Greenmount Primary School

GREENMOUNT PRIMARY SCHOOL

Dates of inspection: 19 - 21 November 2001

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GREENMOUNT 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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GREENMOUNT 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. Greenmount Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Holhouse Lane Greenmount Bury Lancashire

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr L A Murray

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 2 - 5 June 1997 Greenmount Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members 20973 Mr N B Jones Registered inspector 19342 Mr T Heavey Lay inspector 11472 Mr M Beale Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Sandfield Educational Consultants Limited 16 Wychwood Drive Trowell Park Nottingham NG9 3RB

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INFORMATION ABOUT THE INSPECTION TEAM

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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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

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

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

Greenmount is an average-sized primary school catering for pupils aged four to eleven. There are 246 pupils (140 boys and 106 girls) on roll. This oversubscribed school is situated in the village of Greenmount which is to the north of Bury. Less than 1% of the pupils are eligible for free school meals which is well below the national average. Nearly 99% of the pupils are from white ethnic background and none have English as an additional language. The pupils’ attainment on entry to the school is above average. Thirty-four pupils are on the register of special educational needs (below average nationally) including two pupils with a Statement of Special Educational Need.

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HOW GOOD THE SCHOOL IS

Greenmount is a very good school with many strengths. Good teaching, a rich curriculum and the effective and passionate leadership of the headteacher have enabled the school to provide the children with an excellent all-round education. As a consequence, the pupils have a broad range of experiences and achieve consistently high standards in English, mathematics and science. The school provides very good value for money.

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What the school does well

• Standards in English, mathematics and science are well above average. • The teaching is good overall and it is excellent in Year 5 and Year 6. • The headteacher, supported by a dedicated staff, provides very effective leadership. • A rich curriculum, both within and outside lessons, is provided. • There is a very positive ethos, based on high expectations and a shared enjoyment of learning, within a happy and caring environment. • The provision for the pupils' moral and social development is excellent. • The partnership with parents is a strength of the school.

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What could be improved

• Information and communication technology could be used more to support the learning in other subjects. • More effective use could be made of the school improvement plan to guide developments. 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

When it was last inspected in June 1997, Greenmount was considered to be a good school achieving standards that were well above average in English, mathematics and science. Effective leadership and good teaching have enabled the school to maintain these high standards since then. All of the issues raised in the last report have been effectively addressed. Greenmount Primary School - 7

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

English A A A A well above average above average A B Mathematics A* A A* A* average below average C D Science A A A* A* well below average E

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STANDARDS

The table shows that for the past three years the results of the national tests in English, mathematics and science at the age of eleven have been consistently well above average. In 2001 all of the pupils managed to achieve at least Level 4 (the expected level) in all three subjects. Where A* is shown, the school's results are very high and in the top 5% nationally. Inspection evidence confirms that by the age of eleven the pupils' attainment is well above average in English, mathematics and science. Across a very broad curriculum, pupils of all abilities make good progress overall, with excellent progress being made in Year 5 and Year 6. Standards in music and the games and swimming aspects of physical education are high. Although the pupils achieve satisfactory levels of attainment in information and communication technology, they could be doing better. There is little evidence of computers being used

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STANDARDS

In the 2001 national tests the school achieved its own ambitious targets of all pupils reaching at least the expected level (Level 4) in English, mathematics and science. The same targets have been set for 2002 and inspection evidence would indicate that they are likely to be close to achieving them.

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STANDARDS

The results of the national tests at the end of Key Stage 1 over the last three years indicate that standards are consistently well above average in reading, writing and mathematics. The work the pupils were doing during the inspection confirmed these high standards.

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Aspect Comment

Attitudes to the school Outstanding. The pupils' obvious enjoyment of school is shown in their enthusiasm for everything they do.

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Aspect Comment

Behaviour, in and out of classrooms Excellent. The pupils show great responsibility and can be relied upon to behave impeccably whether directly supervised or not.

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Aspect Comment

Personal development and relationships Very good. The pupils willingly accept responsibility and show great care and consideration for each other. The pupils enjoy harmonious relationships with staff and each other. Greenmount Primary School - 8 Attendance Very good. Well above the national average.

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Aspect Comment

The staff ably promote the ethos of taking personal responsibility and respect for others. This impacts very positively on educational standards and on the pupils’ personal growth and good citizenship; a fact noted by parents in their response to the questionnaire. The pupils actively seek out responsibility rather than simply accepting it.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

Quality of teaching 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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TEACHING AND LEARNING

Overall, the teaching in the school is good and in Year 5 and Year 6 it is excellent. This strength of the school enables pupils of all abilities to make good progress in most subjects, with very good progress being made in the two classes at the end of Key Stage 2. The teaching of literacy and numeracy is a strength, with the majority of teaching in these subjects being of a high standard, particularly in the upper juniors. In the Foundation Stage (Reception Year) good use is made of whole-class, group and individual teaching and the children make a very good start in reading, writing and number.

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TEACHING AND LEARNING

In Key Stage 1, flexible grouping arrangements help to ensure that all pupils receive additional support and teachers are more readily able to match work to individual needs. A particular strength of this system is in the teaching of English and mathematics where targeted pupils from Year 1 and Year 2 are brought together in a small group for work that is carefully planned to give them a boost.

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TEACHING AND LEARNING

In Key Stage 2, specialist teaching across most subjects is generally used well to utilise the relevant expertise of the teachers. It is particularly effective in the teaching of science, music, games and swimming. The quality of teaching was very good or excellent in every lesson observed in Year 5 and Year 6. As a consequence, the pupils make rapid progress in the two upper junior classes. The variety and pace of these lessons and the constant challenge being offered to the pupils ensures a very productive learning environment.

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Aspect Comment

The quality and range of the curriculum There are many rich and imaginative opportunities provided for pupils to learn, including a very good range of extra-curricular activities.

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Aspect Comment

Provision for pupils with special educational needs Very good. Individual needs are well known by the teachers and well catered for.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. Excellent provision is made for the pupils' moral and social development and this results in a happy and harmonious environment where trust and personal responsibility are given a high priority.

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Aspect Comment

How well the school cares All members of this 'family' school exhibit care and consideration for each other. The pupils receive very good support, guidance and welfare Greenmount Primary School - 9 for its pupils from all staff.

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Aspect Comment

The school provides a very good range of activities outside of normal lessons that further enrich the pupils' learning. It offers a wide range of sporting activities and many pupils have the opportunity to join the choir, recorder groups and orchestra. The school also runs after school clubs for textiles and science.

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Aspect Comment

In the Foundation Stage (Reception Year) the staff plan carefully for the children's physical development but regular access to outdoor play equipment is limited.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides excellent leadership towards clear goals that are firmly rooted in both the raising of attainment and the personal development of the pupils. The headteacher and senior management team provide a clear direction for the school and promote close teamwork and mutual support amongst the staff. How well the governors fulfil their responsibilities The governing body is very effective in supporting the school. It is very well led by the chairperson who visits the school on most days and shows a great commitment to the whole school community. The school’s evaluation of its performance Teaching is monitored to promote continuous improvement. The school compares its standards rigorously against a range of measures and takes effective action to maintain high standards. The strategic use of resources Very good use of time, staff, accommodation and learning resources

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Aspect Comment

help provide a stimulating education for the pupils at the school. Very good use is made of parents, visits and visitors.

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Aspect Comment

The school consults pupils, parents and the community, compares its standards rigorously and uses its resources wisely to achieve best value. Resources for learning are good. The school’s well-stocked library encourages pupils’ love of reading. The school's improvement planning lacks detail in terms of timescale and costings. Without this detail, the governors are unable to use the plan as a working document and to monitor whether there has been a successful outcome.

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What pleases parents most What parents would like to see improved

• Standards of work are very good. • The children like school and have a very positive attitude to their work. • The pupils behave well and are expected to work hard. • The school is well led and managed and the teaching is good. • Parents are made to feel very welcome in school. • The school provides a very full curriculum. • Prior information about projects to be studied to enable parents to assist their children at home. • Some parents would like more curriculum evenings in order to be better informed about teaching methods. Greenmount Primary School - 10 Inspectors' judgements fully support the parents' positive views. Regarding the areas that parents would like to see improved, the school recognises that it would be useful for parents to receive more information and will act upon this.

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WHAT THE SCHOOL DOES WELL

The pupils achieve consistently high standards in English, mathematics and science.

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WHAT THE SCHOOL DOES WELL

1. The national tests taken by the pupils at the age of seven and eleven indicate that the school has been successful in maintaining standards at a high level in English since the last inspection.

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WHAT THE SCHOOL DOES WELL

2. From starting school, the pupils make good progress in reading. Parents are encouraged to hear their children read regularly and the school has a very good collection of fiction, poetry and non- fiction books and a wonderful library. By Year 2, the pupils have acquired the appropriate strategies for reading new words and many are beginning to understand the deeper meaning of the text. Almost all reception pupils are able to read some words and a number are competent readers with good knowledge of letter sounds and understanding of what they have read. Year 6 pupils are competent accurate readers who cope equally well with fiction or non-fiction texts across the curriculum.

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WHAT THE SCHOOL DOES WELL

3. The content of the pupils’ writing is of good quality throughout the school. All reception pupils write independently and by Year 2 many pupils write in sentences with spelling and punctuation that is generally correct. In the juniors, the pupils make good progress in learning the ‘mechanics’ of punctuation, grammar and spelling and most apply these consistently in their writing in English and other subjects. By Year 6, the pupils write very well in a range of formats such as reports, stories and poems. They have opportunities to write on such diverse subjects as biographies, journalistic bias and ghostly happenings. However, in some subjects, such as RE and geography, pupils too often copy what the teacher writes and so some opportunities are missed to apply their carefully developed writing skills in different contexts. Although the pupils write legibly, a cursive style of writing is being developed too slowly in Year 3 and Year 4.

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WHAT THE SCHOOL DOES WELL

4. Standards of speaking and listening are very good. Pupils throughout the school are articulate and use language well. They are confident when speaking before an audience. They are encouraged by all adults to express themselves and to talk about what they have learned. For example, in the Reception class, a child was fascinated by the word patterns in a nursery rhyme and suggested many suitable alternatives. In Year 6, the pupils use technical vocabulary such as ‘similes’ and ‘connectives’ easily and confidently.

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WHAT THE SCHOOL DOES WELL

5. Standards in mathematics have been consistently high over the last five years (and regularly in the top 5% nationally) in the national tests taken at the end of both key stages. The youngest children show a good understanding of mathematical ideas and are eager to learn more. In one lesson they were able to describe a range of repeating patterns in terms of colour and size using accurate mathematical vocabulary. They were able to predict how a pattern might continue and to recognise different patterns in household items the teacher had brought into school. The pupils make good progress through Key Stage 1 and by the age of seven they have a very good all round knowledge and understanding of mathematics. In a Year 2 lesson the pupils effectively Greenmount Primary School - 11 used various strategies to halve numbers and suggested a number of ways of dividing various shapes into ½s and ¼s, and for some pupils, well beyond this.

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WHAT THE SCHOOL DOES WELL

6. The pupils make good progress overall in Key Stage 2, with very good progress being made in Year 5 and Year 6. The pace and challenge in lessons in the upper juniors is such that the pupils learn at a very quick rate. Astute questioning by the teacher, enabled pupils in a Year 6 lesson to demonstrate their very secure knowledge of decimals, fractions, angles, percentages, averages and much more. Their quick recall of number and other facts is matched by an ability to apply their very good understanding across the full range of mathematical activities. For example, the pupils used their understanding of shapes, angles and symmetry to successfully classify the properties of polygons.

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WHAT THE SCHOOL DOES WELL

7. By the age of eleven, standards in science are well above average. The excellent specialist teaching of science in Key Stage 2 has a direct bearing on the high standards achieved. The pupils carry out their own investigations and have a very good understanding of how to ensure that the experiments will produce valid results. This was the case in a lesson in Year 5 where the pupils investigated how the loudness and pitch of sounds of vibrating objects could be changed. They tested their predictions appropriately by varying the vibrating object whilst keeping all of the other factors constant. Their conclusions from the experiment showed a secure grasp of the process. Discussions with the pupils and scrutiny of their work indicate that they have very good knowledge and understanding across many aspects of science.

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WHAT THE SCHOOL DOES WELL

The teaching is good overall and it is excellent in Year 5 and Year 6.

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WHAT THE SCHOOL DOES WELL

8. Overall, the teaching in the school is good and in Year 5 and Year 6 it is excellent. This strength of the school enables pupils of all abilities to make good progress in most subjects, with very good progress being made in the two classes at the end of Key Stage 2.

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WHAT THE SCHOOL DOES WELL

9. In the Foundation Stage (Reception Year) teaching is consistently good. The team of teachers and support staff work extremely well together. The teachers have a clear understanding of the needs of young children and plan their work well. Non-teaching staff and parents provide good support. There is a very good balance between directed and chosen activities. Equipment and resources are organised very effectively to promote the children's independence and to arouse their curiosity. The classroom is full of materials and areas such as the Nursery Rhyme Cottage that prompt the children to use their developing reading, writing and number skills. Good use is made of whole-class, group and individual teaching and the children get a very good start in reading, writing and number. The planning clearly demonstrates how the children's skills will be extended as the term progresses. The staff place high value on children being as independent as

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WHAT THE SCHOOL DOES WELL

possible and are highly successful in developing their self-confidence and self-reliance. Staff plan carefully for the children's physical development but regular access to outdoor play equipment is limited.

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WHAT THE SCHOOL DOES WELL

10. The quality of teaching in Key Stage 1 is good. The effective use of an additional teacher enables the pupils to be taught in smaller groups for many subjects. These flexible grouping arrangements help to ensure that all pupils receive additional support and teachers are more readily able to match work to individual needs. As a result, the pupils make good progress. A particular strength of this system is in the teaching of English and mathematics where targeted pupils from Year 1 and Year 2 are brought together in a small group for work that is carefully planned to give them a boost. Many pupils benefit from this concentrated work as the composition of the group is regularly reviewed. In addition to the good teaching that takes place Greenmount Primary School - 12 in lesson time, the teachers spend a significant amount of time extending the pupils' reading skills through shared and guided reading activities at lunchtime.

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WHAT THE SCHOOL DOES WELL

11. Overall, the teaching in Key Stage 2 is very good. It is outstanding in Year 5 and Year 6 where the quality of teaching was very good or excellent in every lesson observed during the inspection. As a consequence, the pupils make rapid progress in the two upper junior classes. The variety and pace of these lessons and the constant challenge being offered to the pupils ensures an intense and productive learning environment. This was evident in a Year 6 mathematics lesson where the rapid pace created by the quick-fire mental arithmetic start (on a wide variety of topics) was continued through the teacher's introduction on polygons and the pupils' follow-up activities. Throughout, the teacher had high expectations, adopting an 'ask, don't tell' policy which constantly challenged the pupils to think for themselves. The greatest motivator to the pupils in the upper juniors is the sheer enthusiasm for teaching shown by the teachers.

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WHAT THE SCHOOL DOES WELL

12. In Key Stage 2, specialist teaching across most subjects is generally used well to utilise the relevant expertise of the teachers. It is particularly effective in the teaching of science, music, games and swimming. In these subjects the excellent subject knowledge of the teachers, combined with their enthusiastic delivery and the provision of challenging work leads to the pupils reaching very high standards. For example, the music specialist uses her high level of expertise to extend the pupils' knowledge, understanding and performance way beyond what would normally be found in primary schools. This was demonstrated in a Year 6 lesson when the pupils used the pentatonic scale to compose their own tunes in four bar rhythm patterns. They were able to describe their compositions in terms such as drone and ostinato.

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WHAT THE SCHOOL DOES WELL

13. Relationships between teachers and pupils are very good. They are built on mutual respect, the sharing of a common goal to achieve high standards and well defined routines. The pupils are expected to work hard and behave well; and they do. Much of the work is made enjoyable and this is assisted through the use of humour and the enthusiasm of the teachers. This results in a very good working atmosphere in the classrooms.

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WHAT THE SCHOOL DOES WELL

14. The teachers' marking in books is always positive and offers suitable pointers to help the pupils improve. Thorough assessment procedures are now in place and the information is used very effectively for future planning, predicting attainment and setting targets. The national tests and the teachers' own assessments are used effectively to track the pupils' progress. Each pupil has a comprehensive assessment portfolio and these are passed on to the next teacher. The overall results of assessments are used well to analyse trends, provide comparative information to governors and to set targets.

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WHAT THE SCHOOL DOES WELL

15. The teachers devote a significant amount of their own time to providing further opportunities for the pupils beyond the classroom. This has helped to raise standards even higher, particularly in music and sport. Well-planned homework, mainly in English and mathematics, makes a significant contribution to the pupils' progress.

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WHAT THE SCHOOL DOES WELL

The headteacher, supported by a dedicated staff, provides very effective leadership.

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WHAT THE SCHOOL DOES WELL

16. The leadership and management of the school is excellent. The questionnaire to parents, shows unanimous agreement that the school is well led and managed. The passionate and effective leadership by the headteacher is key to ensuring that high standards are maintained and that the school is a happy place. He provides strong professional leadership in all aspects of the school’s work and is very well supported by the deputy head. The headteacher has a clear vision of the purpose of education and the direction of the school and is committed to achieving high Greenmount Primary School - 13 standards. He has many excellent qualities and the ability to gain the trust and commitment of staff, pupils and parents. He has a good understanding of the community the school serves and is respected and trusted by local people. The headteacher takes a highly visible role in the day-to- day management of the school. His appreciative, warm and open manner is much praised by

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WHAT THE SCHOOL DOES WELL

parents who also value his consistent stance in promoting their children’s enjoyment of education. This contributes, to a large extent, to the very positive ethos of the school. Pupils know they come to school to learn but that they are also part of the Greenmount family where care and concern for others are important. This is a strength of the school and is rightly valued by parents and pupils alike. The school has a dedicated staff committed to providing the very best quality education for the pupils.

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WHAT THE SCHOOL DOES WELL

17. There are good procedures in place for monitoring and evaluating teaching. The headteacher regularly observes teaching and staff are involved in monitoring planning, work sampling and agreement trialling. The system for identifying teachers’ development needs is very good and is used to ensure that all staff receive appropriate and well focused training. There are good procedures in place to monitor and support newly qualified teachers. This is achieved by very good working relationships and specific mentoring arrangements.

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WHAT THE SCHOOL DOES WELL

18. The management of the provision for pupils with special educational needs is good. The co- ordinator ensures that the school's overall approach to review procedures and documentation for the pupils' individual education plans is thorough and well organised. Pupils with special educational needs are well supported and make good progress.

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WHAT THE SCHOOL DOES WELL

19. The governing body works very hard and supports the school effectively. It is very well led by the chairperson who visits the school on most days and shows a great commitment to the whole school community. Roles and responsibilities have been clearly defined, terms of reference agreed and there are regular meetings of key committees. Governors have a good understanding of the school’s strengths and weaknesses. The school assesses its performance throughout both key stages and tracks pupils’ attainment in national tests. The finances of the school are very well managed. Additional funds raised by the school, together with donations, specific government grants and the school’s budget allocation are carefully spent.

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WHAT THE SCHOOL DOES WELL

A rich curriculum, both within and outside lessons, is provided.

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WHAT THE SCHOOL DOES WELL

20. The curriculum is broad and balanced with an appropriate emphasis on literacy and numeracy. Although the school is particularly strong in delivering English, mathematics and science, it has not let the demands of these subjects impair its ability to provide many rich and imaginative opportunities for the pupils to learn across the whole curriculum. Combined with good teaching, the rich curriculum promotes an enjoyment in learning and enables the pupils to make good progress across a wide range of subjects. The specialist teaching in the juniors and the use of an additional teacher in the infants gives the pupils access to the particular teaching skills of a range of teachers. The pupils with special educational needs have work that is well planned and receive the necessary support for them to participate fully and achieve well.

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WHAT THE SCHOOL DOES WELL

21. The school is particularly adept at raising the confidence and self-esteem of the pupils. At the meeting prior to the inspection, parents expressed their admiration of the way the school utilises music and sport, in particular, for this purpose. Over and above the worth of these two subjects in bolstering the pupils' self-esteem, the school has built up a well-justified reputation for providing excellence in music and sport. This is exemplified by the many invitations the school choir receives to appear at concerts. In this context the school has been nominated to represent Bury as part of next year's Commonwealth Games celebrations in Manchester. In sport, the Greenmount Primary School - 14 school has recently won local competitions across a range of activities, including football, rugby, cricket, gymnastics, netball, rounders and swimming. In addition to this, the national lacrosse tournament has been won on two occasions. The provision of such a wealth of opportunities

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WHAT THE SCHOOL DOES WELL

allows many pupils to participate and develop their skills across a wide range of activities.

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WHAT THE SCHOOL DOES WELL

22. The school provides a very good range of sporting activities outside of normal lessons including cricket, football, rugby, lacrosse, netball and rounders. Many pupils have the opportunity to join the choir, recorder groups and orchestra. This is in addition to the instrumental tuition for which parents pay. The school also runs after school clubs for textiles and science. There are a good number of educational visits, both locally and further afield, together with a residential visit planned for the pupils in Year 6. The teachers work hard to provide such a good range of activities in order to meet the needs and interests of the pupils and this has a very positive impact upon the pupils' personal and social development.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

learning, within a happy and caring environment.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

23. The school has a clear sense of purpose in meeting its aims, values and policies. The school's mission statement 'to ensure that all learners acquire the skills, knowledge and attitudes necessary to succeed' are clearly reflected in the day-to-day life of the school. A very broad curriculum enables the pupils' development to be fostered across a wide range of personal and social, as well as academic skills. The school has a very positive climate for learning based on consistently high expectations of work and behaviour, very good relationships and very positive attitudes. Consequently, it provides a stimulating, secure and happy environment. Through the parents' questionnaire and meeting, parents recognised that the school is promoting and achieving high standards of work and behaviour.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

24. The pupils have excellent attitudes to school and show exceptional enthusiasm. Through the questionnaire, parents, unanimously agreed that their children like coming to school. The pupils respond energetically to the stimulating and challenging teaching, apply themselves with great diligence and work harmoniously in pairs and in small groups, whether directly supervised or not.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

25. The ethos of personal responsibility and mutual respect, ably promoted by the staff, impacts not only on educational standards but also on pupils’ growth in personal maturity and good citizenship. The pupils’ readiness to queue in an orderly fashion, to act responsibly without direct supervision, to work independently, to care for their younger peers, and to respect their environment, all point to a growing sense of maturity. This greatly aids their learning and is a credit to the school and to their families. This maturity is evident both within and outside of school. For example, on the coach to the swimming pool, the driver commented on the pupils' good manners and behaviour. Care and consideration for others prevail at all times. A Year 1 pupil, seeing that another child was hurt, took it upon himself to take the child to the first aid station for attention. Older pupils help younger ones with their reading. It seems that they seek

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There is a very positive ethos, based on high expectations and a shared enjoyment of

rather than simply accept responsibility.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

The provision for moral and social development is excellent.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

26. The school’s excellent provision for moral development flows naturally from the very high expectations that it sets for all members of the school community in terms of self esteem, mutual respect, and personal responsibility. The behaviour policy emphasises positive management and responsive relationships rather than sanctions and control. Any misdemeanours are used later as Greenmount Primary School - 15 matters for group discussion so that all pupils can draw benefit from such incidents. Good behaviour is celebrated through awarding stickers, team points and certificates.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

27. The school’s excellent provision for social development is of prime importance in its personal development and citizenship programme. Socialisation begins when pupils first enter school and are allocated to a House Team in which they remain throughout their time at the school. Membership encourages a team spirit, enabling pupils to earn house points for effort and good behaviour as well as for academic success. Personal and social skills are actively promoted through the excellent relationships that are exemplified by the staff. The pupils gain a sense of pride in the school and in their own achievements through a variety of activities. These include representing the school in many sporting activities, the school choir, concerts, the Harvest Festival, maypole dancing and in joint projects with neighbouring schools. In teaching its children to demonstrate their concern for others the school consults them about which charities they wish

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There is a very positive ethos, based on high expectations and a shared enjoyment of

to support. The children then hold their own fundraising events, raising considerable amounts for those less fortunate than themselves.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

The partnership with parents is a strength of the school.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

28. The excellent relationship between home and school contributes to the children's learning and, in particular, to maintaining high standards of achievement. Parents responding to the questionnaire and those attending the meeting prior to the inspection were very positive about the school and confirmed that the school works very closely with them. Parents are very welcome in school and a significant number of them play an important role in assisting the pupils in the classrooms. Parents are most supportive with homework and are very supportive of the school's events. The Parents' Association is actively involved in fund raising and provides the school with substantial financial support.

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There is a very positive ethos, based on high expectations and a shared enjoyment of

29. Adults in the school know each child and their families very well. This process is started when a member of staff visits the children in their home or pre-school setting before they start in the infants. Parents feel that the school is very approachable and that the headteacher and staff will always find time to discuss matters of concern. The parents receive a great deal of information from the school and, quite rightly, consider the school reports to be very informative. They also find the parents' evenings to be very helpful in keeping them well informed about their children's progress. However, they would like to know more about the topics being covered by their children in school so that they can support them at home. Greenmount Primary School - 16

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Information and communication technology is insufficiently used to support other subjects

and, although standards are in line with expectations, they could be higher.

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Information and communication technology is insufficiently used to support other subjects

30. The provision for information and communication technology (ICT) has improved since the last inspection. The new computer suite has enabled the pupils to have further opportunities to develop their skills in this subject. Appropriate training has been provided for teachers who now have more secure subject knowledge. However, although the focused teaching of skills is starting to raise standards, ICT is not always used as effectively as it could be to support the learning in other subjects.

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Information and communication technology is insufficiently used to support other subjects

31. Key Stage 1 pupils can log onto the computer network and choose the program that they need to use. Year 2 pupils show good control of the mouse to move the cursor when using programs such as Paint. They can change the size of their writing as well as flood and fill colour in their picture formation when designing repeating patterns. By the end of the key stage many pupils use word processors at a satisfactory level to write in a variety of styles. They are able to alter the style of font and save and print their work. With the more frequent opportunities provided in using the computer suite, pupils are beginning to develop their keyboard skills.

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Information and communication technology is insufficiently used to support other subjects

32. Pupils in Key Stage 2 develop their skills in word processing, data handling and control technology at a steady pace overall. However, progress in a Year 6 lesson was very good because of the very good teaching. These pupils learned quickly as they enthusiastically tried things out. They were quick to appreciate the possibility of short cuts and the power of the computer as a tool for modifying and improving information. This could be seen as they designed and used spreadsheets that used a formula to find the answers to multiplication calculations.

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Information and communication technology is insufficiently used to support other subjects

33. However, these skills and interests are not always exploited to promote learning in other subjects. Little evidence was seen of computers being used to support the work in other subjects. Few pupils regularly use the computer as part of their literacy or numeracy lessons. Across the school, lesson plans and classroom organisation are not always adapted to make full and regular use of free-standing computers. Similarly, the potential use by the pupils of cameras, scanners and tape-recorders has not been fully explored or included as part of curriculum experiences.

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Information and communication technology is insufficiently used to support other subjects

More effective use could be made of the school improvement plan to guide developments.

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Information and communication technology is insufficiently used to support other subjects

34. The school's ongoing planning for improvement has weaknesses. Planning is not carried out on a regular basis nor is there any recognised structure to the process. The school acknowledges the Greenmount Primary School - 17 need to formalise the detail of their planning for improvement. Planning for the current academic year is insufficiently covered in the most recent improvement plan and the proposed developments, related to the previous year, lack detail in terms of timescale and costings. Without this detail, the governors are unable to use the planning as a working document to know when developments are to take place and subsequently to monitor whether there has been a successful outcome.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

35. In order to improve standards and the quality of provision further, the headteacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Ensure that information and communication technology is more effectively used to support other subjects. (See paragraphs 30 - 33)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Make more effective use of the school improvement plan to guide developments. (See paragraph 34) Greenmount Primary School - 18

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 18

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the 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 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) 246

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Information about the school’s pupils

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

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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 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 34

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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 0

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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 1

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 2

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Attendance

School data 3.7 School data 0.1 Greenmount Primary School - 19 National comparative data 5.2 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Greenmount Primary School - 20

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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 23 12 35

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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 23 23 Numbers of pupils at NC level 2 and above Girls 11 11 11

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

Percentage of pupils School 97 (94) 97 (97) 97 (97) 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 11 11 11

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

Percentage of pupils School 97 (97) 97 (97) 97 (97) 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 21 35

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

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

Percentage of pupils School 100 (89) 100 (97) 100 (97) 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 13 14 14 Numbers of pupils at NC level 4 and above Girls 21 21 21

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

Percentage of pupils School 97 (89) 100 (97) 100 (97) 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. Greenmount Primary School - 21 Greenmount Primary School - 22

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 1 Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 2 Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 10.4 Financial year 2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.7

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 470,483

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Teachers and classes Financial information

Total number of education support staff 3 Total expenditure 468,412

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Teachers and classes Financial information

Total aggregate hours worked per week 61 Expenditure per pupil 1,904

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year -3

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Teachers and classes Financial information

Total number of qualified teachers (FTE) Balance carried forward to next year 2,068

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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 3

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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) 0

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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 Greenmount Primary School - 23 FTE means full-time equivalent. Greenmount Primary School - 24

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 76 23 1

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Results of the survey of parents and carers

Behaviour in the school is good. 78 21 1

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 60 33 6 1

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 72 26 1 1

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 80 19 1

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 84 16

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Results of the survey of parents and carers

The school works closely with parents. 62 37 1

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Results of the survey of parents and carers

The school is well led and managed. 81 19

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 86 14

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 53 35 6 6 Greenmount Primary School - 25

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