Other · Ofsted report

Selsted Church of England Primary School

Inspected — · published 20 Mar 2002 · URN 118683

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Full report text

PRIMARY SCHOOL

Dates of inspection: 10 - 12 December 2001

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PRIMARY SCHOOL

Inspection number: 194516 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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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. Selsted C of E (Controlled) Primary School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Selsted C of E School Wootton Lane Selsted Dover

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 18 March 1997 Selsted C of E (Controlled) Primary School - 5

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Aspect responsibilities

20935 Chris Warner Registered inspector Design and technology Geography History Mathematics Science What sort of school is it? How high are standards? a) The school’s results and achievements How well are pupils taught? How good are the curricular and other opportunities offered to pupils? How well is the school led and managed? What should the school do to improve further? 1311 Barry Wood Lay inspector How high are standards? b) Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 15023 Ali Haouas Team inspector Equal opportunities English Information and communication technology Physical education 8139 Barbara Johnstone Team inspector Foundation stage Special educational needs Art Music Religious Education Selsted C of E (Controlled) Primary School - 6 The inspection contractor was:

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Aspect responsibilities

Demeter House Station Road Cambridge CB1 2RS

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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 Selsted C of E (Controlled) Primary School - 7

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PART A: SUMMARY OF THE REPORT 7

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? 12

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

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AREAS OF THE CURRICULUM, SUBJECTS 27

Selsted C of E (Controlled) Primary School - 8

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INFORMATION ABOUT THE SCHOOL

Selsted C of E Primary School serves the small village of Selsted and its surrounding communities. The total of 84 pupils on roll is well below the average size for primary schools nationally, but is more than at the time of the last inspection. A new, fourth class was created two years ago. The children come from a wide range of social backgrounds. The percentage of pupils known to be eligible for free school meals is below the national average. There are no pupils for whom English is an additional language. The 44 per cent of pupils on the special needs register is well above the national average, though the number varies between year groups. Three pupils have statements of special educational need. A significant number of pupils enter or leave the school other than at the usual times of admission or transfer, which has a negative impact on standards, particularly in Years 3 to 6. The overall attainment of children on

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INFORMATION ABOUT THE SCHOOL

entry to the school is well below that found nationally, with significant weaknesses in English and mathematics. The attainment of boys on entry to school is particularly low.

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HOW GOOD THE SCHOOL IS

This is an improving school that provides a satisfactory standard of education for its pupils. The head’s thoughtful leadership has set the school on a clear path of improvement. Staff and governors are highly committed to continuing the push for higher standards. The overall quality of teaching is at least satisfactory and there are examples of good and very good teaching and this enables pupils to make satisfactory and, in Years 3 to 6, good progress in their learning. Pupils enjoy coming to school and work hard. From a low starting point, eleven-year-olds achieve standards in line with those expected nationally in English, mathematics and science. Whilst standards have risen throughout the school, they remain low in English, mathematics and science for seven-year-olds. When account is taken of these factors, the school provides satisfactory value for money.

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What the school does well

• The head provides good leadership, is supported by a committed staff, working together to raise standards. • The quality of teaching and learning in Years 3 to 6 is good. • Pupils are keen to learn, behave well and enjoy very good relationships with one another and with the staff. • There is good provision for pupils with special educational needs. • The school takes good care of its pupils. • Pupils’ social development is very good and for their moral development is good.

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What could be improved

• Standards pupils achieve in English, mathematics and science by the age of seven; • The organisation of the afternoon lessons, so that the different needs of children in the Foundation Stage and in Years 1 and 2, are fully met. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made satisfactory progress since it was last inspected in 1997. All the key issues for improvement noted in the last report have been tackled, although some more fully than others. Standards have begun to rise, but more needs to be done to improve the performance of pupils in English, mathematics and science, particularly in the Foundation Stage and in Years 1 and 2. The school has recently introduced effective monitoring procedures which enable the head, governors and staff to track how well pupils are getting on. Individual tracking is beginning to be useful in setting targets for improvement. The quality of teaching has improved; as in the last inspection, there is no unsatisfactory teaching, and a much higher percentage of teaching is good and very good. Selsted C of E (Controlled) Primary School - 9

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STANDARDS

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

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Key

English E D C D well above average above average A B Mathematics D E* E* E* average below average C D Science E E E E* well below average in the Iowest 5% E E*

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Key

When children enter the school, their attainment is well below average. They make sound progress from starting school until the end of Year 2, and good progress in Years 3 to 6. The inspection found that standards are rapidly improving in Years 3 to 6.

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Key

The 2001 results of the national tests for eleven-year-olds in English and science continued the steady trend of improvement of the past four years. Standards in English were in line with the national average, although below in comparison with schools having a similar intake. In spite of the improvement in science, standards were well below the national average, and in the lowest 5 per cent when compared with similar schools. Results in mathematics did not improve on the year before, and were in the lowest 5 per cent when compared with all schools and with similar schools.

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Key

Overall, the results were well above average in English when compared with those schools whose pupils achieved similar scores in the national tests at Key Stage 1 in 1997, but below average in mathematics and science. Girls significantly outperformed boys in tests and assessments.

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Key

The 2001 national test results for seven-year-olds were well below average in reading, writing and mathematics, but average in science. The group included a very high proportion of pupils with special needs who, nonetheless, made satisfactory progress since starting school.

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Key

Standards noted in the inspection among eleven-year-olds are higher than achieved by pupils of the same age in the tests in earlier years. The inspection evidence shows that the current group of eleven- year-olds have made good progress since Year 2. A useful system of assessing and tracking the progress of individual pupils is in place and is helping the school to set appropriate targets and raise standards. The targets in English and mathematics for pupils in Year 6 in 2001 were met. The benefits of improvements in staffing, accommodation, the curriculum and teaching are making a positive impact on standards, and pupils are well placed to make good gains in their learning.

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Key

The inspection found that children in the Foundation Stage and in Years 1 and 2 make satisfactory progress from, often, very low starting points. There is evidence that standards are improving among seven-year-olds. Nevertheless, the improvement is limited by weaknesses in accommodation and in the organisation of teaching and the curriculum in the afternoon sessions. Standards achieved by seven- year-olds are below average in English, mathematics and science.

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Key

Standards achieved in Year 2 and Year 6 in information and communication technology (ICT) are below those expected nationally, but have significantly improved compared with the last inspection. Standards in other subjects are satisfactory, and in line with those expected nationally for seven and eleven-year- olds. Selsted C of E (Controlled) Primary School - 10

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Aspect Comment

Attitudes to the school Pupils enjoy coming to school and are enthusiastic learners.

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Aspect Comment

Behaviour, in and out of classrooms Good in lessons and at other times. Those children who find it difficult to concentrate are managed well so that they respond well to the staff’s high expectations for good behaviour.

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Aspect Comment

Personal development and relationships Very good. The pupils develop in confidence and independence. Most of them understand how what they do has a good or bad effect on others. They help one another and show concern for others. Relationships with adults and among pupils themselves are very good.

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Aspect Comment

Attendance Satisfactory, although the number of pupils arriving late for school is unacceptably high. There is little unauthorised absence.

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

Lessons seen overall Satisfactory Satisfactory 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 in: Reception Years 1 – 2 Years 3 – 6

The quality of teaching was at least satisfactory in all of the 25 lessons seen. Teaching has improved on the satisfactory quality noted in the last inspection, because more of the lessons are of a higher standard. In nearly half of the lessons seen teaching was good or very good. The quality of teaching in Years 3 to 6 is consistently good and in nearly half of the lessons seen teaching was very good. The quality of teaching in English and mathematics is good. Throughout the school, teachers and their assistants work well as a team, sharing ideas and looking at ways to improve. Lessons are managed well and pupils know what is expected of them. Pupils work hard and are keen to join in because they are encouraged to do so. All the teaching seen was characterised by very good relationships between the teachers, their assistants and the pupils. A key issue noted in the last inspection report was: to

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

take more account of pupils’ different abilities in mixed-age classes. On all counts, lessons are planned with the needs of all pupils in mind. In the Foundation Stage and in Years 1 and 2, work is better matched to meet pupils’ abilities in English than in the other subjects. In Years 3 to 6, the work set supports and extends learning, particularly when additional adult help is available to work with small groups of pupils in English and mathematics. The best lessons have a brisk pace and strong sense of purpose. Here the teacher is skilled in asking questions that get pupils to think and talk about their work. This gives them the confidence to join in and ‘have a go’, even when the work is challenging, and to be willing to learn from mistakes.

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Aspect Comment

The quality and range of the curriculum The curriculum is broad and balanced and reflects the needs of all pupils in Years 3 to 6. Although the curriculum for the Foundation Stage and Years 1 and 2 is sound, the afternoon sessions do not fully meet the needs of children of different ages. The quality and range of experience for children in the Foundation Stage are limited because their current room is small, they only have occasional access to the hall, and there is no designated outside area for learning. Selsted C of E (Controlled) Primary School - 11 Provision for pupils with special educational needs Good. Individual education plans provide useful targets and help pupils make good progress. Those children supported by special programmes in reading and mathematics make good and sometimes very good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for social development is very good and a strength of the school. The provision for moral development is good. The provision for spiritual and cultural development is satisfactory, though too little attention is given to preparing pupils for life in a multi-cultural society.

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Aspect Comment

How well the school cares for its pupils The staff know and care for the pupils very well. Secure procedures are in place to ensure their welfare, health and safety. Information gathered on what pupils know and can do, however, is only just beginning to be used to set targets that involve the pupils and their parents.

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Aspect Comment

The school works well in its partnership with parents.

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Aspect Comment

Leadership and management by the headteacher and other key staff The head provides thoughtful leadership and management, supported well by all the staff. The teachers take their responsibilities seriously and give a good level of support to their colleagues.

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Aspect Comment

How well the governors fulfil their responsibilities With the exception of some gaps in the annual report to parents, the governors fulfil their statutory duties. Governors have a good understanding of the school’s strengths and weaknesses. They are increasingly involved in monitoring the work of the school and this helps them contribute to strategic planning.

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Aspect Comment

The school’s evaluation of its performance Satisfactory. The school has appropriate targets based on the need to raise standards. The head has begun to monitor what goes on in classrooms throughout the school. The role of co-ordinators in monitoring and evaluating teaching and learning is underdeveloped. The head and governors are increasingly aware of the need to review the school development plan in the light of the standards achieved by pupils.

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Aspect Comment

The strategic use of resources Good use is made of the available resources, including the teaching assistants. The school is beginning to apply the principles of best value to evaluate all areas of its work.

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Aspect Comment

There is a suitable number of sufficiently qualified and experienced staff to meet the needs of the curriculum. Resources for learning are satisfactory. There is no outside area of learning for children in the Foundation Stage. The school hall offers only a limited facility for physical activities.

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What pleases parents most What parents would like to see improved

• Their children like coming to school. • Pupils are well behaved. • They are made to feel welcome in the school. • Pupils with special needs are supported well. • The range of extra-curricular activities. • The information on how their children are getting on. • How well the school meets the needs of more able pupils. Selsted C of E (Controlled) Primary School - 12 The inspection team agree with the positive comments made by parents. The inspection found that the needs of more able pupils are met well in Years 3 to 6. In Years R to 2, although the situation is satisfactory, there is scope for the needs of all pupils to be better met, particularly in relation to English, mathematics and science. The team judges the school’s provision for extra-curricular activities to be good. Selsted C of E (Controlled) Primary School - 13

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The school’s results and pupils’ achievements

1. The school has made a good start to raising the standards achieved by pupils, mainly because it has improved the quality of teaching and learning. Pupils make sound progress from starting school in the reception class (Foundation Stage) to Year 2 (seven-year-olds), and good progress in Years 3 to 6 (eleven-year-olds). Standards overall are satisfactory and improving. This is to the school’s credit given the high proportion of pupils with special educational needs.

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The school’s results and pupils’ achievements

2. Baseline evidence shows that the attainment of children on entry to the school is well below the national average. The attainment of boys on entry is particularly low, especially in reading, writing and mathematical development. A high proportion of the significant numbers of children who join the school other than at the usual starting time have special needs.

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The school’s results and pupils’ achievements

3. The current, very small number of reception children are likely to reach, or nearly reach, the early learning goals in personal, social and emotional development, knowledge and understanding of the world, physical development and creative development. However, most of them are unlikely to achieve the early learning goals in communication, language and literacy and in mathematical development. Children with special educational needs make satisfactory progress and are supported well. The few higher attaining children make good progress in all areas of learning. The absence of an outdoor learning area for the reception class restricts the quality of learning, especially as there is only limited access to the school hall.

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The school’s results and pupils’ achievements

4. The school’s results in national tests need to be interpreted with caution because of the small numbers in each cohort (only once more than twelve and sometimes as few as five pupils).

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The school’s results and pupils’ achievements

5. Standards for seven-year-olds in the national tests in 2001 were well below average in reading, writing and mathematics, but average in science. Boys achieved very low results in reading and writing. The group included a high proportion of pupils with special needs who, nonetheless, made satisfactory progress since starting school.

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The school’s results and pupils’ achievements

6. The inspection found that standards achieved by current seven-year-olds are low in English, mathematics and science. Whilst pupils listen attentively, they are less confident in discussion, and in taking account of what others have to say. This means that they are not thinking and talking enough about their work and developing their ideas and understanding in each subject. From particularly low starting points, pupils’ steady progress reflects the satisfactory teaching. However, their previous learning has not been helped by a combination of less than adequate accommodation, and classes with a very wide age-range of children (as noted in the last inspection). Although the provision has improved, the afternoon arrangement, whereby reception children are with those from Years 1 and 2, restricts progress. The teachers need to think of ways to provide activities that are better matched to the distinct needs of pupils of all ages.

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The school’s results and pupils’ achievements

7. Target setting and careful tracking of pupils’ progress are helping to raise standards. The school met its targets for English and mathematics in 2001, and has far higher, but still realistic targets for the current group of eleven-year-olds. Trends in test results over the last three years indicate significant variation in attainment, with girls outperforming boys by a wide margin in both English throughout the school, and in mathematics and science among eleven-year-olds. The school has recognised the low achievement of boys, especially in English, and taken measures to improve things. However, it has yet to specifically set targets for their improvement.

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The school’s results and pupils’ achievements

8. The results of the most recent national tests for eleven-year-olds in English and science continued the steady trend of improvement of the past four years. The school was recently given a national award for the improvement in its results between 1997 and 2000. Standards in English were in line with the national average, although below in comparison with schools having a similar intake. In spite of the improvement in science, standards were well below the national average, Selsted C of E (Controlled) Primary School - 14 and in the lowest 5 per cent when compared with similar schools. Results in mathematics did not improve on the year before, and were in the lowest 5 per cent when compared with all schools and with similar schools. Girls significantly out-performed boys in tests and assessments in all three subjects.

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The school’s results and pupils’ achievements

9. Inspection evidence shows that the current group of eleven-year-olds have made good progress since Year 2. The tracking of pupils’ individual progress, and introduction of target setting are helping to lift standards. Standards noted in the inspection are higher than those achieved by pupils in earlier national tests. The benefits of improvements to staffing, accommodation, the curriculum and teaching are making an impact on standards, and pupils are well placed to make good gains in their learning. The increased opportunities for pupils to demonstrate, share and discuss their ideas, is a major reason for the improving standards. This ‘inclusive’ approach proves a very effective way of helping pupils of all abilities to learn from each other.

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The school’s results and pupils’ achievements

10. Standards in information and communication technology (ICT) are below those expected nationally, but have significantly improved compared with the last inspection. Standards in other subjects are satisfactory, and in line with those expected nationally for seven and eleven-year- olds.

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The school’s results and pupils’ achievements

11. Pupils with special educational needs make good progress towards the targets identified for them. Although attainment is often below that expected from pupils of the same age, the majority achieve the targets set for their work.

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Pupils’ attitudes, values and personal development

12. As at the time of the last inspection, pupils’ attitudes and behaviour are good. Their personal development and relationships have improved and are very good. The school continues to have high expectations of all pupils, as enshrined in its aims and in its Christian ethos. Parents are very pleased with the school’s determination to make this area a distinctive strength. All pupils are getting a very good foundation for their later school lives.

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Pupils’ attitudes, values and personal development

13. Children in the Foundation Stage, though few in number, are well integrated into the school family. They are enthusiastic and growing in confidence. They are responsive to their teachers, and listen well without calling out. They are interested in trying activities and want to participate in the daily routines.

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Pupils’ attitudes, values and personal development

14. Although most pupils and parents live in outlying areas, they arrive at school in a calm and happy mood. Pupils have good attitudes and look forward to the day’s activities. As they get older, they grow in confidence as independent learners, and realise that hard work will produce improved results. Pupils respond well to good teaching, and are usually keen to answer questions. Their tolerance and well-developed social skills enable them to be equally effective in independent and group learning situations. They share resources and get on with each other in their work.

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Pupils’ attitudes, values and personal development

15. The behaviour of the pupils throughout the school is good. Only a few examples of restless behaviour were observed, when pupils’ interest levels waned. Pupils have a very good understanding of the school’s expectations for self-discipline, and they want to contribute to an orderly community. Staff do not need to exert an overt control, and pupils seldom take advantage, and are easily corrected. This leads to a calm and positive work atmosphere, and lessons that usually move at good pace. Behaviour around the school is very good. The close interaction of older and younger pupils has a calming influence on everyone. Neither bullying nor bad language was observed. There has been just one exclusion since the last inspection.

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Pupils’ attitudes, values and personal development

16. The quality of relationships is very good, and a fundamental part of the ethos of the school. Staff are very good role models, and pupils trust their teachers and support staff. There is an underlying feeling of a school family in which mutual respect and harmonious relationships help to promote a positive learning environment. Older pupils get on well with younger ones, both inside and outside the classroom. In the classroom, pupils listen to each other with respect and value each other’s opinions, even when some struggle to express their ideas. Lunchtime is a very Selsted C of E (Controlled) Primary School - 15 sociable occasion. A distinctive feature of all pupils is their warmth and politeness. They make visitors feel very welcome, and are keen to engage them in conversation.

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Pupils’ attitudes, values and personal development

17. Pupils’ personal development is very good throughout their time in school. They are encouraged to be part of, and to contribute to, the school as a community. Pupils are encouraged to look after each other, as well as have an awareness of others less fortunate than themselves They are involved in a number of initiatives for various charities. They learn to value their local communities, and play a role in supporting the traditions and life of the locality.

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Pupils’ attitudes, values and personal development

18. Pupils react well when given responsibility. There are good opportunities to develop their independence and take initiatives for their own learning. The school council has a high status among pupils, and representatives take their roles very seriously. Many pupils have an opportunity to participate in the council in the course of the school year, and their ideas have a considerable impact on school life. Pupils have a well-developed sense of moral and social awareness, which equips them well for their next stage of education and, eventually, as good citizens.

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Pupils’ attitudes, values and personal development

19. During the last four years attendance has been consistently satisfactory. Unauthorised absence is minimal. However, punctuality at the start of the day is unsatisfactory. There are no indications of any truancy.

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HOW WELL ARE PUPILS TAUGHT?

20. The overall quality of teaching is good. The quality of teaching has improved from the satisfactory standards noted at the last Ofsted inspection. Of the 25 lessons seen, all were at least satisfactory. In over half the lessons seen the teaching was good or better.

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HOW WELL ARE PUPILS TAUGHT?

21. Teaching for children of reception age (Foundation Stage) and in Years 1 and 2 was satisfactory overall and, in English, was good. Teaching for pupils in Years 3 to 6 was good. Where teaching is good or better, it is significantly lifting standards for pupils of all abilities.

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HOW WELL ARE PUPILS TAUGHT?

22. Throughout the school, strengths in teaching include the way pupils are managed, and the use of support staff and resources to promote learning. Teaching assistants work with individuals and groups of children to ensure that they make the progress expected of them. All the teaching seen was underpinned by very good relationships between the teachers, their assistants, and the pupils. As a result, pupils feel encouraged to join in and to try hard. The consistent and hard- working approach of the support staff is a real asset to learning throughout the school. The good effect of relevant training opportunities for support staff is particularly apparent in the way most of them are fully involved with the teaching and learning during a lesson.

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HOW WELL ARE PUPILS TAUGHT?

23. Teaching was good or better in almost all the English lessons seen. The skills of literacy, including phonics, are taught effectively. Teaching is good in mathematics. Pupils learn the skills and operations of number work thoroughly, and teachers use questioning well to determine pupils’ level of understanding. Teachers are increasingly giving more attention to setting tasks, which offer pupils opportunities to use and apply their mathematical skills. Basic skills, including mental mathematics, are well taught, and teachers make good use of suggested national strategies.

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HOW WELL ARE PUPILS TAUGHT?

24. The quality of teaching in the Foundation Stage is satisfactory overall, with some good features. Very good relationships are established with children and this quickly enables them to feel secure in the classroom and around the school. Careful attention is given to ensuring that each child’s individual needs are met. Emphasis is placed on children enjoying their learning.

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HOW WELL ARE PUPILS TAUGHT?

25. Teachers have a good grasp of the curriculum, especially in numeracy and literacy, and notably so in Years 3 to 6. The national strategies are used well and provide a helpful structure to teaching the mixed-age classes. Teachers plan their work well and have clear objectives for learning. As a result, lessons proceed with good pace and direction. There is a fair balance between discussion, task, and review of what has been learned. Selsted C of E (Controlled) Primary School - 16 26. Pupils in Years 1 and 2 usually make sound gains in knowledge and understanding, because lessons are planned well and both the teacher and the pupils are clear about what will be learned. This was particularly the case in the literacy session, where pupils were encouraged to discuss their work, and to respond to well-framed questions. They concentrate well in their learning because they understand what is expected of them and are usually interested in what they are

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HOW WELL ARE PUPILS TAUGHT?

doing. The greatest challenge is in making sure pupils are given work that is matched to their different abilities, particularly in the afternoon sessions, when pupils are joined by those in the reception class. In subjects other than literacy, not enough account is taken of the assessments made during lessons to support or extend learning, and pupils are not always fully challenged. In the best teaching, the teacher’s questioning skills proved really effective in involving all the pupils, and in giving them a good chance to think and talk about their learning.

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HOW WELL ARE PUPILS TAUGHT?

27. Teaching in Years 3 to 6 is good, with some very good lessons, notably in literacy and in numeracy. When lessons are being introduced, teachers question pupils well to find out the level of their understanding. In the best teaching, they are asked to explain their ideas and work. This was seen when pupils in Year 6 shared the way they worked out a calculation that involved several stages; it not only helped everyone’s mathematical thinking, but also developed their speaking and listening skills. Basic skills are taught thoroughly, and pupils have good opportunities to practise and to review their learning. In the more effective lessons, notably in English, mathematics, history and geography, teaching is well organised and incisive. Pupils of all abilities are kept on their toes and feel very much involved in their learning. In most lessons, pupils have a good understanding of what is required of them because expectations are clear and

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HOW WELL ARE PUPILS TAUGHT?

consistent. When the objectives of the lesson are clearly explained to pupils, then evaluations in the final plenary session are very effective.

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HOW WELL ARE PUPILS TAUGHT?

28. Throughout the school, teachers strive to give pupils work that has enough challenge and interest. In most lessons the teachers succeed in getting pupils to sustain concentration and to think and learn for themselves. Pupils in Years 3 to 6 respond particularly well, because the teachers make sure that new learning builds on earlier experiences. They make it clear to the children what they are expected to learn. As a result, nearly all of the children are keen to learn and to improve their work.

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HOW WELL ARE PUPILS TAUGHT?

29. In all classes, homework makes a satisfactory contribution to pupils’ learning. Throughout the school the home/school reading partnership is effective in promoting pupils’ reading skills and interest in books. Older pupils receive a suitable amount of homework to prepare them for secondary school, and work is properly set and marked. The homework often helps them to practise and develop known skills, especially in English and mathematics.

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HOW WELL ARE PUPILS TAUGHT?

30. Pupils with special educational needs receive good support, both in class and when they are withdrawn for extra help. Teachers and learning support assistants know their pupils well. They are aware of the targets set for pupils and ensure that work is appropriately matched to their needs. Effective support is provided by learning support assistants, who liaise closely with class teachers. Detailed records are kept and these help to judge each individual pupil’s progress accurately. The school has recently introduced a more structured approach to the setting of homework for special educational needs pupils.

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HOW WELL ARE PUPILS TAUGHT?

31. While teaching is always at least satisfactory, and much is better, there remain elements within lessons that could be improved: • the purpose of the lesson should be clearly stated, referred to throughout, and related to the final plenary; • the work should be better matched to the varying abilities of pupils (particularly in afternoon sessions); • teachers should make better use of questioning and discussion to assess pupils’ learning (and to help plan the next stage); • pupils need to be more actively involved in the lesson, by way of their own questioning, explaining and demonstrating. Selsted C of E (Controlled) Primary School - 17

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TO PUPILS?

32. The school provides a broad, balanced and relevant curriculum, enhanced by a satisfactory range of educational visits and good extra-curricular activities. Weaknesses noted in the last report have been addressed, although with better effect in Years 3 to 6 than for children in the Foundation Stage (Year R) and in Key Stage 1 (Years 1 and 2). In Years 3 to 6, the well- structured curriculum helps meet the needs of pupils of all abilities and interests. The statutory requirements for information and communication technology, and for design and technology are now fully met. Schemes of work for all subjects have been reviewed and, in all except science, the nationally recommended guidance has been adopted. The science curriculum is due for review and, in the meantime, is planned around a sufficiently secure framework.

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TO PUPILS?

33. The balance of the curriculum in the Foundation Stage and Key Stage 1 is not as good as it should be because of the way the afternoon lessons are organised. The morning sessions support the development of children’s literacy and numeracy skills well in both of the two classes. The afternoon sessions are less effective because activities are not planned and organised well enough to meet the very different needs of the oldest and youngest in the combined group. There is not enough emphasis on learning through activity for children in the Foundation Stage, or enough opportunity for them to think and talk in their learning. This is all the more apparent because they do not currently have access to a secure and designated outdoor area, and only limited access to the hall, to extend their learning on a larger and more active scale. At the same time, afternoon activities for the seven-year-olds and more able pupils are not always focused

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enough to fully meet their needs. There are times when at least some lower attaining pupils in Year 1 would benefit by being the older ones in a group, and from activities that gave them a chance to talk more about their ideas and what they were doing.

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TO PUPILS?

34. There has been a satisfactory response to the introduction of the National Strategies for Literacy and Numeracy. In Year 3 to 6, the strategies are securely in place and effectively implemented so as to make a significant contribution to the improved standards noted during this inspection.

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TO PUPILS?

35. The good range of extra-curricular activities that enrich the curriculum include both sporting and musical opportunities. Visits to places of interest support the curriculum in history, geography, science and religious education. The provision for homework is satisfactory, and the school has recently consulted parents and pupils in an attempt to clarify expectations and procedures.

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36. The majority of pupils have full access to the curriculum, including activities organised outside the school day. Boys and girls participate on an equal footing in most of the extra-curricular activities on offer. However, apart from examples in collective worship and in religious education, the curriculum does not provide enough opportunities for pupils' to gain insights into other cultures.

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TO PUPILS?

37. The provision for pupils with special educational needs is, as at the last inspection, good. The school provides a caring and supportive environment. Special educational needs pupils are fully included in all aspects of the school’s life. The school has made very good provision for the successful integration of two pupils from a special school. Selsted School is involved in a pilot scheme for the new Code of Practice as part of the East Folkestone learning group. This partnership with the other schools in the group is working very well. The very good links with Foxwood Special School promote the inclusion programme for two of the pupils with statements of special educational needs.

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TO PUPILS?

38. In keeping with its aims and values, the school provides opportunities for pupils to develop physically, mentally and emotionally, and there is a sound programme for their personal, health and social education. Appropriate provision is made for sex education and for teaching pupils about the misuse of drugs. There are good formal and informal measures to ensure equality of access and social inclusion for all the pupils.

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TO PUPILS?

39. There are good links with the local community, a particular achievement given the school’s isolated location. Pupils study aspects of their locality, including farms, the parish church and features of the landscape. Clergy and other visitors contribute to assemblies. The good Selsted C of E (Controlled) Primary School - 18 opportunities for pupils to develop a sense of citizenship are supported well by members of the local community. The school enjoys a strong community link with the village of Aviron in France. Links with pre-school providers are satisfactory and developing, and there is a good induction programme for new children and their parents. Good links similarly support pupils’ smooth transfer to secondary school.

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TO PUPILS?

40. The quality of provision for spiritual development is satisfactory. It is promoted through the positive ethos, which is evident in assemblies, and in the strong sense of community among staff, parents and pupils. Assemblies, together with the religious education curriculum, enable pupils to gain insights into values and beliefs of the principal faiths. They reflect on their personal experiences and explore relationships. Although there are occasional opportunities to promote spirituality in subjects, such as English, these are not systematically planned across the curriculum.

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41. Pupils have a well-developed sense of right and wrong. The school's positive ethos and the role models presented by adults create a good context for pupils’ moral development. These values are well reflected in the school's behavioural code, which spells out pupils' rights and responsibilities. Pupils discuss and agree their own class rules. Lessons in personal and social education are used sensitively to help pupils discuss and reflect on their feelings and personal dilemmas.

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42. Provision for pupils' social development is very good and is one of the school's distinctive strengths. The house system is a good platform for the social and moral development of pupils, and gives older pupils leadership opportunities in organising younger ones. The school and its site are looked after well, and there is no evidence of litter, graffiti, or vandalism. However, the school could be tidier if pupils were encouraged to play their part. The good range of extra-curricular activities further reinforces pupils' social skills.

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43. The school makes satisfactory provision for pupils to gain understanding of their own cultural heritage through the study of history and literature, and in the range of visits within the locality. However, opportunities for pupils to develop an understanding and appreciation of other cultures are insufficiently promoted within the curriculum.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Since the last inspection, the school has strengthened many aspects of its care for pupils, from a satisfactory to an overall good level. Procedures for establishing good behaviour are very good. The quality of welfare is high, contributes to the good progress and development of all pupils, and is favourably regarded by parents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The head and staff know the pupils well because they have a lot to do with each other during the course of each school day. Parents and pupils appreciate the enthusiastic and dedicated way in which the head and his colleagues carry out their pastoral roles. Pupils feel secure and well supported. The school is valued as an asset for the surrounding communities, with its safe, sensitive and caring approach and strongly Christian ethos. These positive characteristics attract parents, including many whose children have special educational needs.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The monitoring of pupils’ personal development is satisfactory, albeit relying more on staff observations and discussions than on formal approaches.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Professional agencies are effectively involved in supporting some of the many pupils with special educational needs. The development of individual educational plans for pupils with special needs is good; parents are involved in setting their children’s targets. Accurate and relevant information is kept on each pupil. There is a good liaison between the school and the local secondary schools. Parents receive good support at transfer. Induction procedures are very good, and guarantee that parents and pupils are treated as individuals, and make a confident start to school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. A satisfactory range of relevant policies underpins the support, guidance and welfare given to pupils. Policies are implemented consistently and effectively across the school. Outside agencies Selsted C of E (Controlled) Primary School - 19 are used well to support pupils, on a routine basis, or if there are specific problems. Without modifications to the buildings and site, the school may not be a suitable environment for people with some disabilities. The school is well served by a school nurse, who assists the staff with the delivery of sex education.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. Child protection procedures are satisfactory, although staff other than the head have not received recent training. There is good support from the outside agencies. There are very good procedures for monitoring and promoting pupils’ behaviour. Although the agreed code for behaviour is prominently displayed around the school, the accent is on taking responsibility for your own behaviour, and the mutual trust between staff and pupils has a positive effect. 50. The school has an effective approach to rewards and praise, from individuals to class groups, and linked into the house system. Parents are informed about the good behaviour awards through the home link book. Sanctions are well designed to focus the pupil on the impact of their actions on others. The high quality, tailored programmes for pupils with behavioural problems have a deservedly good reputation in the community. The head and staff are aware of any problems

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

between pupils and are effective in noting and handling any oppressive behaviour.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. Attendance procedures and systems are good and appropriate to a small village school. Procedures rely more on the personal contact of the head with parents, rather than on formal systems and paperwork. Parents are made aware of their statutory obligations, and both pupils and parents are determined to attend school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. Health and safety procedures are overall satisfactory, but require greater rigour in carrying out regular risk assessments and accident recording. The school is a safe environment for all pupils and staff. There are a number of minor health and safety problems, which have been fed back to the head for action. The school has to be mindful of the potential hazards of congested areas and of general untidiness. There are enough persons qualified in first-aid, but there is no medical room. Pupils are well acquainted with health and safety principles in the home and at school, through the personal health and social education provision and in lessons, when appropriate.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. There are satisfactory procedures in place for assessing pupils’ attainment and progress. Children are given a baseline assessment when they enter school. As they progress through the school, data is collected and analysed from a range of formal and informal assessments in English, mathematics and science. The school uses the results to track the progress of individual pupils in English and mathematics. At present there is no tracking of pupils’ progress in science, although this is planned. There are weaknesses, however, in the assessment of pupils in English. There are no agreed procedures for assessing pupils’ progress in speaking and listening skills and no consistent approach to monitoring and recording pupils’ progress in reading. The school is aware of the need to monitor more closely the achievement of boys in literacy. Although assessment procedures are in place for foundation subjects, they do not always focus sufficiently on the

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

recommended levels of the National Curriculum, by which attainment is judged.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54. The school is now developing all its procedures further. Assessment data is increasingly being used to inform the way the curriculum is planned. Class teachers set pupils individual targets for their work in English and mathematics. The school is in the process of involving Year 5 and 6 pupils in setting their own targets with the help of the class teacher.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

55. Although test results are analysed and some target setting takes place, action is not focussed enough on the low achievement of boys through identification and the use of specific teaching and assessment strategies.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. The school’s relationship with parents is strong and has a positive impact on the life of the school and on pupils’ progress. Most aspects of the school’s partnership with parents have improved since the last inspection, and are at least good. However, although improving, the quality of information remains satisfactory. Selsted C of E (Controlled) Primary School - 20 57. The school provides a significant focus for the local community, and its reputation continues to grow. Many parents, who have had difficulties with other schools, or whose children have special educational needs, decide to send their children to the school. Most parents are enthusiastic and committed to their children’s education.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

58. Overall, parents are very satisfied with the school, which is a significant improvement on the position in the last inspection. The level of dissatisfaction has fallen, and there are no areas of high parental concern. The latest parents’ questionnaire, interviews, and parents’ meeting indicate some individual parental concerns regarding sufficient information about their child’s progress, the provision of an interesting range of activities outside lessons, and standards pupils achieve. The inspection found that there is a good range of activities and visits outside of lessons to support pupils’ learning. Pupils of all abilities make good progress from their start in school until they are eleven.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

59. The quality of information for parents is satisfactory overall. However, the annual governors’ report to parents omits some statutory information. The school’s weekly newsletter to parents has recently been improved, and provides clear and accurate information. Other written communications are of a good quality, and are respectful of the role of parents. The quality of annual reports to parents on their children’s progress is satisfactory, but would benefit from parent and pupil feedback, and a review of past and future targets. Informal communications are the school’s springboard for establishing relationships and communicating with parents. However, better use could be made of notice boards for communicating information, for example that about the curriculum, governors and the Friends’ Association.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60. Although the school does not have a parents’ policy, and its aims do not refer to parents, it seeks and achieves good informal links with parents. The head makes a point of meeting parents at the start of school. The open-door policy encourages them to play a role within the school. Many parents contribute to the work of the school, and a small core of volunteers provides additional help on a regular basis. The parent governors are actively involved in the life of the school. The Friends of Selsted School work successfully to support the school and promote the inclusive and happy family atmosphere. The hardworking committee involves all parents and many local friends in raising major funds for the school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

61. The contribution of parents to children’s learning is good. All signed the home/school agreement, and most of them are supportive of the school’s efforts. The school has run forums in some aspects of the National Curriculum, including literacy, homework, and national tests, with variable attendance by parents. Parents generally approve of the present homework arrangements, but feel that expectations could be clearer. After recent consultation, the approach to homework is currently being reviewed.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

62. There is a close collaboration with the parents of special educational needs pupils, and together they produce meaningful individual educational plans, with targets, which contribute to good progress.

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