The effective use of resources, insistence on correct presentation of work and much praise and encouragement inspire confidence in the pupils who strive hard to complete tasks quickly and accurately. As a result the pupils attain average standards by the time they leave the school in English, mathematics and science.

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HOW WELL ARE PUPILS TAUGHT?

15. The teaching of children under five is a strength of the school due to the teacher’s expertise, imaginative approach and high expectations. Analysis of the children’s work shows that since the appointment of a new teacher the children have made very good progress, particularly in learning basic skills of reading, writing and mathematics. The teacher has much expertise in getting the best from the children through effective praise and encouragement and insistence on high standards. In literacy lessons, there are many opportunities for the children to write extended passages using a good range of vocabulary. The regular practice of new words, consistent use of homework for reading and effective teaching of grammar, spelling and punctuation ensure that the children become proficient learners who achieve well. The teacher sets tasks which have just the right amount of challenge to extend everyone. Much is expected of the

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HOW WELL ARE PUPILS TAUGHT?

more able, and those with special educational needs are given excellent support by the classroom assistant. The teacher skilfully draws out ideas from the children and listens to their suggestions. The brisk pace and clear setting of targets ensures that the children work productively and with enthusiasm. This was illustrated very well through the teacher’s discussion in a design and technology lesson where children planned their ideas carefully and were given guidance on how to develop them. A strong focus in the lessons is encouraging children to take responsibility for their own learning by selecting apparatus and sharing ideas and equipment with their friends.

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HOW WELL ARE PUPILS TAUGHT?

16. Throughout the school, reading is taught well. There is regular practice at home and parents enjoy this way of being involved in their children’s learning. The teachers consistently develop the pupils’ knowledge of the sounds that letters make and provide many opportunities for the pupils to read aloud or privately. They follow the suggestions Fylingdales CE VC Primary School in the National Literacy Strategy well and group reading works effectively. Accurate records of progress are kept and used to guide the pupils on the next step of their learning. Pupils read avidly and with expression, applying themselves to new texts keenly. Some aspects of writing, such as spelling, grammar and punctuation are taught well but there are insufficient opportunities for pupils to write extended passages either in English lessons or in subjects such as history and geography. Regular spelling tests of words learned at home help pupils. Handwriting is taught consistently although more

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HOW WELL ARE PUPILS TAUGHT?

emphasis on joining letters is needed in Years 2 and 3.

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HOW WELL ARE PUPILS TAUGHT?

17. The teaching of mathematics is good. The teachers follow the guidance of the National Numeracy Strategy effectively. Lessons include opportunities for learning mental arithmetic skills, practising number work and doing practical work such as measuring. However, older pupils have insufficient opportunities to use and apply their mathematical knowledge as the teaching focuses more on gaining knowledge of numbers rather than on experiment, investigation and problem solving. During lessons, the teachers keep track of progress by asking well focused questions and by moving around the room marking pupils’ work. Work is set for the different ages within the classes and the worksheets used are helpful. Work is matched well to the pupils’ needs and there is sufficient challenge for the more able. Pupils work productively and pay good attention to presenting their work well. At the end of lessons, teachers review

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HOW WELL ARE PUPILS TAUGHT?

what has been learned and use the information to plan the next lesson.

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HOW WELL ARE PUPILS TAUGHT?

18. Teachers have a secure knowledge of most subjects but lack confidence in information technology, design and technology and some aspects of religious education. The school makes very good use of teachers’ expertise in music and as a result the pupils perform at a good level. Strengths in the teaching include effective management of behaviour and a consistent approach to discipline. Teachers and support staff consistently reinforce good behaviour and work through an effective system of rewards. Pupils respond well to this and are keen to please their teachers. There are very good relationships between the staff and pupils and this helps to create a learning environment where all are keen to achieve. Very effective use is made of homework in reception and Year 1; arrangements for older pupils work well but there is insufficient homework in Years 2 and 3. The teachers conscientiously and accurately mark the

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HOW WELL ARE PUPILS TAUGHT?

pupils’ work but insufficient guidance is included for pupils on how they might improve. This results in some slow progress in developing writing skills.

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HOW WELL ARE PUPILS TAUGHT?

19. Most lessons have good pace and this is particularly the case in Year 1 where pupils are given set times in which to complete tasks. Throughout the school, lessons include a good balance between direct teaching, discussion and opportunities for the pupils to practise and complete tasks. Pupils are given clear indications of what is expected and settle quickly to tasks. Independent learning skills are encouraged and pupils have some good opportunities to carry out experiments. For example, in Years 2 and 3 they were fascinated and absorbed as they investigated lung capacity. However, older pupils have insufficient opportunities to design and carry out their own experiments in science lessons. The over-reliance on undemanding worksheets in history in Years 2 and 3 hampers progress in developing historical and writing skills. Conversely in Year 1 the effective use of historical evidence inspired the pupils to produce work of high quality.

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PUPILS?

20. All subjects of the National Curriculum and religious education are taught throughout the school. The curriculum is enhanced through the school’s use of visits and visitors to bring interest to the subjects. In addition, the commitment to promoting creative skills Fylingdales CE VC Primary School through art and music is given high priority. Some exceptional work with younger pupils on local history helps to make learning very relevant. The curriculum has an appropriate impact on the pupils’ academic, social and personal skills and the pupils see it as relevant to their lives. The curriculum is satisfactory overall but there are inconsistencies in the development of skills in some areas of history, geography and design and technology. The provision for religious education does not fully meet statutory requirements, as there is insufficient focus on world religions. The school has successfully introduced the National Literacy and Numeracy Strategies and this has

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PUPILS?

had a good impact overall. However, the teaching of writing skills lacks sufficient challenge and, as a result, pupils’ competence in writing is not as high as that in reading. A suitable amount of time is allocated to the teaching of English, mathematics and science. Reading skills are developed consistently through the school and teachers make good use of support staff and the invaluable help of parents. Similarly, the importance of numeracy is emphasised and new approaches to the teaching of arithmetic and regular practice in school and at home have resulted in improved competence in mental arithmetic. However, the organisation of several other subjects into a programme of topic work means that there is insufficient coverage and development in design and technology, history and geography.

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21. The curriculum for under fives is good. The recently appointed teacher has a very clear understanding of the needs of young children and plans work very effectively. Particular strengths are in the development of children’s personal and social skills, language and literacy and mathematics. Other areas of learning are developed consistently. The curriculum is very relevant to the needs of the children. They enjoy it and make significant gains in learning.

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22. The school provides equal opportunities for all pupils and seeks to extend their personal and social skills well. There is an effective programme of health education which includes good teaching about sex and the harmful effects of drugs. Visitors to the school enhance this provision. As a result, pupils make good gains in their personal and social development and become mature and responsible young people.

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23. The previous inspection report identified some weaknesses in planning. The school has improved its planning for English, mathematics and science, but the approaches to planning in other subjects are not focused enough and there is some repetition of learning between year groups. For example, skills learnt in history in Year 1 are not built upon sufficiently and there are too few opportunities for pupils to write extended passages in the subject. The school makes some provision for gifted and talented pupils who have been clearly identified. They usually work with an older year group and the school is committed to providing suitably challenging tasks.

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24. The school makes very good provision for pupils with special educational needs. The very effective work done by support staff ensures that these pupils make good and often very good progress. The headteacher manages the provision for special educational needs and works very well with the governor responsible. Individual education plans provide good targets for the pupils, work in class is linked to these targets and teachers often spend time with the pupils to ensure that they have understood the work set. Parents are involved effectively and regular reviews involving parents and sometimes pupils ensure that all are clear about the next step in learning.

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25. The school has very good links with the community and makes an effective contribution to village life. The high quality musical and dramatic productions are attended well by parents and local people. People within the community regard the school highly and offer support in several ways. Some friends of the school come in regularly to assist Fylingdales CE VC Primary School with reading. Good use is made of local expertise concerning the history and culture of the area. The school as yet has not developed links with other schools via the Internet. The video conferencing to assist the teaching of French is used very well and has a good impact on pupils’ learning of a foreign language. The school has good links with local churches and the vicar is a regular visitor to school and leads assemblies and takes part in religious education lessons. The school’s aims and values are linked to its status as a church school. The school has good links with the local secondary school

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PUPILS?

26. Overall, the provision that the school makes for pupils’ spiritual, moral, social and cultural development is good. Spiritual development is promoted satisfactorily through religious education and assemblies. Pupils are given good opportunities to reflect upon humankind’s achievement in history lessons and to develop feelings of appreciation for the work of the voluntary services such as the Royal National Lifeboat Iinstitution. They appreciate the wonders of creation as seen in the world around them in their school, developing a sense of awe through studying the local environment. They are well aware of the powerful forces of nature. They keenly observe wildlife around the school. The school has a clear mission statement which incorporates concern and care for others within a Christian community. Moral values are promoted well. The school encourages good behaviour through a consistent application of rewards and sanctions. Pupils are

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taught clearly the difference between right and wrong and, from a very early age, have an understanding of the impact of their actions on others. They are taught to care for their environment and respond well by keeping the school clean, tidy and litter free. The staff provide good role models. The school does not tolerate bullying or unkindness. Pupils become confident in a variety of situations because the school promotes social development effectively. Good emphasis is placed on care for one another, responsibility for oneself and others and an awareness of the individual’s role in society. As a small school, the staff provide good opportunities for pupils to join in activities, such as residential visits, with other schools. They encourage effective teamwork through sporting and musical competitions. A strength in the good provision for cultural development is the attention given to the traditions and values of the locality. Music and

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drama are used well to promote collaboration and to broaden the pupils’ knowledge of a variety of musical styles and traditions. On the visit to France, pupils go to art galleries and study the work of Impressionists. There is a good range of literature within the school and pupils are encouraged to share their favourite stories and books and to comment on the quality of literature. The school promotes awareness of other cultures and traditions satisfactorily. In geography, they study how people in different parts of the world live. In history, they are taught about the impact of significant personalities on the development of Britain. However, insufficient teaching is provided about world faiths.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

27. All pupils, including those with special educational needs, are well cared for at school. The good quality of this care has been maintained well since the last inspection and parents appreciate the measures the school takes to safeguard the welfare of their children. Throughout the school pupils’ academic performance is monitored well. However, the information recorded is not always used effectively to challenge the more able pupils fully and to raise their attainment to higher levels. Pupils’ personal development is monitored and supported very well and pupils become increasingly confident and mature individuals. They receive a satisfactory level of educational support overall and the very good relationships that pupils have with their teachers ensures a good level of individual personal support and guidance. Fylingdales CE VC Primary School 28. The children who are under five are very well cared for in a happy and well ordered

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

atmosphere. They are given a good introduction to school life and quickly and happily settle into the routines of the classroom. They learn what is expected of them and have adapted very well to the arrival of their new teacher this term. Good work and behaviour is consistently reinforced with praise, and discipline is maintained in a positive, fair and kind manner. In a short period of time the class teacher has gained a very good awareness of each child’s individual strengths and weaknesses and plans tasks accordingly. Parents have good opportunities at the beginning and end of the day to speak informally to staff about any small matters of concern and this contributes well to the welfare of the children. 29. Class teachers monitor attendance on a day-to-day basis and would notify the headteacher if concerned about individual attendance or punctuality. Parents take seriously their responsibility to notify the school of reasons for absence and there is no

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

recorded unauthorised absence. Attendance registers are correctly marked and the school secretary compiles the annual attendance statistics which are correctly reported to parents. Registration is quick and efficient and fully complies with legal requirements. The very good relationships between the staff and the pupils ensures that the monitoring and support of their personal development are of a good quality. Pupils say that they would be comfortable talking to their teacher about any worries they may have and this level of communication provides a firm foundation for guiding pupils in their personal development. The school has good procedures for recording and monitoring any persistent instances of poor behaviour and, in such cases, parents are always involved at an early stage. However, there are inconsistencies in the application of discipline during the mid-day break and this has a detrimental impact on

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the standards of behaviour during that period. Pupils are well motivated by rewards and praise for good work and behaviour and try hard to live up to the school’s expectations. Bullying is not tolerated and all staff react swiftly to eliminate any such behaviour. Pupils and parents did not express any concerns about bullying and are confident that the school’s measures are effective. 30. The safety and welfare of all the pupils have a high priority in the school. The procedures the school has to govern health and safety are good. An annual whole school risk assessment is carried out by a health and safety professional and fire drill takes place once a term. Provision for first aid is good with an appropriate number of trained members of staff. Records are kept and parents are notified of any minor injuries that have been treated at school that may require monitoring. Elements of personal safety are covered in science lessons and pupils learn the benefits of healthy

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eating and lifestyle. The headteacher is the designated member of staff for child protection and has received an appropriate level of training. Staff are vigilant in their approach to this aspect of care and the school follows locally recognised guidelines. Prior to the inspection, a few parents spoke of their concern that pupils were not always supervised on the playground at the beginning of the day. There is a rota for staff to supervise pupils from 8.50 each morning. However, on occasion the duty member of staff is waylaid by parents wanting to speak to them briefly at the beginning of the day and this results in a lack of supervision. Whilst the school is fully committed to being easily available to parents, the safety and welfare of the pupils are of paramount importance. 31. Pupils with special educational needs are supported well by staff and take part in all aspects of school life. Appropriate external agencies are used regularly and pupils

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receive a good level of support, both personal and academic.

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32. The school has satisfactory procedures for assessing the performance of its pupils. The school complies with requirements to test the pupils at ages seven and 11 and reports the results to parents. There is some analysis of the results, but the information Fylingdales CE VC Primary School is not used sufficiently to plan work which is matched to pupils’ needs. The exception is for those pupils with special educational needs where well-focused targets are written, programmes of work are set and the teachers and classroom assistants frequently review progress. Children under five are assessed on admission to the school. The new reception teacher has used this information very effectively to plan work. Her own records and assessments of children provide a good model in using test results and observations to challenge the children. There is a discrepancy between the teachers’ assessments of pupils and national test results at the end of the infants. The school is

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aware of this and has begun to check pupils’ work more carefully in order to assess results more accurately. The school accurately predicts the percentage of pupils attaining average standards in the national tests. However, insufficient rigour in assessing pupils’ ability means that work is not planned to challenge pupils to achieve the higher levels.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

33. The school successfully promotes a very effective partnership with parents and this has a good impact on the work of the school and on the children’s attainment. There are many opportunities for parents to become involved in school life and in their children’s learning. Parents have very positive views about the work of the school and the large majority are supportive and value the good educational opportunities provided. This good partnership with parents has been maintained well since the last inspection. 34. The quality of the information provided for parents about the school is good. Both the prospectus and the governors’ annual report for parents contain useful and interesting information about the school and its achievements. The quality of the children’s annual reports for this academic year is good, although the school does not report the under fives’ attainment and progress in relation to the areas of learning. The text is helpful and

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constructive and gives parents useful information about their children’s progress. Specific targets for improvement are clearly identified. The school offers parents two opportunities during the year for formal consultation and parents can also make an appointment to discuss the annual report if they wish. Parents are also regularly reminded that they can always arrange to talk to teachers or the headteacher if they have any concerns about their child’s progress. Regular letters and newsletters are sent to keep parents up-to-date with activities taking place, and information about what their children will be learning is sent out each term. The school provided parents with the opportunity to attend a briefing about the introduction of the National Literacy and Numeracy Strategies. 35. Parents of pupils with special educational needs are fully involved in the decision making process at a very early stage and are kept well informed about the needs of

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their children. The school is committed to involving parents in their children’s learning and in the life of the school. Although there are some inconsistencies, the majority of parents are happy with the homework their children are given and are keen to help them at home. This has a positive impact on individual attainment. There are currently no regular, formal ways in which parents’ views about school life are fed into the decision making process and this restricts the impact of their involvement. The school values the commitment of the parents who regularly help in class. Their contribution is of particular benefit to the pupils’ reading skills. Many parents willingly volunteer to accompany the children on visits and the practical support given to creating the scenery for the production of Bugsy Malone is outstanding. The staff and headteacher successfully endeavour to make parents feel welcome in the school and are always

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

available to help resolve any concerns they may have. Parents responded positively to the introduction of the home school agreement. Successful fund raising activities are Fylingdales CE VC Primary School organised by the hard working parents’ organisation and the funds are used well to improve pupils’ experience of school life.

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