St Boniface RC Primary School

ST BONIFACE RC PRIMARY SCHOOL

Dates of inspection: 24 th - 25 th June 2002

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ST BONIFACE RC PRIMARY 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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ST BONIFACE RC 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. St Boniface RC Primary School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Undine Street Tooting London Postcode: SW17 8PP

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr J Williams

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: June 1997 St Boniface RC Primary School - 2

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Team members

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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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 St Boniface RC Primary School - 3

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PART A: SUMMARY OF THE REPORT 4 - 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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INFORMATION ABOUT THE SCHOOL

This voluntary aided school is situated in Tooting in the Graveney ward, is part of the Wandsworth local education authority and is larger than average in size. There is a 26 place nursery and a pupil role of 314. Of these 153 are girls and 161 are boys. The school is ethnically diverse with less than half the pupils being of white origin. Black and Indian pupils account in the main for the remainder. There are 109 pupils who are designated as having English as an additional language and of them 11 are at an early stage of language acquisition. The languages principally spoken by these pupils at home are Tamil, Konkani/Konkoui, Ibo/Igbo, Tagalog and Creole French. The percentage of pupils having English as an additional language and the percentage of pupils from minority ethnic backgrounds are very high. There are five pupils who are designated as refugees. Sixty-eight pupils are identified as having special

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INFORMATION ABOUT THE SCHOOL

educational needs and this as a proportion is broadly average. These pupils have a wide range of needs that include areas such as specific learning difficulties, emotional and behavioural and speech or communication. The proportion of pupils who have statements of special educational needs is below the national average. The socio-economic background of pupils is generally lower than that seen nationally. The proportion of pupils known to be eligible for free school meals is broadly average and the attainment of pupils on entry to the Nursery is generally below what might be seen nationally. Whilst all teaching posts are currently filled, the school finds difficulty in recruiting and retaining qualified teachers.

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HOW GOOD THE SCHOOL IS

This is a very effective school. The quality of teaching has improved since the last inspection and is now good. No unsatisfactory teaching was observed during the inspection and the proportion of very good teaching has improved threefold. Teaching is good throughout the school. Standards are improving throughout, the school and the school’s National Curriculum test results for pupils aged 11 in 2001 compared favourably with the national average. The school is very good at meeting the needs of all its pupils, including those with special educational needs and those for whom English is an additional language. The school has effective policies to promote equal opportunity and racial equality. The leadership and management of the headteacher and key staff are excellent. The governing body is effective in meeting its statutory obligations. At the time of the last inspection the school was providing sound value for money. The current inspection team now judge that the school is providing very good

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What the school does well

• Pupils in Year 6 are achieving high standards in English, mathematics and science and all pupils are achieving well.

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What the school does well

• Teaching is good overall and is contributing well to high and improving, standards.

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What the school does well

• The pupils’ attitudes, behaviour and relationships are very good and are well supported by the very good provision for their personal and social development .

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What the school does well

• The leadership and management of the headteacher and key staff are excellent and the school is well supported by the governing body.

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What could be improved

• The pupil-teacher ratio for pupils in Years 5 and 6 . The areas for improvement will form the basis of the governors’ action plan. St Boniface RC Primary School - 5

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made a very good improvement since the last inspection in June 1997.The overall management of the curriculum for the Foundation Stage has been effectively improved as has the implementation of schemes of work. School development planning has been improved and is now good. Teachers’ knowledge in aspects of various subjects has been improved. The school has the capacity to continue to improve.

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

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Key

The results of National Curriculum tests for pupils aged 11 in 2001 were above average in English and science and were average in mathematics. When compared with similar schools these results were above average in all three subjects. Over time the results have generally improved and have done so at a rate that is broadly similar to that seen nationally. The school just exceeded the targets for 2001 set in conjunction with the local education authority. The National Curriculum test results for pupils aged seven in 2001 were average for reading and below average for writing and mathematics. In comparison with similar schools these results were average for reading, below average for mathematics and well below average for writing. Teacher assessment for science was average for the proportion of pupils achieving the expected level (Level 2 and above). From 1998 the improving trend in reading, writing and

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Key

mathematics is better than that seen nationally. Inspection shows that all pupils, including those with special educational needs and those for whom English is an additional language, are achieving well and that the attainment of pupils aged 11 is above expectations for English, mathematics and science with some pupils achieving very well in mathematics. For pupils aged seven attainment is in line with expectations in reading, writing, mathematics and science. The school has set challenging, yet attainable targets for pupils who have taken their National Curriculum tests in 2002.

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Aspect Comment

Attitudes to the school Very good. Pupils enjoy school. They work hard and take pride in what they do.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils understand the school’s expectations of them and behave very well at all times.

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Aspect Comment

Personal development and relationships Very good. Pupils have the confidence to take on responsibility and enjoy good relationships with one another and staff. St Boniface RC Primary School - 6 Attendance Good. The school is careful to ensure that parents and pupils know how important good levels of attendance are.

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Years 1 – 2 Years 3 – 6

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

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Years 1 – 2 Years 3 – 6

The skills of literacy and numeracy are well taught. Provision for the development of communication, language and literacy skills for children in the Foundation Stage is good. The teaching of basic skills is good. The quality of teaching has improved and is now good overall. The proportion of teaching that is very good or better has improved significantly since the last inspection. Teachers have good subject knowledge. Lessons are well planned for pupils of all abilities, including those with special educational needs and those for whom English is an additional language and so all pupils are achieving well. Relationships are very good and pupils enjoy the challenge of their lessons. They work hard and take justifiable pride in their results.

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Aspect Comment

The quality and range of the curriculum Good. The curriculum for all pupils has improved since the last inspection and the provision of extra-curricular activities is good.

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Aspect Comment

Provision for pupils with special educational needs Good. These pupils are carefully provided for.

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Aspect Comment

Provision for pupils with English as an additional language Good. The support for these pupils is well targetted and they make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. This provision contributes strongly to the very good attitudes and behaviour of the pupils. The school makes very good use of opportunities to exploit and appreciate the diverse cultural backgrounds of the pupils.

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Aspect Comment

How well the school cares for its pupils Good. The school has some excellent procedures for monitoring pupils’ progress and the school has effective procedures in place to guarantee pupils’ health and safety. Child protection procedures are good and the school is good at promoting racial equality.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Excellent. The headteacher is providing excellent leadership and is ably supported by the deputy. Those staff who have responsibilities carry them out most effectively and this continues to raise standards. How well the governors fulfil their responsibilities Good. The governing body meets its statutory obligations well.

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Aspect Comment

The school’s evaluation of its performance Excellent. The school has excellent systems in place, all of which contribute directly to the improving standards. The strategic use of Good. The school has effectively utilised its budget surplus but needs to St Boniface RC Primary School - 7 resources give thought to how it plans for its pupil/teacher ratio for the oldest pupils in the forthcoming year.

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Aspect Comment

The school is careful to ensure that it applies the principles of best value when seeking goods and services.

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What pleases parents most What parents would like to see improved

• That their children are making good progress.

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What pleases parents most What parents would like to see improved

• That the school is well led and managed. • Nothing of significance.

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What pleases parents most What parents would like to see improved

The inspection team endorses the favourable views of parents. St Boniface RC Primary School - 8

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Pupils in Year 6 are achieving high standards in English, mathematics and science

1. Children are entering the Nursery with levels of attainment that are below what might be expected nationally. They are now making good progress as they pass through the Foundation Stage. This is because the school has responded very well to the key issue of the previous report in which the school was asked to improve the overall management of the curriculum for this age group. Pupils at the end of Year 2 are making good progress and their attainment in English, mathematics and science is now in line with expectations for pupils of that age. This constitutes an improvement from the National Curriculum test results for that age group in the 2001 tests.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

2. The attainment of pupils aged 11 in National Curriculum tests in 2001 was above average in English and science and was average in mathematics. This performance was above average for all three subjects when compared with similar schools. Standards for pupils in Year 6 over time have generally been at or above the national average, with the exception of 1999 when they dipped slightly. The improving trend over time is broadly similar to the improving trend seen nationally.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

3. Inspection shows a picture of continuing improvement, with standards for the current Year 6 group that are higher than expectation in English, mathematics and science. A small group of pupils are functioning at a very high level in mathematics and this reflects the attention that has been paid to the organisation of this subject recently.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

4. Pupils in Year 6 are good readers who are able to look critically at a piece of writing in such a way as to be able to show how the writer has used different strategies in order to persuade the reader to accept what is written. Their own writing is legible and joined and punctuation is good. Pupils can write effectively in different ways so that they can frame an introduction, tell a story or write a poem, all with good effect. They use language well, so that for instance a pupil is able to write, “Although everyone sprinted away, Michael remained, transfixed by the sight before him.” Younger pupils in an excellent lesson in a Year 3 and 4 class were observed to be developing the skill of building tension and using exciting vocabulary in a piece of their creative writing. Pupils are also confident and articulate speakers. They use these skills well when, as monitors, they show visitors around the school. Such activity also gives a hint to the ways in which pupils are

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Pupils in Year 6 are achieving high standards in English, mathematics and science

5. In mathematics, pupils in Year 6 are able to present their work in a well-ordered way. They are able to work effectively using fractions, decimals and percentages whilst the most able can work out areas of shapes using their knowledge of angles and formulae. There is good evidence of the practical application of mathematical knowledge in the pupils’ work on attempting to establish the amount of materials needed to build the school’s very attractive Gazebo.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

6. In science they make good use of technology, for example, to sample sound in the classroom or to produce a graph to show the cooling curve for water that has boiled. They understand the requirements for a test to be fair and can perform fair tests in comparing different materials. Again, as with mathematics, they are able to call on their scientific knowledge and experience to tackle practical and challenging questions such as “What are the factors that affect the speed at which a person can run?”

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Pupils in Year 6 are achieving high standards in English, mathematics and science

7. Standards continue to improve for many reasons, but most immediately because the quality of teaching is improving. Pupils are aware that teachers are preparing lessons to meet their needs. This applies equally well to all pupils including those whose home language is not English, the small number of refugee pupils and those who have special educational needs. Parents and pupils appreciate what the staff are doing for them and pupils respond very well in return. As a result the learning that takes place is challenging and exciting with pupils being conscientious and active participants. St Boniface RC Primary School - 9 Teaching is good overall and is contributing well to high, and improving, standards.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

8. The quality of teaching has improved since the time of the last inspection. At the last inspection there was a small amount of unsatisfactory teaching. The present inspection shows that there is now no unsatisfactory teaching and that the proportion of very good teaching has increased threefold. The teaching has improved because of several factors, most notably being the influence of the headteacher. Teaching is now much better supported and directed than at the time of the last report. Other important influences include the introduction of national strategies for literacy and numeracy and the creation of nationally approved schemes of work. The quality of teaching is fairly even across the school and examples of good teaching were seen throughout the school.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

9. The teaching of communication, language and literacy for children in the Foundation Stage and English for other pupils is good, as is the teaching of mathematics. The skills of numeracy and literacy are effectively taught and teachers are careful to pay attention to effective teaching of basic skills. Teachers have many strengths. They have good knowledge of what they are teaching and good skills with which to teach. This is in part as a result of the school’s response to key issues from the previous report which highlighted weaknesses in certain subjects. As a result, teachers now assess the work of their pupils during the course of a lesson and show pupils how to improve what they have done. This might equally be in a music lesson, where the children are learning a new song, or for older pupils where they are pressed to find alternative vocabulary. Teachers have good teaching techniques. They understand that it is important, for example to give pupils a range

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Pupils in Year 6 are achieving high standards in English, mathematics and science

of strategies for problem-solving and that they need to show pupils how their knowledge and skills can be put to practical use.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

10. Teachers are able to function well because they plan effectively and they can do this not only because they know how to, but because they have a very good understanding of the levels of attainment of the pupils in their classes. Well-planned and resourced lessons that provide appropriate levels of challenge and support are then taught at a good pace so as to ensure the continuing interest and involvement of the pupils. Teachers are good at planning for the support of individual pupils or groups, including those with special educational needs or those for whom English is an additional language. Those teachers and other staff who work in a support role do so most effectively because everyone has a clear understanding of the objectives of the lesson.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

11. Teachers’ good organisation ensures that, even though classrooms tend to be small and crowded, lessons proceed smoothly. Because the number of older pupils is set to rise next year the present system of three classes containing all pupils in Years 5 and 6 will lead to overcrowding.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

12. Good attention is paid to the balance of the lesson. Objectives are made clear and at the end of the session pupils are given the chance to assess for themselves whether they have reached their original goal in that lesson. Pupils are given good opportunities to explain their thinking and in so doing consolidate what they are learning. Others are given the opportunity to evaluate, through good questionning, what has been done or said and this supports and strengthens the social development of the pupils as well as reinforcing the relationships. The best lessons take advantage at the end of the session not only to review progress but to suggest how what has been learned will contribute to future learning.

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Pupils in Year 6 are achieving high standards in English, mathematics and science

13. As the school is careful to inform parents and to communicate effectively with them both parents and pupils have a clear understanding of the efforts that staff are making on their behalf. Relationships are very good. Teachers have the respect of their pupils and so lessons are taught in classrooms where success is shared and valued, where the expectations are clear and where there is a relaxed yet purposeful atmosphere.

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The pupils’ attitudes, behaviour and relationships are very good and are well

supported by the very good provision for their personal and social development. St Boniface RC Primary School - 10 14. Parents spoke highly of their children’s commitment in respect of behaviour, attitudes, relationships and values at the parents’ meeting and through the questionnaire. The inspection team endorses these views. The ethos of the school is one which sees great virtue in developing pupils as fully as possible to enable them to tackle the next stage of their education with confidence and ultimately take their place in society as good citizens. In this respect the school both benefits from and supports the role of the church within the parish and the community.

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The pupils’ attitudes, behaviour and relationships are very good and are well

15. The school makes its expectations clear in many ways. There are clear guidelines and procedures for sanctions and rewards, but the school is also careful to take opportunities through its assemblies and its cultural activities to show that good attitudes, behaviour and relationships are very important.

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The pupils’ attitudes, behaviour and relationships are very good and are well

16. Pupil’s attitudes are very good. Pupils are given the opportunity to be responsible and they accept this well. Pupils are given responsibilities and, as for example in the way they show visitors round their school, they do this with great effect. There are opportunities for older pupils to work with younger ones and to take on other monitorial duties such as being present on the stairs as others enter the building.

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The pupils’ attitudes, behaviour and relationships are very good and are well

17. The school building and grounds are such that pupils need to behave well. Pupils understand what the school’s code of behaviour requires of them. Classroom space is restricted and the school has done very well to make its outdoor space seem much larger than it is. Behaviour is very good. This is not only the case in classrooms but on the stairs and in the playground. Lunches, which are taken in the school hall, are well ordered affairs and it is pleasing to see that on occasion pupils with packed lunches are able to take them outside.

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The pupils’ attitudes, behaviour and relationships are very good and are well

18. Relationships are very good. Pupils understand the need to respect what others are saying and so listen with interest. Teachers and pupils get on well and the school is careful to ensure that pupils from different cultures are valued not only as members of the whole school but for their uniqueness as well. Because the school is thoughtful it is able to provide many opportunities that will encourage the development of relationships. Younger and older pupils are brought together to share books and playtimes see a whole set of activities that range from football to chess taking place under the careful supervision of staff. The school is harmonious and pupils enjoy an environment that is free from oppressive behaviour such as bullying, racism and sexism. The school’s racial equality policy is clearly effective.

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The pupils’ attitudes, behaviour and relationships are very good and are well

19. The provision for pupils’ spiritual, moral, social and cultural development has improved since the time of the last inspection. Pupils are encouraged to be active members of the church and the school celebrates their religious development in assemblies. Assemblies also provide good opportunities for spiritual development through moments of reflection. Lessons were seen in which pupils were able to marvel at aspects of the natural world. The school has the advantage of being in a multi-ethnic community as well as being a part of the religious community. The cultural provision that the school makes is very good and ranges beyond the formal curriculum to the celebration of arts, theatre and dance. The school is also careful to take advantage of the cultural opportunities afforded by our capital city.

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The leadership and management of the headteacher and key staff are excellent and

the school is well supported by the governing body.

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The leadership and management of the headteacher and key staff are excellent and

20. This very effective school has made a very good improvement since the last inspection. Standards are rising, the quality of teaching has improved and the school is providing very good value for money. These changes have been brought about initially because of the leadership of the headteacher. She has clarity of vision and the skills to involve staff, pupils and parents in turning that vision into reality. The key issues from the previous inspection report have been effectively addressed.

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The leadership and management of the headteacher and key staff are excellent and

21. The school has a positive ethos in which staff share a common will to be effective. Delegation has successfully empowered staff and the monitoring procedures that have been established ensure St Boniface RC Primary School - 11 that all concerned are well supported and ably understand the part they have to play. The deputy is making a major contribution in this respect, not only for the way in which she supports the headteacher but also in the way she fulfils her own areas of responsibility. Particularly pleasing in this respect has been the work done to improve standards in mathematics and levels of attendance.

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The leadership and management of the headteacher and key staff are excellent and

22. Because the school has excellent monitoring and assessment procedures, teachers with specific responsibilities are in a position to know how they are performing. They know the levels of attainment of their pupils and can meet their particular needs as a result. They understand the effectiveness of what they have accomplished as individuals taking the lead for aspects of the curriculum and in areas such as the provision for pupils with special educational needs or for those pupils who have English as an additional language to the one they speak at home.

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The leadership and management of the headteacher and key staff are excellent and

23. The headteacher has also been very successful in conveying the school’s ethos and effectiveness to the parents, who believe it to be excellent. The school is careful to take the views of parents into consideration and one of the ways it does this, apart from making all staff very accessible, is through its multi-ethnic working party which provides not only a vehicle for communication but a platform for parental support. The headteacher also ably supports the governing body, which is well informed about the school. The governing body is meeting its statutory obligations well. It is instrumental in developing the school’s priorities and in overseeing its financial affairs. The school has effectively utilised its budget surplus but needs to give thought to how it plans for its pupil / teacher ratio for the oldest pupils in the forthcoming year.

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The leadership and management of the headteacher and key staff are excellent and

24. The quality of teaching has been improved through development training and monitoring within the classroom. The school has two newly qualified teachers who have been well supported in their initial year. Staff development is good but the difficulty with recruitment and retention of teachers - a problem by no means unique to this school – does mean that the task of raising the overall quality of teaching yet higher is made more difficult.

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WHAT COULD BE IMPROVED

The pupil / teacher ratio for pupils who will be in Years 5 and 6.

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WHAT COULD BE IMPROVED

25. The school presently operates a grouping system whereby the oldest pupils from Years 5 and 6 are divided into three mixed-age classes. This works well at present despite restricted classroom space. A few parents are unhappy about this arrangement and it is clearly more difficult for teachers. Numbers are increasing and this means that there is a need to alter the pupil to class allocation system so that four classes are provided to take pupils from Years 5 and 6. The school makes very good use of its accommodation but classrooms are small and increases in numbers to a three-class system would not allow pupils sufficient space. It would also have a negative impact on the provision for pupils with special needs, refugees or those for whom English is an additional language. The school has space into which it can put an extra class but so far has been unable to recruit a suitable teacher. Efforts to resolve this situation have been made and should be

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

26. In order to maintain and improve standards particularly for the oldest pupils the headteacher and governing body should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Seek to employ an extra teacher so as to enable the school to function with two classes for those pupils who will be in Year 6 and two classes for those pupils who will be in Year 5.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(see paragraph 25) St Boniface RC Primary School - 12

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 17

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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 four 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) 26 288

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 41

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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 1 68

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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 109

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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 12

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 28

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Attendance

School data 5.8 School data 0.2 St Boniface RC Primary School - 13 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. St Boniface RC Primary School - 14

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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 25 20 45

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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 23 22 23 Numbers of pupils at NC level 2 and above Girls 19 19 18

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

Percentage of pupils School 93 (91) 91 (89) 91 (91) 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 23 23 23 Numbers of pupils at NC level 2 and above Girls 19 19 19

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

Percentage of pupils School 93 (92) 93 (87) 93 (87) 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 24 16 40

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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 19 18 21 Numbers of pupils at NC level 4 and above Girls 14 12 15

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

Percentage of pupils School 83 (79) 75 (79) 90 (91) 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 16 19 22 Numbers of pupils at NC level 4 and above Girls 14 13 15

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

Percentage of pupils School 75 (74) 80 (85) 93 (91) 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. St Boniface RC Primary School - 15

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 6 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 35 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 43 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) 12.8 Financial year 2001/02

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Teachers and classes Financial information

Number of pupils per qualified teacher 22.5

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 846,076

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Teachers and classes Financial information

Total number of education support staff 7 Total expenditure 879,168

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Teachers and classes Financial information

Total aggregate hours worked per week 164 Expenditure per pupil 2,586

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 114,133

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 0 Balance carried forward to next year 81,041

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Teachers and classes Financial information

Number of pupils per qualified teacher 26

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Teachers and classes Financial information

Total number of education support staff 2

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Teachers and classes Financial information

Total aggregate hours worked per week 52

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Recruitment of teachers

Number of teachers who left the school during the last two years 2

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 3

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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 St Boniface RC Primary School - 16 FTE means full-time equivalent. St Boniface RC Primary School - 17

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Percentage of responses in each category

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

p.19

Percentage of responses in each category

My child is making good progress in school. 62 33 2 0 2

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Percentage of responses in each category

Behaviour in the school is good. 60 33 4 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 48 38 6 3 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 46 46 5 1 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 72 25 2 0 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 72 22 1 0 3

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Percentage of responses in each category

The school works closely with parents. 48 45 5 2 1

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Percentage of responses in each category

The school is well led and managed. 68 28 2 1 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 65 28 1 0 6

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 48 36 3 2 8

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