Bradleys Both Community Primary School

Bradleys Both Community Primary School

Short 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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Bradleys Both Community Primary School

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

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INFORMATION ABOUT THE SCHOOL

School address: Skipton Road, Bradley, Keighley, West Yorkshire,

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: North Yorkshire County Council

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. F. Holmes

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: April 1997 Bradleys Both Community Primary School - 4

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Team members

23785 Mr. M. Massey Registered inspector 13526 Mr. R. V. Barnard Lay inspector 23453 Ms. C. L. Cressey Team inspector

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Team members

8, Spenbeck Drive, Allestree, Derby, DE22 2UH

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Bradleys Both Community Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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PART C: SCHOOL DATA AND INDICATORS 14

Bradleys Both Community Primary School - 6

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INFORMATION ABOUT THE SCHOOL

Bradleys Both Community Primary School is situated in the Aire Valley ward in North Yorkshire. The school is smaller than average with 145 pupils on roll, 68 boys and 77 girls. Pupils are aged from four years to eleven years and are taught in five classes. They come mainly from the local area, although a small proportion travel in to the school from the outlying district. Pupils’ attainment is above average overall when they start school full-time in the September of the year in which they are five. Less than two per cent of pupils are eligible for free school meals, which is below average, and there are no pupils with English as an additional language. Only three pupils are on the school register of special educational need, which is below average, and there are no pupils with statements of special educational need. The school has recently been awarded Beacon status. It is larger than at the time of the last inspection.

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HOW GOOD THE SCHOOL IS

Bradleys Both is a very good school with many strengths and no significant weaknesses. The school is excellently led by the headteacher who is well supported by other senior teachers, staff and governors. Very good teaching throughout the school ensures that pupils make very good progress and achieve high standards. National test results for seven and eleven-year-olds have been maintained at a consistently high level, well above the national average, over the past five years. The school gives very good value for money.

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What the school does well

• The excellent leadership provided by the headteacher with the support of senior staff gives a clear direction to the school and creates an atmosphere that reflects a striving for excellence. • Very good teaching results in high standards being attained throughout the school. • Clear guidance given by the school leads to the positive attitudes and very good behaviour of pupils. • A rich and varied curriculum contributes well to a stimulating and challenging learning environment.

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What could be improved

• More opportunities for structured play could be provided for pupils in the Foundation Stage The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made very good progress since it was last inspected in April 1997. High standards have been maintained with a very high proportion of pupils attaining at the higher levels in the national tests for pupils in Year 2 and Year 6. The school has successfully addressed the area identified in the last report as needing improvement; very good teaching is now promoted throughout the school through a rigorous system of monitoring teaching and learning and promoting good practice. Pupils now make very good progress throughout their time in Key Stage 2. Induction procedures for newly qualified teachers are very good and have made a strong contribution to ensuring high levels of good teaching in the early years. Provision for information and communication technology (ICT) is now good and the pupils have reacted with enthusiasm to this development. They receive the full National Curriculum entitlement in ICT and use their skills well in other

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

subjects, such as history, English and mathematics. Bradleys Both Community Primary School - 7

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

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

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Key

Last year’s national test results for eleven-year-olds indicated that standards were in the highest five per cent nationally in English and mathematics when compared to all schools and similar schools. A high proportion of pupils achieve the higher level 5 in all three subjects. In English and science all pupils reached the nationally expected standard. Over the last five years high standards have been consistently maintained in English, mathematics and science. Standards seen in the present Years 2 and 6 reflect the high test results as pupils of all abilities continue to make very good progress.

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Key

National test results for seven-year-olds in 2001 were well above average in reading, writing and mathematics. In writing, scores were in the highest five per cent nationally. High standards have been maintained consistently in writing over the last five years. In reading and mathematics, standards improved significantly between 1998 and 1999 and these high standards have since been maintained. Children’s attainment on entry to the school is above average. They make very good progress in the Foundation Stage and are in line to exceed the nationally expected standards in all the areas of learning. Children in the Foundation Stage are confident speakers and they have very good early writing skills that make the transition to National Curriculum work a natural progression.

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Key

Throughout the rest of the school pupils’ writing is good, containing appropriate punctuation, good spelling and an often extensive vocabulary. In mathematics, pupils’ ability to work independently and attack problems confidently, using their prior knowledge, is a feature of their learning. They have good scientific skills, setting up their own investigations and recording the results of their work accurately. The school has set very high targets for the national test results for eleven-year-olds in 2002 and 2003, in order to maintain the standards of the past five years.

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Aspect Comment

Attitudes to the school Very good. Pupils enjoy coming to school. They enjoy their work and often discuss tasks animatedly, trying hard to find solutions.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils behave very well in lessons and around the school. This enables others to concentrate on their work and enjoy lunch and play times.

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Aspect Comment

Personal development and relationships Very good. Pupils get on well together and they work well in groups for subjects like science and mathematics. They are confident to take responsibility for their own learning and they carry out tasks around the school happily and conscientiously. Bradleys Both Community Primary School - 8 Attendance Very good. Attendance is very high compared to the national average. Punctuality is generally very good.

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Aspect Comment

Pupils are very supportive of one another. They co-operate well with classmates in groups and are appreciative of the efforts of others, for example in music and religious education, listening carefully to their contributions. They show maturity when talking to adults about their work.

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

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

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

Teaching throughout the school is very good. No unsatisfactory teaching was seen during the inspection. The teaching of the youngest children is lively and imaginative. Children are presented with a wide range of interesting and challenging activities that quickly engage their interest, for example in their work on France. Teaching for pupils in Years 1 and 2 is characterised by tasks that are very well matched to pupils’ abilities and probing questioning that gives the teacher a good insight into pupils’ understanding of the tasks. Teaching of older pupils increasingly focuses on developing pupils’ independence in problem solving activities in subjects like mathematics and science.

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

The teaching of English and mathematics is very good. Careful planning, which ensures that pupils of all abilities are suitably challenged, supports the good teaching. Good support is given to lower attaining pupils while skilful and thought provoking questioning is used particularly well to extend the thinking of higher attaining pupils. Literacy and numeracy are taught well, with a good foundation being laid in the teaching of the youngest pupils. However, a key factor in the high quality of teaching is the sense of adventure and excitement that permeates many of the lessons. In discussion with pupils they often refer to learning as “fun”, with some pupils noting that they learn without knowing that they are learning. The emphasis is on pupils thinking and doing and unnecessary recording is kept to a minimum. Teachers link subjects skilfully so that, for example, work in literacy is linked to history and art, which brings the work alive to pupils. As a result pupils talk about their learning with

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

enthusiasm and can transfer their learning in one subject to other areas of the curriculum; for example, using their scientific and mathematical skills on their work in design and technology. Pupils have a good understanding of their learning although specific learning objectives are not always clearly explained to them.

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Aspect Comment

The quality and range of the curriculum Very good. The full range of National Curriculum subjects and Foundation Stage areas is covered. There is a strong focus on pupils’ practical involvement in activities. Subjects like music and design and technology promote high standards and visitors to the school and a good programme of visits enhance the curriculum.

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Aspect Comment

Provision for pupils with special educational needs Very good. Pupils are well supported in class and their progress is carefully tracked through their individual education plans.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. Guidance is clear and unambiguous and pupils have a clear understanding of expectations laid down by the school. As result pupils behave well, are thoughtful and realise the impact of their actions on others. They are presented with a wide range of cultural opportunities that gives them a good understanding of their own and other cultures. Bradleys Both Community Primary School - 9 How well the school cares for its pupils The school takes very good care of pupils. Teachers know pupils well and ensure that the work given to them is suitable. Child protection procedures are appropriate.

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Aspect Comment

The high quality work done in a range of subjects is a strength of the school. The establishment of a computer suite means that pupils have access to good provision and make good progress in ICT. There is good curriculum provision for music, where standards are high. There is not enough provision for children to develop their skills in activities like climbing, balancing and energetic running in the Foundation Stage in the winter. The school has already recognised this and included it as a priority in the current school improvement plan.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides excellent leadership and gives a very clear sense of direction to the school. She is well supported by an enthusiastic and committed staff dedicated to improving provision for pupils.

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Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil their statutory responsibilities well. They have a good understanding of how the school works and are kept well informed about developments. They provide good support to the headteacher and staff.

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Aspect Comment

The school’s evaluation of its performance Very good. The school analyses the results of national tests and carries out its own internal assessments. The results are used effectively to target areas for improvement.

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Aspect Comment

The strategic use of resources Very good. The school uses its budget well to ensure that developments, such as the computer suite and new library, can take place.

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Aspect Comment

The excellent leadership provided by the headteacher is instrumental in ensuring that the high standards of teaching and learning are maintained. The school applies the principles of best value appropriately. Very good budget management through the school secretary and bursar ensures that good information is available when spending decisions have to be made. High quality secretarial support enables the headteacher to fulfil her teaching commitments whilst carrying out her other leadership and management responsibilities.

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improved

• Their children like school and make good progress. • Behaviour in the school is good. • Teaching is good and the school expects children to work hard and do their best. • The school helps children to become mature and responsible. • The school could work more closely with parents. • There could be a more interesting range of activities outside lessons.

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improved

The inspection team fully agrees with the positive views expressed by parents. The team judged that the range of activities provided outside lessons was good for a school of this size. There was no evidence to support the view expressed by a small minority that the school could work more closely with parents. Discussions with parents showed the vast majority to be very happy in their relationships with the school. Bradleys Both Community Primary School - 10

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a clear direction to the school and creates an atmosphere that reflects a striving for

1. The excellent leadership provided by the headteacher has created a school where teachers and pupils work hard and enthusiastically to achieve their maximum potential. The headteacher has a clear idea about how pupils learn. This vision is clearly conveyed to staff and ensures that there is a shared approach to teaching and learning throughout the school. Teachers are encouraged to extend their own learning and teaching development by taking risks, for example, by being innovative and enjoying their teaching. The headteacher understands the value of presenting pupils with active learning situations where teachers set tasks that demand thought, organisation and independent work. She has a demanding teaching commitment herself and this enables her to set high standards with some inspirational teaching, whilst promoting a sense of fun in learning. She is an excellent role model for staff in the school.

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a clear direction to the school and creates an atmosphere that reflects a striving for

2. Senior staff provide good support to the headteacher. They promote high standards of teaching and work closely with other staff to ensure that high expectations are maintained throughout the school. They have provided good support to the induction of a newly qualified teacher, taken a leading role in developing the environmental area and contributed to the recent establishment of the computer suite.

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a clear direction to the school and creates an atmosphere that reflects a striving for

3. The headteacher has established a very good system for monitoring teaching and learning. Regular observations of teachers are made and teachers receive good feedback on how they can improve. This is a key feature in maintaining high teaching standards. Teachers’ planning is regularly monitored to ensure a consistent approach. Samples of pupils’ work are scrutinised regularly by the headteacher to ensure that high standards are being maintained throughout the school. However, the most useful aspect of reviewing pupils’ work takes place when samples are taken to whole staff meetings, compared and discussed. This gives staff a very good overview of standards across the school and makes them aware of their importance in the overall provision.

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a clear direction to the school and creates an atmosphere that reflects a striving for

Very good teaching results in high standards being attained throughout the school.

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a clear direction to the school and creates an atmosphere that reflects a striving for

4. The quality of teaching is very good throughout the school. This represents a very good improvement since the last inspection. The youngest children, in the Reception class, benefit from high quality provision that develops their self-confidence whilst providing them with stimulating and challenging activities. The teacher presents literacy and numeracy activities that prepare children well for the next stage of education. However, there are plenty of opportunities for children to experience a wide range of stimulating activities; for example when they sample French food, decide what would make an appropriate breakfast, design their own passport and learn some of the French language. Lessons are well-planned and matched to children’s abilities. As a result children are fully involved in tasks and make very good progress in their learning. Many of them are already working at levels well above expectations.

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a clear direction to the school and creates an atmosphere that reflects a striving for

5. Throughout the rest of the school planning is very good. Teachers know pupils well and make good day- to-day assessments of their progress. Consequently, in lessons like literacy and numeracy, activities are often set at different levels to cater for pupils of differing abilities. This ensures that lower attaining pupils do not lose confidence, higher attaining pupils are suitably challenged and pupils of all ability levels make very good progress. The management of pupils is very good. Teachers have high expectations of how pupils will behave and pupils have a clear understanding of these expectations. As a result, pupils behave very well in lessons and around the school. In assembly, for example, pupils identify hymns that they have practised in a small group and come out to perform using a variety of instruments. They only find out when assembly has started but they are confident, have a clear understanding of their role and move to the front

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a clear direction to the school and creates an atmosphere that reflects a striving for

of the hall quickly, collecting their instruments on the way. However, the main feature of the teaching is the sense of excitement and fun that is often present in lessons. Mistakes are accepted as a product of learning Bradleys Both Community Primary School - 11 by both teachers and pupils and used positively to improve pupils’ understanding. Teachers are prepared to take risks, for example, in designing science or design and technology activities that are more demanding than usual, and by doing so extend the boundaries of their own and their pupils’ learning. Recording is appropriate to the task so that in some lessons, such as mathematics with the older pupils, there is little formal recording but a huge amount of investigation and actual learning. The pace of these lessons is very good. Questioning to encourage pupils to think hard and reflect on their work is excellent in many lessons. This was obvious in lessons from Year 1 to Year 6 and in subjects as diverse as religious education, literacy,

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a clear direction to the school and creates an atmosphere that reflects a striving for

mathematics and science. In religious education, for example, pupils explored their own emotions when they were treated unfairly. By relating their experiences through the story of Martin Luther King the teachers’ skilful questioning led pupils to reflect on how they could handle difficult situations in everyday life, such as at playtimes.

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a clear direction to the school and creates an atmosphere that reflects a striving for

6. As a result of the very good quality teaching standards in English and mathematics are well above average and pupils make very good progress in their learning. The high proportion of pupils attaining at the higher levels at the ages of seven and eleven is evidence of this. Inspection evidence shows that these high standards are being maintained for the present cohort of pupils.

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Clear guidance given by the school leads to the positive attitudes and very good behaviour

7. The daily assembly makes a very good contribution to establishing the positive ethos of the school. Pupils enter and leave in an orderly way. They make an active contribution to the assemblies by participating in activities, such as acting out parts of a story or describing what they have done in class. When the Year 6 pupils showed what they had made in class there was a real sense of wonder and enthusiasm for their achievement. Staff take the opportunity to promote the pupils’ understanding of what it means to be a part of a community and encourage them to reflect on the theme of the assembly.

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Clear guidance given by the school leads to the positive attitudes and very good behaviour

8. Clear opportunities are planned in lessons to promote pupils’ social development. In science lessons, for example, pupils work in groups to set up and carry out their own investigations. They co-operate very well and are skilled at involving all members of the group in the work and discussion. They learn to appreciate the contributions of others and show a genuine appreciation of the work that their peers do. In music, opportunities are given for pupils to perform together on a regular basis and this teaches them to listen carefully and work with others to produce a finished performance.

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Clear guidance given by the school leads to the positive attitudes and very good behaviour

9. When they are moving around the school pupils are quiet, orderly and polite. In conversation they display maturity beyond their years, responding well to questions and talking confidently about their work. This is due to the good opportunities given to them in class to reflect and discuss what they are doing. They are given good guidance by staff on how they should behave in class and around the school. There is a clear expectation that pupils will work hard. Pupils’ good attitudes reflect the high expectations of staff and as a result they work hard, try their best and achieve well.

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A rich and varied curriculum contributes well to the stimulating and challenging learning

10. The school has worked hard, and successfully, to promote a rich and varied curriculum whilst dealing with the introduction of the numeracy and literacy strategies. Testimony to this is evident in the good, interactive displays that greet the visitor to the school. There is ample evidence that pupils use the important skills that they acquire in English, mathematics and science in a range of other subjects. Pupils’ mathematical and science skills are utilised to good effect in their work in design and technology where pupils in Key Stage 2 make zoetropes and interactive electronic games. In subjects such as religious education they are provided with good opportunities to develop their speaking and reasoning skills, whilst in subjects like history good use is made of pupils’ writing skills. However, it is in the way that other subjects are presented that the most impact is made. Opportunities are taken in music to bring large groups

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A rich and varied curriculum contributes well to the stimulating and challenging learning

of pupils together to share their expertise and gain inspiration and approval from one another. Regular opportunities are taken to enliven pupils’ learning experiences through visits to places of local and national Bradleys Both Community Primary School - 12 importance. Theatre groups visit the school so that pupils have the opportunity to experience dramatic activity at first hand. There are numerous examples of good quality art and history work on display and these reflect the pride that pupils and teachers take in the work of the school. Overriding all of this is the importance that is placed on providing pupils with a well rounded, exciting and challenging curriculum that engages their attention and makes coming to school a pleasure for the vast majority of them. It makes learning enjoyable for the benefit of all the pupils in the school.

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WHAT COULD BE IMPROVED

More opportunities for structured play could be provided for pupils in the Foundation Stage.

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WHAT COULD BE IMPROVED

11. A scrutiny of teachers’ planning and discussions with staff shows that opportunities for vigorous activities such as running, climbing and jumping are restricted for children during the winter months. This means that some of the children’s large motor skills are not developed systematically throughout the year. When the weather is inclement opportunities to use spaces such as the hall to make sure that provision is continuous are not always taken. There is also a shortage of some large items of equipment, such as tricycles. This area for development has been recognised by the school and is included in the present school improvement plan. Bradleys Both Community Primary School - 13

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

12. In order to raise standards further the governing body, headteacher and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Review timetabling arrangements to ensure that children in the Foundation Stage have regular and frequent opportunities to take part in physical activities, outside the classroom environment; • Ensure that there is sufficient large equipment for children to experience a wide range of activities, as indicated in the Foundation Stage curriculum. Bradleys Both Community Primary School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 8

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. [When the total number is substantially less than 100, add] Care should be taken when interpreting these percentages as each lesson represents more than one [two, three, etc] percentage point[s]. [Where the total is close to or greater than 100, use only the first sentence.]

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Summary of teaching observed during the inspection

Care should be taken when interpreting these percentages as each lesson represents more than eight percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/a 145

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals N/a 2

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs N/a 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/a 3

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 6

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 2

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Attendance

% % Bradleys Both Community Primary School - 15 School data 3.2 School data 0.4

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Attendance

National comparative data 5.6 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Bradleys Both Community Primary School - 16

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Attainment at the end of Key Stage 1 (Year 2)

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 7 12 19

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Boys 7 7 7 Numbers of pupils at NC level 2 and above Girls 11 11 12

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 95 ([100) 95 ([100) 100 (100) at NC level 2 or above National 84 ([83) 86 (84) 91 (90)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 7 7 7 Numbers of pupils at NC level 2 and above Girls 11 12 11

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 95 (100) 100 (100]) 95 (100) at NC level 2 or above National 85 ([84) 89 (88) 89 ([88)

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Attainment at the end of Key Stage 1 (Year 2)

Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2 (Year 6)

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 12 10 [22

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Attainment at the end of Key Stage 2 (Year 6)

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 11 10 11 Numbers of pupils at NC level 4 and above Girls 10 10 10

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 95 ([100) 91 (96) 95 ([92) at NC level 4 or above National 75 ([75) 71 ([72) 87 ([85)

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Attainment at the end of Key Stage 2 (Year 6)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 11 11 11 Numbers of pupils at NC level 4 and above Girls 9 10 9

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 91 ([100) 95 ([96) 91 ([92) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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Attainment at the end of Key Stage 2 (Year 6)

Percentages in brackets refer to the year before the latest reporting year. Bradleys Both Community Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 5.5 Financial year 2000/2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 26

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Teachers and classes Financial information

Education support staff: YR– Y6 Total income 284108

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Teachers and classes Financial information

Total number of education support staff 4 Total expenditure 265872

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Teachers and classes Financial information

Total aggregate hours worked per week 49 Expenditure per pupil 1822

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 17233

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Teachers and classes Financial information

Total number of qualified teachers (FTE) N/a Balance carried forward to next year 35469

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Teachers and classes Financial information

Number of pupils per qualified teacher N/a

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Teachers and classes Financial information

Total number of education support staff N/a

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Teachers and classes Financial information

Total aggregate hours worked per week N/a

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Recruitment of teachers

Number of teachers who left the school during the last two years 1

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 1

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 Bradleys Both Community Primary School - 18 FTE means full-time equivalent. Bradleys Both Community Primary School - 19

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 85 12 3 0 0

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Percentage of responses in each category

Behaviour in the school is good. 78 22 0 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 51 40 9 0 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 55 37 6 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 69 22 7 1 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 93 7 0 0 0

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Percentage of responses in each category

The school works closely with parents. 51 34 10 4 0

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Percentage of responses in each category

The school is well led and managed. 74 18 5 2 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 72 22 3 0 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 35 36 15 6 8 Bradleys Both Community Primary School - 20

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