St Mary's Church of England Primary School

SCHOOL

Dates of inspection: 2 nd – 4 th May 2001

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SCHOOL

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. St Mary’s Primary Twickenham - 3

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INFORMATION ABOUT THE SCHOOL

School address: Amyand Park Road Twickenham Middlesex

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: The Revd Alun Glyn-Jones

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: May 1997 St Mary’s Primary Twickenham - 4

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Team members

16405 Keith Sadler Registered inspector 14007 Liz Pike Lay inspector 12783 Martin Kerly Team inspector

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Team members

PkR Educational Consultants Ltd 6 Sherman Road Bromley Kent BR1 3JH

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Team members

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

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St Mary’s Primary Twickenham - 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

St Mary’s Parochial Primary School is an Aided Church of England primary school in the London borough of Richmond-upon-Thames. It is long established and is housed in a Victorian building close to Twickenham town centre. Pupils are drawn from the immediate vicinity, with the exception of the eight places reserved for families from local Christian churches. The school is of average size and is heavily oversubscribed, with priority being given to siblings. Currently there are 112 girls and 94 boys, making a total of 206 pupils on roll, aged 4 – 11 years. In years 4 and 5 there are twice as many girls as boys in each of the classes of 30 pupils. Three per cent of pupils are eligible for free school meals, which is below the national average. The proportion of pupils identified as having special educational needs is broadly in line with the national average and the percentage of pupils with statements of special

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INFORMATION ABOUT THE SCHOOL

educational needs (2.4%) is above the national average. 22.2% of pupils speak English as an additional language, which is high compared with schools nationally. Currently, none of these pupils has additional help to learn English, there being two pupils at an early stage of English language acquisition. The main first language spoken, other than English, is Punjabi, which is spoken by seven pupils. Almost all pupils attend some pre-school provision before entering school. Many attend Stepping Stones, an independently run pre-school group managed by the school. It is housed in a building on part of the school site adjacent to the main building. Taken overall, pupils’ attainment on entry to the school is well above average.

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HOW GOOD THE SCHOOL IS

This is an effective school with a number of strengths and no significant weaknesses. Very good, enthusiastic and sensitive leadership helps the staff to work together as an effective team. The resulting strong commitment and dedicated approach of the staff enables the provision of good teaching and the maintenance of high standards. There is a very positive learning and caring atmosphere in the school. This is supported by outstanding opportunities for pupils’ personal development which results in the pupils’ excellent behaviour and their having positive attitudes to learning. The school provides good value for money.

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What the school does well

• At the end of each key stage, standards attained are well above the national average. • As a result of the excellent opportunities for their personal development, pupils have a very positive attitude to learning and their behaviour is outstanding. • The governing body is excellent which, when linked to the head’s very good and sensitive leadership, helps to secure an exemplary climate for learning in which the school’s aims and values are reflected. • The curriculum is broad and rich and is outstanding in its promotion of pupils’ spiritual, moral and social development and provides very well for pupils’ cultural development. It is enhanced by a very good range of extra-curricular activities. • Procedures for ensuring pupils’ welfare are very good. • The quality of the teaching and learning is good: teachers prepare well, listen carefully to the pupils and provide excellent opportunities for pupils to collaborate in their learning.

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What could be improved

There are no key issues for the school to address and there are no significant weaknesses. However, inspectors agree with the school’s own intentions in its development plan, in particular, to continue the staff training for information and communication technology and to review arrangements for setting in mathematics. The school should also consider, as a development point, focusing on the teaching and learning of science. St Mary’s Primary Twickenham - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has effectively addressed all the key issues arising from the last inspection in May 1997. The programmes for both design and technology and information and communication technology (ICT) at Key Stage 2 are now good. The schemes of work for design and technology have been developed, revised, implemented and monitored. There has been significant investment in both staff training and resources for ICT, which has had a good impact on learning. Good use is now made of ICT across the curriculum and it is particularly evident in English, mathematics, science, history and geography. Assessment information is now successfully used to guide curriculum planning and, as a result, teachers now provide a good range of challenging activities for pupils – including the higher attainers. Subject leaders now successfully monitor the quality of teaching and learning in their subject. The school day has been suitably extended to meet the recommended taught time.

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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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Key

1998 1999 2000 2000 Very high A* English A A* A A Well above average Above average A

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Key

B Mathematics A* A* A B Average Below average C D Science A* A B C Well below average E

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Key

The table illustrates the very good results achieved in all three subjects consistently over the last three years. Results of the end of Key Stage 2 National Curriculum assessments in 2000 show standards to be well above average in English and mathematics and above average in science. When compared with similar schools, results in English are well above average, they are above average in mathematics and average in science. Standards in science are relatively weaker than in English and mathematics and the trend in science since 1998 has not been so strong. However, there are indications in lessons that standards achieved may improve in the future Key Stage 2 tests. At the end of Key Stage 1, results achieved in the year 2000 tests and assessments show standards to be consistent with the highest five per cent nationally in writing and well above average in reading, mathematics and science. In

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Key

comparison with similar schools, results are well above average in reading, writing and mathematics. The school sets challenging, yet realistic, targets for pupils to achieve high standards in both literacy and numeracy.

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Aspect Comment

Attitudes to the school Very good. Pupils are eager to learn and give of their best. They are responsive and responsible and show positive attitudes to their work. Behaviour, in and out of classrooms Outstanding. Pupils respond very positively to the high expectations of behaviour set by their teachers. Their behaviour around the school and in the tight confines of the outdoor play areas is exemplary. Personal development and relationships Excellent. Relationships are outstanding throughout. A deeply caring atmosphere permeates the school. Pupils of all ages act responsibly and strong relationships are established between pupils and with their teachers, which helps to promote effective learning. Attendance Very good and well above the national average. St Mary’s Primary Twickenham - 8 The high standards noted in this area in the previous inspection have been maintained and remain a particular strength of the school. An outstanding climate for support and learning permeates the school

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Aspect Comment

and promotes an environment in which all pupils are fully involved. This, linked to the excellent opportunities in place to promote pupils’ personal development, helps all members of the school community to feel valued. Pupils enjoy coming to school.

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

Lessons seen overall Good Good 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

Teaching is good throughout the school. This is an improvement on the previous inspection where, at Key Stage 2, teaching was generally sound. During the inspection, 39% of lessons were judged to be very good and 39% good; none were unsatisfactory. Teachers plan their lessons very thoroughly to include activities that engage pupils’ interest and this encourages pupils to make good progress with their learning. Tasks generally match the levels of attainment of all groups of pupils. Teachers set high expectations both for pupils’ behaviour and their learning. The objectives for each lesson are clearly presented, which helps pupils to know exactly what must be achieved during the time available. Lessons operate at a suitable pace, though on occasions less time could be given to some of the work set. Generally, teachers show confident subject knowledge and when this is particularly strong it is

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

evident in the clear and succinct explanations provided and the skilful use of questioning to gauge pupils’ current knowledge. The teaching of both literacy and numeracy is good overall. The quality of learning is good and in all classes pupils show keenness to do their best in almost all lessons.

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Aspect Comment

The quality and range of the curriculum Very good. The curriculum is broad, including all the required National Curriculum subjects and citizenship, and provides pupils with an interesting range of work and activities. The provision for extra-curricular activities is excellent. The extensive range of activities provided is a strong feature of the school and serves to significantly broaden the opportunities available to pupils, particularly in the arts and sport. Provision for pupils with special educational needs Very effective provision, which is well led and managed, helps to make sure that these pupils make good progress in their learning. The school also places strong emphasis on supporting the needs of higher attaining pupils, including those with musical gifts and talents. Provision for pupils with English as an additional language The school enables these pupils to make good progress. By the end of

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Aspect Comment

Key Stage 2, they are amongst the highest attainers in the school.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural, development Outstanding. The school provides excellent opportunities for pupils to gain a sensitive awareness of the world around them. Excellent role models provided by the staff ensure that pupils’ spiritual, moral and social awareness is promoted throughout all activities. This ensures all pupils develop a very effective understanding of their moral and social responsibilities. Provision for cultural development is very good. How well the school cares for its pupils Parental confidence in the high quality of care is wholly justified. All health and safety procedures, including those concerning child protection issues, are fully in place. St Mary’s Primary Twickenham - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very good. The headteacher provides sensitive and very effective leadership. She is well supported by senior staff. As a result, staff work together as an effective team within an excellent learning culture. How well the governors fulfil their responsibilities Outstanding. Governors give excellent support to the school. They are closely involved in financial matters and bring a range of expertise to their work. They have a very strong understanding of the school’s strengths and relative weaknesses. The school’s evaluation of its performance Very good. Systems for monitoring and evaluating the curriculum and teaching and learning are well established and effective procedures are in place to ensure that staff and governors constantly review and assess the quality of the school’s performance. The strategic use of resources Very good. The school has successfully focused on making best use of

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Aspect Comment

its staff, resources and the extremely cramped accommodation to provide a stimulating learning environment.

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What pleases parents most What parents would like to see improved

Parents’ questionnaires, letters received by the registered inspector and views expressed at the parents' meeting indicate that parents are pleased with the quality of education provided by the school. In particular parents feel that: • The teaching is good; • There is an expectation for pupils to work hard and do their best; • The school is well led and managed; • The amount of work to do at home;

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What pleases parents most What parents would like to see improved

The inspection confirms parents’ positive views of the school. Some parents raised the issue of the amount of homework provided by the school in both the parents’ meeting and questionnaires. Some parents wanted more homework, and others less. The school has a very good policy for homework which has been developed by staff and parents working together. This provides clear guidelines about the amount of homework to be undertaken in each year group from reception to year 6. The policy’s recommendations are appropriate and thorough, representing good practice. St Mary’s Primary Twickenham - 10

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WHAT THE SCHOOL DOES WELL

At the end of each key stage, standards attained are well above the national average.

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WHAT THE SCHOOL DOES WELL

1. Children make good progress in their learning in the Foundation Stage. At the time of the inspection, the attainment of almost all the children exceed the expectations of the Early Learning Goals. In the area of language and literacy, for example, children are able to sequence their responses well. They accurately re-tell stories from shared books and respond thoughtfully and accurately when explaining differences between tawny and snowy owls.

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WHAT THE SCHOOL DOES WELL

2. At Key Stage 1, the tests and assessments taken in May 2000 show that standards were well above the national average in reading and mathematics and are very high in writing. This is an improvement since the previous inspection, where standards were judged to be above the national average. Standards are particularly high in writing, where, for the past two years, thirty per cent of the pupils achieved the higher level 3 compared to a national average of 9 per cent.

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WHAT THE SCHOOL DOES WELL

3. At Key Stage 2, in the May 2000 tests, standards were well above average in English and mathematics and above average in science. Standards achieved in reading are slightly higher than those in writing. In comparison with similar schools, standards are well above average in English and above average in mathematics. In both these subjects, pupils make good progress in their learning throughout the school. Standards in science at Key Stage 2 are average in comparison with similar schools. In lessons, the pupils have good scientific knowledge, they enjoy the opportunities to carry out investigations and this helps their learning. However, in this subject, progress in learning, although always at least satisfactory, is sometimes inhibited by some insecurity in the teachers’ subject knowledge. This is evident also in some of the pupils’ work, though not in Year 6 where the standards achieved in lessons are as

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WHAT THE SCHOOL DOES WELL

4. Throughout the school, writing skills are taught well and, as a result, pupils make good progress. At Key Stage 1, most pupils are able to write fluently, they can write from different points of view, develop an argument accurately, and enjoy planning their work, discussing together how a plot may progress and reading their writing to each other. By the time they leave school, the impact of the teaching is such that the pupils are skilful in their writing. For example, they are able to translate and shift writing in different forms through changing dialogue from dialect into Standard English.

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WHAT THE SCHOOL DOES WELL

5. Pupils’ speaking and listening skills are particularly well developed. This occurs as a result of the good teaching that provides frequent opportunities for pupils to collaborate in their learning in most subjects. Pupils are very confident and skilled in providing explanations. For example, when identifying and classifying prepositions some Year 5 pupils were able to give a rapid and succinct précis of two different texts and identify the prepositions when explaining character differences. On this and many other occasions, pupils used sophisticated language when expressing their views and opinions. St Mary’s Primary Twickenham - 11 6. Pupils attain good standards in mathematics and they enjoy these lessons. The teachers use the three parts of the daily mathematics lesson well to develop pupils’ knowledge and skills. In mental/oral sessions pupils contribute well and even the youngest pupils at Key Stage 1 are secure in their number bonds and subtraction

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WHAT THE SCHOOL DOES WELL

facts to 10, and many are secure up to 20. The most able Year 6 pupils show particularly high standards, for example when predicting and recognising algebraic patterns and extrapolating them. These pupils are confident in explaining their findings to the teacher.

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WHAT THE SCHOOL DOES WELL

7. The high standards in speaking and listening and reading and writing contribute well to pupils’ learning in other subjects.

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As a result of the excellent opportunities for their personal development, pupils have

a very positive attitude to learning and their behaviour is outstanding.

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As a result of the excellent opportunities for their personal development, pupils have

8. Pupils thoroughly enjoy school and they look forward to lessons. This is confirmed by the parental questionnaire where 94 per cent of respondents said that their children like school. The staff, both teaching and non-teaching, listen very well to the pupils, provide activities to enable all pupils to feel included in lessons and offer a very good range of opportunities for personal development. Circle time, in which thoughts and feelings are considered and expressed, is very well used to promote an understanding of the impact of behaviour on others. Citizenship is taught as a separate aspect of the curriculum. There is a school council that enables pupils to elect representatives to speak on their behalf. The council meets regularly and the pupil members are confident that any issues that are discussed are dealt with effectively by the adults. Older pupils help to make sure that entry into school is quiet

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As a result of the excellent opportunities for their personal development, pupils have

and calm. They help during worship and in the day–to-day routines. Pupils’ very positive attitudes to learning are shown by their enthusiastic response to activities: they work well together, and in almost all lessons they show very good attitudes. They concentrate well, their behaviour is excellent and throughout the whole school a positive and inclusive feeling is evident at all times. In the very cramped play space, the pupils play happily together, they are willing to chat about the school, they know the rules of the playground well and respond well to them.

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sensitive leadership, helps to secure an outstanding climate for learning in which the

9. Governors are deeply committed to the school. They are very well organised, have an excellent understanding of the strengths and relative weaknesses of the school and they provide a wide range of expertise that helps the school to be effective. For example, one member of the governing body is a bursar in a large school; this helps to ensure that the school’s financial management is secure. The school fully complies with the requirements of the Code of Practice for the identification of pupils with special educational needs and there are good systems in place to ensure that these pupils’ needs are effectively met. Governors keep themselves fully informed about the management of the school.

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sensitive leadership, helps to secure an outstanding climate for learning in which the

10. The headteacher provides very good and effective leadership for the school and very successfully promotes an atmosphere in which all staff work together as an effective team. Her strong belief and commitment in developing pupils’ skills and confidence through providing them with a wide range of educational activities means that pupils enjoy a very stimulating and exciting time during their years at the school. St Mary’s Primary Twickenham - 12 Consequently, an atmosphere of enjoyment and excitement in learning pervades the whole of the school both during lessons and in after-school activities. There are systems in place to ensure that the school’s teaching, curriculum and standards are monitored and evaluated, not least through a performance management programme. However, there could be a more rigorous analysis of data, tracking of pupils’ academic progress and systematic evaluation of teaching to further develop the good

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sensitive leadership, helps to secure an outstanding climate for learning in which the

11. The very good leadership and management coupled with the strong teamwork of the staff are major factors in enabling the school to be so effective.

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spiritual, moral and social development and provides very well for pupils’ cultural

development. It is enhanced by a very good range of extra-curricular activities .

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spiritual, moral and social development and provides very well for pupils’ cultural

12. The quality and range of the curriculum is very good and it fully meets statutory requirements. This is a considerable improvement since the last inspection, where there were some shortcomings in aspects of the curriculum. The school has very successfully implemented the national strategies for both literacy and numeracy. In addition, other subjects are carefully planned to provide a rich and varied range of activities across the whole curriculum. The curriculum is well structured to secure the high standards achieved and a good range of resources is used. The curriculum in the Foundation Stage is particularly strong. It fully complies with the requirement to promote the Early Learning Goals and, through careful planning, the curriculum at this stage is particularly successful in meeting the varying needs of the pupils. The approach to learning in the reception class is through talk, enquiry and play and this

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spiritual, moral and social development and provides very well for pupils’ cultural

very successfully promotes an excitement and helps to develop the children’s positive attitude to their learning, which is evident throughout the whole school.

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spiritual, moral and social development and provides very well for pupils’ cultural

13 When planning their activities, staff are particularly adept at ensuring that the work is relevant to pupils’ needs. For example, the chosen topics in both history and geography, whilst reflecting statutory requirements, place a good emphasis on pupils’ local environment. In addition the good planning is developed through a thematic approach in which the pupils’ skills and understanding from across a number of subjects are successfully integrated into the topic being considered. For example, in a Year 3 science theme on the human body, work in English, mathematics, art and design and technology was integrated into the programme of work.

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spiritual, moral and social development and provides very well for pupils’ cultural

14 The curriculum has some outstanding features. In particular, pupils’ social and moral development is promoted very well. Staff listen carefully to pupils, the planning is such as to meet their developing needs, and excellent opportunities are taken for the pupils to collaborate in their learning. From the reception class, pupils are taught right from wrong, and there is a strong positive moral code in all classes. There are very good planned opportunities for pupils to explore the values of others, for example through circle time and citizenship lessons. Staff help pupils to develop spiritual awareness through emphasising special moments. For example, in a science lesson, Year 4 pupils, when studying the insulation properties of materials, were struck with wonder at the beauty of ice hands that were an integral part of the lesson. Pupils’ achievements are positively celebrated through worship and through a

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spiritual, moral and social development and provides very well for pupils’ cultural

celebration book that is completed weekly by the staff. The pupils enjoy looking back at their own achievements and value this opportunity.

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spiritual, moral and social development and provides very well for pupils’ cultural

15 The school takes an active approach to cultural development. There are strong musical traditions, and both lessons and extra-curricular activities emphasise St Mary’s Primary Twickenham - 13 development in the expressive arts, including drama and dance, and also sports and games. Extra-curricular activities are available for pupils from aged 5 upwards. In addition, the school actively promotes a French language club. The taught curriculum includes suitable opportunities for pupils to develop an understanding of traditions and celebrations across a range of cultures and faiths. Pupils from minority ethnic groups say that this is one means through which they feel fully included in the life of the school. However, more could be done to ensure that learning resources, including books and posters, positively reflect the multi-cultural nature of the school and wider society.

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Procedures for ensuring pupils’ welfare are very good

16 The teachers know the pupils well and are sensitive to their differing and developing needs. Parents commented in the pre-inspection meeting on the fact that the staff are very caring and are very approachable in dealing with any issues that may arise. Staff have a good understanding of pupils’ physical and emotional needs and cater particularly well for their intellectual needs. This is achieved through the generally challenging teaching and learning as well as the very good range of methods of tracking pupils’ achievements through the school through individual portfolios and records of achievement. This could be expanded to systematically tracking pupils’ academic progress in all core subjects. Pupils’ welfare and safety are given due prominence in the day-to-day running of the school. The school’s very limited outdoor play accommodation requires very careful health and safety routines, and these are

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Procedures for ensuring pupils’ welfare are very good

very secure, as are the good supervision arrangements. A high quality of care is evident in the strong and supportive relationships throughout the school. In addition, there are good arrangements for consulting not only parents both informally and through questionnaires but also the parent teacher association to ensure that their wishes and feelings are recognised.

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Procedures for ensuring pupils’ welfare are very good

17 Very good consideration is given to pupils from minority ethnic backgrounds to ensure that these pupils feel fully part of the school community, which they do. Arrangements for child protection are good. In light some staff changes, it is now timely to consider further training in this area for all staff.

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their learning

18. The quality of teaching throughout the school is good overall, with almost 80 per cent of lessons being good or very good. Teachers prepare their lessons thoroughly by having clear learning objectives, grouping the pupils well, using very good resources and sharing their expectations for the lesson with pupils. This helps pupils to know what is expected of them and supports their involvement in their learning. Staff intervene very well, either through asking just the right question at the right time, or to make further demands on the pupils. For example, in a dance lesson, the teacher constantly demanded that the pupils should amend their work to improve the quality of their performance. These high expectations of what the pupils could do led to high standards being achieved. The interventions in this lesson showed a very good subject knowledge that enhanced the quality of teaching. However, this is not always

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their learning

the case. For example in a science lesson, the teacher was unclear about aspects of scientific investigation and how to extend the pupils’ scientific enquiry skills, although the lesson was satisfactory overall.

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their learning

19. Pupils respond enthusiastically to most of the lessons and overall they make good St Mary’s Primary Twickenham - 14 progress. In almost 40 per cent of lessons their progress in learning is very good. This is because the teachers are generally adept at pitching the work at just the right level for all the differing pupils’ needs. A good match in the activities provided characterised many of the lessons seen. For example, in a Year 1 ICT lesson, the teacher helped pupils in their pairs on laptop computers, and so ensured that the class could insert clipart, change fonts and save their work. Some were able to use text boxes and all were helped to become familiar with the layout of the keyboard and screen. In a science lesson in Key Stage 2, the teacher promoted very good learning and a high level of excitement in the activity because there was a very good focus to the lesson which was very well explained to the pupils. Here, in investigating their

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their learning

lung capacity, the starting question, as to whether the tallest children have the biggest lung capacity, helped to make the science relevant to the pupils, and they very enthusiastically engaged in the work, and gained in their understanding.

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their learning

20. The overall good teaching could be further improved by ensuring that lessons are always conducted at a brisk pace: in one or two satisfactory lessons, too much time was given for tasks. For example, in a gymnastics lesson the demands on the children would have been good had less time been provided for the activity set.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

21. There are no significant weaknesses in the school.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

22. The school’s development plan shows that the school has a good understanding of what needs to be done next in order to further improve the standards of attainment throughout the school. The focus on extending the ICT skills of the staff is appropriate, as is the target to raise even further the standards in writing at Key Stage 2. The school is also to review the arrangements for setting of mathematics in upper Key Stage 2.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

23. In addition, the school should consider strengthening teachers’ subject knowledge in science, ensuring that the arrangements for monitoring the quality of teaching are systematic, and feed into improving the already good quality. Finally, findings, refresher training for child protection procedures should be held for all staff together. St Mary’s Primary Twickenham - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 15

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 206

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Information about the school’s pupils

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

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Information about the school’s pupils

Number of pupils with statements of special educational needs 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 42

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 18

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 11

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 16

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Attendance

National comparative data 5.2 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St Mary’s Primary Twickenham - 16

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 15 15 30

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 15 15 15 Numbers of pupils at NC level 2 and above Girls 15 15 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (97) 100 (100) 100 (100) at NC level 2 or above National 83 (82) 84 (83) 90 (87)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 15 15 15 Numbers of pupils at NC level 2 and above Girls 15 15 15

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Attainment at the end of Key Stage 1

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

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Attainment at the end of Key Stage 1

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

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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 16 12 28

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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 14 14 14 Numbers of pupils at NC level 4 and above Girls 12 11 11

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Attainment at the end of Key Stage 2

Percentage of pupils School 93 (93) 89 (96) 89 (93) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 14 15 15 Numbers of pupils at NC level 4 and above Girls 12 12 12

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Attainment at the end of Key Stage 2

Total 26 27 27 St Mary’s Primary Twickenham - 17 Percentage of pupils School 93 (96) 96 (100) 96 (96) at NC level 4 or above National 70 (68) 72 (69) 79 (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. St Mary’s Primary Twickenham - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 1 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 2 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.9 Financial year 2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 28

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Teachers and classes Financial information

Education support staff: Y1 – Y6 Total expenditure 437204

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Teachers and classes Financial information

Total number of education support staff 6 Expenditure per pupil 2043

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Teachers and classes Financial information

Total aggregate hours worked per week 69 Balance brought forward from previous year 36028

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Teachers and classes Financial information

Balance carried forward to next year 29288 St Mary’s Primary Twickenham - 19

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 47 47 6 0 0

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Percentage of responses in each category

Behaviour in the school is good. 62 32 3 2 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 29 55 10 3 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 44 45 11 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 54 35 6 3 2

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 58 36 3 0 3

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Percentage of responses in each category

The school works closely with parents. 45 46 8 1 0

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Percentage of responses in each category

The school is well led and managed. 59 37 3 0 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 51 38 2 2 7

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 35 50 12 0 3

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