Other · Ofsted report

Queen Mary Avenue Infant School

Inspected — · published 27 Feb 2002 · URN 117733

Original PDF ↗

Summary

No overall grade in this framework

What we read, and from where

Click a reading to see it highlighted in the report.

URN verified
117733

Page 1 of 44

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+44Positivemore positive than 47% of reports of this type

In line with other reports of this type.

Praiseimprovedeffectiveeffectivelystrengthsstrongclearexcellentvery well

Criticismnot yetlackweaknessesbelowpoorlimitedinsufficientlyfail

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improveLeadership positive critical

Findings16811w+42
Leadership246w+57
What needs to improve1314w+69

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 44
Words of findings: 18,154; longer than usual (typical 1049)
Reading level: Fairly hard; Flesch 50, typical 45
Average sentence: 18 words
Next steps: 8; typical 5
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 88%Leadership 1%What needs to improve 7%About the inspection 3%

Full report text

NURSERY SCHOOL

Dates of inspection: 26 th - 29 th November 2001

p.1

NURSERY SCHOOL

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

p.1

NURSERY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Queen Mary Avenue Infant and Nursery School - 3 - November 2001

p.2

INFORMATION ABOUT THE SCHOOL

School address: Queen Mary Avenue Cleethorpes North East Lincolnshire

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: March 1997 Queen Mary Avenue Infant and Nursery School - 4 - November 2001

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 21138 Adrian Simm Registered inspector Mathematics Design and technology Geography History English as an additional language What sort of school is it? How high are the standards? How well is the school led and managed? What should the school do to improve further? 19741 Trevor Smith 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? 21910 Gordon Longton Team inspector Science Music Physical education Religious education Special educational needs Equal opportunities How good are the curricular and other opportunities offered to pupils?

p.4

INFORMATION ABOUT THE INSPECTION TEAM

10347 Rosemary Rodger Team inspector English Foundation stage curriculum Information and communicatio n technology Art How well are pupils taught? Queen Mary Avenue Infant and Nursery School - 5 - November 2001 The inspection contractor was:

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Nord Anglia School Inspection Services Ltd Strathblane House Ashfield Road Cheadle Stockport SK8 1BB

p.5

INFORMATION ABOUT THE INSPECTION TEAM

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

p.5

INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

p.5

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Queen Mary Avenue Infant and Nursery School - 6 - November 2001

p.5

PART A: SUMMARY OF THE REPORT 7

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

p.6

HOW HIGH ARE STANDARDS? 12

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

p.6

AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 30

Queen Mary Avenue Infant and Nursery School - 7 - November 2001

p.7

INFORMATION ABOUT THE SCHOOL

Queen Mary Avenue Infant and Nursery School educates 340 boys and girls. This makes the school bigger than other schools educating the same age range. It is for pupils aged between three and seven years. This includes 82 part-time and 24 full-time pupils in the Nursery and 34 pupils in the Reception. The school serves a residential area of Cleethorpes made up of mostly terraced housing. Much of this is rented, which has changed significantly since the last inspection. Thirty seven per cent of pupils are known to be eligible for free school meals, which is higher than the national average. The number of boys and girls on roll is similar overall. Thirty per cent of pupils are on the school’s register of special educational needs and require additional support for speech or communication, learning or behaviour difficulties. This is above the national average. Five of these pupils have a statement of Special

p.7

INFORMATION ABOUT THE SCHOOL

Educational Need. Most pupils come from white British ethnic backgrounds. There are no pupils for whom English is an additional language. Most pupils have attended pre-school provision. Overall the attainment of pupils on entry to Reception is similar to that expected nationally. However, 23 per cent of pupils in Years 1 and 2, joined the school after the age of five and overall, their attainment on entry was lower than that expected for pupils of that age. A new headteacher was appointed in 1998. Since then, the school has taken part in national initiatives to raise pupils’ standards in Information and Communication Technology (ICT). It has through the Comenius project, broadened pupils' understanding of cultures different to their own through links with schools in Italy and Denmark. The school gained the Investors in People (IIP) award in December 2000.

p.7

HOW GOOD THE SCHOOL IS

The quality of relationships within the school is good. The quality of teaching is sound and improving, and individual needs are met. Because of this, pupils' standards, whilst below average in comparison with schools nationally, are above average in comparison with schools where pupils come from a similar background. The school has made the type of improvement that would be expected on the standards being reached two years ago, which were low. The headteacher has made a very effective start to her leadership. She is fully supported by hardworking staff and the governing body. The school is well thought of by the parents and the community. There is a very clear vision for further improvement. The school provides an appropriate education for its pupils and achieves this with funding that is similar to most other schools. As such, it provides sound value for money.

p.7

HOW GOOD THE SCHOOL IS

What the school does well • The headteacher has made a good start in moving the school forward. She has set a very clear educational direction to raise standards. • Provides good quality teaching and learning in the Foundation Stage. It is high in the Nursery and provides pupils with a very effective start to their school life. • Ensures that by the age of seven, boys and higher attaining pupils reach standards in mathematics that are typical of those achieved nationally. • There is good provision for pupils’ moral, social and cultural development that encourage pupils to have good attitudes to their work and effective relationships with staff and each other. • Provides effective learning opportunities that are 'brought to life' through strong links with the community and very effective links with other schools including in Italy and Denmark. Pupils are growing up with a sound and developing understanding of the diverse society in which they live.

p.7

HOW GOOD THE SCHOOL IS

• There are effective links with parents that help pupils' achievement.

p.7

HOW GOOD THE SCHOOL IS

What could be improved • Pupils' standards in reading. • Girls' standards in mathematics. • Standards in information and communication technology. • The role of the subject leaders in improving the quality of teaching and learning. • The use of information coming from the assessment procedures recently introduced to help raise standards further in all subjects. The areas for improvement will form the basis of the governors’ action plan. Queen Mary Avenue Infant and Nursery School - 8 - November 2001

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in March 1997. It has retained its strengths in Nursery provision, links with parents, provision for pupils' moral, social and cultural development and its caring ethos. As a result of improved quality in teaching and learning, pupils' standards have improved following a dip in 1998/1999. It has introduced the national strategies for English and mathematics, improved assessment procedures in all subjects, completed the building of three extra classrooms and developed ways of evaluating all aspects of school life in deciding priorities for further school improvement. A new computer suite was introduced recently and whilst standards are rising, improvement has been only modest in the last four years. Resources for learning are nearly adequate now for all subjects. Whilst procedures to improve pupils' attendance have been effective, attendance is still low in comparison with other schools.

p.8

STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on National Curriculum test results.

p.8

STANDARDS

Performance in: all schools similar schools Key

p.8

STANDARDS

reading E D E B well above average above average A B writing E* D D A average below average C D mathematics E D D B well below average E

p.8

STANDARDS

Standards are similar to pupils nationally by the end of the Reception. Some higher achieving pupils exceed what is expected of them, particularly in creative development. This is an improving picture. Overall, results in recent years show a continued improvement in standards achieved by pupils at the end of Year 2, although this has slipped slightly in 2001 in reading. However, standards remain much higher than in 1999 when reading and mathematics were well below average and writing was in the lowest five per cent nationally. In comparison with pupils from similar backgrounds, pupils compare well. In relation to these schools, pupils attain standards that are above average in reading and mathematics and well above in writing. The school chose to set targets for improvement. This is part of the school's new approach to raising standards. Generally, the targets were based upon a sound analysis of pupils'

p.8

STANDARDS

previous levels. The targets were very nearly met for pupils gaining Level 2 in writing and mathematics, which are the expected levels for their age. In reading, the level was eight per cent short of the target. Pupils' current achievement reflects this picture. The percentage of higher attaining pupils attaining Level 3 in writing was above average and average in mathematics when compared to all pupils nationally. Boys' standards in mathematics are similar to schools nationally but this is not the case for girls whose standards are lower. Pupils generally achieve appropriately in all other subjects although attainment in information and communication technology is still below expectations.

p.8

PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Pupils have good attitudes to learning. They enjoy school and are keen to learn.

p.8

PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Pupils behave well in lessons and around the school. They are polite and welcoming to visitors.

p.8

PUPILS’ ATTITUDES AND VALUES

Personal development and This is good. Pupils respect the views of others and they play and work Queen Mary Avenue Infant and Nursery School - 9 - November 2001 relationships well together. There are good relationships between pupils, staff and other adults who work in the school.

p.8

PUPILS’ ATTITUDES AND VALUES

Attendance Attendance is improving but still remains below the national average. Pupils have good levels of initiative and personal responsibility. They are learning to give and accept constructive criticism when they work together in groups. They develop good levels of independent thought and are confident when contributing their own views to discussions. Whilst most pupils arrive at school on time, a small number of pupils are late and this interrupts lessons.

p.9

TEACHING AND LEARNING

Teaching of pupils in: Nursery and Reception Years 1 – 2

p.9

TEACHING AND LEARNING

Quality of teaching Good Satisfactory 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.

p.9

TEACHING AND LEARNING

Most teaching and learning during the inspection was satisfactory or better. Overall, it was good in the Foundation Stage and sound elsewhere. It was particularly strong in the Nursery, with Year 2 pupils and in mathematics throughout the school. It was good in science, design and technology and history and satisfactory in all other subjects. The teaching and learning in literacy are satisfactory although hampered to some extent by the lack of staff training and some weaknesses in the teaching methods used, especially in guided reading and the teaching of the sounds in words. In numeracy, teaching and learning are good with a high level of challenge and high expectations. Particular strengths in teaching and learning include; planning showing specific objectives for learning and teaching that meets the objectives; effective demonstration such as that to help Year 2 pupils understand the difference between

p.9

TEACHING AND LEARNING

past and present tenses in literacy; and relationships and behaviour management that are generally good in all classes. As a result, pupils learn because they are keen, interested and they concentrate. Pupils with special educational needs are generally well supported in lessons by classroom support assistants. Pupils are encouraged to take part and explanations are re-phrased to help make them clearer.

p.9

OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Overall, the curriculum is good and meets statutory requirements. It prepares pupils well for the next stage of their education.

p.9

OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs The school has a clear policy for special educational needs and makes good provision for all pupils who are in need of extra help.

p.9

OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school is successful at developing pupils’ relationships within a strong family ethos. Great importance is placed on providing opportunities to broaden pupils' understanding of the diverse society in which they live. Provision for spiritual development is satisfactory.

p.9

OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Arrangements for pupils’ welfare and support are sound. Staff know pupils well and are successful in providing a safe and caring learning environment.

p.9

OTHER ASPECTS OF THE SCHOOL

The school works closely in a good partnership with parents. Parental 'workshops' are offered from time to time and many parents join their children in the classrooms for a short, 'shared' learning-session before the start of the school day. This gives parents also, the opportunity to discuss anything with the Queen Mary Avenue Infant and Nursery School - 10 - November 2001 staff. There are effective measures to deal with any form of harassment or bullying, should these arise. The important basic skills of literacy and numeracy are emphasised strongly for the children in the Foundation Stage, as are the development of personal and social skills. The teachers of these children lay a firm foundation for their learning further on in the school. The school is rightly proud of its recent developments in information and communication technology provision and good plans are in place to move this on further and regain ground lost in the past. Revised ways of checking on pupils' progress

p.9

OTHER ASPECTS OF THE SCHOOL

and in deciding what else they need to learn have been introduced recently. However, these procedures have not been in place long enough for the school to use the data yet to help to raise pupils' standards further.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and manage- ment by the headteacher and other key staff This is good. The headteacher has 'pulled-together' well the strengths of her staff and has set out to ensure these are focused on raising pupils' standards. Staff with management responsibilities have played their full part within the time available to them so far.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The governors' contribution to developing the school is sound although some responsibilities, including statutory ones, have not been fully covered.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The headteacher is very clear what the school does well and what else needs to be done. Governors and staff are part of the process of self- evaluation, which is working well.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Sound planning ensures that the school's priorities have been funded fully from year-to-year. The school has only just started looking formally at linking costs to planning for major priorities for the future.

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

The school's staffing, accommodation and learning resources are adequate in all subjects except English where there are too few appropriate books for guided reading. The school currently enjoys the support of governors who understand the school's strengths and are clear about what else needs to be done. However, they have not yet ensured that their annual report to parents is complete and accurate, that written risk assessments of all activities and procedures are in place, or that they have formally considered and actioned all recommendations from the last auditor's report in July 2000. The purpose of the school carrying forward £63,979 from the end of the financial year 2000/2001, has only just been formally minuted. The school has plans for subject leaders to be more fully involved in monitoring teaching in the classroom and this will happen in those subjects that become the next focus of the school’s improvement plan. The school looks at the data it has in detail and compares its standards with

p.10

HOW WELL THE SCHOOL IS LED AND MANAGED

other schools. It is looking to introduce a computerised system to help with this. Staff know how well pupils are progressing individually including in much detail about all pupils with special educational needs. The school consults with parents on possible major changes to school life such as retaining hot lunchtime meals instead of moving to sandwiches. The school has the drive and commitment to develop further and the planning is in place to support this. The school is good at ensuring that it gets best value from its spending decisions.

p.10

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The good quality of teaching. • The ease with which the school can be asked for help. • How well the school is led and managed. • The range of activities outside of lessons. Queen Mary Avenue Infant and Nursery School - 11 - November 2001 • The support the school offers children in helping them to grow up to become mature and responsible. • The closeness of the school's links with parents.

p.10

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors generally agree with what please parents about the school. Whilst teaching is sound overall, the quality has improved since the last inspection and it is particularly strong in the Nursery and Year 2. Regarding what a very small percentage of parents would like to see improved, inspectors consider that the school offers an appropriate and developing range of activities outside of lessons, which are enhanced well by a broad range of day-trips. Queen Mary Avenue Infant and Nursery School - 12 - November 2001

p.11

The school’s results and pupils’ achievements

1. Children achieve appropriately in the Nursery so that overall, attainment of the Reception children shortly after they start, is what would be expected for children of this age. Standards are generally average by the time children leave the Reception classes. Children are likely to have achieved all of the Early Learning Goals with a number of higher achieving pupils exceeding them, particularly in creative development.

p.12

The school’s results and pupils’ achievements

2. A significant number of older pupils join the school after Reception and at the moment, this represents 23 per cent of pupils in Years 1 and 2. A high majority of these pupils had attainment on entry that was lower than that expected for pupils of their age . Although all pupils, including the later arrivals, achieve appropriately,

p.12

standards being generally below average in comparison with pupils of the

same age nationally in English and mathematics.

p.12

standards being generally below average in comparison with pupils of the

3. The school chose to set targets for improvement this year, including in

p.12

approach to raising standards. Generally, the targets were based upon a

sound analysis of pupils' previous levels. The targets were very nearly met for pupils gaining Level 2 in writing and mathematics, which are the expected levels for their age. In reading, the level was eight per cent short of its target. The percentage of higher attaining pupils attaining Level 3 in writing was above average and average in mathematics when compared to all pupils nationally.

p.12

approach to raising standards. Generally, the targets were based upon a

4. Overall, results in recent years show a continued improvement in standards achieved by pupils at the end of Year 2, although this has slipped slightly in 2001 in reading. However, standards remain much higher than in 1999 when standards in reading and mathematics were well below average and writing was very low in comparison with all pupils nationally. However, in comparison with pupils who come from similar backgrounds, the school compares well. In relation to these schools,

p.12

pupils attain standards that are just above average in reading, above in

5. All pupils with additional learning difficulties also achieve appropriately with some attaining the expected Level 2 by the end of Year 2. The school's analysis of the results in mathematics points to pupils frequently having difficulties with problem solving and the understanding of questions that require reading and reasoning skills. These are correctly being targeted for development to improve standards even more.

p.12

pupils attain standards that are just above average in reading, above in

6. There is not a significant difference in attainment between the boys and the girls in reading and writing in the last three years. However, in mathematics in the last two

p.12

years, boys have exceeded the standards of girls in the school and all pupils

nationally. During the same period, girls' standards were also lower than other girls nationally.

p.12

years, boys have exceeded the standards of girls in the school and all pupils

7. Pupils with special educational needs are identified very quickly when they Queen Mary Avenue Infant and Nursery School - 13 - November 2001

p.12

respond well to the targets set in their individual educational needs

programme. Pupils with special educational needs make sound progress by the end of Year 2 and usually attain standards, which their teachers expect of them.

p.13

respond well to the targets set in their individual educational needs

8. Pupils throughout the school are confident learners. Most have good attitudes to work, which helps them to make appropriate progress in most lessons and in their personal development. Achievement of pupils currently in the school in English, mathematics and science, is generally sound. Boys progress well in mathematics. Pupils' standards are satisfactory also in art, design and technology, geography, history, music, physical education and religious education. Numeracy skills are used appropriately in a broad range of subjects. This was evident, for example, in the use of a traffic census, tally charts, and weather symbols and keys in geography. Literacy skills in a broad range of subjects are more variable across the school and whilst developing, they should be better. Overall, personal development is good but pupils do not yet use the school library sufficiently to further develop their independent research

p.13

respond well to the targets set in their individual educational needs

9. Standards in information and communication technology remain unsatisfactory although the introduction of the new computer suite has improved provision immensely and helped pupils extend their use of computers for different purposes such as word processing and drawing. Staff supervise closely, pupils' access to the internet. Pupils' skills are building-up soundly across the school as a result of the increased confidence in staff following their initial training in school, but the further training provided for staff through the New Opportunities Fund was disjointed and insufficiently effective to move the school on further.

p.13

respond well to the targets set in their individual educational needs

10. By the end of their time in the Nursery and Reception classes, the children have achieved well and their attainment is appropriate. The organisation of the early years curriculum, the use of assessment information to plan for the children’s individual learning needs and the good quality of teaching together contribute strongly to the progress the children make. This progress is positively influenced by the children’s own enthusiasm for learning, which they have acquired from the start.

p.13

respond well to the targets set in their individual educational needs

11. In the last two years, overall standards have either been maintained or

p.13

improved in most subjects by the end of Year 2. Pupils' achievement in the

Nursery and Reception remain strong . The school has introduced many new initiatives in the last two years including:

p.13

improved in most subjects by the end of Year 2. Pupils' achievement in the

• new approaches to planning and assessing pupils' work; • the introduction of the national strategies for literacy and numeracy; • improved teaching and learning through more formal monitoring of classroom practice; • a more extensive range of learning opportunities.

p.13

improved in most subjects by the end of Year 2. Pupils' achievement in the

12. This has paid off in improved standards in writing, and to some extent in mathematics, particularly for the boys and higher attaining pupils. Many of the school's targets in the school improvement plan are designed to raise standards and need time for the results to show in practice.

p.13

Pupils’ attitudes, values and personal development

Queen Mary Avenue Infant and Nursery School - 14 - November 2001 13. Pupils enjoy coming to school and have positive attitudes to learning. This picture is broadly similar to that reported at the last inspection. In class, they usually listen well when their teacher, or others, are speaking and are generally keen to answer questions or offer opinions of their own. They settle quickly and apply themselves well when given tasks to do, and usually work steadily and productively. Attitudes and behaviour are very good in the Foundation Stage.

p.14

Pupils’ attitudes, values and personal development

14. Behaviour elsewhere in school remains good, both in and out of class. Pupils fully understand the system of discipline operating in the school, and usually react well to it. Bullying is not a problem, and no incidents were observed or reported during the inspection. There have been no exclusions in recent years. Pupils genuinely care for their school.

p.14

Pupils’ attitudes, values and personal development

15. Pupils’ personal development also remains good. Relationships between pupils

p.14

and between pupils and staff are strong, and make a significant contribution to

the quality of education provided . Pupils are polite and friendly, and work well together in lessons, when asked to do so. They show respect for each other’s feelings and understand the impact of their actions on others. Children in the Nursery and Reception classes settle well into school life and start to develop good work habits. They share and take turns without fuss, and pursue activities without constant direction from their teacher. Pupils work well on their own when opportunities are provided for them. They willingly accept any responsibilities offered to them in class and take on more duties around school as they grow older. For example Year 2 pupils help to look after the younger ones at break times.

p.14

and between pupils and staff are strong, and make a significant contribution to

16. Attendance, which was a key issue at the last inspection, is improving but still remains below the national average. Unauthorised absence remains low. Punctuality is generally good. Whilst most pupils arrive at school on time, a small number of pupils are late and this interrupts lessons.

p.14

HOW WELL ARE PUPILS TAUGHT?

17. The quality of teaching and learning was very good in eight lessons, good in 22, satisfactory in 23 and unsatisfactory in three. The quality of teaching in the Nursery and Year 2 was particularly strong.

p.14

HOW WELL ARE PUPILS TAUGHT?

18. Strengths in teaching and learning include:

p.14

HOW WELL ARE PUPILS TAUGHT?

• planning showing specific objectives for learning; • tasks provided to meet the objectives for lessons; • effective demonstration such as that to help Year 2 pupils understand the difference between past and present tenses in literacy. The actions used to demonstrate the differences helped the pupils to understand the difference between ‘ing’ and ‘ed’ word endings; • Pupils with special educational needs are generally well supported in lessons by classroom support assistants. Pupils are encouraged to take part and explanations are re-phrased to help make them clearer; • Relationships and behaviour management are generally good in all classes; • Pupils learn because they are keen, interested and concentrate when teaching is good. 19. The teaching and learning in literacy are satisfactory . The quality of teaching in literacy is hampered to some extent by the lack of training and some weaknesses in the teaching methods used, especially in guided reading and the teaching of the

p.14

HOW WELL ARE PUPILS TAUGHT?

Queen Mary Avenue Infant and Nursery School - 15 - November 2001 sounds of words. The strategies recommended by the National Literacy Strategy are not used sufficiently in a systematic way. Planning is completed daily and not weekly as recommended by the Strategy. This means that it is more difficult for staff to see the weekly overview of learning or to see how pupils progress day by day. The useful assessment sheet devised by the English co-ordinator to assess progress in reading is not used consistently throughout the school.

p.15

HOW WELL ARE PUPILS TAUGHT?

20. There is a high level of challenge and high expectations in numeracy. Here, teaching and learning are good. In one very well-planned opening to a lesson using the National Numeracy Strategy approach, pupils' with differing levels of knowledge were given slightly different tasks to work out as quickly as they could. These were pitched at the right level and the pupils succeeded when given 'a bit of thought'. The whole lesson was 'lifted' by the fun approach used by the staff. The pupils used 'known actions' to accompany their counting 'on and back' between 0 and 100, they knew a 'rap' song to help them remember the difference between rows and columns on a '100' square and used 'bingo' names for many of the numbers. The pupils could not 'fail' to join in; it was so much fun.

p.15

HOW WELL ARE PUPILS TAUGHT?

21. Some other weaker aspects of teaching and learning include :

p.15

HOW WELL ARE PUPILS TAUGHT?

• overlong introductory sessions leaving too little time for pupils to complete the work set; • on occasions, the pace of lessons is rather slow and pupils are not encouraged to take part fully, which leads to disinterest and lack of progress.

p.15

HOW WELL ARE PUPILS TAUGHT?

22. Teaching of pupils with special educational needs is appropriate. They are well- supported by classroom support assistants who effectively encourage pupils to take part in lessons and help to develop pupils' confidence. On occasions, the additional support is less effective, because they have not been clearly briefed about their role. In a Year 2 class, there are some potentially difficult boys who have a greater share of the teacher’s attention than some of the girls. This is not yet monitored to ensure the girls are fully involved in the lessons. The school has not identified any pupils who have particular talents or gifts. Lesson planning usually makes reference to specific planning for less able pupils, but is less consistent in indicating extension activities for higher achieving pupils.

p.15

HOW WELL ARE PUPILS TAUGHT?

23. Pupils are identified as soon as possible in the Nursery or when they begin at the school. Teachers work towards clear targets that are set. Pupils on Stage 2 of the Code of practice are assessed by the special needs co-ordinator (SENCO), who decides what assistance is required. The SENCO and the class teacher discuss the pupils’ individual education plan based on targets that need to be worked on. Long term plans and short-term targets are shared with pupils. Short steps are essential to help pupils realise that progress is being made. Class teachers work hard and receive good support from all support staff.

p.15

PUPILS?

24. The school provides a broad and balanced curriculum of good quality. It promotes pupils’ intellectual, physical, social and personal development and prepares them well Queen Mary Avenue Infant and Nursery School - 16 - November 2001 for the next stage of their education.

p.15

PUPILS?

25. Planning for the curriculum is based on nationally accepted schemes of work, which the school has adapted effectively to suit the needs of its pupils. Appropriate opportunities for staff training are built into the school’s action plan and effective use is made of teachers’ interests and expertise. All subjects now have a policy and a scheme of work. These provide good guidelines for teachers’ planning and include clear and concise learning objectives, which teachers now share with pupils at the beginning of lessons. The school has made good progress in addressing the key issue from the previous inspection concerning the improvement in the curriculum for information and communication technology. The computer suite has been built; resources improved and teachers have received training as part of a national initiative, although this was not as effective as had been hoped.

p.16

PUPILS?

26. The National Numeracy Strategy has been implemented successfully throughout the school. The teachers’ planning for numeracy is good. They clearly identify practical activities and tasks for pupils with differing abilities in classes and have established a range of effective assessment procedures. The new co-ordinator for literacy is finalising arrangements to improve the teaching and assessment of literacy.

p.16

PUPILS?

27. The curriculum for the Foundation Stage is well planned. Detailed daily plans ensure coverage of all the Early Learning Goals. The reception staff plan to build effectively on pupils' learning in the Nursery. It is clear what children are expected to learn both in the teacher-focused activities and in the activities the children choose to do themselves.

p.16

PUPILS?

28. The school is taking part in the Comenius project and have developed very close links with schools in Italy and Denmark. Several staff have visited schools there and pupils send and receive photographs, videos and information about each other's countries. Pupils exchange written work and art and sometimes fax their work which helps them improve their skills in information and communication technology. They are clearly given good opportunities to understand the culture of other countries. This exciting development in the curriculum also helps the pupils’ geography studies and their understanding of the wider world.

p.16

PUPILS?

29. There are good opportunities for pupils to take part in extra curricular activities. The school choir practises regularly and takes part in concerts and church services as well as performing for older people at Christmas. Pupils take books home from the school library, the local football club provides training in soccer for pupils which is so popular that three sessions of ten weeks have been organised during the year to accommodate all those pupils wishing to take part. Pupils keep fit in the skipping club with equipment provided by the British Heart Foundation to encourage pupils to take part in exercise. The curriculum is also enhanced by educational visits such as The Sheffield Magna Science museum and the Lincoln Life museum. The Nursery children experience travelling by different means such as by coach and train. Year 2 pupils visit a power station as part of their science studies. The whole school is

p.16

PUPILS?

involved in local singing festivals. 30. All pupils have access to the curriculum and this is a good feature of the school. Pupils with special educational needs are well supported so that they can work alongside their peers to take advantage of the curriculum offered. Provision for pupils with statements is good. When necessary the curriculum is carefully adapted to their needs so that their individual education programmes are met. The school moves quickly to take effective action when there is a need. Queen Mary Avenue Infant and Nursery School - 17 - November 2001 31. The governors have not yet decided on a policy for teaching sex education but teachers answer questions sensitively if they arise. Attention is paid to the importance of a healthy lifestyle and to drug misuse through the science curriculum. The contribution of the community to pupils’ learning is good. For example, the school has good links with the local churches and staff have visited the local synagogue to learn

p.16

PUPILS?

more of Judaism to help improve the pupils’ religious education programme. Local businesses show interest in the school and have helped to provide the new fence round the school and provide prizes for school functions.

p.17

PUPILS?

32. The programme for personal, social and health education being offered to pupils is satisfactory. During lessons and in assemblies pupils are offered a variety of ideas about how to develop themselves, and how to deal with issues that arise in their young lives. The curriculum for religious education meets statutory requirements. The school nurse visits the school regularly and gives support to pupils where necessary. The curriculum aims to develop pupils’ abilities to relate to others, to work for the common good, to respond to opportunities, challenges and responsibilities, and to cope with change. This supports the pupils’ spiritual, moral, social and cultural development well.

p.17

PUPILS?

33. The school’s link with the neighbouring junior school is very good. The headteachers meet on a regular basis, subject co-ordinators exchange information about the curriculum and Year 3 teachers from the junior school meet their new classes during the summer term which helps to make the pupils’ transition to the junior school free from anxiety and stress. The school organises a weekly mother and toddler group and adult education classes for parents. Parents value these initiatives.

p.17

PUPILS?

34. Provision for pupils’ spiritual development remains satisfactory, and continues to be fostered mainly through brief moments of reflection in assemblies and religious education. Arrangements for collective worship meet statutory requirements.

p.17

PUPILS?

35. Pupils’ moral development remains good. They are taught from the outset what is acceptable and unacceptable behaviour and quickly learn to distinguish right from wrong. Teachers are good role models, and work hard to foster caring attitudes that enable pupils to respect each other as well as their school environment. Stories in assembly are used well to promote values such as kindness and the importance of helping each other.

p.17

PUPILS?

36. Pupils’ social development remains good. Strong relationships exist throughout the school and make a positive contribution to the quality of education provided. Pupils feel that staff care genuinely for them and are confident to approach them with any worries or concerns. Pupils are polite. They work and play well together. They are encouraged to take on more responsibility as they grow older, for instance, when the older ones help to look after the younger ones. Their awareness of the needs of others is raised when they take part in events to raise money for various charities.

p.17

PUPILS?

37. Pupils’ cultural development remains good overall. Out-of-school visits provide good opportunities for pupils to learn about their own area. Established links with schools in Italy and Denmark through the Comenius Project help to widen their understanding of other European countries. Pupils have some opportunities to learn about other cultures through art and religious education, but opportunities for them to develop a greater understanding of Britain as a multi-cultural society, are limited.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Queen Mary Avenue Infant and Nursery School - 18 - November 2001 38. Procedures for ensuring pupils’ general welfare remain sound . A suitable health and safety policy is in place but not fully implemented because formal written risk assessments have not yet been carried out. These, however, are planned to take place in the near future. Nevertheless, current working practices are generally good. Child protection arrangements remain effective.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Procedures for monitoring pupils’ personal development are good. As part of this, pupils' attendance is now monitored much more thoroughly than at the time of the last inspection. Registers are maintained properly and there are suitable arrangements for investigating all unexplained absence. These include making prompt contact with parents on the first day of absence if their children’s attendance is giving cause for concern, and if a satisfactory explanation has not been received.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The personal support and guidance provided for pupils continue to operate effectively . Teachers know their pupils well, get on well with them and work hard to build self-esteem and levels of confidence. Praise and rewards are used well to encourage effort, and significant achievements are celebrated in assembly each week at the 'Star Parade' to which parents are also invited. Measures to promote and maintain high standards of behaviour and discipline work effectively and are implemented consistently by all members of staff. This ensures pupils act sensibly and that lessons run smoothly. Clear guidelines are in place to handle incidents of bullying, but there are no formal procedures in the discipline policy for excluding pupils, if ever this course of action should prove necessary to adopt.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. Procedures for assessing attainment and progress are satisfactory overall. The assessment policy is clear and contains helpful guidance to teachers on the monitoring of pupils’ performance. Assessment in the Foundation Stage is sound. Informative daily plans, include assessment opportunities for the Nursery children. This information is transferred to an individual assessment record to show achievement towards the six areas of learning. The day-by-day assessment is good and well organised to ensure there is consistent assessment of children as they progress through the Foundation Stage. The outcomes of the assessment inform the individual assessment record and are recorded as a date and a symbol to show achievement of the Early Learning Goals. However, this does not provide a fully comprehensive picture of the achievements of each child and is less useful to the next teacher than a written record of achievements. A national baseline scheme

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

provides very useful information about the progress throughout the year for Reception pupils in personal, social and emotional development, communication, language and literacy and mathematical development.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. In September 2001 the school began to use a new assessment system which the assessment co-ordinator and all staff developed during the summer term. There are now effective systems in place for monitoring mathematics and all foundation subjects. However, these systems have not yet been in place long enough to be useful in guiding curricular planning.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Assessment procedures in mathematics are good throughout the school. Detailed procedures and records of learning are in place. National assessment results are analysed and teachers make use of the information to guide their planning for future learning. This ensures that pupils have support, where required, and are challenged appropriately. Provision of extra teaching for pupils identified as experiencing difficulties in a subject has effectively raised standards achieved by these pupils. Ongoing daily assessment in lessons is effective, so that pupils have individual help and their teachers are aware of the progress that each one is making. Queen Mary Avenue Infant and Nursery School - 19 - November 2001 44. Assessment in English is developing throughout the school but some work remains to be done. The new English co-ordinator and the assessment co-ordinator are finalising assessment procedures to monitor progress and improve standards. The results of

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

National Assessments at the end of Year 2 and ongoing testing are carefully analysed, clearly documented and used well to identify challenging yet achievable targets each year. Trends are analysed over the years and good use is made of the information gathered to help the setting of school targets. The process is also used to identify areas for improvement. For example, the school has identified the need to improve reading and writing across the school.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The assessment in other subjects is in varying stages of development. Procedures are beginning but they are not yet fully implemented. They have not been in place long enough to use effectively to identify pupils’ strengths and weaknesses and to adapt teaching accordingly. Day-to-day assessment is conscientious in all subjects and pupils receive good advice and guidance from teachers during lessons. For example, in a Year 2 science lesson, the teacher noted that pupils had not completed the work as well as expected so she reorganised the next science lesson to overcome the problem.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The assessment of pupils with special educational needs is good. Initial assessment is quickly followed by individual education plans for pupils, to tailor learning and provision to pupils’ needs, using whatever support is required. Regular reviews assess pupils' progress and developments in their learning. There are good working relationships with outside agencies. For example, the local education authority's learning support service and the speech therapy service.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. There are good procedures to monitor and support the personal development of pupils, which is based on the teachers’ knowledge of individual pupils and close links with parents, for example, during the daily ten-minute sessions when parents come into the classroom and work with their children before school begins.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Overall, the school cares for its pupils appropriately. Its procedures for assessing attainment and progress have improved since it was first inspected, but they are not consistent across all subjects. The school is now in a good position to put this into effect.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. Response to the questionnaire was relatively low, and only a few parents attended the Parents Meeting. Nevertheless, their views about the school were mostly positive and broadly similar to those expressed at the last inspection.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. The school remains fully committed to getting parents more involved in their children’s education and has maintained good links with them through doing this. Share Time activities, for example, which take place in all classes before school starts operate very effectively, are very well supported and provide good opportunities for parents and teachers to talk with each other. Workshops and courses, which enable parents to gain a greater understanding of their children’s learning are held frequently in school, and arrangements for receiving new pupils into the Nursery are enhanced Queen Mary Avenue Infant and Nursery School - 20 - November 2001 through the offer of a home visit before they start school. Reading diaries are used effectively, particularly in the Reception classes, and these help to maintain regular contact with pupils’ homes. Parents also give good support to educational visits and

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

other activities, such as school productions and events organised by the Parent Teachers Association.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. Parents continue to be kept well informed about their children’s progress. There are ample consultation evenings throughout the year, and the quality of pupils’ annual reports is good. They give a clear indication about achievement as well as identifying areas where improvements could be made. A regular flow of newsletters and correspondence also keeps parents fully informed about life generally in school, although this does not usually contain details about the work done in class. The prospectus is satisfactory but the governors’ annual report to parents could be a lot better. It does not meet statutory requirements, lacking many items of necessary information. The school has close relationships with parents of pupils with special educational needs. Parents of pupils for whom individual education plans are in place are supported effectively by the special educational needs co-ordinator. Parents of

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

pupils with statements of special educational need are always invited to meetings to review provision and pupils' progress and an increasing number now accept the invitation. Parents of pupils with special educational needs are properly involved and kept fully informed about all developments.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

52. The school is successful in meeting its published aims of providing a full and appropriate education for its pupils in a clear, moral framework. These are strengths of the school recognised by parents responding to the parents' questionnaire for the inspection. This is as a result of very capable leadership by the headteacher. This leads to effective co-ordination by those staff in the school who have been given time so far to become involved in supporting and advising colleagues such as the mathematics co-ordinator, the co-ordinator of special educational needs and the teacher leading the Foundation Stage. Leadership and management of the Foundation Stage are very good. Staff are especially well deployed to provide maximum learning opportunities for the children in the Nursery. Structures are appropriate and procedures run very smoothly.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The school's income to spend on its pupils is average in comparison with schools nationally. At the time of the last inspection in March 1997, it was reported that the school had a surplus of money of £59,991. Whilst this has fluctuated since then, by

p.20

the end of the financial year 2000/2001, the surplus had increased to £63,979,

which was 10.5 per cent of its budget. The school's financial audit in July 2000, supported the school's budgetary planning. However, the report recognised that the governors had not formalised their plans for how the surplus was to be spent and this has only happened recently. One or two other recommendations from the audit report are still to be resolved. The predicted carry-forward from the end of the current financial year shows a reduction to less than eight percent of the budget. At

p.20

on the school building. Once this is built into planning, the projected surplus

will reduce to less than five percent, which is a far more appropriate amount.

p.20

on the school building. Once this is built into planning, the projected surplus

54. The school has improved appropriately since the last inspection. Amongst other improvements, the school has: Queen Mary Avenue Infant and Nursery School - 21 - November 2001 • introduced the national strategies for English and mathematics and improved subject planning in all other subjects; • completed a ‘new-build’ project to help reduce the number of pupils in each classroom, replace the mobile classrooms that used to stand separately to the main building, provide a computer suite and improved the school foyer, offices and library facilities; • developed ways of evaluating all aspects of school life in deciding priorities for further school improvement; • ensured that parents are consulted over major changes in school organisation such as the recent dilemma over keeping hot school meals; • gained funding to be part of the Comenius Project so that the school could build up close links with schools in other countries in order to widen pupils'

p.20

on the school building. Once this is built into planning, the projected surplus

cultural understanding. This has worked well; • raised standards in English, mathematics and science from a level well below average in 1998/99. The school recognises that more needs to be done to raise standards even further; • gained Investors in People status, which is a nationally recognised accreditation of the good support offered to all staff in developing their strengths as a team for the good of the pupils.

p.21

on the school building. Once this is built into planning, the projected surplus

55. The headteacher is leading and managing this process well and is very clear what the school needs to do to improve further. This is clearly set out in school improvement planning. Particular areas for development include:

p.21

on the school building. Once this is built into planning, the projected surplus

• to focus on pupils' reading skills and comprehension work; • to raise pupils' achievement in mathematics; • to develop pupils' information and communication technology skills and the use of those skills in a widening range of subjects. The school has already started to improve staff's knowledge despite not benefiting fully from the New Opportunities Fund training, which was insufficiently matched to the school's requirements; • to use in practice the new assessment procedures recently introduced; • to give subject co-ordinators time to become more involved in seeing how the standards, teaching and learning in their subjects can be improved; • to extend the outside play equipment; • to continue with a range of building improvements.

p.21

on the school building. Once this is built into planning, the projected surplus

56. All other staff with management responsibilities are playing their full part within the time scales that have been allocated to them so far. The support of pupils with additional learning difficulties is given appropriate priority and this is reflected in the additional allocation from the school budget and the efficient use of specific funding for pupils with special educational needs (SEN). Much has been done in the last two years to improve standards in writing and mathematics. The mathematics co- ordinator has analysed the school's national assessment results carefully and recognised just how well the boys' standards have risen in the last two years. The school has not yet got round to analysing what else can be done to improve girls' standards. The school is intending introducing a computerised system this year, which will help with the evaluation of similarities and differences in pupils' standards.

p.21

on the school building. Once this is built into planning, the projected surplus

The organisation of support for pupils with special educational needs (SEN) is particularly good. The special educational needs co-ordinator is well organised. She works with staff to provide the best possible service. She has established very good links with all staff and support services. The governing body is closely linked with the school’s provision for pupils with SEN. Queen Mary Avenue Infant and Nursery School - 22 - November 2001 57. The school currently enjoys the support of a governing body who understand the school's strengths and are clear about what else needs to be done. Overall, their contribution to the school is sound. In addition to the governor with responsibility for special educational needs who visits the school and gives good support, some other governors visit the school frequently particularly the chair and vice-chair of governors who work tirelessly for the benefit of the pupils. However, the governors have not yet

p.21

on the school building. Once this is built into planning, the projected surplus

• their annual report to parents is complete and accurate; • their premises and health and safety committee meets regularly and that written risk assessments of all activities and procedures are in place; • they have formally decided whether are not the school should teach sex education; • all of the recommendations of the last auditor's report have been fully considered and actioned.

p.22

on the school building. Once this is built into planning, the projected surplus

58. The governors are becoming more effective at monitoring the day-to-day financial control of the school and comparisons and more detailed quotations are sought when carrying out major purchases. A very efficient school administrator helps them significantly in this. Governors are fully involved with all staff in evaluating the school's work and in prioritising school improvement planning. This way of working was one of the benefits stemming from gaining the Investors in People Award. All of their work helps them to gain a good impression of the school’s strengths and areas ready for development.

p.22

on the school building. Once this is built into planning, the projected surplus

59. Teachers’ planning for lessons is monitored closely by the headteacher and subject leaders are aware of what is planned for in subjects for different year-groups. Teachers working with the same year-groups plan together in detail to make sure that pupils cover the same work regardless of class. This ensures that agreed areas of learning are covered, planned for appropriately and suitably different depending on the level of attainment of the pupils. Staff have been monitored teaching particularly with regards to the formal procedures for checking the effectiveness of their professional performance and in connection with the literacy and numeracy strategies. Newly qualified teachers (NQT) have been monitored also as part of their induction process in the school, which is appropriately organised. This also gives NQTs the opportunity to plan with more established staff and to observe other staff teaching. This is

p.22

on the school building. Once this is built into planning, the projected surplus

continuing. Subsequent discussions with those staff observed helped to raise awareness of individual strengths and how teaching can be improved. The school

p.22

has plans for subject leaders to be more fully involved in monitoring teaching

in the classroom and this will happen effectively in those subjects that become the next focus of the school’s improvement plan. This will lead to greater consistency in teaching across the school.

p.22

has plans for subject leaders to be more fully involved in monitoring teaching

60. The school has increased the number of teaching and classroom support assistants (CSAs) in the last two years and is now well staffed. Teachers are suitably qualified and provide a balance of experience and expertise. They are appropriately supported by a good number of suitably qualified CSAs and in the Nursery, qualified nursery nurses. The quality of administrative support, caretaking, cleaning and midday help is also good, and this ensures the school runs smoothly. All staff have suitable job descriptions, which are reviewed regularly and reflect their current roles and responsibilities. Queen Mary Avenue Infant and Nursery School - 23 - November 2001 61. There is sufficient accommodation to teach the planned curriculum effectively. Classrooms are generally spacious and suitably furnished. The school now also has a well-equipped computer suite. Displays around the school are attractively mounted

p.22

has plans for subject leaders to be more fully involved in monitoring teaching

and contain a sound range of examples of pupils’ own work. The grounds are well maintained, and outdoor provision is further enhanced by good access to playing fields belonging to the adjoining Junior school. The school is able to provide wheel chair access to most areas of school although the fullness of access is not described in the governor's annual report to parents.

p.23

has plans for subject leaders to be more fully involved in monitoring teaching

62. Resources to support learning, which were identified as a key area for

p.23

development at the last inspection, have improved significantly, and are now

satisfactory overall. There are ample computers to teach information and communication technology, but resources for English are not yet adequate because there are not enough books in classrooms. Resources are, however, well managed and easily accessible.

p.23

development at the last inspection, have improved significantly, and are now

63. The school looks at the data it has in detail, sets numerical targets for itself overall and for individual pupils and compares its standards with other schools. The school works hard to achieve the goals it sets itself. It knows how well pupils with special educational needs are progressing individually. The school measures itself at times in other ways such as by questionnaires to parents. The headteacher, governors and staff recognise what is working and what else needs to be done. They have the drive and commitment to develop further and the planning is in place to support this. The school is good at getting the best value from its spending decisions.

p.23

development at the last inspection, have improved significantly, and are now

64. The school has developed appropriately since the last inspection with an income that was similar to most other schools. Standards have generally increased or been maintained, the quality of teaching has improved and pupils' attitudes and behaviour are good, which allows teachers to teach and pupils to learn. Apart from standards in writing and mathematics and the overall quality of teaching, which have improved, the school knows that the impact of many of its developments has yet to be fully seen. One example is the introduction of a revised assessment Queen Mary Avenue Infant and Nursery School - 24 - November 2001 system to help staff plan and set individual learning targets for the pupils. The school currently gives an acceptable education to its pupils and provides sound value for money. It has the capacity to improve further and knows how to do this. Queen Mary Avenue Infant and Nursery School - 25 - November 2001

p.23