Hepworth Junior and Infant School

SCHOOL

Dates of inspection: 23 rd -24 th January 2001

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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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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. Hepworth Junior and Infant School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Maingate Hepworth Holmfirth Huddersfield

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17 th March 1997 Hepworth Junior and Infant School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members 28076 Mr D Byrne Registered inspector 15181 Mrs M Hackney Lay inspector 18059 Mrs R Harrison Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

The inspection contractor was: Lynrose Marketing Limited Bungalow Farmhouse Six Mile Bottom Newmarket Suffolk CB8 0TU

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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 Hepworth Junior and Infant 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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INFORMATION ABOUT THE SCHOOL

Hepworth Junior and Infant school is smaller than other primary schools. There are a total of 104 girls and boys on roll aged 4 to 11. The school is situated in a largely residential village near to the Pennine town of Huddersfield. The school takes pupils from the surrounding district with predominantly high socio-economic backgrounds. The majority of pupils benefit from pre-school experience and start school with above average skills. The percentage of pupils on the school roll eligible for free school meals is below the national average, at 4.8%. Nineteen children are identified on the school’s special educational needs register, of whom two have statements of special educational needs. There are no pupils from minority ethnic backgrounds and none require support for English as an Additional Language.

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HOW GOOD THE SCHOOL IS

Pupils are provided with a very good quality of education that results in all pupils achieving very well by the age of eleven. Standards in all subjects but particularly English, mathematics and science are well above the national average and pupils develop very high skills of independence in their learning. Pupils’ behaviour and attitudes to school are excellent and relationships between pupils and between staff are exceptionally good. Teaching is very good and pupils make good progress throughout the school. The head teacher, supported by an effective governing body, provides excellent leadership and management. Staff are highly motivated and committed to the school and there are high levels of support from parents and the community. The school is giving very good value for money.

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What the school does well

• Very good teaching ensures that pupils make good progress throughout the school so that by the age of eleven pupils achieve high standards in English, mathematics and science. • Pupils achieve high standards in music, art, dance and environmental education and they are successfully encouraged to perform confidently in front of others. • Pupils’ behaviour and attitudes are excellent and they demonstrate high levels of independence. • A stimulating and exciting curriculum is provided for all pupils and this is enhanced by excellent links with the community and very good use of resources in the local environment. • Excellent opportunities are provided to promote pupils’ spiritual, moral, social and cultural development. • The leadership and management of the school are excellent. All available resources are very effectively used so that the best is gained from both staff and pupils alike.

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What could be improved

• The targets to improve pupils’ work, which are too general and need refining. • The resources and facilities for the physical development of children in the foundation stage. • The accommodation in some classrooms, which is very cramped, which makes it difficult for pupils to perform some elements of practical work. The areas for improvement will form the basis of the governors’ action plan. Hepworth Junior and Infant School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since its last inspection in March 1997, the school has continued to develop and has improved at a good rate. Standards in English, mathematics and science have been maintained at above the national average and improvements in standards are evident in all other subjects. Standards in art and music are now outstanding. The National Strategies for Literacy and Numeracy have been successfully implemented and resources for learning have been improved, especially in information and communication technology. The curriculum is very well managed and has improved. There are now well-planned and organised schemes of work. Good systems for assessing pupils have been introduced and the information is used to evaluate the impact of teaching upon pupils’ progress and attainment. School development planning is much better than it was. Regular consultation with governors, staff, parents and pupils results in a well structured and effective school development plan. The excellent quality

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

of leadership and management and the commitment and high quality of the teaching and support staff ensure that the school has a very good capacity to continue to develop and improve in the future.

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STANDARDS

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

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schools

1998 1999 2000 2000 very high A* English A C A A well above average above average A B Mathematics A B B C average below average C D Science A C A* A* well below average E

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schools

The table shows that in 2000 pupils’ performance in English was well above the national average and also well above the average for similar schools. In mathematics, standards were above the national average but close to the average for similar schools. Standards in science were very high and in the top 5% of schools nationally and in comparison to similar schools. Over the last three years, the pupils’ performance has consistently exceeded the national average in English, mathematics and science at the end of both Key Stage 1 and 2. In 2000, the school set appropriate targets for pupils’ performance at the end of Key Stage 2 and these were achieved. The inspection findings indicate that standards in English and science are well above the national average. In mathematics, inspection findings indicate that standards are better than the data indicates and are very high overall. The impact of changes in the way

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schools

pupils are taught mathematics in Key Stage 2 have improved standards and a high percentage of pupils in Year 6 are achieving standards that are well above national expectations.

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schools

By the end of Key Stage 1, pupils attain standards in English, mathematics and science that are well above the national average. Pupils are achieving as well as they are capable in all subjects by the end of both key stages with an exceptionally high standard of performance in music, dance and art. Hepworth Junior and Infant School - 8 Hepworth Junior and Infant School - 9

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Aspect Comment

Attitudes to the school Excellent. Virtually all pupils have enormous enthusiasm for school and develop high levels of self-esteem. They enjoy school and have a thirst for knowledge.

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Aspect Comment

Behaviour, in and out of classrooms Excellent. During lessons and lunch and playtimes, pupils are thoughtful, polite and considerate. They talk with respect to adults and treat others with sensitivity and care. Pupils respond well to the school’s behaviour policy and there is no aggressive behaviour.

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Aspect Comment

Personal development and relationships Pupils are very independent and competently work on their own. Excellent relationships exist between pupils and levels of co- operation and involvement in group work are very high.

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Aspect Comment

Attendance The high levels of enjoyment by pupils for school life are reflected in very high levels of attendance and very low levels of absence.

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

23 lessons observed 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: aged up to 5 years aged 5-7 years aged 7-11 years

The quality of teaching is very good. In the lessons observed during the inspection the quality of teaching was excellent in 13% of lessons, very good in 57% and good in the remaining 30%. Lessons are very well planned so that the needs of everyone, including higher attaining pupils and those with special educational needs, are very well met. A sense of urgency during lessons, coupled with high expectations ensures that pupils learn rapidly, particularly in literacy and numeracy. Teaching of English and mathematics across the school is very good. Very good use is made of resources to support pupils during lessons and to help to explain ideas. The quality of work done by non-teaching support staff is very good and has a positive impact upon the progress of all pupils but especially those who find learning difficult. Pupils are very well managed and they gain confidence from the positive use of praise and

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

encouragement. Teachers use homework effectively to support pupils’ learning and they have a good knowledge of the strengths and weaknesses of pupils. Hepworth Junior and Infant School - 10

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Aspect Comment

The quality and range of the curriculum The curriculum is exciting and relevant to the needs of pupils. It provides very good opportunities for pupils’ to learn how to work on their own. Excellent links with the local community and the regular involvement of pupils in outdoor activities enhances pupils’ education. Provision for pupils with special educational needs Very good support is provided for pupils with special educational needs. Pupils with learning difficulties are provided with suitable targets for improvement that are regularly checked to gauge the pupils’ progress. Provision for pupils’ personal development, including spiritual, moral, social and cultural development The school makes excellent provision for pupils’ spiritual, moral, social and cultural development. Opportunities to develop pupils’ spirituality are well developed through subjects such as art, music, environmental studies and religious education.

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Aspect Comment

Exceptionally close links with the community enable the development of social skills and a good understanding of local culture. Moral development is successfully promoted. How well the school cares for its pupils The care and support of pupils by all staff is very high. Pupils’ academic needs are very well met so that everyone is appropriately challenged. A strong family atmosphere pervades the school and this promotes pupils’ emotional and personal development and contributes to the pupils’ sense of security.

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent. The head teacher provides a very clear direction to the school that ensures that pupils maintain high standards in English and mathematics within a broad and varied curriculum. A strong sense of teamwork has been built between staff that ensures that all school policies are successfully implemented. How well the governors fulfil their responsibilities The governing body is knowledgeable and effectively monitors the impact of the head teacher upon the school. Governors are supportive but knowledgeable enough to be critical when necessary. The school’s evaluation of its performance Very good quality systems exist for checking on the quality of teaching and the progress and standards of pupils. All information is evaluated to find ways of making the school even better. The strategic use of resources All resources are very well used. Staff are wisely deployed,

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Aspect Comment

every nook and cranny of the building is meticulously organised and resources are very well managed. Hepworth Junior and Infant School - 11

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What pleases parents most What parents would like to see improved

• The quality of teaching and the leadership of the head teacher.

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What pleases parents most What parents would like to see improved

• The support pupils receive to become mature and responsible.

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What pleases parents most What parents would like to see improved

• The communication between them and the school. • The size of the classrooms.

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What pleases parents most What parents would like to see improved

Inspection findings confirm the very positive views of parents and acknowledge that the accommodation is cramped for pupils in Years 3 to 6. Hepworth Junior and Infant School - 12

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so that by the age of eleven pupils achieve high standards in English, mathematics

1. Pupils do very well in English and mathematics and exceptionally well in science. By the time pupils reach the age of eleven, they consistently achieve standards in English that are well above the average for similar schools. In science in 2000, the performance of pupils was in the top 5% of schools nationally. In recent years, standards in mathematics have been lower than those in English and science, being only close to the average for similar schools. The school has identified the need to improve standards in mathematics and taken very effective measures to do so. The subject co- ordinator has altered the way in which mathematics is taught so that higher attaining pupils are given more directed teaching. The higher expectations made of pupils in mathematics has resulted in improvements in the standards in mathematics. Inspection findings are that standards in mathematics are now well above the national average and

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so that by the age of eleven pupils achieve high standards in English, mathematics

as good as they are in English and science.

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so that by the age of eleven pupils achieve high standards in English, mathematics

2. The daily mathematics lesson is fully implemented following the guidance of the subject co-ordinator. Teachers plan their work very well so that the wide range of needs of pupils in the mixed age classes are catered for. Throughout the school, pupils are thoughtfully grouped so that pupils of similar ability work together. Higher attaining pupils’ knowledge, understanding and skills are challenged by work that is set at a level that makes pupils think for themselves and work independently. Pupils with special educational needs are also given work that matches their needs. Very good use is made of support staff so that pupils with special educational needs benefit from individual support where required.

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so that by the age of eleven pupils achieve high standards in English, mathematics

3. All teachers have a secure knowledge of how to teach basic skills of reading, writing and number and they have worked hard to successfully implement the strategies for literacy and numeracy. Children starting school in the Reception class are assessed soon after they begin school and the resulting information is used to identify the needs of each child. The majority of children start school with above average skills and knowledge for their age. They are articulate in using a good range of vocabulary and most pupils are socially adept in working together and sharing. The teacher accurately assesses the standards of children when they start school and provides them with tasks that are suitably challenging. Pupils in the Reception class are very quickly working at a level that matches expectations for Year 1 pupils. Pupils in the Reception and Year 1 class are provided with a stimulating and exciting range of activities that

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so that by the age of eleven pupils achieve high standards in English, mathematics

successfully promote a love of learning amongst pupils. The school is currently involved in developing evaluations of its provision for children in the Reception class through its commitment to, “The Effective Early Learning Project”, in association with the University College of Worcester. The commitment of the school to such a project indicates that the school continually looks for ways to improve and there is no complacency.

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so that by the age of eleven pupils achieve high standards in English, mathematics

4. In Years 1 and 2, the good start to pupils’ school life is continued. Pupils make good progress in both English and mathematics so that by the age of seven, the vast majority read well, communicate with a good style of writing and are developing a good knowledge of number. Most pupils write well and effectively use punctuation in their sentences including a good range of descriptive words. By the age of seven, pupils have an especially good understanding of the tens and units and the value of numbers Hepworth Junior and Infant School - 13 in larger numbers such as 125. Most pupils know and understand how to add and subtract up to 100 and understand 2x, 3x, 5x and 10x multiplication tables. They develop a good knowledge and understanding of shapes and space and are confident to apply their knowledge in order to solve problems.

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so that by the age of eleven pupils achieve high standards in English, mathematics

5. Teachers have very high expectations of pupils in English, mathematics and science in Years 3 to 6. Pupils are expected to write independently and poetry is a strong element of pupils’ work. Pupils’ English work is well organised and the standards of handwriting, spelling and punctuation are high. A wide range of independent writing is planned and taught and pupils are familiar with writing letters, creating their own stories and writing factual texts. Pupils in Year 6, benefit from additional funds aimed at helping pupils to reach the highest possible standards. These funds are being used well to ensure that as many pupils as possible in Year 6 reach standards that are above the national average in mathematics and English. Most pupils by the end of Key Stage 2 are good mathematicians. They have a very secure knowledge of number and competently solve problems involving adding, subtracting, multiplying and dividing numbers and decimals

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so that by the age of eleven pupils achieve high standards in English, mathematics

up to a thousand. Pupils confidently apply a wide range of strategies to find answers.

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so that by the age of eleven pupils achieve high standards in English, mathematics

6. Throughout the school, teachers expect pupils to develop the ability to plan their own work, to perform it and to record what they do. The impact of this approach is particularly evident amongst pupils in Years 5 and 6 where pupils work on their own with high levels of enthusiasm and independence. In science, pupils’ investigational skills are particularly high and much better than normally found. During an investigation into the best materials for keeping things warm, pupils not only demonstrated a good knowledge of thermal conduction and insulation, but also of how to conduct an investigation. Pupils set hypotheses, planned ways of fairly gathering experimental data and then used information technology to record the results using a spread-sheet.

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so that by the age of eleven pupils achieve high standards in English, mathematics

7. Teachers work hard to create excellent relationships amongst pupils and to build high levels of self-esteem in everyone. The impact of this is seen in the good progress that pupils make in lessons and the way that pupils willingly and effectively work together. Lessons are exciting and where possible, made relevant to the needs of the pupils. Teachers are skilled in blending together the skills and knowledge of mathematics, English and science and information and communication technology to support learning in all subjects. As a result, pupils develop a good ability to use and apply skills and knowledge to new and challenging situations. Non-teaching staff support the teaching force very well in the school and a strong team spirit makes sure that the quality of education is of a very high standard.

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Pupils reach high standards in environmental education, music, art and dance and

they are successfully encouraged to confidently perform in front of others.

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Pupils reach high standards in environmental education, music, art and dance and

8. Teachers have a very good knowledge of music, art, dance and environmental studies. This knowledge is used well to offer pupils an unusually high quality of lessons and activities in each of these areas. As a result, the provision of these subjects is a strength of the school and results in pupils reaching high standards.

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Pupils reach high standards in environmental education, music, art and dance and

9. Music is an intrinsic part of school life. From a young age pupils develop the ability to create sound and rhythm. They use percussion instruments, voices and parts of the body. For example, they used hands to create rhythms and beats. Pupils have a wide range of opportunities to develop their early skills and many pupils make rapid progress in learning to play recorders, brass instruments, guitars and violins. They develop good skills of reading music and by the time they reach Key Stage 2, music groups are confidently performing in front of others during Christmas concerts and school Hepworth Junior and Infant School - 14 productions. The quality of singing is very high. Pupils sing with enthusiasm. During the workshops led by a South African musician, pupils of all ages participated with enjoyment and obvious confidence. Groups demonstrated great concentration and discipline by singing in the round and composing music based upon body sounds. The

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Pupils reach high standards in environmental education, music, art and dance and

standard of choral performance is high and pupils across the school develop an unusually good sense of rhythm and sound. Links are often made between music and other subjects. For example, pupils in Years 5 and 6 have produced an audio tape of ”Headline Lyrics” featuring poems and raps about events in the news, such as the petrol shortage and the American Presidential Election. The quality of performance to parents is excellent.

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Pupils reach high standards in environmental education, music, art and dance and

10. Highly committed staff provide pupils with opportunities to learn about traditional British folk dancing and associated music. During a lesson seen in the inspection, excellent teaching made sure that pupils develop the essential skills required of good dancing - good concentration, posture and lightness of foot. Excellent use of music and very clear directions made sure that pupils in Years 3 and 4 rapidly fitted together fluent movements involving circling left and then right and then creating a star. Pupils made excellent progress from working initially in pairs to performing a “Sicilian Circle”. Dance is used to promote an awareness of other cultures as well. For example, pupils have explored both Indian and African dancing.

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Pupils reach high standards in environmental education, music, art and dance and

11. The art co-ordinator has a strong influence upon the development of art in the school, supported by other keen and knowledgeable staff. The standard of art is very high. Some excellent paintings of animals using photographs as a stimulus show how well even pupils in the Reception and Year 1 class can use brushes and paints to create lively and effective pictures. Pupils’ knowledge of famous artists is very good. By the age of seven, pupils very confidently use chalks to create outstanding paintings based upon the Mother and Child by Picasso as well as using clay to create some excellent models. Pupils in Years 3 to 6 continue to make very good progress and build upon their very good grounding in Key Stage 1. During activities linked to science, pupils demonstrated excellent close observational skills in representing cross sections of fruits and in Year 6, pupils used a range of techniques to create drawings of local

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Pupils reach high standards in environmental education, music, art and dance and

scenes based upon the work of a local artist. By the age of eleven, pupils know how to use a wide range of materials including pencils, chalk, crayons and paint to create good quality compositions with good perspective and use of light and shade.

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Pupils reach high standards in environmental education, music, art and dance and

12. Environmental education is a strong feature of the school and is recognised by the appointment of a knowledgeable and energetic co-ordinator. Pupils have access to an outstanding pond and wildlife area that is managed very well to encourage a variety of animals and plants. Pupils have access to the area to support art, science and aspects of expressive and creative work. In addition, three residential visits provide pupils with excellent opportunities to gain confidence in outdoor adventure activities.

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Pupils exhibit excellent behaviour and attitudes and demonstrate high levels of

13. Excellent behaviour exists throughout the school. Pupils respect teachers and support staff and respond to the teachers’ energy and enthusiasm. Pupils respond to high standards set by adults and talk politely and behave courteously to each other and to other adults. Very good provision for playground games overcomes the restrictions posed by cramped hard play areas and enables pupils playing to do so happily and without any boredom. The school has clear procedures for promoting good behaviour and these are known and valued by pupils who are also well aware of what constitutes unacceptable behaviour and the sanctions that exist if it occurs. Hepworth Junior and Infant School - 15 14. Pupils clearly enjoy school life. They thrive on the challenging work provided and the broad and varied curriculum that reflects their interests and needs. Because teachers speak clearly and offer good explanations both at the beginning and during lessons,

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Pupils exhibit excellent behaviour and attitudes and demonstrate high levels of

pupils know exactly what is expected of them and therefore get on with work quickly, without any fuss. Pupils listen very well to teachers during activities such as sharing stories from big books. Pupils willingly try out new activities and have the confidence to work on their own. Pupils organise themselves very well. In Year 5 and 6, pupils respond exceptionally well to expectations for them to plan and independently complete well organised activities in science, history, religious education and design and technology. Very good use of homework extends learning and demands that pupils apply their well-developed skills of research. Pupils are very well versed in using the library to pin-point and interpret information selected from books as well as using CD Rom.

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A stimulating and exciting curriculum is provided for all pupils enhanced by very good

links with the community and use of resources in the local environment.

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A stimulating and exciting curriculum is provided for all pupils enhanced by very good

15. The school successfully provides pupils with a very wide and varied curriculum. All statutory requirements are fulfilled to meet the needs of pupils aged 4 to 11 but the school offers a programme of activities that are broader than often found. Pressures on time have developed as a result of introducing the National Literacy and Numeracy Strategies but excellent management and subject co-ordination have ensured that pupils are taught all subjects regularly and for an appropriate amount of time. Although there is appropriate emphasis upon the development of basic skills of English, mathematics, science and information and communication technology, pupils also benefit from having a particularly rich curriculum in music, dance, art and environmental education. The breadth of the curriculum ensures that every pupil has the opportunity to succeed in something and this contributes to the high level of self-esteem evident

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A stimulating and exciting curriculum is provided for all pupils enhanced by very good

16. The curriculum is thoughtfully planned to meet pupils’ needs. There is a detailed scheme of work for each subject that ensures that each pupil’s learning builds upon previously learnt skills and knowledge. Teachers carefully evaluate the impact of the schemes of work upon the progress and attainment of pupils and accurately and honestly recognise what is being done well and where improvements might be made. Good use is made of extra-curricular activities to extend learning. Pupils have opportunities to learn music, attend art clubs, a range of sporting activities and older pupils have the chance to attend outdoor educational events including climbing, orienteering and walking.

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A stimulating and exciting curriculum is provided for all pupils enhanced by very good

17. Excellent links with the local community enhance the education of pupils. Parent helpers offer good support to pupils by being involved in activities that are well directed by teaching staff. Members of the local community who are not parents willingly get involved in school as well. Pupils have the opportunity to perform to the community at Christmas, take part in the village pantomime, share in events such as the Hepworth Feast and participate in a wide range of educational visits to support lessons. Hepworth Junior and Infant School - 16

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Excellent opportunities are provided to promote pupils’ spiritual, moral, social and

18. The curriculum and acts of collective worship offer pupils a wide range of opportunities to develop their sense of spirituality. During a whole school assembly, pupils were captivated by the head teacher’s discussion of the way Hindus worship. The clever introduction of a range of Hindu artefacts, supported by excellent explanations about the different objects, held everyone’s attention and enabled pupils to think and reflect upon the lives of others. Music and art pervades all aspects of school life, offering pupils a wide range of opportunities for appreciating the beauty of sound, shape and form. A piano composition from Debussy played during assembly created a sense of serenity and time for pupils to be quiet. The excellent nature area gives pupils the chance to observe nature and develop sensitivity to the beauty and wonder of animals and plants and the changes of the seasons.

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Excellent opportunities are provided to promote pupils’ spiritual, moral, social and

19. The school places importance on the development of pupils’ social skills and makes excellent provision for this aspect of their education. From the first days in school in the Reception class, pupils are expected to work together. They share resources and ideas and learn to organise themselves. Excellent links with the community enable pupils to get involved in and understand the lives of others. Each month, pupils participate in providing coffee for residents of the local village and they take part in local events. For example, pupils perform productions at Christmas and participate in the village pantomime. Regular residential educational visits help pupils in Key Stage 2 to develop experiences of being away from home with others. Pupils in Years 5 and 6 alternate each year between staying at a youth hostel in Boggle Hole and staying at a hostel in Malham and pupils in Years 3 and 4 stay at Cliffe House. Links with local schools are

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Excellent opportunities are provided to promote pupils’ spiritual, moral, social and

exploited in activities related to sport. Their participation in events such as cross- country and soccer offers pupils the chance to integrate with children from other backgrounds.

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Excellent opportunities are provided to promote pupils’ spiritual, moral, social and

20. There is a strong moral code throughout the school. Clear and well-established expectations exist for pupils’ behaviour, supported by clear reward systems. The involvement of pupils in establishing class rules and codes of behaviour is a strong feature of the school. Pupils rapidly develop a sense of right and wrong and respond to very good role models provided by staff. The recent introduction of a school council extends opportunities for pupils to develop a sense of citizenship by maturely discussing issues that have an impact upon their school life. Teachers treat pupils with respect and pupils’ ideas are listened to and valued. Regular opportunities are provided for pupils to discuss news events in the world. Many pupils have a strong awareness of the way that western culture and its economy influence the lifestyle of people in developing countries. Staff value environmental awareness and pupils’ awareness of

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Excellent opportunities are provided to promote pupils’ spiritual, moral, social and

related issues is encouraged throughout the school.

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Excellent opportunities are provided to promote pupils’ spiritual, moral, social and

21. The school is outward thinking. It recognises the need to prepare pupils for living in a multi-cultural world and provides pupils with excellent opportunities to develop a very good understanding of their own culture and that of others. The strong subject knowledge and involvement of most staff in music, dance, art and environmental issues is sensitively employed to benefit pupils in their cultural development. Pupils are offered many opportunities to learn about music and art not only from Britain but also from the rest of Europe. The dance programme is excellent and gives pupils the chance to learn traditional steps and movements. Involvement in local events such as the Hepworth Feast develops pupils’ knowledge and understanding of local history and visits to local museums extend this. Wherever possible, pupils are given the chance to learn about Hepworth Junior and Infant School - 17 the richness and diversity of other cultures. A musician from South Africa demonstrated

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Excellent opportunities are provided to promote pupils’ spiritual, moral, social and

and involved pupils in a wide and varied range of activities that helped them to understand rhythms and sounds from another culture. Staff were excellent role models by dressing up in appropriate clothing and performed with the pupils. Work in religious education and geography extends pupils’ knowledge of the world and other faiths. Teachers’ own experiences benefit pupils too. For example, the knowledge and understanding of Hinduism gained as a result of a teacher travelling in India was shared with pupils during a whole school assembly. Pupils’ knowledge of other cultures is further developed through the use of information and communication technology with E- mail pals being well established with children in Seattle and there are also links with Australia.

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resources are very effectively used so that the best is gained from both staff

22. The head teacher is a caring, committed and highly motivated leader who sets high standards for staff and pupils alike. There is a very clear direction for the school and a commitment to providing each pupil with a broad and balanced education that not only develops good skills in literacy and numeracy but also in other subjects. Great importance is placed upon the personal development of pupils and school policies reflect this. School policies are clear and fully implemented.

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resources are very effectively used so that the best is gained from both staff

23. There is an exceptionally strong and competent team of teaching and support staff. Everyone is totally committed to giving the best possible quality of education and the head teacher has very good procedures for evaluating and monitoring just how good the school is. Regular meetings between the head teacher and staff, both formal and informal, help to keep an eye upon how the school is developing. Excellent staff development procedures ensure that the needs of the school are recognised and planned for whilst enabling individual staff to pursue their own particular interests. The head teacher’s belief in using the strengths of individual teachers to benefit pupils is reflected by the high quality of teaching and the way pupils are taught a wide and varied programme of activities. Staff morale is very high. Everyone is valued equally, including support staff and midday assistants. Excellent school development planning

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resources are very effectively used so that the best is gained from both staff

procedures make sure that everyone’s views are listened to and considered, including staff, governors, parents and pupils.

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resources are very effectively used so that the best is gained from both staff

24. The head teacher successfully combines a large teaching responsibility with the management of the school. The school administrator, who efficiently organises and monitors many aspects of day-to-day financial management, gives very good quality support. The head teacher makes sure that the school is very well run. Every nook and cranny of the building is meticulously organised and high standards of décor and presentation of information and of pupils’ work creates a bright and lively atmosphere. This very good organisation reduces the negative impact of the very small and cramped classrooms. The governing body is well aware of the need to extend the school and is planning to do so as soon as funds allow.

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resources are very effectively used so that the best is gained from both staff

25. The governing body is an effective group of committed and knowledgeable people. They support the head teacher and staff and set high expectations for the school. There is no complacency about the high standards and the good school results in the end of the key stage National Curriculum tests. All available information about standards, including reports from the head teacher and evidence gathered from visits by governors to the school, is carefully analysed so that any decline is immediately identified and steps taken to stop it. Governors make sure that the income received is carefully spent to Hepworth Junior and Infant School - 18 benefit pupils and critical analysis of the impact upon pupils’ standards ensures that a sense of best value is maintained. Governors have made the strategic decision to retain an above average size of budget surplus in order to enable the school to be extended when resources allow. The head teacher and governing body are of one accord in the

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resources are very effectively used so that the best is gained from both staff

way the school needs to function and through regular discussions governors are well informed. All statutory requirements are met.

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WHAT COULD BE IMPROVED

The targets to improve pupils’ work, which are too general and need refining.

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WHAT COULD BE IMPROVED

26. Although pupils currently have targets set for their development, they are annual and the targets are very general. Given the high levels of independence and ability of many pupils, and the willingness of pupils to evaluate and improve their work even more, the quality of targets could be improved. Targets that are regularly set each term, for example, would enable pupils to become even more responsible for their learning and would allow parents to share in some of the work required to reach the targets.

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The accommodation in some classrooms, which is very cramped, which makes it

difficult for pupils to perform some elements of practical work.

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The accommodation in some classrooms, which is very cramped, which makes it

27. Although teachers manage the space very well, numbers in classes for Years 3 to 6 are too big for the comfortable accommodation of pupils. Pupils are cramped and it is difficult for them to move around and to carry out some practical activities. At times, pupils use the extra space provided by the hall but this is not always possible as the hall is used for other things and requires additional adult support.

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The resources and facilities for the physical development of children in the

28. Although there is available space adjacent to the Nursery class for outdoor activities that is currently used by the class teacher, it is far from ideal. With the growing importance of the Foundation stage of education for children, better provision in the form of a secure and well-equipped environment would enhance the development of pupils’ physical development and give further scope for outdoor imaginative activities.

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the governing body, head teacher and staff should work together to:

1) refine the targets for improving pupils’ work further so that they are more specific and set for a shorter time span. (paragraph 26 )

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the governing body, head teacher and staff should work together to:

2) improve the resources and accommodation for children in the foundation stage when resources allow so that they have access to a suitable outdoor play area resourced with suitable equipment. (paragraph 28)

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the governing body, head teacher and staff should work together to:

3) improve the available space for learning by continuing to seek funding to implement the existing plans for extending the school. (paragraph 27) Hepworth Junior and Infant School - 19

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PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

p.19

PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 19

p.19

PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

p.19

PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.19

PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Pupils on the school’s roll Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s roll (FTE for part-time pupils) 0 104

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils eligible for free school meals 0 5

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PART C: SCHOOL DATA AND INDICATORS

Special educational needs Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs 0 2

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s special educational needs register 0 19

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PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with English as an additional language 0

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PART C: SCHOOL DATA AND INDICATORS

Pupil mobility in the last school year No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Pupils who joined the school other than at the usual time of first admission 8

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PART C: SCHOOL DATA AND INDICATORS

Pupils who left the school other than at the usual time of leaving 6

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PART C: SCHOOL DATA AND INDICATORS

National comparative data 5.2 National comparative data 0.5

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PART C: SCHOOL DATA AND INDICATORS

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Hepworth Junior and Infant School - 20 Attainment at the end of Key Stage 1 Year Boys Girls Total

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PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 13 4 17

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PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results Reading Writing Mathematics

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PART C: SCHOOL DATA AND INDICATORS

Boys 13 13 13 Numbers of pupils at NC level 2 and above Girls 3 3 3

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 94 (100) 94 (81) 94 (88) at NC level 2 or above National 84 (82) 85 (83) 90 (87)

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 13 13 13 Numbers of pupils at NC level 2 and above Girls 3 3 3

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 94(94) 94(100) 94(88) at NC level 2 or above National 84(82) 88 (86) 88 (87)

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PART C: SCHOOL DATA AND INDICATORS

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

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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 9 16

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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 6 7 7 Numbers of pupils at NC level 4 and above Girls 9 8 9

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Attainment at the end of Key Stage 2

Percentage of pupils School 94(73) 94(91) 100(100) at NC level 4 or above National 70 (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 7 6 6 Numbers of pupils at NC level 4 and above Girls 8 8 9

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Attainment at the end of Key Stage 2

Percentage of pupils School 94 (60) 88(73) 94(91) 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. Hepworth Junior and Infant School - 21

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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.

p.21

Teachers and classes Financial information

Total number of qualified teachers (FTE) 4.6 Financial year 1999-2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.26

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 205914

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Teachers and classes Financial information

Total number of education support staff 4.0 Expenditure per pupil 1924.42

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Teachers and classes Financial information

Total aggregate hours worked per week 67 Balance brought forward from previous year 8450

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Teachers and classes Financial information

Balance carried forward to next year 12686

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

p.21

Teachers and classes Financial information

Total number of qualified teachers (FTE) 0

p.21

Teachers and classes Financial information

Number of pupils per qualified teacher 0

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Teachers and classes Financial information

Total number of education support staff 0

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Teachers and classes Financial information

Number of pupils per FTE adult 0 Hepworth Junior and Infant School - 22 FTE means full-time equivalent. Hepworth Junior and Infant School - 23

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Questionnaire return rate

Percentage of responses in each category

p.23

Questionnaire return rate

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

p.23

Questionnaire return rate

My child is making good progress in school. 61 33 6 0 0

p.23

Questionnaire return rate

Behaviour in the school is good. 64 36 0 0 0

p.23

Questionnaire return rate

My child gets the right amount of work to do at home. 32 55 13 0 0

p.23

Questionnaire return rate

I am kept well informed about how my child is getting on. 52 39 9 0 0

p.23

Questionnaire return rate

I would feel comfortable about approaching the school with questions or a problem. 77 23 0 0 0

p.23

Questionnaire return rate

The school expects my child to work hard and achieve his or her best. 81 13 3 0 3

p.23

Questionnaire return rate

The school works closely with parents. 58 36 6 0 0

p.23

Questionnaire return rate

The school is well led and managed. 84 16 0 0 0

p.23

Questionnaire return rate

The school is helping my child become mature and responsible. 77 20 0 0 3

p.23

Questionnaire return rate

The school provides an interesting range of activities outside lessons. 55 39 3 3 0 Hepworth Junior and Infant School - 24

p.23