Other · Ofsted report

Corbett VA CofE Primary School

Inspected — · published 29 May 2002 · URN 124464

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No overall grade in this framework

Saleem Hussein

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Inspectorssingle source
Saleem Hussein
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124464

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Full report text

CORBETT PRIMARY SCHOOL

Reporting inspector: Dr Pauline Buzzing OBE

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CORBETT PRIMARY SCHOOL

Dates of inspection: 18-21 February 2002

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CORBETT PRIMARY SCHOOL

Inspection number: 193760 Full inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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CORBETT PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Six Ashes Lane Bobbington Bridgnorth Staffordshire Postcode: DY7 5DU

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Dr Terry Lester

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 28 April 1997 Corbett Primary School - 4

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Aspect responsibilities

15849 Pauline Buzzing Registered Inspector English (including literacy), music, equality of opportunity The school's results and achievements How well are pupils taught? How well is the school led and managed? 9981 Saleem Hussein Lay Inspector How well does the school care for its pupils? How well does the school work in partnership with parents? 6957 John Cook Team Inspector Mathematics (including numeracy), geography, information and communication technology (ICT), physical education (PE), provision for pupils with special educational needs, provision for children in the Foundation Stage. Pupils' attitudes, values and personal development

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Aspect responsibilities

30457 David Evans Science, art and design, design and technology, history, How good are curricular and other opportunities offered to pupils?

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Aspect responsibilities

Serco QAA Ltd Herringston Barn Herringston Dorchester Dorset DT2 9PU

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Aspect responsibilities

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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Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Corbett Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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HOW HIGH ARE STANDARDS? 10

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

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INFORMATION ABOUT THE SCHOOL

Corbett Church of England Voluntary Aided Primary School is located in Bobbington, South Staffordshire, close to the Shropshire border. This is a small school, with 81 boys and girls currently on roll. The pupils come from a range of home environments, many of which are far from the school, and the majority of which are above average, socio-economically. About nine per cent of the pupils are known to be eligible for free school meals, and this is below the national average. The pupils enter school with average attainments overall, but each year group is small, some as low as eight pupils, so that the composition of each year group varies greatly. Seven pupils are currently on the school’s register of special educational needs, some eight per cent, and this is below average. Their needs vary from physical disabilities through a range of behavioural and learning difficulties. Two pupils have Statements

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INFORMATION ABOUT THE SCHOOL

of Special Educational Need, which is above average. No pupil is from an ethnic minority family, and none speaks English as an additional language. At the time of the previous inspection, the school was grant maintained, but it is now a county primary school and a new headteacher has been appointed since that time. The school has received two National Achievement Awards for improvement in standards since the previous inspection.

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HOW GOOD THE SCHOOL IS

Corbett Primary School provides a sound standard of education for its pupils. By the end of Year 6, they reach average standards in most subjects, with strengths in English, music and science and some weaknesses in geography and aspects of physical education. Pupils are keen to come to school and the very good relationships in the school mean that it is a harmonious environment in which pupils can learn. The school’s emphasis on literacy and numeracy means that the pupils receive a good grounding in these basic skills, and the hard working staff work as a team to create a good sense of community in the school. Pupils and parents are enthusiastic about their school, which provides satisfactory value for money.

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What the school does well

• The school’s results in the national tests taken at the end of Year 6 are above average over the past five years in all the core subjects, because of a good emphasis on basic skills and specialist teaching in science. • In work seen, standards are well above average in science by the end of Year 6 and above average in English and music, due to some good and very good teaching in these subjects. • The school provides good standards of care for its pupils, so that their attitudes to school are good, they behave well, and relationships in the school community are very good. • There is good provision for pupils with special educational needs, as a result of meeting their individual needs, so that they achieve well. • The headteacher leads effectively, and the governing body discharges its duties well, so that the school is moving forward, despite the small numbers of staff, who have multiple roles. • Provision for the youngest children in the Foundation Stage is good as a result of significant

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What the school does well

improvements, put in place since the previous inspection.

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What could be improved

• Standards in geography are well below average at the end of Year 6 and there are weaknesses in some aspects of teaching and learning in PE for pupils in Years 3-6. • There are very long gaps in the teaching of history and geography, inadequate time is allocated to the teaching of design and technology, and pupils do not make the progress they should in these subjects. • The percentage of satisfactory, rather than good, teaching in some subjects is high because the pace in some lessons is not brisk enough and expectations are not always sufficiently high in some subjects. • Higher attaining pupils are not always challenged by being given work that develops their learning fast enough in some subjects. The areas for improvement will form the basis of the governors’ action plan. Corbett Primary School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

When the school was inspected in April 1997, there were issues to address in standards, teachers’ knowledge and expertise in art and information and communication technology (ICT), and planning in some subjects. Provision for the under fives and procedures for assessment, and monitoring the quality of teaching and learning, were unsatisfactory. Teaching was satisfactory or better in eight out of every ten lessons, and the headteacher had inadequate time for management. Despite the school’s small staff, improvement has been satisfactory, and managers have overseen as many developments as could reasonably be expected. Everyone is focused on improvement and the school’s capacity to develop further is good.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

By the end of Year 6, pupils now attain higher levels than in 1997. Standards are average in ICT and in art and design by the end of Years 2 and 6. Provision for the youngest children is now good. There is still no designated outdoor area for them, but the school makes good alternative arrangements and work is soon to start on a new classroom, with an outdoor area as part of that development. Assessment procedures are firmly in place and the school addresses weaknesses identified through the national tests, as it is currently doing by targeting writing. However, the results of ongoing assessments teachers make in lessons are not always used to plan challenging work for higher attaining pupils. Overall, teaching and learning have improved, resulting in higher test scores, which are increasing faster than the national trend. The school is on course to meet its targets. Part-time specialist teaching in music and

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

science is very cost-effective. Although the curriculum is more secure now, the recent emphasis on English and mathematics has left less time for other subjects, such as geography and design and technology. The headteacher still carries a heavy load; she and all staff work extremely hard to cover all the required areas for development.

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STANDARDS

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

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Performance in:

1999 2000 2001 2001 English B A A A Mathematics C B D D Science A A A* A*

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Key

well above average A above average B average C below average D well below average E

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Key

The school’s results, taken overall in the three core subjects, are above the national average for the latest three year period. Results in science in 2001 are in the top five per cent of schools, nationally. The results represent an improvement since the previous inspection, rising faster than the national trend. Results in mathematics are more variable than in the other two subjects, although with such small numbers of pupils, each pupil’s score represents several percentage points; nine in the 2001 year group. One pupil missed the average, Level 4, by one mark and because of this, the target in mathematics was not achieved, although the English target was met. The small size of year groups means that care must be taken when analysing data; it is more appropriate to track the achievement of individual pupils. This kind of analysis shows that standards are high enough for the majority of pupils and the school meets

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Key

the needs of all its pupils most of the time, but higher attaining pupils could reach higher standards in some subjects. Achievement is satisfactory overall, but pupils achieve well in English and music and they achieve very well in science.

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Key

Results of the tests taken at the end of Year 2 show considerable variation from year to year, due to the small numbers of pupils involved, but overall, they are above the national average for the past three years Corbett Primary School - 8 in reading, writing and mathematics. In 2001, results are average in writing and in the teacher assessments for science, well above average in reading and in the top five per cent for mathematics.

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Key

In work seen, the majority of children in the Foundation Stage are on course to exceed the Early Learning Goals in personal, social and emotional development and to attain them in all other areas of learning. Standards are average at the end of Year 2 in all subjects except geography and design and technology, where no judgement could be made and in music, where standards are above average. Within English, there are strengths in reading, speaking and listening. By the end of Year 6, standards are well above average in science, above average in English and music and average in all other subjects except geography, where they are well below average, and in design and technology and physical education, where no judgement could be made. Pupils achieve satisfactorily overall, throughout the school.

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Aspect Comment

Attitudes to the school Good. Pupils are very enthusiastic about their school, and they apply themselves well to the tasks they are set. Behaviour, in and out of classrooms Good. Pupils behave well in lessons and around the school. They enjoy playtimes, and lunch-times are pleasant, social occasions, where they are happy to talk to visitors. Personal development and relationships Good. Personal development is satisfactory and relationships are very good. All pupils know each other and they are mutually supportive. Attendance Satisfactory. There is no unauthorised absence at all.

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Quality of teaching Foundation Stage Years 1 and 2 Years 3-6

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

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Quality of teaching Foundation Stage Years 1 and 2 Years 3-6

Every class teacher was observed teaching English and mathematics. Teaching in English is good and in mathematics it is satisfactory, with some good teaching of the older pupils. Literacy is well taught across the curriculum, and the teaching of numeracy is satisfactory overall. Overall, teaching meets the needs of all pupils, so that pupils with special educational needs are well supported and achieve well, and the majority of pupils achieve satisfactorily. However, there are times, in some subjects, where higher attaining pupils are not working at the pace they should, and teachers do not always make sure they are adequately challenged. Teachers know their pupils very well and manage them well, so that the pupils make considerable effort to do well in lessons; this is a strength of their learning. As a result, their learning is satisfactory overall, with good features in aspects of ICT, science, music and English.

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Aspect Comment

The quality and range of the curriculum Unsatisfactory overall. Good in the Foundation Stage, but in Years 1-6, too little time is devoted to design and technology. History and geography are taught for half a year each and the long gaps mean that pupils cannot build on what they know. Statutory requirements are met. Provision for pupils with special educational needs Good. Pupils with special educational needs are supported well by teachers and by learning support assistants. Provision for pupils’ Satisfactory overall. There is good provision for moral development, which Corbett Primary School - 9 personal, including spiritual, moral, social and cultural development has a significant impact on the school’s communal life. The provision for spiritual, social and cultural development is satisfactory.

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Aspect Comment

How well the school cares for its pupils Good. The procedures for monitoring and promoting good behaviour and for tracking the pupils’ achievement are good.

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Aspect Comment

The school works well with parents and this partnership is one of the school’s strengths.

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Aspect Comment

Leadership and management by the headteacher and other key staff Satisfactory. The headteacher leads well, but the load she carries is too heavy. Most subject co-ordinators, including the co-ordinator for special educational needs (SENCO), carry out their duties well, but there is insufficient monitoring of some of the foundation subjects. How well the governors fulfil their responsibilities Good. The hard working, knowledgeable governors play an important role in shaping the school’s direction. They are committed to raising standards and improving provision. The school’s evaluation of its performance The school monitors its performance well overall and takes good action to improve, leading to a rising trend in national test results. The school’s development plan contains appropriate priorities and relevant action is planned to tackle them. The strategic use of resources Good. Staff are very well inducted into the school’s routines. Teaching

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Aspect Comment

assistants and the ICT technician are used effectively. Funds for special educational needs are used well.

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Aspect Comment

Staffing, accommodation and learning resources are satisfactory overall. The lack of a hall that can adequately accommodate appropriate equipment for physical education has a negative impact on standards. Currently, some classrooms are small and there is no outdoor play area for the youngest children. Plans are in place to move some classes into larger rooms when an additional classroom is built. The school works hard to make sure that it invests its time and finance so that there is a good impact on standards and provision, giving the best value possible for each initiative.

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What pleases parents most What parents would like to see improved

• Their children like coming to school, make good progress and behave well. • The school is well led and managed, teaching is good and the school helps pupils to become mature. The amount of homework pupils are set is about right. • The school works closely with parents, is approachable, expects their children to work hard and provides parents with good levels of information about the pupils’ progress. • Some parents are concerned at the range of extra-curricular activities.

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What pleases parents most What parents would like to see improved

Parents are very positive about the school. The support they give their children, together with their involvement in school life, have a good impact on the pupils’ learning. The inspection team agrees with this view. Corbett Primary School - 10

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The school’s results and pupils’ achievements

1. Children enter the school with broadly average skills and levels of development. During their reception year, the children benefit from a good range of experiences that are well planned and solidly based on the requirements of the Foundation Stage. As a result of this good provision, they exceed the national targets for their age (the Early Learning Goals) in personal, social and emotional development and meet the goals in all other areas of their learning. Some pupils exceed all the goals and the majority do better in some aspects of their learning; for example, in the musical component of their creative learning, thanks to some excellent teaching. Most of the pupils can identify high and low, and their confidence encourages them to offer to sing solos at a very early stage. This represents significant improvement since the previous inspection and the school is now laying firm foundations for the children. Their work in personal, social and

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The school’s results and pupils’ achievements

emotional development ensures that they learn to work well together, to take turns and to listen politely to each other. In their café, which was created in the home corner during the week of the inspection, they created menus and enjoyed entertaining visitors. Another group talked willingly about food, listing words connected with what they eat and discussing their preferences with the adults in the room. They developed good links between the words and their spellings, listening carefully to the sound of words and spelling phonetically. Their work with words leads them smoothly into reading and writing. Their enthusiasm for books is evident and their good levels of self-esteem give them the confidence to tell stories and try writing.

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The school’s results and pupils’ achievements

2. This satisfactory achievement continues in Years 1 and 2, so that by the end of Year 2, in work seen, pupils attain average standards overall. Standards in English are average, but in reading, speaking and listening they are better than this. The pupils have a good understanding of phonics, which helps them in their reading, and they enjoy playing with words. Pupils in Year 1 enthusiastically listed stories they had read and Year 2 pupils, when asked how Granny would have felt when the wolf put her in the bin, responded, ‘sad, bad and mad’, laughing with enjoyment at the rhymes. They read with expression. One Year 2 pupil adopted a special ‘wolf’ voice to make the story more dramatic. Their listening skills are particularly well developed. This was clear in a lesson on story writing, when the pupils concentrated on a series of pictures the teacher showed them and their responses showed how carefully they had understood the task,

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The school’s results and pupils’ achievements

so that they produced answers to the questions, ‘who?’ ‘where?’ and ‘why?’. Standards in writing are average. Although higher attaining pupils spell accurately and rapidly and most pupils spell single syllable words correctly, no pupil uses cursive script. Average and lower attaining pupils do not always use capital letters correctly, and a minority still reverses letters when writing.

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The school’s results and pupils’ achievements

3. In mathematics, the pupils achieve satisfactorily in Years 1 and 2, so that they reach average standards by the end of Year 2. They recall number facts satisfactorily and most are good at explaining how they arrived at their answers; their good oral skills help them in this. For example, in one lesson, they explained to the teacher how they counted in threes. Higher attaining pupils counted in twos, threes, fours and fives, forwards and backwards. The higher attainers have a good understanding of five and six-sided shapes, they achieve well in their number, shape, space and measure work, but are less skilled in problem-solving and investigative work. In science, the pupils’ achievement is satisfactory and they reach average standards. They predict what they think their results will be and explain how a test is fair. They use an imaginative collection of objects and test whether they will float or sink. Higher attaining

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The school’s results and pupils’ achievements

pupils are quick to experiment to see if changing the shape of a piece of plasticine will make a difference.

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The school’s results and pupils’ achievements

4. In art and design, history, ICT and physical education, the pupils reach average standards and make satisfactory achievement. No judgement can be made on standards in design and technology or in geography, since too few lessons were able to be observed. Standards in Corbett Primary School - 11 music are above average. The pupils sing and play well, they experiment with sounds and use tonic sol-fah and French time names effectively to help them, so that their achievement is good.

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The school’s results and pupils’ achievements

5. The well above average results of the tests for pupils in Year 2 reflect a steadily rising trend, although results in 2001 are much better in reading than in writing. The mathematics results are very high and higher attaining pupils did well in these tests. The differences between these results and the inspection judgements are because of the attainment profile of the different groups and because individuals’ performances make a significant difference in such small year groups.

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The school’s results and pupils’ achievements

6. In Years 3 to 6, the pupils achieve well in English, as a result of good teaching, so that, in work seen, standards are above average by the end of Year 6. The pupils use their good vocabularies in their oral and written work and display high levels of self-esteem when they talk in front of others, in class and in school assemblies. Articulate and confident pupils listen well, showing a good understanding of the thoughts and ideas of others. They contribute well to discussions. Their standards in reading are above average and many are keen readers. They enjoy poetry and many read non-fiction texts about the universe and wild life. They explain the plots of novels and discuss characters. Although they identify good techniques in the books they read, they do not always see how they can use them in their own writing. The school has identified writing as a target for improvement.

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The school’s results and pupils’ achievements

7. Their achievement in mathematics is satisfactory overall in Years 3 to 6, but it is better than this in the top (Year 5/6) class because of the good teaching they receive. In science, achievement in Years 3 to 6 is very good. The pupils acquire a very good knowledge base and their good oral skills enable them to explain succinctly how they arrived at their conclusions and to present their results neatly and accurately. Their work in experimental and investigative science is very good, and the well above average standards they reach is the result of the very good specialist teaching they receive.

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The school’s results and pupils’ achievements

8. The pupils continue to achieve satisfactorily through Years 3 to 6, so that they reach average standards in art and design, history and ICT. No judgements can be made on achievement in design and technology or in physical education, since it was not possible to observe enough lessons in these subjects. However, the school accepts that there are weaknesses in some aspects of standards in physical education. Standards in geography are well below average. Not enough time is devoted to the subject and there are long gaps between the times when geography is taught, so that the pupils forget what they have learned and they do not build solidly on the skills and understanding they have acquired. Achievement in music is good and pupils reach standards that are above average. There have been good improvements in standards in the three core subjects, art and design, ICT and music since the previous inspection.

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The school’s results and pupils’ achievements

9. The Year 6 national test results in 2001 continue a solidly improving trend in English and science for the majority of pupils, although the trend does not rise fast enough for higher attaining pupils. Results over the past three years have been more variable in mathematics, but the overall trend is still upwards and the school has been careful to analyse results to see why the pupils’ results are usually lower in mathematics than in English or science. A number of measures have been put in place to improve matters and the school has set itself challenging targets, which it is on course to meet.

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The school’s results and pupils’ achievements

10. Achievement for pupils overall is judged as satisfactory in Years 1 to 6 and this is an improvement since the previous inspection, and is leading to rising standards. The overall upward trend is a result of the more secure curriculum that the school has in place in the core subjects of English, mathematics and science and of the monitoring systems that operate in these subjects. English and mathematics have benefited from the National Strategies in Literacy and Numeracy. Literacy is taught well across the curriculum, and not just in English. The teaching of numeracy is satisfactory, with good examples in some subjects, so that there is good reinforcement of the pupils’ basic skills and this is helping to raise standards. Corbett Primary School - 12 11. There is only a small number of pupils with special educational needs and they achieve well in relation to their needs and abilities and achieve well in their learning. This is because there is a

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The school’s results and pupils’ achievements

clear programme for their support, some good teaching and some very good help and guidance from support staff. The pupils with Statements of Special Educational Need achieve well and their work is well matched to their needs. The school has a strong commitment to meeting the needs of each individual and this is well reflected in the achievement made by pupils with special educational needs.

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Pupils’ attitudes, values and personal development

12. Pupils have good attitudes to school; they want to learn and they try hard. Overall, their enthusiasm for school is very good. The children in the reception class settle in well each day and clearly enjoy their work. They work well together and there are very good relationships with all adults. The levels of interest, enthusiasm and co-operation develop as the pupils get older. A good example of this was seen in a Year 3/4 mathematics lesson. The pupils were very supportive of each other during the lesson and worked well together. They also revealed their obvious interest and enjoyment in the subject itself. By age 11, pupils are equally hard working, keen and eager to learn. They tackle the tasks their teachers set with enthusiasm. In a Year 5/6 music lesson, they listened carefully to a piano piece by Liszt and concentrated through several repetitions of the tape in order to identify the patterns they were looking for.

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Pupils’ attitudes, values and personal development

13. Most pupils show good and consistent behaviour in lessons, and when moving around the school and in the dining hall. They listen carefully to their teachers and to each other, without interrupting. On rare occasions, a small minority of the older boys were less well behaved, being rather noisy in class. There were no exclusions last year. The school’s authorised attendance is just very slightly below the national average, but all absences are accounted for and there is no unauthorised absence at all, so that, overall, attendance is broadly in line with the national average.

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Pupils’ attitudes, values and personal development

14. The pupils with special educational needs are given plenty of help, support and encouragement, so that they behave well, feel valued and take a full part in all school activities. There is much respect from adults and other pupils for the needs and well-being of everyone.

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Pupils’ attitudes, values and personal development

15. The relationships between pupils and teachers and the pupils with each other are very good throughout the school. Pupils value the support and guidance they are given. A group of Year 6 pupils were keen to say, ‘When you come here every day you’re welcomed’ and ‘the teachers are kind and understanding; if you’re getting picked on you can talk to teachers and they will help you out’. Such incidents are rare and there is no evidence of oppressive behaviour, racism or sexism; boys and girls work and play well together. The pupils also speak of the small school factor and how this helps in getting to know everyone and what the school has to offer. The caring ethos helps in establishing this climate of mutual support.

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Pupils’ attitudes, values and personal development

16. The pupils ‘ personal development is satisfactory. They certainly have self-confidence and are willing to accept responsibility. Whenever they are asked to help they do so courteously and willingly. The pupils respond positively to the school’s provision for social and moral development. However, this is more limited in its opportunities for pupils to have a leadership role or to participate in the making of decisions.

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Pupils’ attitudes, values and personal development

17. The school has maintained its overall strong approach and is still the ‘orderly and harmonious community’ described at the previous inspection where pupils ‘clearly enjoy the secure and friendly environment’.

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HOW WELL ARE PUPILS TAUGHT?

18. Teaching is satisfactory overall, and promotes sound learning. Over nine out of every ten lessons are now at least satisfactory or better, but four out of the ten are good or better and this represents a significant improvement since the time of the previous inspection. During the inspection, of the 33 lessons observed, three were very good and one was outstanding. Most of Corbett Primary School - 13 the very good and outstanding teaching is in music. Teaching is good overall in English, science and ICT, and very good in music. It is satisfactory in mathematics and no judgement is made on teaching in art and design, design and technology, geography, history and physical education because of the small number of lessons able to be observed in each of these subjects. Two unsatisfactory lessons were observed in geography and physical education, and this is a much lower proportion than during the previous inspection.

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HOW WELL ARE PUPILS TAUGHT?

19. Throughout the school, teachers manage their pupils well; in Years 1 and 2, they manage them very well. Because the school is small, teachers know their pupils well; they recognise their strengths and weaknesses, and are skilled in targeting questions to particular pupils. As a result, question and answer sessions are often times when the pupils make good progress. There are good routines in lessons, so that pupils put their hands up, listen carefully to each other and to the teacher, and learn effectively.

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HOW WELL ARE PUPILS TAUGHT?

20. Teachers ask straightforward questions to lower attaining or average pupils, making sure that everyone is included and they use more complex questions that demand different skills to challenge the higher attaining pupils. This is particularly noticeable in the two younger classes, where the maturity, age and ability ranges provide a great variety of levels. However, although teachers do this very well, and often make allowances for a range of responses in the written work that they mark, they do not often use this technique of matching the challenge closely to the pupils’ needs to set different tasks for groups of pupils within the class. As a result, higher attaining pupils in particular are not always challenged and some find it easy to coast through the work they are set. This means that expectations are sometimes satisfactory, rather than consistently good, except for the youngest children, where there are good expectations.

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HOW WELL ARE PUPILS TAUGHT?

21. Where teaching is good, the pace is brisk, so that the pupils’ attention is focused on their task, they volunteer responses to the teacher’s questions and learn well. In a good Year 5/6 mathematics lesson, quite a high level of direct teaching supported the acquisition of skills and knowledge about dividing money. The pupils put good levels of effort into their work and the teacher encouraged them to explain their strategies and share with each other easy ways of tackling problems. It was clear that the teacher was using her knowledge of the pupils’ strengths and weaknesses, gained as a result of some test papers that had just been completed and marked.

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HOW WELL ARE PUPILS TAUGHT?

22. Where lessons are satisfactory, it is often because teachers miss opportunities to provide adequate challenge for higher attaining pupils. All pupils may be set the same task and the higher attainers sometimes complete this easily and simply wait for the others to finish. This does not make the best use of time for them, so that they do not always make as much progress in lessons as they should. In a minority of lessons, the pupils sit on the carpet at the start of lessons for considerable periods of time; on one occasion, as long as 40 minutes. In these lessons, the pattern is for all pupils to be given their tasks at the same time, after the introductory part has been completed. Naturally, with a two year age range and the full range of attainment in the class, the pupils arrive at points where they could start more independent or group work at different times and higher attainers do not always start as quickly as they could.

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HOW WELL ARE PUPILS TAUGHT?

23. Teachers ensure that pupils of all levels of attainment and both boys and girls take a full part in the lesson. They are sensitive in ensuring that a range of pupils read out their work, or give answers. In a good design and technology lesson, a pupil with special educational needs remembered doing some work in his previous school and enjoyed demonstrating his skills to the rest of the class.

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HOW WELL ARE PUPILS TAUGHT?

24. Teachers have a good knowledge of the pupils with special educational needs. Work is well matched to needs and based on the small steps required for the pupils to achieve well. The targets, which are recorded on individual education plans (IEPs) or Statements of Special Educational Need, inform the teachers’ planning. There is plenty of encouragement for pupils and a supportive climate in which to work. Discussion and questioning in class always include the pupils with special educational needs, who respond well and make good progress in lessons. Planning is carried out in close liaison with support staff so they are well briefed and Corbett Primary School - 14 able to use a range of teaching methods to promote learning. They contribute their own observations to the assessment and monitoring of the pupils’ achievement. Teachers keep effective records of achievement.

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HOW WELL ARE PUPILS TAUGHT?

25. A degree of specialist teaching is used in the school. This works particularly well in the Year 3 to 6 classes, but is sometimes less effective in the Year 1/2 class, where often a more practical approach is needed. The exception to this is music, where good understanding of how young children learn is allied to excellent practical skills and knowledge of the subject, and the specialist is skilled at taking account of maturity and challenging higher attainers, as well as including those pupils who have special educational needs.

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HOW WELL ARE PUPILS TAUGHT?

26. Every class teacher was observed teaching English and mathematics. Teaching is good in English and satisfactory in mathematics. The impact of the National Numeracy and Literacy Strategies has been positive and teachers have adopted the three part lesson effectively, for the most part. Sometimes, however, the pupils are left sitting on the carpet for too long in the early part of the lesson. This results in delays, so that the highest attaining pupils are not always allowed to go and get on with their tasks, even if they have grasped more quickly than others, what it is that the teacher wants them to learn.

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HOW WELL ARE PUPILS TAUGHT?

27. Across the curriculum, teachers teach the pupils to use their literacy skills well. They build up good specialist vocabularies in music and science, for example, and write in a range of genres in history. Their good speaking and listening skills enable them to take part in discussions and to explore ideas, which they are then able to commit to paper, using competent writing skills. The teaching of numeracy is satisfactory. ICT is not so frequently used and teachers do not make the best use of the computers they have in their classrooms to integrate ICT into all subjects of the curriculum. This is a pity, since direct teaching of ICT is done well and represents a considerable improvement since the previous inspection.

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HOW WELL ARE PUPILS TAUGHT?

28. The two unsatisfactory lessons were largely the result of weaknesses in the curriculum. Although there were some errors in the teacher’s knowledge in geography, there was not enough time to fully develop teaching points in the last half-hour of the day with the Year 1/2 pupils, so that they did not learn effectively. The long gaps between geography modules mean that the pupils’ factual recall is poor, so that they cannot build on what they know and understand. The physical education lesson observed included boys only from Years 3 to 6 in a games lesson on a wet day. The teacher tried her best to adapt the lesson to the village hall, as it was raining, but the space was too small. It was difficult to manage the class to ensure that skills were taught to the full age and ability range, so that the pupils did not make enough progress.

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

29. The quality and range of learning activities for children in the Foundation Stage are good and the statutory curriculum is in place throughout the school. This allows pupils to attain average standards overall, although there are signs that the more secure curriculum that has been put in place since the previous inspection is having an impact on standards. In English, music and science, for example, where the curriculum is allied to good and very good teaching, standards are rising and an improved curriculum in ICT and art and design has raised these standards to average since the previous inspection. However, although the curriculum in Years 1 to 6 is broadly based and relevant, it does not provide an appropriate balance, and this is unsatisfactory. The school is not taking sufficient account of Curriculum 2000 when reviewing schemes of work in order to ensure a better allocation of time for the teaching of geography,

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

30. Pupils with special educational needs receive their full entitlement to the National Curriculum and the needs of pupils with Statements of Special Educational Need are well met. If there is any withdrawal from classrooms this is well planned and support is given so that pupils participate fully in work. Pupils with physical disabilities are very well supported in physical education and outdoor activities and during playtimes. Corbett Primary School - 15 31. There are clear policies for all subjects and some, such as history, geography, art and design and design and technology, are now being reviewed. The school has satisfactorily implemented the National Literacy and Numeracy Strategies. These are providing a good framework for teaching the basic skills of literacy and a sound basis for the development of numeracy skills, where opportunities are missed in some subjects to use these skills, in geography and design

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

and technology, for example. In all subjects, the school is tailoring its planning to follow the guidelines from the Qualifications and Curriculum Authority. The school meets its obligations to provide a daily act of collective worship.

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

32. The school’s curricular planning overall is sound, so that long and medium-term planning strategies are effective. However, the arrangements for teaching history and geography are unsatisfactory. Each is taught for half a year and, at the time of the inspection, the pupils were having their first geography lesson since the previous July. Consequently, they found it difficult to remember what they had learned and to build on the knowledge and skills they had acquired last year. The curriculum for physical education presents particular problems, due to the lack of an adequate hall. The school does its best by hiring the village hall, although the accommodation here is not ideal and the co-ordinator has taken advice from the Staffordshire Local Education Authority adviser to ensure that statutory requirements are met. The school is beginning to develop the use of cross-curricular links, such as in science, history and art and

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

design. This is at an early stage of development, and the school is aware of its potential for enhancing curricular provision and raising pupils’ attainment.

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

33. Good provision is made for pupils’ personal, social and health education and this reflects the school’s good levels of care for pupils. There are designated lessons for most year groups and these are often combined well with drama activities. In one exuberant lesson, pupils wore different articles of clothing and colourful hats as part of their role play as team members. Sex education is mainly taught well in science lessons, as part of religious education, or in the personal, social and health education programme. It is taught separately by an external specialist to Year 6 pupils only. This was not scheduled during the inspection, but the plans are satisfactory and the content of the lessons is reviewed regularly by the headteacher.

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

34. The caring ethos of the school lays appropriate emphasis on the importance of equality of access and opportunity for all pupils. Pupils with special educational needs are fully involved in activities, with support if required. Teaching methods and planning are inclusive of all children, but, in a minority of lessons, tasks are not always matched closely to the needs of the higher attaining pupils.

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

35. Some parents expressed concerns about the range of extra-curricular activities available for their children, but inspection findings indicate that the plans for this year are adequate. There is a number of sporting activities available for pupils, such as football, netball, rounders and skipping. Outside organisations often run training sessions for pupils. The school arranges a sports week, a swimming gala and a sports day. A residential weekend at Chasewater is planned for this year. There is a good range of musical activities and the take-up by pupils is good.

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

36. The contribution of the community to pupils’ learning is good, and the school’s work is closely integrated with the life of the village. Events such as the village fete and the school’s celebrations are experiences that the school and village enjoy together, and religious services at Christmas and Easter are held in the local church. Most of the governors are local people and they are closely involved in the work of the school. Villagers visit the school to share some of their experiences with pupils; for example, in Year 5/6 history classes, where they are interviewed about life and the school in the past. The local vicar takes school assemblies and there are contacts with local police and fire stations.

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

37. There are satisfactory links with partner institutions, and especially with the cluster and local secondary schools. Co-ordinators meet on a regular basis to discuss curricular issues. Also, there are inter-school sporting activities such as the football tournament, which was planned for the end of the inspection week. Corbett Primary School - 16 38. The provision for pupils’ spiritual development is satisfactory, and this represents an improvement since the previous inspection. The daily acts of collective worship are carefully planned to provide an interesting range of experiences for the pupils. During the inspection week a representative from Barnardo’s spoke at one of the morning assemblies while the vicar led another. However, there is no overall policy to ensure that opportunities are not missed to develop spiritual understanding in other areas of the curriculum. As a result, although individual

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

teachers do take opportunities when they arise, they are not planned for in any systematic way. Some good work is going on. Aesthetic development is catered for well in music, for example, but spiritual development is not mapped across the curriculum and this is a necessary first step to seeing where gaps might be, and how they can be filled.

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

39. The provision for pupils’ moral development is good and has a significant impact upon life in the school. Teachers and other adults set a good example and have high expectations of manners and behaviour. Adults are kind, supportive and encouraging. Pupils are clearly encouraged to make distinctions between right and wrong. Teachers deal firmly, but sensitively, with any indications of misbehaviour. The headteacher knows the pupils well and has the full respect of the whole-school community. There is a reward system for good behaviour and academic achievement in the school and house points are proudly displayed in the corridor. ‘Best work’ assemblies are held every half term and parents are welcome to attend these celebrations of their children’s achievements.

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

40. The provision for pupils’ social development is satisfactory. Adults work hard at promoting good relationships, good manners and social skills, both directly and by example. Pupils have many opportunities to work together in large and small groups. They relate well to each other in lessons and in the playground. Pupils work happily together and share resources, often in quite confined spaces. When provided with opportunities, pupils take responsibility within the school itself; for example, as classroom monitors or as captain of a sports team. There are, however, too few opportunities for pupils to be involved in decision making in the daily life of the school; there is no school council to enable them to have a voice, for example.

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

41. Provision for cultural development is satisfactory. Opportunities are provided for pupils to experience activities that are not normally part of their daily lives. Through the local church the school has established links with an orphanage in Nepal. The pupils visit Lichfield Cathedral, Birmingham Symphony Hall and Birmingham science museums. They participate in nativity plays, concerts and recorder festivals, and music makes a good contribution by including music from a wide range of cultures. There are some opportunities for pupils to become aware of multicultural Britain. A Diwali open day was held in November 2001, and Year 6 pupils talk enthusiastically of their emergent understanding of other faiths. The school addresses satisfactorily the issue of how to develop further the pupils’ understanding of living in a diverse society, and is trying to find ways in which this can be further developed.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The school provides a positive and secure learning environment. Very good relationships between staff and pupils successfully foster a caring, family ethos where pupils are valued, and there are good procedures for monitoring and supporting the pupils’ personal development. These are effective in supporting the pupils’ learning. The school has successfully maintained these features since the previous inspection.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Procedures for child protection and ensuring pupils’ welfare are good overall. As at the previous inspection, arrangements for child protection are sound and those for ensuring their welfare are good. The designated officer is appropriately trained and deals with issues effectively. Staff are vigilant at all times regarding any issues. They are given appropriate written information and guidance on the school’s policy and procedures.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Parents are pleased at how well their children are cared for when they have minor accidents. The school nurses and dental services are each well used to promote pupils’ welfare and provide Corbett Primary School - 17 valuable guidance and support. For instance, the school nurse was recently fully involved in ‘sports and fitness week’. This included basic first aid information for many pupils. There are satisfactory arrangements to identify and remedy potential hazards to health and safety. The headteacher and Chair of Governors carry out extensive risk assessments each year. All electrical equipment and appliances are regularly tested. Fire drills are carried out frequently and are appropriately recorded. Two staff are fully trained and qualified to administer first aid.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Procedures to monitor and improve attendance are good, and the school has maintained good practices since the previous inspection. The small size of the school means that the pupils and their families are well known to staff. Attendance registers are well maintained and governors are provided with regular reports on any issues. The headteacher acknowledges that more could be done; for example, to discourage the proportion of holidays being taken during term time, although parents are given frequent reminders about the importance of good attendance and punctuality. Telephone calls are made on the first day of any unexplained absence, so that there is no unauthorised absence, and there is an effective partnership with the educational welfare service.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. As at the previous inspection, procedures for monitoring and promoting good behaviour are good, and this is reflected in the pupils’ good attitudes to learning and the rising standards in the school. Incidents of bad behaviour are appropriately recorded. Any problems are carefully monitored to ensure that improvements take place. Pupils say that the school has good procedures to deal with bad behaviour and bullying, although such incidents are rare. They say that they are confident that they can tell staff when there are problems and that they are helped to make friends straight away. Good use is made of a wide variety of rewards to maintain high standards of behaviour. For instance, younger pupils are engaged in ‘star wars’, where ultimately they can achieve a headteacher’s award for ‘stars’ and, further, a rosette. Similar rewards are in place for older pupils where good behaviour is also recognised.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Sound procedures are in place for identifying the pupils with special educational needs. Class teachers are quick to recognise if pupils need extra help, although one pupil who was receiving good support from his teacher needed to be formally recorded on the school’s register of special educational needs. Good monitoring systems are in place for keeping a check on the academic achievement and personal development of pupils. IEPs are reviewed and targets set at suitable intervals. These targets are manageable for the pupils and good use is made of them in planning and teaching. The requirements of the Statements of Special Educational Need are implemented well and annual reviews are fully in line with statutory requirements.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Procedures for assessing the pupils’ attainment and progress are good. The school tracks the achievement of individual pupils and uses optional tests well to identify underachievement. There are some weaknesses in using the results of some of the assessments to plan further work for some higher attaining pupils, so that this aspect is satisfactory, rather than good, overall. However, the procedures for monitoring and supporting the academic progress of the majority of pupils are good; it is action that is not always taken that is the relative weakness. The support and guidance pupils receive is playing an effective part in raising standards.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The school has successfully maintained a good, close partnership with parents since the previous inspection.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. Parents have positive views of the school. The inspection questionnaire resulted in a high response and there was a good attendance at the parents’ meeting. It is clear that parents are highly supportive of the school and its work. At the parents’ meeting, parents emphasised how pleased they were at the way the school relates to them and involves them in school life. They commented particularly on the family atmosphere and sense of community between them and the school. All parents replying to the questionnaire said that staff are approachable. The majority are pleased about leadership and management, teaching, the school’s expectations for their children, their children’s progress and the fact that their children like school. Parents are Corbett Primary School - 18 also generally pleased about behaviour and how the school helps their children to become mature and responsible. Inspection findings support these views and particular points are

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

discussed in other parts of this report.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. The questionnaire indicates that some parents are dissatisfied with the range of extra-curricular activities on offer. However, inspectors felt that there is satisfactory provision for a school of this size. Those present at the parents meeting were content in this regard.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. As at the previous inspection, the quality of information to parents, especially about pupils’ achievement, is good. The school has addressed the significant weakness identified at the previous inspection concerning pupils’ annual reports. Reports give much detail about what children know, can do and understand. Annual reports for the youngest pupils are very good and others are good. All teachers are setting clear learning targets in reports and parents are given good information about how their children compare to national averages. Each class teacher sends out written details of forthcoming work to be covered in each term and this is very useful. Notice-boards include minutes of governors’ meetings. Inspectors found that the many photographs and displays of pupils’ work were effective in showing parents what their children are doing. Brief newsletters are sent home regularly and these are effective in giving information

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

about issues, events and important dates to remember.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. The school positively welcomes parents and carers, and inspectors found that relationships are good. Links with parents and carers are highly effective, and their involvement has a good impact on the work of the school. The contribution of parents and carers to children’s learning, at school and at home, is also good.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. The school’s parent teacher association has continued to thrive since the previous inspection. It gives much support to the school through organising social and fund-raising events. It is highly successful in raising funds. A very good example of the association’s support is the recent purchase of ten laptop computers to support teaching and learning, and this has helped to raise standards in ICT. A number of highly dedicated parents are helping with school activities regularly. For example, they listen to readers, support lessons such as ICT and accompany swimming and school trips. The great majority of parents have signed up to the home and school agreement. Homework diaries and reading records indicate that many parents are giving good support with learning at home.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. The school has the confidence of all communities with which it is involved and works well in partnership with parents of pupils with special educational needs. The reviews take place at the appropriate times; the teachers are always willing to discuss the pupils’ achievement. Parents, overall, feel that the school works closely with them. A tribute to the school’s work with pupils with special educational needs came from the parent who wrote giving news of their child who was now at another school: ‘All this success and confidence I put down to Corbett school and it just proves that disabled children can do well and eventually find a place in society’.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The leadership and management of the headteacher and staff with management responsibilities are satisfactory overall. The headteacher leads well and there is a clear educational direction to the school’s work. The committed team of adults have carried out their responsibilities well. The school is a welcoming place and it fulfils its aims to provide a welcoming environment, in which the children learn happily. The focus on individual pupils is good, although occasionally, higher attaining pupils could reach higher standards. All members of the school community take a pride in their school and work harmoniously together. The headteacher, who is also a class teacher, leads by example, but carries too heavy a load. There is, understandably, a problem in such a small school, but areas of responsibility are not yet linked closely to the school development plan, so that the attempt to cover everything at once has resulted in an inequitable

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HOW WELL IS THE SCHOOL LED AND MANAGED?

distribution of responsibilities. Corbett Primary School - 19 57. The majority of co-ordinators make effective contributions to the running of the school and its development. There is good leadership in English and mathematics, and the co-ordinators for music and science, who are both specialists, lead very well. Physical education is also led well, despite considerable problems with accommodation, and the co-ordinator has a strong agenda for change. Arrangements for ICT are good, with the headteacher overseeing developments, supported by very good work that is carried out by the ICT technician, and the co-ordinator of the Foundation Stage leads well.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The SENCO has a good understanding and application of the role of the post and has worked hard to develop the school’s successful approaches. She fosters the links with outside agencies and co-ordinates the meetings with parents. She meets with staff to discuss the pupils’ needs and monitors achievement; she knows the pupils well. As SENCO, the headteacher agrees that it can be a time consuming task, and this adds to the load the headteacher carries. There is a policy for special educational needs, which is about to be reviewed to come in line with the new statutory arrangements. A range of resources is available to support pupils with special educational needs especially in mathematics, literacy and ICT. These are used well in lessons and enhance learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The governors are effective and ensure that all statutory requirements are met. They exercise their clearly defined roles conscientiously and provide good support to the school as critical friends. There is a strong relationship between the school and its governors, who visit regularly; consequently, they know a great deal about the school’s work, and this has a good impact on their decision making and, consequently, on the rising standards in the school. They plan strategically, being particularly aware of the fluctuating numbers in each year group, which have implications for spending decisions, and they look carefully at the educational benefits from their financial decisions to ensure that these result in the best possible value. The experience the governors had of running the school at the time when it was grant maintained is very valuable.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

60. The governors have a good understanding of the school’s priorities and make sure that grants and funding are linked to these. They have ensured that improvement since the previous inspection has been satisfactory, despite the multiple roles that each member of staff has to fulfil. The resulting action has contributed well to higher standards in the national tests, improved provision in the Foundation Stage and ensured that the pupils benefit from a more secure curriculum. Only in some of the foundation subjects, mainly in geography, but with some shortcomings in design and technology and physical education, has the school not shown improvement since the previous inspection, so that standards in geography are well below where they should be.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

61. The school’s management information systems are efficient and effective and bureaucratic demands are not excessive. Financial planning and control are good, so that the school operates smoothly and office staff cope well with its daily running. As a result, the maximum time is spent on teaching and learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

62. Performance management is satisfactorily in place and teachers are used to being observed, but sometimes the focus of observations is not sharp enough. Although there is now very little unsatisfactory teaching in the school, monitoring has not identified ways in which the satisfactory teaching in the school could be raised to the highest levels in order to increase the percentage of good and very good teaching in order to raise standards even further.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

63. Staff who are new to the school are supported well and all adults work together effectively as a team, making the most of their individual skills and providing co-operation and support so that the school runs smoothly. Their commitment to improvement is good, as is their capacity to succeed.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

64. The school’s staffing and resources and accommodation are satisfactory overall. The accommodation allows the National Curriculum to be taught adequately, but some classrooms are small and there is no designated outdoor play area for the youngest children. A building programme is about to commence and this will provide the required outdoor play space, and Corbett Primary School - 20 permit the redistribution of classrooms to address the problem of cramped classes. Problems with the accommodation for physical education are not so easily solved. The school hall is insufficiently large and awkwardly arranged, and presents problems, particularly in games lessons, when the field is too wet to be used. Inevitably, this affects standards in this aspect of physical education work along with insufficient resources to adequately teach gymnastics. New equipment has recently been ordered. Corbett Primary School - 21

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

65. In order to take the school forward and improve the provision for pupils in the school, the headteacher, governors and all staff with management responsibilities at Corbett Primary School should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1. Raise standards throughout the school in geography, and address weaknesses in standards in aspects of physical education in Years 3 to 6 by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improving teachers’ knowledge of the subjects; • raising teachers’ expectations of the standards pupils will reach; • improving resources** in both subjects.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(Paragraphs 8, 28, 29, 31, 32, 60, 64, 100 and 115-118)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2. **Reconsider the balance of the curriculum by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• increasing the time allocated to design and technology; • creating greater continuity in the arrangements for teaching geography and history; • monitoring and evaluating curriculum planning more closely to establish what pupils can and cannot do in these subjects.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(Paragraphs 8, 18, 28, 29, 31, 32, 60, 100, 112, 114, 115, 117, 123 and 124)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

3. Increase the percentage of good teaching by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• addressing the issue of pace in lessons, so that a greater proportion of lessons proceed at a brisk pace; • raising teachers’ expectations in aspects of mathematics and some foundation subjects.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(Paragraphs 20, 21, 22, 26, 91, 99, 100, 118 and 137)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

4. Improve the provision for higher attaining pupils by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensuring that planning always includes more challenging work for them; • monitoring teaching and written work to check the success of planned opportunities; • using assessment from lessons to plan further work; • providing more opportunities for pupils to develop investigative and problem solving skills in their mathematics learning.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(Paragraphs 2, 9, 20, 22, 33, 34, 48, 91, 95, 96, 97, 99, 100. 106, 111, 116)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

** Indicates that these issues are already in the school’s development plan.

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Minor issue

Continue to find ways of addressing the overload on the headteacher to give her more time to monitor teaching. (Paragraphs 56 and 58). Corbett Primary School - 22

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