Emmanuel Holcombe Church of England Primary School

SCHOOL

Inspection number: 193268 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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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. Emmanuel Holcombe C of E Primary School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Helmshore Road Holcombe Bury Lancashire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 20/02/97 Emmanuel Holcombe C of E Primary School - 5

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Mr O L Thomas Registered inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Network Management Fron Dirion Annexe Star Farm Llangynhafal Ruthin Denbighshire LL15 1RU

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Emmanuel Holcombe C of E Primary School - 6

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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 16 - 19

Emmanuel Holcombe C of E Primary School - 7

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INFORMATION ABOUT THE SCHOOL

Emmanuel Holcombe CE Primary School is situated in the village of Holcombe, six miles from the centre of Bury; it is smaller than most other primary schools. One hundred and seven boys and girls attend the school. There are no pupils with English as a second language and the very small number of pupils eligible for free school meals is well below the national average. The 18 per cent of pupils with special educational needs is also below the national average. Most pupils live in Holcombe, Ramsbottom, neighbouring Tottington or other parts of Bury. The attainment of the majority of pupils on entry to the school is above average. Most have attended some form of pre-school facility prior to entry.

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HOW GOOD THE SCHOOL IS

This is a good school. The pupils’ attainment in the national tests for 11 year olds is well above the national average in English and mathematics. This is the result of good teaching throughout the school, which is well supported by effective leadership. The school gives good value for money.

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What the school does well

• Pupils attain good standards by the time they leave the school and this is reflected in their test performance in English and mathematics. • The teaching of literacy and numeracy are good and impact well on pupils’ progress. Staff are strongly committed to the pupils’ care and welfare. • Strong leadership by the Headteacher has ensured that high standards have been sustained within a broad and balanced curriculum. • The very good provision by the school for spiritual, moral and social development is evident in the pupils’ very good attitudes and their positive responses to learning.

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What could be improved

• The standards attained by pupils in information and communication technology. • The use of pupils’ reading, writing and numeracy skills in the other subjects. • Pupils’ knowledge of and involvement in how to improve their work. • The systematic evaluation of classroom practice to raise all teaching to the highest levels. 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 maintained the strengths recognised in its last inspection in 1997 and has made good progress in addressing the issues raised. The Headteacher and governors have devised a first rate programme of self-review which has already identified the issues raised by this inspection for improvement and is working effectively towards addressing them. The school has responded well to national initiatives in literacy and numeracy, and to increased national expectations for improving its performance and setting challenging targets, including more effective use of comparative information about test results. The review of the provision for under fives, in line with the curriculum for the Foundation Stage, is targeted in the school development plan. Improvements have also been made in the identification and support for pupils with special educational needs.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There have been necessary, productive changes in the organisation, assessment, planning, delivery and depth of the curriculum offered to the pupils. In addition, the school has built on the already good Emmanuel Holcombe C of E Primary School - 8 provision of pupils’ spiritual, moral, social and cultural development, enhanced links with the majority of parents, the community and other agencies and used technology effectively to support the day-to-day administration. The commitment of the Headteacher, staff and governors to improving standards, the pupils’ positive attitudes and the support given to the school by the majority of parents are the cornerstones of continuing improvement. Parents value the work of the staff and are generally appreciative of the changes that have taken place since the last inspection.

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

All subjects A A A A A very high well above average above average average below average well below average A* A B C D E

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STANDARDS

N.B. The cohort sizes are small and different sized groups of pupils are being tested each year. This could account for slight fluctuations in performance in some years.

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STANDARDS

The pupils achieve standards in English and mathematics by the age 11 that are well above the national average and also in comparison with similar schools. The exception is science, which although above the national average is only in line with similar schools. Test results for seven year olds show an impressive picture when compared nationally and with similar schools. Results in reading, writing and mathematics are all well above the national average.

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STANDARDS

On entry to school attainment is above average and this is well sustained as they move through the school. They make good progress in the Early Learning Goals with many who are working within the National curriculum by the age of five.

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STANDARDS

The school sets targets for year groups based on accurate assessment procedures. These targets are realistic but demanding, seeking to improve standards but showing awareness of the pupils’ capacity to achieve. The inspection finds standards in speaking and listening, reading and number are high and are real strengths at both key stages. Standards in writing are at least satisfactory. However, the usage of reading and writing across all subjects of the curriculum is weaker particularly at Key Stage 2. Pupils’ attainment in information and communication technology is overall below expectations by the age of 11 although the school is taking action to rectify this situation and some good progress is being made. Pupils have an adequate knowledge of word processing but do not attain as expected in the other aspects of the subject. Emmanuel Holcombe C of E Primary School - 9 Emmanuel Holcombe C of E Primary School - 10

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Aspect Comment

Attitudes to the school The pupils enjoy school, are well motivated and have very positive attitudes to learning.

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Aspect Comment

Behaviour, in and out of classrooms Generally good, many pupils show a high level of self-discipline for their ages.

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Aspect Comment

Personal development and relationships Very good. Pupils of all ages get on well together. They are offered opportunities to use their initiative and many pupils take on responsibilities, which they relish.

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Aspect Comment

Attendance Good. Most pupils enjoy coming to school and arrive punctually.

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

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

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

Twelve lessons were seen. Thirty three per cent of teaching was very good, fifty nine per cent good and eight per cent satisfactory. Teaching is consistently of a high standard at the end of Key Stage 1. Although never less than satisfactory teaching shows some inconsistency in Key Stage 1 and when scrutiny of work is taken into account it shows that the impact of teaching could be improved further in Key Stage 2 as well. The good and very good teaching observed has a positive impact on the standards achieved. A key factor of success is the direct teaching of basic skills based on what the pupils know, understand and can do. Knowledge of the National Curriculum requirements is secure. The quality of the teachers’ marking is too inconsistent and generally lacks comment to show pupils how to improve their work and to set them targets. Pupils’ reading and writing skills are underused in other subjects and there is a lack of challenge in some

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

tasks particularly for the oldest pupils.

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Aspect Comment

The quality and range of the curriculum The curriculum is overall broad and balanced and caters well for pupils of all ages and abilities. Information and communication technology requirements are not fully met.

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Aspect Comment

Provision for pupils with special educational needs Identification procedures have been improved. Teachers match work well and set suitable targets. Non-teaching support is excellent.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Overall very good, prepares pupils well for life and the next stage of learning. There are plentiful opportunities to widen the pupils’ views and understanding of the world and its people.

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Aspect Comment

How well the school cares Good support is given for pupils’ welfare and academic needs. Staff know the Emmanuel Holcombe C of E Primary School - 11 for its pupils pupils well and their assessments of work support the high standards achieved.

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Aspect Comment

Leadership and management by the Headteacher and other key staff The Headteacher’s strong leadership, his support of key staff and the very good Christian ethos all impact very well on the pupils’ personal development and the standards they achieve.

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Aspect Comment

How well the governors fulfil their responsibilities Good, with the exception of the delivery of information and communication technology. The principles of best value are being applied in financial management.

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Aspect Comment

The school’s evaluation of its performance The Headteacher has a clear view of the school’s work but too little time to act effectively on his knowledge of strengths and areas for improvement. Governors are well informed.

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Aspect Comment

The strategic use of resources Very good, effective use is made of staff, of time and of material resources and the limited accommodation. The school gives good value for money.

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What pleases parents most What parents would like to see improved

• The progress made by their child at school. • The quality of pupils’ behaviour. • The quality of teaching. • The approachability of the school. • The school’s expectation for hard work and achievement. • The leadership and management of the school. • The quality of pupils’ personal development. • The amount and quality of homework that is given. • The quality of information given on pupils’ progress. • The working relationship between school and parents. • The provision for after-school activities.

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What pleases parents most What parents would like to see improved

The inspectors agree with the positive points raised by parents. In relation to what they would like to see improved, evidence shows that:

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What pleases parents most What parents would like to see improved

• There are inconsistencies in the amount and quality of homework given and its impact on the pupils’ learning, which ranges from very good to poor. • The amount and quality of information sent to parents, and the openness of the Headteacher and staff, to discuss children’s progress is very good. • The provision of extra-curricular activities, which include sporting, recreational and educational activities, is extensive, although much is only available to the older pupils. • Overall, the quality of teaching is good. Emmanuel Holcombe C of E Primary School - 12

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Pupils attain good standards by the time they leave the school and this is reflected in their

test performance in English and mathematics.

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Pupils attain good standards by the time they leave the school and this is reflected in their

1. In the most recent national tests for the Year 2000 the proportion of 11 year old pupils attaining at the expected Level 4 or above was well above the national picture in English and mathematics and above in science. In comparison to similar schools the English and mathematics results are well above average but the school does not fare as well in science and results when compared with others are average. The results for the seven year old pupils in the national tests are impressive. Their attainment in reading, writing and mathematics was well above the national average and that of similar schools. Teacher assessments for science show similar high standards. These results mirror the trend over the past three years and are testimony to the school’s success in meeting its aim to provide high quality education. The attainment of pupils with special educational needs is in line with their abilities and they generally make good progress in meeting their individual targets.

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Pupils attain good standards by the time they leave the school and this is reflected in their

2. In English, Year 1 and 2 pupils enjoyed reading the story of Cinderella, using their word attack skills well to read unfamiliar words. They make good progress in expressing their ideas clearly using appropriate vocabulary in extended sentences. Their ability to recognise the need for speech marks and their ability to provide examples of conversation and speech bubbles is well above what is normally expected of pupils of their ages. During a very good lesson, which focused on traditional stories, Year 5 and 6 pupils used their high-level literacy skills to listen attentively, concentrate well, and share their views on the content of Pandora’s Box. Pupils spoke clearly and articulately. They were able to follow and share in the reading of the text, coping well with the pronunciation of the names of Greek Gods and in defining the meaning of the abstract nouns such as; disease, cruelty and pain.

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Pupils attain good standards by the time they leave the school and this is reflected in their

3. In mathematics, pupils attain well above the national average at the end of both key stages and all make good progress including those identified with special educational needs. From an early age the pupils have a good recognition of numbers. For example, Year 1 pupils can count to 20 and back, sequencing from different starting points. By the age of seven, pupils have a good knowledge of numbers to one hundred, can provide missing numbers in jigsaw pieces taken from a 100 number square correctly. They have a good knowledge of two-dimensional shapes. A quick and accurate response by Year 5 and 6 pupils to a demanding mental recall session showed how confident and competent they are in their knowledge and usage of the four rules of number in a variety of contexts. Pupils were also able to use their knowledge and understanding of “time” to structure the sessions of a football match that had gone into extra time; a problem that many 11 year olds would have found

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Pupils attain good standards by the time they leave the school and this is reflected in their

4. Scrutiny of pupils’ work and discussions with them shows that they have good opportunities, within a broad and balanced curriculum to read, write and compute numbers. However, there is scope for teachers, particularly at Key Stage 2, to provide a greater challenge for pupils of all abilities to use and extend their reading and writing skills. Emmanuel Holcombe C of E Primary School - 13

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The teaching of literacy and numeracy are good and impact well on pupils’ progress. Staff

are strongly committed to the pupils’ care and welfare.

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The teaching of literacy and numeracy are good and impact well on pupils’ progress. Staff

5. The quality of teaching is good overall with some examples of very good teaching at the end of both Key Stages; this is reflected in the quality of the children’s learning. Teaching has improved since the last inspection report was published and it has many strengths and few areas for improvement. Teachers’ planning, organisation and management of learning are strengths of the school, as are the high expectations, which they have of the pupils’ behaviour. Relationships within the school are good; all the teachers know their children well and are highly committed to their emotional, as well as their academic needs. The use made of additional support within the classrooms is excellent. The pre-lesson planning and preparation between the classteachers and the classroom assistant or adult helpers has a positive impact on the effective use of time and the quality of pupils’ learning. The teachers are very secure in the teaching of the basic skills in Literacy and Numeracy, and their good

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The teaching of literacy and numeracy are good and impact well on pupils’ progress. Staff

questioning techniques during lessons ensure the children are challenged. However, weaknesses were apparent when some teachers did not intervene to assess a task and drive it forward well enough, such as when children counting figures to match a number card waited to be told what to do next. The plenary sessions generally made effective use of direct teaching points and examples of children’s work were displayed on the whiteboards. The objectives of the lesson were also revisited in the plenary session, which helped to clarify and consolidate the learning. The teachers’ assessments and support for the range of ages and abilities within the classes focus on lesson planning, groupings and match of work for pupils so that the needs of all, including those with special educational needs are generally well met. Time is not wasted either at the start of sessions or during lessons.

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Strong leadership by the Headteacher has ensured that high standards have been sustained

6. Despite a heavy weekly class teaching commitment, until the beginning of the autumn term Year 2000, the Headteacher has been instrumental in enabling this already effective school to improve and flourish. Initiatives, including the national Literacy and Numeracy strategies, have been well managed. The school development plan, which was an interim document at the last inspection, has matured into a very effective management tool, which is used to steer the school forward. It is focused on curriculum and standards. Priorities are identified through a systematic audit of need, carried out by the Headteacher and staff in partnership with the governing body. Monitoring has been a main element albeit within the constraints of a very tight budget and limited staffing levels. This focus has enabled the Headteacher to become well informed about the school’s strengths and knowledgeable about those areas needing attention. For example, the need for the earlier identification of pupils with special

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Strong leadership by the Headteacher has ensured that high standards have been sustained

educational need and the subsequent fine tuning of the curriculum to meet their individual needs. Whole school review, which has involved the staff, governors and LEA personnel, is a strength of the school. There are no areas highlighted for improvement by this inspection, which the school has not already recognised for itself.

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Strong leadership by the Headteacher has ensured that high standards have been sustained

7. Considerable attention has been given to the analysis of test and assessment information. Baseline assessments are conscientiously carried out and used effectively to compile pupil profiles. The school sets targets for classes and groups of pupils well, based on a thorough analysis of a range of on-going tests and assessments. The targets are realistic and are supported by the generally good match between how the teachers feel the pupils will perform and their actual results. Accurate assessment and evaluations of what the pupils know, understand and can do in their daily work determine the teachers’ planning and the match of work to the pupils’ needs. Information is systematically recorded and analysed and pupils’ progress is tracked identifying groups and individuals Emmanuel Holcombe C of E Primary School - 14 requiring support. For example, results were used to identify Year 6 pupils who required “booster”

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Strong leadership by the Headteacher has ensured that high standards have been sustained

support prior to taking the national English tests. These procedures have helped the school’s drive to set itself high but realistic targets.

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Strong leadership by the Headteacher has ensured that high standards have been sustained

8. The broad curriculum enables pupils to acquire a very good range of knowledge, skills and understanding. The wide range of complementary activities, including educational visits stimulates their interests. In lessons pupils settle quickly to their work and achieve a good amount; they can readily explain what they have to do. Most concentrate well and show independence in their learning, turning readily to aids such as dictionaries to support their efforts.

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The very good provision by the school for spiritual, moral and social development is evident

in the pupils’ very good attitudes and their positive responses to learning .

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The very good provision by the school for spiritual, moral and social development is evident

9. The school's development of pupils’ attitudes, values and personal development are all very good and is evident in the pupils' responses. They have a very positive attitude to the school and enjoy attending. When in school they reveal high quality personal relationships. Their good behaviour, supported by the high standards set by the staff, provides a secure and effective learning environment. Pupils’ positive responses and their very good attitudes are encouraged through the school working in partnership with parents. Parents feel generally well informed of their children’s' progress and they enjoy good relationships with staff. A number of parents assist with the pupils' education in school. They support the Home/School agreement and the work pupils do at home. The school's provision for extracurricular activity is good and supports pupils’ personal development well, although this is best for the oldest pupils. The range of this provision covers sporting, recreational and

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The very good provision by the school for spiritual, moral and social development is evident

educational activities and includes an after school club. The school makes very good provision for the development of pupils' spiritual, moral, social and cultural values. This is supported through its ethos and the clear Christian values that are announced in its policies and experienced in the daily life of the school. Emmanuel Holcombe C of E Primary School - 15

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The standards attained by pupils in information and communication technology. (ICT)

10. Standards are not yet as fully expected for seven and 11 year old pupils and the school has recognised this through its own self-review. Most seven year olds can carry out simple word processing with some support. Many are confident to use a mouse and the arrow keys to manipulate the text and give instructions. Eleven year old pupils have an adequate knowledge of the word processing skills expected for their ages. Each child has their own disk and they are learning how to retrieve their work, edit and improve it. They have completed some data collection activities but this is too infrequent and they do not readily use computers to record, collate, retrieve and analyse work in the other subjects such as science and mathematics or in geography to carry out surveys. In discussion with the pupils they state they do not have sufficient time and access to the computers or instruction on how to get better. Many pupils

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The standards attained by pupils in information and communication technology. (ICT)

profess to learn more at home than in school. Pupils have too little knowledge of monitoring events or controlling devices using ICT.

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The standards attained by pupils in information and communication technology. (ICT)

11. The school has recently improved its hardware and software resources using National Grid for Learning funding and this is beginning to impact on pupils’ progress. However, it is too soon for it to have impacted on the standards. Teachers lack confidence, expertise and competence to effectively support pupils’ learning through the systematic direct teaching of ICT skills and its use throughout the curriculum. The provision of ICT hardware at the moment restricts opportunities for direct teaching, and this might be improved by networking the computers. Information and communication technology is recognised by the school as an important area for improvement. The school identifies that teachers require advice and assistance in planning and initiating the improvements to achieve the targets it has set to enable pupils to achieve the standards expected of them.

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The standards attained by pupils in information and communication technology. (ICT)

The use of pupils’ reading, writing and numeracy skills in the other subjects.

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The standards attained by pupils in information and communication technology. (ICT)

12. Whilst pupils acquire basic skills well they are not challenged sufficiently to use them in the other subjects to read, research, organise and record their ideas and findings. Too often, notably in Key Stage 2, pupils of all abilities complete the same task with insufficient opportunities to think through or use their own thoughts on how their work might be presented. At worst, teachers give pupils mundane and low level worksheets to complete which do little to develop their learning. The scrutiny of pupils’ past work particularly in history and science shows too many instances of pupils copying the teacher’s script. Although there are odd examples where individuals have written in their own words this is far too limited particularly given the capability of many of the pupils. This points to underachievement and a distinct lack of appropriate expectations by teachers.

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The standards attained by pupils in information and communication technology. (ICT)

Pupils’ knowledge of, and involvement, in how to improve their work.

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The standards attained by pupils in information and communication technology. (ICT)

13. Scrutiny of work shows that work is seen and ticked by teachers regularly but the quality of marking is too inconsistent and is not driving pupils well enough towards self-improvement. For example, teachers mark work as incorrect but there is limited evidence that the pupils have been required to correct it or shown how to put it right. At times spellings are merely written out above the mis-spelt word with no onus on the pupils to research the correct spelling. Pupils confirm that this is the case. The most disappointing examples of this lack of challenge are in the work of the oldest and brightest pupils in the school. These weaknesses also detract from these pupils’ preparation for the Emmanuel Holcombe C of E Primary School - 16 next stage of education, as there are too few examples of them being able to take notes, plan and organise their work for themselves or improve significantly. The school has not yet moved to a position

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The standards attained by pupils in information and communication technology. (ICT)

of capitalising on the pupils’ capabilities and challenging them to identify their own errors, address them and improve their ideas on a regular basis. Work does not show that teachers have set short term, regular targets for improvement which are shared with pupils and referred to throughout their daily work to secure accuracy, attention to detail and more in depth work. The onus is not placed firmly on the pupils to recognise their part in self-improvement.

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The standards attained by pupils in information and communication technology. (ICT)

The systematic evaluation of classroom practice to raise all teaching to the highest levels.

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The standards attained by pupils in information and communication technology. (ICT)

14. There is insufficient monitoring and evaluation of classroom practice, and, therefore, good practice is not disseminated as widely as it could be. This is recognised by the governors who have sanctioned that funding is used to release the Headteacher from his class teaching duties to enable him to focus more rigorously on refining the review and monitoring programme. The plan is that it may have an even greater impact on standards and the quality of teaching raising them to the highest levels. Emmanuel Holcombe C of E Primary School - 17

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ensuring that:

• teachers’ confidence and competence to teach the subject is improved; • time for the direct teaching of skills is carefully planned and; • pupils have regular access to computers throughout their learning to use their improving skills.

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ensuring that:

References to these weaknesses can be found in paragraph:10,11

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ensuring that:

• planning refers directly to how and which key skills will be used; • teachers give more thought to the relevance of follow up tasks and match them more precisely to the ability of pupils; • planning and work are monitored more rigorously by management to ensure pupils are being challenged to use their skills.

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ensuring that:

References to these weaknesses can be found in paragraphs:12

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ensuring that:

• the marking of work is discussed to agree a more productive format to help pupils improve their work; • targets are set and shared with pupils and evaluated for success.

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ensuring that:

References to these weaknesses can be found in paragraphs:13

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levels by ensuring that

• regular monitoring takes place and pertinent follow up leads to a more consistent approach by all staff and that good practice is disseminated.

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levels by ensuring that

References to these weaknesses can be found in paragraphs:14 Emmanuel Holcombe C of E Primary School - 18

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 6

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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 percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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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 107

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals n/a 1

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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 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 20

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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 4

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 4

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Attendance

Emmanuel Holcombe C of E Primary School - 19 Authorised absence Unauthorised absence

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Attendance

National comparative data 5.4 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. Emmanuel Holcombe C of E Primary School - 20

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 6 9 15

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys Numbers of pupils at NC level 2 and above Girls

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (100) 100(100) 100(100) at NC level 2 or above National 84(82) 88(86) 88(87)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys Numbers of pupils at NC level 2 and above Girls

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Attainment at the end of Key Stage 1

Percentage of pupils School 100(100) 100(100) 100(100) at NC level 2 or above National 84(82) 88(86) 88(87)

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Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year. N.B. Where the numbers of boys or girls is less than ten they are not reportable

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 7 8 15

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys Numbers of pupils at NC level 4 and above Girls

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Attainment at the end of Key Stage 2

Percentage of pupils School 93(92) 93(92) 100(100) at NC level 4 or above National 75(70) 72(69) 85(78)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys Numbers of pupils at NC level 4 and above Girls

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Attainment at the end of Key Stage 2

Percentage of pupils School 87(83) 80(92) 93(100) at NC level 4 or above National 70(68) 72(69) 80(75)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Emmanuel Holcombe C of E Primary School - 21

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group Other minority ethnic groups 0 0

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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) 5.1 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 21

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 193,209

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Teachers and classes Financial information

Total number of education support staff 2 Expenditure per pupil 1,841

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Teachers and classes Financial information

Total aggregate hours worked per week 24 Balance brought forward from previous year 396

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Teachers and classes Financial information

Balance carried forward to next year 3,742

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) n/a

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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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Teachers and classes Financial information

FTE means full-time equivalent. Emmanuel Holcombe C of E Primary School - 22

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 55 38 2 5 0

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Results of the survey of parents and carers

Behaviour in the school is good. 50 48 2 0 0

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 45 31 19 2 2

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 45 36 12 7 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 76 17 2 5 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 79 19 0 0 2

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Results of the survey of parents and carers

The school works closely with parents. 45 38 7 7 2

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Results of the survey of parents and carers

The school is well led and managed. 52 38 5 5 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 33 60 2 0 5

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 24 36 24 5 12

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