Ashburnham Community School

ASHBURNHAM SCHOOL

Dates of inspection: 4 – 5 December 2001

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ASHBURNHAM SCHOOL

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

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ASHBURNHAM 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. Ashburnham School - 3

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INFORMATION ABOUT THE SCHOOL

School address: 17 Blantyre Street London

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Alastair Wood

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 21 – 24 April 1997 Ashburnham School - 4

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Team members

21712 Mr David Amos Registered inspector 19322 Ms Judi Bedawi Lay inspector 27057 Ms Sue Horsnell Team inspector

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Team members

Full Circle The Brow 35 Trewartha Park Weston-super-Mare North Somerset BS23 2RT

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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 Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Ashburnham School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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WHAT THE SCHOOL DOES WELL 10

• High standards are attained by the end of Key Stage 2. • The quality of teaching and learning is very good. • The leadership of the headteacher is outstanding and is ably supported by staff and governors. • The ethos of the school is excellent. High expectations are set and supported by an exceptional learning environment, which meets the needs of all pupils. • The quality and extent of community involvement are excellent.

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WHAT COULD BE IMPROVED 14

• The governors should ensure that they meet their statutory responsibilities for health and safety and the provision of information.

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INFORMATION ABOUT THE SCHOOL

This is an average size primary school situated in the London Borough of Kensington and Chelsea. It mainly serves pupils from the World’s End Estate and neighbouring areas. Most pupils are from local authority housing and a small number from a women’s refuge. There are a wide variety of ethnic groups represented. The school has recently had a large intake of pupils from refugee families (25 per cent). There are currently 213 pupils on roll, including 26 pupils in the Nursery Unit. Classes are organised in year groups. 57.1 per cent pupils are entitled to free school meals, which is well above the national average. The school has a very high percentage of pupils who speak English as an additional language and a high number of different first languages. The percentage of pupils with special educational needs is above the national average, but the percentage of pupils with statements is in line with the national

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INFORMATION ABOUT THE SCHOOL

average. Attainment on entry is well below the national average.

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INFORMATION ABOUT THE SCHOOL

There have been a number of staff changes over the past year and this has resulted in a number of temporary appointments. This has led to a period of instability with the headteacher taking on a much greater range of responsibilities in the interim period prior to the appointment of a new deputy headteacher and another senior staff member.

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HOW GOOD THE SCHOOL IS

Ashburnham School has many of the qualities expected of excellent schools and also a number of additional qualities of its own. It richly deserves its status as a Beacon School. A very good standard of education is provided for its pupils and they attain well above average standards in the core subjects of English, mathematics and science when compared to similar schools. The majority of teaching is good or better and pupils, by the end of Key Stage 2, achieve very well. Pupils with special educational needs and those with English as an additional language receive very good support and make very good progress. The excellent and inspirational leadership of the headteacher, ably supported by the governors and a dedicated team of staff, is responsible for providing a warm, welcoming and secure educational environment in which the pupils flourish. The school provides very good value for money.

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What the school does well

• High standards are attained by the end of Key Stage 2. • The quality of teaching and learning is very good. • The leadership of the headteacher is outstanding and is ably supported by staff and governors. • The ethos of the school is excellent. High expectations are set and supported by an exceptional learning environment, which meets the needs of all pupils. • The quality and extent of community involvement is excellent.

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What could be improved

• The governors should ensure that they meet their statutory responsibilities for health and safety and the provision of information. 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 was last inspected in April 1997. There were five key areas identified for improvement in the last inspection and the school has made very good progress, overall, in addressing these areas. The school has invested a considerable amount of time in developing a new curriculum planning system based on national guidance from the Qualifications and Curriculum Authority. This is effective in providing a broad and balanced curriculum. The school makes good use of theme weeks to complement its necessary investment of time in developing the core skills of literacy and numeracy. Provision for design and technology has improved considerably and there are many examples of high quality work on display around the school. Provision for information and communication technology has also improved considerably and good use is made of the community ICTsuite. Teachers’ planning has developed well Ashburnham School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

and work is well matched to the ability levels of the pupils. The governing body is very supportive and is becoming increasingly active in fulfilling its role.

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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

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

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Key

The above table clearly shows the very high standards attained at the end of Year 6. By the end of Key Stage 2, pupils are attaining standards above the national average in English and mathematics. In science, standards are in line with the national average. When compared to similar schools standards are well above average in English, mathematics and science. In the nursery and reception classes the children make very good progress particularly in their development of language and communication skills. This progress is maintained in Key Stage 1 and pupils’ attainment is beginning to approach national standards, but when compared to similar schools standards are very high in reading and mathematics. From the quality of work seen during the inspection the pupils are on course to maintain these high standards. The progress made by pupils with English as an additional language is excellent, and for those with special educational needs it is very good. As well as attaining high standards in these

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Key

core subjects the school achieves very high standards in art as is shown by the many high quality examples of pupils’ work displayed so effectively throughout the school.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good and in a number of lessons observed it was excellent.

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Aspect Comment

Personal development and relationships Pupils’ personal development is excellent. The richness of their relationships is enhanced by the vibrant, positive and inclusive quality of social and racial harmony.

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Aspect Comment

Attendance Attendance is satisfactory, with very good improvement made s

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Aspect Comment

ince the last inspection. A small minority of parents do not support the school in its efforts to improve punctuality. The very high emphasis that the school places on pupils’ personal development is rewarded by the high standards of behaviour observed and the positive attitudes that the pupils display. These are major contributory factors to the high standards attained. Ashburnham School - 8

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Years 1 – 2 Years 3 – 6

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

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Years 1 – 2 Years 3 – 6

The above table shows judgements on the lessons observed across the school. During the inspection no unsatisfactory teaching was observed. Very good teaching was seen throughout the school and excellent teaching was observed in the Nursery class and in Year 6. Teaching for children up to five years in the Nursery and reception classes is very good, four out of the five lessons seen were at least good with three of the lessons being very good or excellent. In Years 1 and 2, the teaching is good overall with one third of lessons being very good. In Years 3 to 6, the teaching is at least good in seven of the eight lessons seen and half of the lessons were very good or excellent. In Year 6 both English and mathematics lessons of the highest quality were observed. Throughout the school, work is generally well matched to the ability levels of the pupils. The very good quality lessons are characterised by very good

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Years 1 – 2 Years 3 – 6

subject knowledge, clear objectives being set for the pupils’ learning, challenging activities and skilful questioning. This resulted in very good gains being made by the pupils in their knowledge, skills and understanding in the subjects taught. The highest quality lessons were characterised by an exceptional pace of learning being demanded and met.

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Aspect Comment

The quality and range of the curriculum Overall, the curriculum provided is very good. Extra-curricular provision is excellent as are the links made with the local community.

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Aspect Comment

Provision for pupils with special educational needs The school provides very well for pupils with special educational needs and they make very good progress.

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Aspect Comment

Provision for pupils with English as an additional language The school offers excellent provision, support and learning opportunities for pupils with English as an additional language and this leads to the very high standards achieved by these pupils by the end of Key Stage 2.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school provides very well for the pupils’ spiritual, moral, social and cultural development. The provision for social and cultural development is excellent, because every child is made to feel very special, so that they know that they can succeed in their lives, whatever their circumstances. All cultures and faiths are celebrated and shared making an excellent contribution to the stimulating learning environment.

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Aspect Comment

How well the school cares for its pupils The school has a very caring ethos and promotes the welfare of its pupils very well. Academic and personal development are very carefully monitored.

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Aspect Comment

There has been considerable attention given to introducing a new curriculum planning system in light of the Curriculum 2000 guidance. The school now provides a broad and balanced curriculum. Provision for extra-curricular activities is exceptional. There is a very wide range of clubs, organised on a voluntary basis by members of the school and local community. The impact of community members on this aspect of the school’s work is considerable. There is an equally impressive range of educational visits and visitors to the school. Spiritual development is promoted well in assemblies and through the curriculum. Moral and social development has a high priority and results in the very good attitudes and Ashburnham School - 9 behaviour of the pupils. Cultural provision is excellent because the school actively celebrates and uses its rich cultural heritage to the benefit of all pupils.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher provides outstanding leadership. He sets high expectations and leads by example. Other members of the senior management team provide high quality support.

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Aspect Comment

How well the governors fulfil their responsibilities Governors are very supportive and active in the life of the school. They must ensure that they meet their responsibilities for health and safety and the provision of information.

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Aspect Comment

The school’s evaluation of its performance Monitoring and evaluation are of high quality. The school uses the information gained from all sources very effectively to continue to plan for improvement.

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Aspect Comment

The strategic use of resources Resources are used very well. Additional staff and learning support assistants are very effectively used.

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Aspect Comment

The leadership of the school is a major factor in establishing such an excellent ethos and attaining high standards by the end of Key Stage 2. The headteacher leads by example and with exceptional levels of commitment and enthusiasm. The governors are developing their monitoring role very well and support the school well. The high quality support that the headteacher receives from his senior managers, and the high level of commitment shown by the dedicated staff, are major factors in the success of the school. Financial management is very good and the school applies the principles of best value well.

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What pleases parents most What parents would like to see improved

• Their children like school. • The children are making good progress. • The school expects children to work hard. • The school is well led and managed. • The quality of teaching is good. • Parents had no significant concerns.

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What pleases parents most What parents would like to see improved

Parents are delighted with the work of the school, the quality of teaching, the opportunities open to their children and the continuing and positive improvements made by the headteacher. They had no significant concerns. The inspection team agrees with the very positive views expressed by parents. Ashburnham School - 10

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WHAT THE SCHOOL DOES WELL

High standards are attained by the end of Key Stage 2.

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WHAT THE SCHOOL DOES WELL

1. Over the past four years the school has been very successful in maintaining standards which are at least in line with the national average in the Key Stage 2 Standard Assessment Tests in English, mathematics and science. Standards in these subjects are also well above those in schools identified as being similar in the percentage of pupils eligible for free school meals. In English, the scrutiny of pupils’ work and lesson observations show that pupils are again on target to attain similarly high standards. Pupils are able to critically reflect on the quality of written work and they are able to write for sustained periods for a variety of audiences and in different styles. For example, Year 6 pupils have made good progress in writing considered arguments and presenting opinions. Their writing is fluent, accurate and well presented. In mathematics, the pupils are making equally good progress. Pupils are acquiring a wide range of

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WHAT THE SCHOOL DOES WELL

mathematical concepts. They are very proficient at solving problems, both mental and written, using the four rules of number and they also produce examples of good work in shape, space and measures and data handling. In science, pupils demonstrate a good knowledge of materials and their properties and are able to conduct a scientific experiment, recognising the need for fair testing.

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WHAT THE SCHOOL DOES WELL

2. In addition to the high standards achieved in English, mathematics and science, the school attains very well in other curriculum areas. Throughout the school there are many examples of high quality art and these are very attractively displayed. The hard work and expertise of the learning mentor is a significant contributory factor to the school’s success in this area. The school has also made significant progress in developing the curriculum for information and communication technology and design and technology and examples of very good work were observed in both these subjects. The pupils also demonstrate good skills in music, dance and drama.

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WHAT THE SCHOOL DOES WELL

3. These standards are achieved due to the high quality of teaching observed throughout the school, particularly the excellent teaching seen in Year 6, the very positive attitudes and behaviour of the pupils and excellent leadership and management, which ensure that high standards are expected of all the pupils. Underpinning this success is the school’s total commitment to fully including pupils of all backgrounds and specific needs in its life and work.

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WHAT THE SCHOOL DOES WELL

4. Examples of very good teaching were seen in English and mathematics throughout the school. Excellent teaching was observed in both English and mathematics lessons in Year 6. Teachers have good subject knowledge, often provide a high challenge for the pupils, clearly identify learning objectives, use good questioning skills to draw out the pupils’ knowledge and understanding and use resources well. These skills ensure that pupils make good and often very good progress in their learning. Pupils are able to sustain interest and concentration, work at a good pace and reflect on the quality of their work.

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WHAT THE SCHOOL DOES WELL

5. The pupils have very positive attitudes to their work and their behaviour is very good. Pupils generally listen to their teachers carefully and this ensures that they clearly understand what is expected of them. When they set about their tasks, pupils do so quickly and work in a calm and productive atmosphere.

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WHAT THE SCHOOL DOES WELL

6. The headteacher and staff set very high expectations of what pupils can achieve. They analyse in detail Standard Assessment Tests, internal assessments and the progress made by individual pupils. This has resulted in the school producing specific targets for improvement within curriculum areas and setting targets for individual pupils. The needs of all pupils are considered and excellent support is provided for pupils with English as an additional language to ensure that they reach their full potential. The very strong provision for pupils identified as having special educational needs similarly ensures that they make very good progress. Ashburnham School - 11 The quality of teaching and learning is very good.

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WHAT THE SCHOOL DOES WELL

7. Teaching for children in the Nursery and reception classes is very good. This ensures that children have a very good start to their education and make very good progress, particularly in their acquisition of early language, literacy and communication skills. The very good teaching in this stage is a result of very careful planning and match of activities to the abilities of the children. Both teachers are very good at using appropriate questions to encourage the children to use language, extend their thinking and give them the confidence to offer answers and explain their reasoning. This was evident in a language and literacy focused activity in the nursery where the children were sharing the story of ‘The Gingerbread Man’. Here the teacher very effectively modelled language use and this, together with very good use of praise, ensured that the children maintained their concentration and were able to put on a puppet show and say their words

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WHAT THE SCHOOL DOES WELL

correctly. This effective modelling was a key factor in ensuring that the pupils with English as an additional language made very good progress and spoke with confidence. This very high quality teaching was also observed in a reception class literacy lesson, where the teacher’s questioning was very effective in drawing out all the children’s understanding of the text and helping them to identify and match words from the text.

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WHAT THE SCHOOL DOES WELL

8. At Key Stage 1, the quality of teaching is good overall with very good teaching seen in one-third of the lessons observed. Good teaching was seen in both English and mathematics lessons. Teachers have clear objectives for what they wish the pupils to learn and are effectively supporting language development through the use of very well prepared visual resources. The good lessons are characterised by clear introductions to activities and work being matched well to the different ability levels of the pupils. This ensures that pupils make good progress in their learning and meet the objectives set for them. In a very good mathematics lesson in Year 1, the enthusiastic and well-paced introductory activity captured pupils’ attention from the start and the teacher ensured, through careful questioning, that all levels of ability were involved.

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WHAT THE SCHOOL DOES WELL

9. At Key Stage 2, the quality of teaching is very good overall with examples of excellent teaching seen in Year 6. Half of the lessons observed were very good or better and three out of eight were excellent. The teachers demonstrate good subject knowledge, have good classroom management skills, set challenging activities and use effective questioning skills. The excellent lessons were characterised by the teachers’ very good subject knowledge, which ensured that the lessons were delivered with considerable confidence and that the objectives set for the lesson were matched by very challenging activities for the pupils. The teachers ensured that there was an exceptionally fast pace to the pupils’ learning with excellent gains in their knowledge, skills and understanding in the subject. This was evident in an excellent English lesson with Year 6 where pupils were developing an understanding of the features of non-

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WHAT THE SCHOOL DOES WELL

chronological reports. The teacher’s planning was very clear and detailed, very good use was made of the interactive whiteboard and the teacher used her excellent subject knowledge and effective questioning to help the pupils identify key points in the text. The high expectation of pupils’ learning potential shown in this lesson was also a key feature in the two excellent mathematics lessons seen. During these lessons excellent strategies were used to involve the whole class at their own level of ability and an exceptional pace was maintained throughout.

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WHAT THE SCHOOL DOES WELL

The leadership of the headteacher is outstanding and is ably supported by staff and governors.

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WHAT THE SCHOOL DOES WELL

10. One of the main contributory factors in the success of the school is the high quality leadership and management. At the heart of this is the outstanding leadership demonstrated by the headteacher. He is instrumental in ensuring that the school sets very high expectations for all its pupils, values all that individuals bring to the school and that the school provides such a vibrant and caring environment. In this work, he is ably supported by all staff and the governing body, who all share responsibility for ensuring that the school’s aims are met and there is a constant drive to attain high standards both academically and in personal development. Ashburnham School - 12 11. The headteacher has a very clear educational vision for the school and is constantly seeking to make improvements that will benefit the pupils. The school development plan is a detailed document which clearly sets out targets for improvement and the steps by which they will be

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WHAT THE SCHOOL DOES WELL

achieved. Data relating to pupils’ performance is carefully analysed and the information gathered is used to set targets for improvement and ensure that resources are allocated effectively

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WHAT THE SCHOOL DOES WELL

12. The inspirational leadership of the headteacher is matched well by the dedicated staff team. In a time of uncertainty due to unavoidable personnel problems, the staff have taken on additional responsibilities to ensure that the enforced changes have a minimal effect on the pupils. The senior staff provide excellent support both for the headteacher and less experienced members of staff. All members of staff work very effectively as a team to provide high quality teaching and support.

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WHAT THE SCHOOL DOES WELL

13. The governing body is very supportive of the school. Members of the governing body are becoming increasingly involved in monitoring the school's work through their committee structure, direct involvement in the life of the school and by developing their systems for evaluating the success of planned developments. Named governors, for instance the governor with responsibility for special educational needs, fulfil their roles well and one governor runs a very successful club for pupils with particular talents in information and communication technology.

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WHAT THE SCHOOL DOES WELL

14. The effective use of financial resources is another major factor, which contributes to the school’s success. The school places a high priority on providing additional support for pupils with English as an additional language and for those identified as having special educational needs. Financial resources earmarked for specific support are efficiently used and the school seeks every opportunity to access additional funding or support from the local community.

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The ethos of the school is excellent. High expectations are set and supported by an

exceptional learning environment, which meets the needs of all pupils.

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The ethos of the school is excellent. High expectations are set and supported by an

15. The school provides a very secure and caring learning environment in which the pupils are valued as individuals and where everyone employed in the school strives to ensure that each pupil reaches their full potential. The value that the school places on its rich cultural heritage and the high expectations set are major contributory factors in its success.

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The ethos of the school is excellent. High expectations are set and supported by an

16. The school environment is considerably enhanced by many high quality displays of pupils’ work. In addition, the school has uniquely featured framed photographs of all the pupils, many in national costume, which are also displayed throughout the school. This demonstrates the great value that the school places on the importance of the individual, how cultural diversity is celebrated and raises pupils’ self-esteem. Also displayed are many positive messages about success, which constantly reinforce the school’s high expectations.

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The ethos of the school is excellent. High expectations are set and supported by an

17. Of significance in achieving this excellent ethos is the value placed on pupils’ spiritual, moral, social and cultural development. Pupils’ spiritual development is promoted well in assemblies and in the curriculum. The beliefs and values of the many different religious groups are discussed and celebrated. Moral and social development is promoted strongly and results in the very good behaviour seen in the school.

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The ethos of the school is excellent. High expectations are set and supported by an

18. One of the most significant transformations made by the headteacher is in the physical environment of the school. Considerable changes to both the internal and external accommodation have been made over the past three years. These have produced an extremely attractive environment within which the pupils work and play. One excellent example of how the environment has been changed to make the pupils feel more valued is the development of the dining area into a restaurant. This is now a nice area for pupils to have their lunch with bright tablecloths and different types of music being played in the background. Further exciting developments are planned for the grounds. All of these developments add considerably to the school’s overarching message of valuing people. Ashburnham School - 13 The quality and extent of community involvement are excellent.

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The ethos of the school is excellent. High expectations are set and supported by an

19. Pupils are provided with outstanding opportunities; these not only significantly enhance learning experiences, but also support personal development. This allows pupils to ‘blossom’ and reveal their strengths and successfully overcome any difficulties they may have.

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The ethos of the school is excellent. High expectations are set and supported by an

20. The headteacher is highly successful in encouraging and securing the involvement of not only the local community, but businesses, pastoral support groups, and a ‘bank’ of experts including artists in residence, a theatre designer and an architect as well. For example, a governor with information and communication technology expertise who regularly works with gifted and talented pupils. These experts and groups complement the exciting teaching taking place in school.

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The ethos of the school is excellent. High expectations are set and supported by an

21. There is a particularly close relationship with the estate residents and community centre facilities like the after school provision, and in particular, the access to the community computer suite so that all pupils can develop their computer skills to the highest level. Small groups of nursery children quickly learn basic skills; for example, they can use a mouse very well to follow a program, and start to develop independence, seen when a child was able to start the print program, unaided. The local newsagent, although having no children at the school, runs the fundraising group, the ‘New Friends of Ashburnham’.

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The ethos of the school is excellent. High expectations are set and supported by an

22. Pupils and their families benefit from the many services from support groups who work with the school. There are many excellent examples; the West London Action for Children provide counselling on the complex job of parenting; the Learning Loft, providing regular off-site sessions for pupils with attendance and behaviour difficulties; the group focusing on raising girls’ self- esteem (with a group for boys planned); the links with community health and social services who meet and work with families in the known, trusted and supportive school environment; therapeutic support including art therapists, provided through the Violett Melchett Centre; and the Cheyne Link offering intensive support through drama, games and play, for pupils who need to re-establish social skills and rebuild relationships, usually after experiencing significant trauma in their lives.

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The ethos of the school is excellent. High expectations are set and supported by an

23. Whole-school events, such as assemblies and theme weeks, often reflect the background of the community, for example, prayers are sometimes said in Arabic or Bengali; the imaginative work on world masks, displayed in the hall. Arts groups regularly visit the school to perform and provide workshops for the pupils, for example, in dance and drama. The school grounds are being enhanced through the generosity of the General Electric Challenge, providing plants, landscaping and shelter, using pupils’ own ideas, designs and sometimes participation, to transform the previously rather bland play areas.

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The ethos of the school is excellent. High expectations are set and supported by an

24. Any possible contact is investigated if it will bring new skills, experiences or benefits to the school’s pupils. This has a most positive impact on pupil achievements and the raising of standards and is a significant factor in the exhilarating and happy learning environment. Ashburnham School - 14

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The governors should ensure that they meet their statutory responsibilities for health and

safety and the provision of information.

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The governors should ensure that they meet their statutory responsibilities for health and

25. A recent health and safety audit undertaken by the local authority has identified a number of important areas that the governors should give urgent attention to. Although no major health and safety problems were identified, the governors recognise the need to undertake a full risk assessment.

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The governors should ensure that they meet their statutory responsibilities for health and

26. Parents receive very good quality information from the school in the form of regular detailed newsletters, a comprehensive school brochure and very detailed reports on their children’s progress. The governors’ annual report to parents, although informative, lacks a large number of items that are statutory requirements.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

27. The governors should ensure that they meet their statutory responsibilities by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

i) Implementing fully the recommendations of the recent health and safety audit. ii) Providing the required information in their annual report to parents. Ashburnham School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 5

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching Care should be taken when interpreting these percentages as each lesson represents more than six percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 26 187

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 10 112

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 4 49

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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 133

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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 29

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 29

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Attendance

School data 5.4 School data 0.8 Ashburnham School - 16 National comparative data 5.6 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. Ashburnham School - 17

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Attainment at the end of Key Stage 1 (Year 2)

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 11 17 28

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Boys 8 7 10 Numbers of pupils at NC level 2 and above Girls 16 15 15

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 86 (67) 79 (74) 89 (85) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 7 10 10 Numbers of pupils at NC level 2 and above Girls 15 16 16

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 79 (67) 93 (89) 93 (89) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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Attainment at the end of Key Stage 1 (Year 2)

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

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Attainment at the end of Key Stage 2 (Year 6)

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 14 11 25

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Attainment at the end of Key Stage 2 (Year 6)

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 13 14 14 Numbers of pupils at NC level 4 and above Girls 6 6 9

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 76 (76) 80 (80) 92 (92) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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Attainment at the end of Key Stage 2 (Year 6)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 12 14 14 Numbers of pupils at NC level 4 and above Girls 6 6 9

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 72 (72) 80 (72) 92 (80) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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Attainment at the end of Key Stage 2 (Year 6)

Percentages in brackets refer to the year before the latest reporting year. Ashburnham School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 9 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 23 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 57 Other minority ethnic groups 0 0

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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) 10.4 Financial year 2000/2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 16.4 : 1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 734044.00

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Teachers and classes Financial information

Total number of education support staff 8 Total expenditure 745976.00

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Teachers and classes Financial information

Total aggregate hours worked per week 183.50 Expenditure per pupil 3134.00

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 43340.00

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 31408.00

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Teachers and classes Financial information

Number of pupils per qualified teacher 26 : 1

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Teachers and classes Financial information

Total number of education support staff 3

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Teachers and classes Financial information

Total aggregate hours worked per week 57.5

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Recruitment of teachers

Number of teachers who left the school during the last two years 8

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 7

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 2

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 2

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 Ashburnham School - 19 FTE means full-time equivalent. Ashburnham School - 20

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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. 72 26 2 0 0

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Percentage of responses in each category

Behaviour in the school is good. 59 33 2 1 5

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Percentage of responses in each category

My child gets the right amount of work to do at home. 66 24 4 3 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 62 26 11 1 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 79 17 1 1 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. 91 9 0 0 0

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Percentage of responses in each category

The school works closely with parents. 71 23 2 1 2

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Percentage of responses in each category

The school is well led and managed. 84 13 0 1 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 72 24 1 1 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 66 29 3 0 2

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