Mortimer St Mary's C.E. Junior School

The Street, Mortimer, Reading, Berkshire.

p.1

purposes, provided that all extracts quoted are reproduced verbatim without

adaptation and on condition that the source and date thereof are stated.

p.2

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. Mortimer St Marys Junior School - 3 INFORMATION ABOUT THE SCHOOL

p.2

Date of previous inspection: 10 th March 1997

Mortimer St Marys Junior School - 4 INFORMATION ABOUT THE INSPECTION TEAM

p.4

Date of previous inspection: 10 th March 1997

Team members Subject responsibilities Aspect responsibilities

p.4

London WC2B 6SE

Mortimer St Marys Junior School - 6 REPORT CONTENTS

p.6

Pupils’ attitudes, values and personal development

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS? 14-15

p.6

Pupils’ attitudes, values and personal development

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 15-16

p.6

Pupils’ attitudes, values and personal development

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS 16

p.6

Pupils’ attitudes, values and personal development

HOW WELL IS THE SCHOOL LED AND MANAGED? 16-18

p.6

Pupils’ attitudes, values and personal development

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 18-19

p.6

Pupils’ attitudes, values and personal development

PART C: SCHOOL DATA AND INDICATORS 20-24

p.6

Pupils’ attitudes, values and personal development

PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 24-36 Mortimer St Marys Junior School - 7 PART A: SUMMARY OF THE REPORT

p.6

Pupils’ attitudes, values and personal development

Mortimer St. Mary’s Church of England Junior School is situated in the village of Mortimer close to the town of Reading. The area consists of mostly owner occupied homes and some rented accommodation. The school is situated outside the main part of the village, so the majority of pupils are transported to and from school by bus or car.

p.7

Pupils’ attitudes, values and personal development

The total number of pupils on roll is 209, (105 girls and 104 boys) which is about the average size found nationally. The pupils are organised into seven classes; four of these contain pupils in a single year group and three contain pupils from different year groups. There are 49 pupils with special needs; the proportion, about 23 per cent, is average for a school of this size. The proportion with statements of special needs, one point eight per cent, is broadly in line with the national average. Just over three per cent are eligible for free school meals, which is below the national average. There are five pupils for whom English is an additional language, about two point seven per cent, which is higher than most schools. The proportion of children on entry, with typical or better attainment for their age, is above average compared to other schools. However, in the previous three years attainment was in line with children of a

p.7

Pupils’ attitudes, values and personal development

This is a good school. By the time pupils are aged eleven, standards are above average in English, mathematics, science, art, history, religious education and music and in line with the average in all other subjects. National test results in 2000 were above the national average in English and mathematics and below in science. The overall quality of teaching is good and, at times, very good especially in the Year 4/5 and Year 5/6 mixed aged classes. Pupils’ attitudes and their personal development are very good. The leadership and management of the school are good and the school provides good value for money.

p.7

Pupils’ attitudes, values and personal development

What the school does well • Standards of pupils’ work seen and their attainment in English, mathematics, science, art, history, music and religious education are good. • The quality of teaching is good. • Pupils’ attitudes, behaviour, personal development and relationships are very good. • The quality and range of learning opportunities are good. • The provision for pupils’ social and moral development is good. • The care the school takes over its pupils’ progress and welfare. • The leadership and management by the headteacher and acting deputy headteacher are good. • The headteacher and staff work hard to ensure close links with the parents and the local community .

p.7

Pupils’ attitudes, values and personal development

What could be improved • Evaluation of the school’s performance and the taking of effective action to further improve standards. • The annual governors’ report to include all statutory information. • The formal use of assessment procedures in all subjects to ensure that these procedures are used consistently throughout the school. The areas for improvement will form the basis of the governors’ action plan.

p.7

Pupils’ attitudes, values and personal development

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

p.7

Pupils’ attitudes, values and personal development

Improvement since the last inspection in March 1997 has been satisfactory. Action taken on the key issues has generally been fully addressed except what relates to the role of subject co- Mortimer St Marys Junior School - 8 ordinators in supporting and monitoring teaching and learning in their subject. Many co- ordinators do not have sufficient management time to monitor teaching and learning adequately and they do not have a clear overview of developments in their subjects. There are now schemes of work for all subjects and many of them have been recently reviewed. However, the scheme of work for music is too general and lacks specific learning objectives. Planning has improved to meet the needs of most pupils although the planning for high- attaining pupils is less effective and does not always meet their specific needs. The provision for teaching information and communication technology now meets statutory National

p.7

Pupils’ attitudes, values and personal development

Curriculum requirements. The educational priorities in the school development plan match with financial plans.

p.8

Pupils’ attitudes, values and personal development

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

p.8

Pupils’ attitudes, values and personal development

Performance in: all schools similar schools Key

p.8

Pupils’ attitudes, values and personal development

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

p.8

Pupils’ attitudes, values and personal development

Mathematics A C B D average below average C D Science B C D E well below average E

p.8

Pupils’ attitudes, values and personal development

Results for 11 year olds are above the national average for all schools in English and mathematics and below the national average in science. Standards in English and mathematics are below, and in science well below the results gained by similar schools. Results between 1996 and 2000 were broadly in line with the national trend. The performance of boys between 1998 and 2000 exceeded the national average in English and mathematics and fell below in science. Girls over the same period of time exceeded the national average in all subjects. The attainment of pupils from different ethnic minority backgrounds is monitored and no variation has been recorded.

p.8

Pupils’ attitudes, values and personal development

The standard of current work among 11 year olds is above average in English, mathematics, science, art, history, religious education and music. In all other subjects, it is in line with national expectations. The improvement in standards in science, in comparison to National Curriculum test results in 2000, is because the quality of teaching has improved and the school has adopted the Qualifications and Curriculum Authority’s scheme of work which gives clear indications of the units to be covered by each class and for each term over a two year cycle. Learning objectives are more specific within this scheme than in the previous one and it has had a good effect on lesson planning and teaching. The progress of pupils with special educational needs and for those pupils for whom English is not their first language is good, reflecting the appropriate support they receive.

p.8

Pupils’ attitudes, values and personal development

Attitudes to the school Very good. Pupils have confidence and trust in the good care and support given by all staff Mortimer St Marys Junior School - 9 and support given by all staff.

p.8

Pupils’ attitudes, values and personal development

Behaviour, in and out of classrooms Very good. Pupils behave very well in lessons. They pay good attention to their teachers and are interested in lesson activities.

p.9

Pupils’ attitudes, values and personal development

Personal development and relationships Very good. Pupils work very well together in lessons and play amicably at lunch and playtimes. They have good regard for others’ space and safety. No harassing behaviour was seen.

p.9

Pupils’ attitudes, values and personal development

Attendance Procedures for monitoring and improving attendance are satisfactory.

p.9

Pupils’ attitudes, values and personal development

Lessons seen overall 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.

p.9

Pupils’ attitudes, values and personal development

Teaching is satisfactory or better in 100 per cent of all lessons observed during the inspection, including 28 per cent that is very good and 40 per cent good. The teaching has improved since the last inspection and is currently in line with the typical picture nationally. The majority of the very good teaching is in the Year 4/5 and Year 5/6 mixed age classes. The teaching of numeracy is good and in literacy it is sound.

p.9

Pupils’ attitudes, values and personal development

The good or better teaching is characterised by considerable enthusiasm by the teachers for the subject taught: good planning, learning objectives that are extremely clear and shared with the pupils, and pupils who know how well they are doing and what they must do next to improve. Tasks designed to support the learning objectives are challenging and ensure pupils are well motivated to succeed and that they make good progress. In other lessons, although satisfactory, teaching is less effective when planning does not meet the needs of all pupils, or where the pace of the lesson slows and pupils fail to acquire sufficient new knowledge and extend their skills. All teachers mark pupils’ work and, although what the pupils can do is commented on, rarely are comments made to show what the pupils need to do to improve their work. However, in English marking is good and often tells the pupils what is needed for

p.9

Pupils’ attitudes, values and personal development

improvement. The school ensures that all pupils have equal access to the curriculum.

p.9

Pupils’ attitudes, values and personal development

The quality and range of the curriculum The quality and range of learning opportunities are good and there is an appropriate statutory curriculum in place.

p.9

Pupils’ attitudes, values and personal development

Provision for pupils with special educational needs Good. All pupils on the register of special needs have individual education plans with clear targets for improvement. However, these targets are not reviewed regularly enough to ensure pupils’ progress is recorded and new targets set if appropriate.

p.9

Pupils’ attitudes, values and personal development

Provision for pupils with English as an additional language Good. However, most of these pupils with English as an additional language speak English fluently. Mortimer St Marys Junior School - 10 Provision for pupils’ personal, including spiritual, moral, social and cultural development Satisfactory overall, good provision for pupils’ moral and social development and satisfactory provision for spiritual and cultural development. Provision for multi-cultural development is underdeveloped in some subjects.

p.9

Pupils’ attitudes, values and personal development

How well the school cares for its pupils Good. There are very good procedures for promoting good behaviour. Procedures for assessing pupils’ progress, particularly over time, are inconsistently applied.

p.10

Pupils’ attitudes, values and personal development

The school’s partnership with its parents is good. Parents are encouraged to support their children’s learning and take part in the life of the school. There is a very supportive parent association that contributes to the social life of the school as well as providing additional funds. There is a good range of lunch time and after school clubs, which are usually oversubscribed. Mortimer St Marys Junior School - 11 HOW WELL IS THE SCHOOL IS LED AND MANAGED

p.10

Pupils’ attitudes, values and personal development

Leadership and management by the headteacher and other key staff The leadership and management by the headteacher and acting deputy headteacher are good. The headteacher provides a clear purposeful direction for the work of the school.

p.11

Pupils’ attitudes, values and personal development

How well the governors fulfil their responsibilities Satisfactory overall. Each governor has responsibility for a curriculum subject, including special educational needs, contributing to the governing body’s knowledge of these areas. Other governors visit the school and report back to the governing body on various aspects of the school’s work. However, the governing body need to carry out an evaluation of test results, ensure effective action is taken to improve standards and to monitor the improvement regularly. Not all statutory requirements are met in the governors’ annual report.

p.11

Pupils’ attitudes, values and personal development

The school’s evaluation of its performance Unsatisfactory. The school does monitor its performance but fails to evaluate and take effective action for improvement, especially in relation to pupils’ test results.

p.11

Pupils’ attitudes, values and personal development

The strategic use of resources Satisfactory. The school targets resources directly at the priorities identified in the school development plan.

p.11

Pupils’ attitudes, values and personal development

The school has an appropriate number of suitably qualified teachers and support staff to meet the demands of the curriculum. The range and quality of resources are satisfactory and good in some subjects. Accommodation is good and has recently benefited from considerable improvements for music and special needs: it is well decorated throughout. The school applies the principles of best value for money and obtains competitive tenders for maintenance jobs. The school also compares its standards with other local schools.

p.11

Pupils’ attitudes, values and personal development

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL Of the 418 questionnaires sent out 88 were returned. What pleases parents most What parents would like to see improved • Their children like school. • Parents feel comfortable about approaching the school with questions or problems. • The behaviour in the school is good. • The school expects their children to work hard and do their best. • The teaching is good. • The school helps children become mature and responsible. • The provision of the right amount of homework. • Information about their child’s progress. • The school working more closely with the parents. • The leadership and management of the school. • The provision for pupils with special educational needs. (raised in the Parents’ Meeting).

p.11

Pupils’ attitudes, values and personal development

The judgements of the inspection team support the positive views that the parents have, but they do not confirm many of the negative comments. Homework is set consistently according to the school’s homework policy and is fully implemented by the teachers. There are times when teachers do ask the children to complete unfinished work at home and give extra homework for example, to bring in objects and pictures to support topic work. Pupils’ annual reports are carefully written, but tend to focus on pupils’ attitudes and personal development rather than academic achievement. They do no set specific targets, strategies for improvement or pupils’ academic achievement in relation to national curriculum criteria. The school does provide information for the parents in monthly newsletters, which are informative. The school Mortimer St Marys Junior School - 12 welcomes the parents at any time, to talk to the teachers or the headteacher, and regular

p.11

Pupils’ attitudes, values and personal development

parents’ evenings are held when there is an opportunity to discuss their child’s progress. The quality of leadership and management of the school is good. Provision for pupils with special educational needs is good. Parents are invited to attend annual reviews and the teacher responsible for special needs is available for individual consultations if and when requests are made. Mortimer St Marys Junior School - 13 PART B: COMMENTARY

p.12

Pupils’ attitudes, values and personal development

The school’s results and pupils’ achievements

p.13

improving trend in the school’s results for English and mathematics was broadly in line

with the improving trend nationally. In science the results have steadily worsened.

p.13

January 2001 the school has adopted the Qualifications Curriculum Authority’s scheme

of work, which gives clear indications of the units to be covered over a two year cycle. Learning objectives are more specific within this scheme than in the previous one.

p.13

Standards have been maintained in all other subjects. Pupils with special educational

needs and those for whom English is not their first language, make good progress.

p.13

consistently out-perform boys. In most subjects there is scope to improve standards

because of the very good attitudes and behaviour of pupils throughout the school. Particularly in the case of higher-attaining pupils.

p.14

ensure that they make the progress they are capable of making and they do not always

Pupils’ attitudes, values and personal development

p.14

adults working in and visiting the school. Many pupils play an active part in clubs or

sporting activities provided by the school.

p.14

standards of work and learning seen in most classes. Pupils work well independently

and collaborate sensibly in pairs or small groups.

p.14

standards of work and learning seen in most classes. Pupils work well independently

9. Boys and girls play happily together during the morning and lunch-time breaks. They are aware that they are fortunate to play and learn in such pleasant surroundings.

p.14

courteous and well-mannered, opening doors for adults and for each other, for

example, without being asked. Mortimer St Marys Junior School - 15

p.14

pupils’ personal development. There is also a good range of clubs at lunchtime and

after school. Year 5 and 6 pupils have the opportunity to go on residential visits.

p.15

absence is in line with the national average. Pupils come into school and into lessons

on time. Attendance and punctuality contribute to the good standards of achievement.

p.15

pupils, including those with special education needs and for pupils for whom English is

an additional language, to make good progress.

p.15

slows, pupils do not learn sufficient knowledge and understanding and group work

does not always meet the needs of all pupils. Time and resources are used well.

p.15

session the assistant, working with a statemented pupil on money, helped the pupil to

use coins to solve problems that the rest of the class were solving ‘in their heads’.

p.16

special needs co-ordinator demonstrates good knowledge and understanding of each

pupil’s needs through carefully written education plans.

p.16

is usually good. Presentation of pupils’ work is generally good. Homework is given to

all pupils and teachers fully implement the school’s homework policy.

p.16

a significant contribution to effective learning. Standards have been maintained since

the previous report in most subjects and in science they have improved.

p.16

a significant contribution to effective learning. Standards have been maintained since

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

p.16

19. The quality and range of learning opportunities are good. The school provides

an appropriate statutory curriculum, including the provision of religious education.

p.16

social and health education, although provision is satisfactory and includes sex and

drug education, plans are in place to implement it more consistently across the school. Mortimer St Marys Junior School - 17

p.16

The school policy on homework is consistently applied. Provision for pupils with

special educational needs is good overall and these pupils make good progress.

p.17

musical instruments, although this was not happening during the week of the

inspection. There are good opportunities for pupils to take part in drama productions.

p.17

headteachers, curriculum co-ordinators and other teachers. This ensures a smooth

transition for pupils from one phase of education to the next.

p.18

headteachers, curriculum co-ordinators and other teachers. This ensures a smooth

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

p.18

respond to their needs. Pupils with special educational needs and for those for whom

English is a second language receive good support.

p.18

do not include individual targets, strategies for improvement or pupils’ academic

achievement in relation to national curriculum criteria.

p.18

30. The procedures for identifying pupils with special needs are good. The school

makes use of outside agencies to support these pupils.

p.18

health and safety are good and the governors’ risk assessment working party is

effective. Procedures for child protection and ensuring pupils’ welfare are good.

p.18

However, the designated officer and the governors should ensure that these

procedures are documented and that staff training is arranged as soon as possible.

p.18

However, the designated officer and the governors should ensure that these

32. Procedures for recording and monitoring attendance are satisfactory.

p.18

However, the designated officer and the governors should ensure that these

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

p.18

in the reception area. An additional parents’ meeting in the spring term has been put in

place this year. Parents also know that they can discuss issues informally with staff.

p.18

aware of pupils’ progress. There is a very supportive parent teacher association that

contributes to the social life of the school as well as providing additional funds.

p.19

that, the school’s partnership with parents and the school’s leadership and

37. Overall, the quality of the leadership and management of the school is good.

p.19

teaching is planned in the future; currently, this aspect is underdeveloped. It was also

a key issue in the previous inspection and as yet has not been fully addressed.

p.19

lessons, or the implementation of the special needs policy and this is unsatisfactory

considering the amount of money that is invested in pupils with the special needs.

p.19

aspect of the role of a critical friend is unsatisfactory. It should be more formal and

recorded in the governors’ minutes to ensure action is taken to achieve better results.

p.20

statements were not presented to the governors; this has now been rectified. Prudent

savings have been achieved over the past two years in order to maintain staffing levels.

p.20

satisfactory use of new technologies however, it could be used more effectively to

track pupils’ progress and attainment for different groups of pupils.

p.21

standards fund has been used to devise new schemes of work for each curriculum

subject. The principles of best value are embedded in the management of the school.

p.21

and acting deputy headteacher, the good management of the school, the contribution

of the governing body and the good teaching, the school gives good value for money.

p.21

and acting deputy headteacher, the good management of the school, the contribution

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

p.21

should:

(1) Improve the evaluation of the school’s performance and identify the scope to improve standards overall by:

p.21

(d) designing challenging activities, for more able, gifted and talented

pupils to ensure they reach their full potential.

p.21

(see paragraphs 5,6,14,19,39,55,58,68,106)

(2) Improve the quality of the annual governors’ report by:

p.21

(see paragraphs 34,41)

(b) including reports community links, sporting aims and achievement.

p.22

(see paragraphs 34,41)

(3) Formalise assessment procedures in all subjects, but particularly in reading, and ensure these procedures are used consistently throughout the school. (see

p.22

minor points in their action plan:

• Ensure all marking includes comments to help the pupils improve.

p.22

(see paragraphs 17,29,61,69)

• Organising the school day so that assemblies are kept to time and do not impinge

p.22

on the literacy or numeracy lessons. (see paragraph 53)

• Ensure pupils’ annual report to parents includes future targets, comments for

p.22

criteria. (see paragraphs 29,34,39,70,90)

Mortimer St Marys Junior School - 23 PART C: SCHOOL DATA AND INDICATORS

p.23

criteria. (see paragraphs 29,34,39,70,90)

Summary of the sources of evidence for the inspection

p.23

criteria. (see paragraphs 29,34,39,70,90)

Number of discussions with staff, governors, other adults and pupils 71

p.23

criteria. (see paragraphs 29,34,39,70,90)

Summary of teaching observed during the inspection

p.23

criteria. (see paragraphs 29,34,39,70,90)

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.23

criteria. (see paragraphs 29,34,39,70,90)

0 27 39 34 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.23

criteria. (see paragraphs 29,34,39,70,90)

Number of pupils on the school’s roll (FTE for part-time pupils) 209

p.23

criteria. (see paragraphs 29,34,39,70,90)

Number of full-time pupils known to be eligible for free school meals 8 FTE means full-time equivalent.

p.23

criteria. (see paragraphs 29,34,39,70,90)

Number of pupils with statements of special educational needs 5

p.23

criteria. (see paragraphs 29,34,39,70,90)

Number of pupils on the school’s special educational needs register 49

p.23

criteria. (see paragraphs 29,34,39,70,90)

English as an additional language No of pupils

p.23

criteria. (see paragraphs 29,34,39,70,90)

Number of pupils with English as an additional language 5

p.23

criteria. (see paragraphs 29,34,39,70,90)

Pupil mobility in the last school year No of pupils

p.23

criteria. (see paragraphs 29,34,39,70,90)

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

p.23

criteria. (see paragraphs 29,34,39,70,90)

Pupils who left the school other than at the usual time of leaving 18 Mortimer St Marys Junior School - 24 Attendance

p.23

criteria. (see paragraphs 29,34,39,70,90)

National comparative data 5.2 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.

p.24

criteria. (see paragraphs 29,34,39,70,90)

Att ainment at the end of Key Stage 2 Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 24 34 58

p.24

criteria. (see paragraphs 29,34,39,70,90)

National Curriculum Test/Task Results English Mathematics Science

p.24

criteria. (see paragraphs 29,34,39,70,90)

Boys 15 17 18 Numbers of pupils at NC level 4 and above Girls 29 23 29

p.24

criteria. (see paragraphs 29,34,39,70,90)

Percentage of pupils School 76 (83) 69 (78) 81 (85) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

p.24

criteria. (see paragraphs 29,34,39,70,90)

Teachers’ Assessments English Mathematics Science

p.24

criteria. (see paragraphs 29,34,39,70,90)

Boys 16 14 13 Numbers of pupils at NC level 4 and above Girls 30 28 21

p.24

criteria. (see paragraphs 29,34,39,70,90)

Percentage of pupils School 81 (55) 74 (68) 77 (63) at NC level 4 or above National 70 (68) 72 (69) 79 (75) Percentages in brackets refer to the year before the latest reporting year. Mortimer St Marys Junior School - 25 Ethnic background of pupils Exclusions in the last school year

p.24

criteria. (see paragraphs 29,34,39,70,90)

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

p.25

criteria. (see paragraphs 29,34,39,70,90)

Black – African heritage 0 Black – African heritage 0 0

p.25

criteria. (see paragraphs 29,34,39,70,90)

Any other minority ethnic group 3 Other minority ethnic groups This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded. Teachers and classes Financial information

p.25

criteria. (see paragraphs 29,34,39,70,90)

Total number of qualified teachers (FTE) 8.6 Financial year 2000/01

p.25

criteria. (see paragraphs 29,34,39,70,90)

Number of pupils per qualified teacher 24:1

p.25

criteria. (see paragraphs 29,34,39,70,90)

Education support staff: Y3 – Y6 Total expenditure 396708

p.25

criteria. (see paragraphs 29,34,39,70,90)

Total number of education support staff 7 Expenditure per pupil 1787

p.25

criteria. (see paragraphs 29,34,39,70,90)

Total aggregate hours worked per week 78 Balance brought forward from previous year

p.25

criteria. (see paragraphs 29,34,39,70,90)

Balance carried forward to next year Mortimer St Marys Junior School - 26 Results of the survey of parents and carers

p.25

criteria. (see paragraphs 29,34,39,70,90)

Percentage of responses in each category

p.26

criteria. (see paragraphs 29,34,39,70,90)

Strongl y agree Tend to agree Tend to disagre e Strongl y disagre e Don’t know

p.26

criteria. (see paragraphs 29,34,39,70,90)

My child is making good progress in school. 35 48 16 0 1

p.26

criteria. (see paragraphs 29,34,39,70,90)

Behaviour in the school is good. 21 70 3 0 6

p.26

criteria. (see paragraphs 29,34,39,70,90)

My child gets the right amount of work to do at home. 11 40 35 12 1

p.26

criteria. (see paragraphs 29,34,39,70,90)

I am kept well informed about how my child is getting on. 14 47 31 8 0

p.26

criteria. (see paragraphs 29,34,39,70,90)

I would feel comfortable about approaching the school with questions or a problem. 43 51 5 1 1

p.26

criteria. (see paragraphs 29,34,39,70,90)

The school expects my child to work hard and achieve his or her best. 34 52 10 0 3

p.26

criteria. (see paragraphs 29,34,39,70,90)

The school works closely with parents. 11 51 25 10 2

p.26

criteria. (see paragraphs 29,34,39,70,90)

The school is well led and managed. 20 50 13 12 6

p.26

criteria. (see paragraphs 29,34,39,70,90)

The school is helping my child become mature and responsible. 23 60 13 0 5

p.26

criteria. (see paragraphs 29,34,39,70,90)

The school provides an interesting range of activities outside lessons. 33 52 8 5 2

p.26

criteria. (see paragraphs 29,34,39,70,90)

Thirty four parents attended the Parents’ Meeting. A significant minority of parents were concerned about the provision of special needs pupils. There was concern over split year classes and the parents who commented on this felt it impeded pupils’ progress. Some parents felt there was a poor level of information and communication technology in the school when compared with other schools. A minority of parents felt that the communication of the Mortimer St Marys Junior School - 27 activities of the governors could be improved. These issues raised by the parents have been addressed in the main report.

p.26

criteria. (see paragraphs 29,34,39,70,90)

PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES

p.27

listeners and try to use expression to make the story interesting to the listener. Most

pupils can quickly find information from a book by using the index and contents pages.

p.27

example, in science, history and geography. Information and communication

technology is used well to support other subjects.

p.28

example, in science, history and geography. Information and communication

51. Handwriting standards are improving to the point that they are almost very good.

p.28

Younger pupils are beginning to regularly use a ‘joined up’ style with letters correctly

formed. By the end of Year 6, many pupils have mastered a neat and presentable style.

p.28

52. The quality of teaching and learning is satisfactory. Sometimes English is

taught well, and occasionally very well. No unsatisfactory lessons were seen.

p.28

teachers share with the pupils what should be achieved by the end of the lesson. As a

result, pupils have a good understanding of what the work they are doing and why.

p.28

consider how well they have worked. This helps pupils to realise how well they are

doing and whether what they have done in a particular lesson is good enough.

p.28

school activities. The concentration of pupils of all ages and attainments is so good

that they could easily manage longer and more intensive literacy lessons.

p.29

shape from a set of instructions. Year 3 pupils order numbers to a thousand and

identify positions on a grid from a pair of co-ordinates.

p.29

58. Across the school pupils make good progress because lesson plans contain

clear learning objectives that build on what pupils already know and understand.

p.29

Framework once a week with the head teacher, while four talented pupils from Years 5

and 6 attend sessions for gifted mathematicians at the local secondary school.

p.30

Framework once a week with the head teacher, while four talented pupils from Years 5

59. The quality of teaching and learning is good overall and frequently very good.

p.30

adding 6.3 to 3.7 and 0.63 to 0.37. Explicit teaching of strategies contributes to the

good standards of pupils’ mental calculation.

p.30

the lesson, to the class. Pupils indicated with hand signals how confident they felt

about solving each sum and whether they needed more practice in the next lesson. This helps pupils to become aware of their own learning.

p.31

65. Since the last inspection the structure and coverage of the mathematics

curriculum has improved due to the introduction of the National Numeracy Strategy.

p.31

the Qualifications Curriculum Authority’s scheme of work, which gives clear indications

of the units to be covered by each class and for each term over a two year cycle. Learning objectives are more specific within this scheme than in the previous one. Mortimer St Marys Junior School - 32

p.31

national average. The previous inspection found attainment to be similar to the

national average and some high-attaining pupils working confidently at a higher level.

p.32

Results from the current inspection indicate that attainment and progress is now good

and is an improvement since the previous report.

p.32

pupils were delighted to find out they were correct, others were surprised at how

quickly the micro-organisms grew. Pupils used different ways to record their findings.

p.32

very best lessons where teaching is very good; planning is very good, learning

objectives are shared with the pupils and the pace of the lesson is brisk and punchy.

p.32

occasionally excellent. Pupils have good attitudes to their work and most pupils take

Mortimer St Marys Junior School - 33 pride in producing neat work and make good progress in lessons and over time.

p.33

Marking is always completed and the teachers usually comment on what the pupils

have done. However, rarely are comments made to help pupils improve their work.

p.33

Pupils with special educational needs, and for those for whom English is not their first

language, achieve well and make good progress.

p.33

maintained since the previous report. Overall, pupils make good progress, as do pupils

with special education needs and those for whom English is their second language.

p.33

example, olive, sage, and jade. The pupils were presented with a picture by John

Constable and much discussion followed on the various shades of green he had used.

p.33

also springtime tiles, made in clay to a high quality. Standards in pottery are well

above national expectations for pupils of a similar age.

p.33

discussed the techniques used with these very different types of paint and

demonstrated how to use them. Pupils sat enthralled for the whole session.

p.34

discussed the techniques used with these very different types of paint and

75. Pupils’ attitudes and behaviour in art are usually good and often very good.

p.34

with English as a second language, make satisfactory progress during their time in

school. These judgements are in line with those made at the time of the last inspection.

p.34

various biscuits using descriptive vocabulary such as ‘bland’ and ‘crunchy’. They use

this analysis to write criteria, which they use later to evaluate their finished biscuits.

p.34

range of containers before they write their own specification for a container. Good

quality drawings in pupils’ notebooks are annotated to indicate function and design.

p.34

technology area where a range of resources is stored safely. There is good provision

for food technology and evidence that health and safety considerations are well met. Resources are good.

p.35

technology area where a range of resources is stored safely. There is good provision

82. During the inspection it was not possible to observe more than one lesson.

p.35

unfinished. The standard of pupils’ drawing, sketching and illustrations is as it should

be. Attitudes to geography are good, and pupils are enthusiastic about their learning. Mortimer St Marys Junior School - 36

p.35

The subject is making a sound contribution to the development of pupils’ literacy and

computing skills but not their numeracy.

p.36

The subject is making a sound contribution to the development of pupils’ literacy and

85. There is a policy and scheme of work, which aids teachers’ planning.

p.36

Assessment is by the class teacher; judged on pupils’ written and practical work and

discussion with pupils to ascertain their knowledge and understanding.

p.36

Assessment is by the class teacher; judged on pupils’ written and practical work and

86. Standards have remained about the same as reported at the last inspection.

p.36

the termly planning especially is ensuring that pupils’ skills are developing, as they

should. Resources are adequate to teach the geography curriculum.

p.36

the termly planning especially is ensuring that pupils’ skills are developing, as they

87. At the age of 11 standards in history are above those expected for their age.

p.36

monitor teaching and learning. Annual reports are honest, positive and encouraging

but do not give future learning targets or strategies for improvement.

p.36

the same extent. The quality of planning and the monitoring of the curriculum have

improved. Resources are adequate to teach the curriculum.

p.37

the same extent. The quality of planning and the monitoring of the curriculum have

INFORMATION AND COMMUNICATION TECHNOLOGY

p.37

appropriate font and insert pictures into their work. They write programs to draw a

triangle and a square and predict what shape a given set of instructions will produce.

p.37

books indicate that the teaching of information and communication technology is

generally good. Lessons are planned carefully to meet appropriate objectives.

p.37

have established a link. Pupils’ learning during these lessons was good, because they

were extending their knowledge and skills.

p.37

they are learning about life in Victorian England. In food technology, Year 3 pupils use

a computer database to draw graphs of the popularity of different biscuits.

p.37

special educational needs and those with English as a second language have also

attainment above national expectations. All pupils make good progress.

p.38

expression and control, which is an improvement since the last inspection. Large

groups of pupils played untuned percussion instruments well and in time to the rhythm.

p.38

own music, for example, in the Year 6 class; pairs of pupils composed music with a

machinery theme. Many pupils achieve good rhythmic ostinatos.

p.38

choir at lunch times and to learn to play brass instruments and the guitar. However,

the school, during the inspection cancelled all these clubs and tuition sessions. Mortimer St Marys Junior School - 39 PHYSICAL EDUCATION

p.38

103. When the pupils leave the school standards in physical education are broadly as

expected for their age. The majority of pupils can swim at least twenty-five metres.

p.39

lunchtime and after school, and include badminton, cricket, soccer and netball. Older

pupils benefit from participation in a residential experience.

p.39

lunchtime and after school, and include badminton, cricket, soccer and netball. Older

108. There is a policy and scheme of work to aid teachers’ planning of the lessons. Resources are satisfactory.

p.39

their own lives, for example, when they wrote a list of rules to guide their own

behaviour, after learning about different moral codes. Mortimer St Marys Junior School - 40

p.39

different religions. This allows for detailed and deep discussion, which has a positive

impact on pupils’ learning, and on their personal development.

p.40

pupils’ interest when there is excessive use of published worksheets or poor quality

drawings, as in the lesson on dietary preferences and customs.

p.40

end of the key stage is currently being developed. The school has sufficient, good

quality resources to support the teaching of religious education.

p.40