St Margaret's Church of England Primary School

ST MARGARET’S CE PRIMARY SCHOOL

Dates of inspection: 25 th - 26 th February 2002

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ST MARGARET’S CE 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 MARGARET’S CE 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 Margaret’s CE Primary School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Heywood Road Prestwich Manchester Postcode: M25 2 BW

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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: Mrs G Prosser

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: June 1997 St Margaret’s CE Primary School - 2

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Team members

23101 Mr B Tyrer Registered inspector 9146 Mr M Brennand Lay inspector 21020 Ms T Galvin Team inspector

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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 Margaret’s CE 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

The school has 241 pupils on roll of whom 125 are boys and 116 are girls. The school is situated in the Holyrood ward of Bury. The socio-economic conditions for that ward compare broadly with those seen nationally. The school is average in size. The proportion of pupils known to be eligible for free school meals is below average. There are 26 pupils from a broad range of ethnic backgrounds and, of those, there are twelve pupils for whom English is an additional language. The proportion of pupils for whom English is an additional language is higher than in most schools. There are 19 pupils on the school’s register for pupils with special educational needs of whom one has a statement. This is below the national average for statemented pupils and well below for the proportion on the register. Children enter the reception class with levels of attainment that are broadly average, although this varies from year to

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HOW GOOD THE SCHOOL IS

This is a very effective school. Teaching has improved and is now good throughout all phases. High standards are being maintained in National Curriculum tests for the oldest pupils. All pupils benefit, because the school is educationally inclusive and has good strategies to promote equality of opportunity. The leadership and management of the school are good and the governing body is effective in fulfilling its obligations. At the time of the last inspection the school was considered to be providing satisfactory value for money. This inspection judged that the school is providing good value for money.

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What the school does well

• Pupils achieve high standards in English, mathematics and science in Year 6. • Teaching is consistently good throughout the school. • The attitudes, behaviour and personal development of pupils are very good and attendance is excellent. • The provision for pupils’ spiritual, moral, social and cultural development is very good. • The leadership and management of the school are good.

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What could be improved

• The provision of outdoor experiences for children in the Foundation Stage. • The role of the coordinators, in order to increase the share of monitoring and evaluation of teaching and the curriculum and to enable them to make a more positive contribution to the management of their subject. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made a good improvement since the last inspection in 1997. Standards in information technology and design and technology have been raised for pupils in Years 1 and 2. Standards in art have been raised and the quality of teaching has been improved. The school is now providing a good curriculum. Display now makes a positive contribution to learning and, with the exception of the provision for outdoor experiences, children in the Foundation Stage are now experiencing a good range of learning opportunities. High standards have been maintained and previously good provision such as for the spiritual, moral, social, and cultural development of the pupils has been improved. Schemes of work are now securely in place for all subjects and a wide range of books is provided for research and pleasure. The provision for pupils under five has improved, although the provision of outdoor experiences for these

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

children needs to be further enhanced. St Margaret’s CE Primary School - 5

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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 B D B C Well above average Above average Average Below average Well below average A B C D E

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Key

Children enter the Foundation Stage with levels of attainment that are broadly average and achieve very well as they progress through the school. The attainment of pupils aged seven in National Curriculum tests for 2001 was average in reading and writing and above average in mathematics. Teacher assessment of science for these pupils showed that attainment was average for the numbers reaching the expected level (Level 2 and above). When compared with similar schools, the performance was below average for reading and writing and in line with the average for mathematics. The trend over time shows that attainment in these three subjects varies with the make up of the particular group of pupils, but is usually either average or better than average. The attainment of pupils aged 11 in National Curriculum tests in 2001 was well above average in English and mathematics and was above average in science. When compared with similar schools, this performance was well above average in English,

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Key

above average in mathematics and average in science. On average and over time, pupils have performed at a higher level than seen nationally and the improving trend has broadly mirrored that seen nationally. The school has set challenging yet attainable targets for pupils taking national tests in 2002. Inspection evidence shows that the attainment of pupils is above expectations in reading, writing and mathematics for pupils aged seven and that it is above expectations in English and science and is well above in mathematics for pupils aged 11.

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Aspect Comment

Attitudes to the school Very good. Pupils enjoy coming to school. They work hard and appreciate what their teachers do for them.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils have a clear idea of what is expected of them and behave very well, wherever they are in school.

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Aspect Comment

Personal development and relationships Very good. Pupils make strong relationships with each other and staff and are confident in taking on responsibilities, which they fulfil efficiently.

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Aspect Comment

Attendance Excellent. It is very high – in the top 5 per cent nationally. St Margaret’s CE Primary School - 6

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

The teaching of English and mathematics is good. The national strategies for literacy and numeracy have been effectively introduced and these are taught well. Basic skills are taught well. Teachers are careful to plan for the needs of all pupils, so that, regardless of their ability and attainment, they achieve very well. Pupils are well motivated and are actively engaged in their own learning.

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Aspect Comment

The quality and range of the curriculum Good. Key issues from the last inspection have been effectively addressed. The school offers a good range of extra-curricular activities. Provision for pupils with special educational needs Good. Pupils with special needs make good progress against their targets. They are well supported in the classroom. Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. This provision has a strong impact on pupils’ attitudes and behaviour and successfully allows them to appreciate the world beyond the area in which they live.

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Aspect Comment

How well the school cares for its pupils Good. There are good procedures in place for child protection and ensuring pupils’ welfare.

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Aspect Comment

The curriculum has improved and is now good. The provision for the spiritual, moral, social and cultural development of pupils is a particular strength of this provision. There is a need to make greater use of outdoor opportunities for children in the Foundation Stage. Staff know their pupils very well and, despite large pupil numbers in some classes, are able to keep effective track of the progress their pupils are making.

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Aspect Comment

Leadership and management by the headteacher and other key staff Good. The headteacher gives the school a strong lead and she is ably supported by all staff.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The chair of governors has a strong working link with the school and so the governing body is able to fulfil its responsibilities effectively. The school’s evaluation of its performance Satisfactory. This is an area that can be developed. The senior management team and some key staff have made a good contribution to raising standards of teaching, but this now needs to be extended to involve more staff with curriculum responsibilities. The strategic use of resources Good. The school uses its resources in effective support of standards and there are sound plans for dealing with a budget surplus.

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Aspect Comment

The school is careful to apply the principles of best value. St Margaret’s CE Primary School - 7

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What pleases parents most What parents would like to see improved

• That their children like school. • That their children make good progress. • That teaching is good. • That the school has high expectations. • The amount of homework. • The information they receive about progress. • The way the school works with parents. • The range of extra-curricular activities.

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What pleases parents most What parents would like to see improved

The inspection team endorses those aspects that parents find pleasing. Whilst homework varies from year to year, it is considered to be appropriate in content and quantity. Parents are kept well informed and reports are of a good quality. The school’s links with parents are satisfactory and it is felt that the school is providing a good range of extra-curricular opportunities, albeit principally for the older pupils. St Margaret’s CE Primary School - 8

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WHAT THE SCHOOL DOES WELL

Pupils achieve high standards in English, mathematics and science in Year 6.

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WHAT THE SCHOOL DOES WELL

1. The attainment of pupils aged 11 in National Curriculum tests for 2001 was well above average in English and mathematics and was above average in science. The attainment of pupils in Year 6 has been consistently high, with small variations from year to year, depending on the overall ability of the pupils. The attainment of pupils in 2001 was well above average in English, was above average in mathematics and was average in science, when compared with similar schools.

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WHAT THE SCHOOL DOES WELL

2. Good standards are maintained because consistently good teaching ensures that pupils’ progress is even as they move from class to class. Such good teaching enables all pupils, regardless of need or ability, to make good gains in learning. Inspection shows that standards in English, mathematics and science are above expectation and pupils are on target to produce results in national tests which are similar to last year.

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WHAT THE SCHOOL DOES WELL

3. Pupils in Year 6 read well. They are given many opportunities to use and strengthen their reading skills as, for example, when they were asked to research the lives of religious leaders, an exercise that also encourages their ability to work in cooperation with a partner. They are reading a wide range of demanding books for pleasure and, in conversation, show that they are able to interpret and draw conclusions from what they have read. Their writing is very well presented and pupils write with a fluent joined script that is beginning to show individuality of style. They write for a whole range of purposes and their writing skills support their work well in other curriculum areas. Their knowledge and use of punctuation is good, so that pupils are able to paragraph their work and use punctuation marks with good effect. They use challenging words and produce interesting pieces of writing either by way of research or in story form.

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WHAT THE SCHOOL DOES WELL

4. Pupils are confident and articulate speakers who, because of the ethos of the school, enjoy talking with adults. They do this in a very mature way as they speak with clarity and in detail, about their lives. They are powerful and lucid advocates of their school and speak highly of it. Again, because of the ethos of the school, which values the contributions of all and, because teachers are good at ensuring that all pupils are given the opportunity to respond, there is a strong commitment on the part of the pupils to listen to what is said to them. They respond equally well whether they are listening to a member of staff or to other pupils.

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WHAT THE SCHOOL DOES WELL

5. In mathematics, pupils are able to read data effectively from a table and can then translate that information into graph form. They are able to work with fractions, decimals and percentages and can readily interchange them. Pupils have a good understanding of ratio and proportion and their knowledge of aspects of shape and space, such as shapes and angles and symmetry, and the graphing of points in four quadrants is good. Pupils deal well with practical challenges in mathematics and science, because the school places a high level of importance on that aspect of learning, which challenges pupils to use their skills and knowledge. In science, the pupils have good experimental experience of measuring the effects of force on a number of different elastic materials. They understand the need for fair testing and can introduce variables into their experiments whilst ensuring that fair comparisons continue to be made. They have learned about

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WHAT THE SCHOOL DOES WELL

light and noted the connection between the angle at which a ray of light hits a reflective surface and the angle at which it is reflected. They understand the workings of the eye and can illustrate life cycles in animals and humans.

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WHAT THE SCHOOL DOES WELL

6. Pupils take a keen interest in their lessons. They enjoy them and are eager to offer answers and suggestions. Their work is very well presented, they show high levels of commitment to achieving their best and they derive obvious satisfaction from their results. St Margaret’s CE Primary School - 9 Teaching is consistently good throughout the school.

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WHAT THE SCHOOL DOES WELL

7. The quality of teaching has improved since the last inspection and is now good. At the time of the last inspection, some unsatisfactory teaching was observed, but none was observed this time. The great majority of lessons were good, with a small number that were satisfactory and a similar number that were very good. National strategies have played a part in raising the quality of teaching and the teaching of literacy and numeracy is good. The teaching of basic skills is also good. The key issue to remedy the weaknesses in teaching from the last inspection has been satisfactorily addressed. Part of the improvement in teaching has resulted from the efforts of senior managers in monitoring teaching within the classroom. However, there is a need to extend the role of the subject coordinators by developing the contribution that they make to the quality of teaching.

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WHAT THE SCHOOL DOES WELL

8. Teaching has many strengths and no overall weaknesses. Teachers enable their pupils to achieve very well through sustained good practice in all classes. Consequently, pupils of all ages are building systematically on their skills, knowledge and understanding as they progress through the school. Teachers know their pupils very well and plan carefully to meet their needs. As a result, pupils of all abilities, including those with special educational needs, are making good progress.

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WHAT THE SCHOOL DOES WELL

9. A major strength of the teaching is the way in which all staff have built up very good relationships with pupils. Consequently, there is a sense of purpose to what is going on in the classrooms. Whilst activity is high and productive there is also strong sense of satisfaction and enjoyment. Teachers focus very well on providing pupils with real experiences. During the inspection the youngest children were thrilled to be visited by a police officer and his dogs and this provided rich learning opportunities for them. Similarly, pupils in a Year 2 class were eager to display their knowledge and learn more about Islam from two visiting speakers. Their extremely well prepared lesson ensured that pupils’ enthusiasm for learning about other cultures and religions was very effectively enhanced.

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WHAT THE SCHOOL DOES WELL

10. Teachers consistently encourage and reinforce good relationships, behaviour and attitudes in their pupils through their own example. They have high expectations, plan their lessons carefully and well and evaluate pupils’ responses carefully. Pupils know that their work and opinions are valued and, consequently, they are confident in letting others see what they are doing and what they think. Good teaching has meant that these opinions are valued by pupils as well as by staff. A criticism of the previous report related to the quality of display. Judging from the quality of display seen during the inspection there can be no doubt that pupils interpret the good ways in which their work is displayed as an indication that it is of quality and that value is attached to it.

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WHAT THE SCHOOL DOES WELL

11. Teachers’ knowledge and understanding of what they teach is good. They have high levels of commitment and good individual skills which contribute well in areas such as information and communication technology and music.

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WHAT THE SCHOOL DOES WELL

12. Pupils speak highly of their teachers and their school. The enthusiasm and commitment displayed by the teachers is reflected in the very good attitudes and behaviour of the pupils. The pupils enjoy school. They work hard and they are achieving very well as a result.

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The attitudes, behaviour and personal development of pupils are very good and

13. Behaviour is very good and this is not because of a repressive system of control, but rather because of a system that allows pupils the opportunities to show that they can behave well and act responsibly. In classes, pupils listen well and work hard. They play well together and they also behave well as they move around the school. There have been no exclusions and behaviour in lessons during the inspection was never less than good. The youngest pupils in the reception class showed good levels of behaviour and self-control when they were visited by two police dogs as they learned about people who help us. St Margaret’s CE Primary School - 10 14. Pupils treat the school and its resources very well and the respect shown for material things is also mirrored in the way pupils show respect for staff and each other. In conversation, the pupils show that they have a strong commitment to doing their best and they clearly show that they value

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The attitudes, behaviour and personal development of pupils are very good and

and appreciate what the school is doing for them. The standard of presentation of work is very high. Pupils’ work is very neatly laid out because attention is paid to ensuring that pupils, not only have very positive self-images, but that they value the fruits of their labour and, so, want to display them in the best possible way.

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The attitudes, behaviour and personal development of pupils are very good and

15. The school council is a good example of the way pupils are prepared to accept responsibility and contribute in a positive way to their own personal development. The pupils in the school council are sensitively guided by the acting deputy headteacher and they debate real issues. There is evidence of the impact of their work in, for example, the decision to extend equal opportunities to girls in the matter of wearing trousers as part of school uniform. Pupils perform the more usual set of tasks such as working the sound system and the overhead projector in assembly and other caring roles with younger pupils with quiet efficiency. They readily offer assistance to visitors and this is done without inhibition. They are polite and considerate, not for effect, but because the school considers it normal.

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The attitudes, behaviour and personal development of pupils are very good and

16. Attendance, which is excellent, has been consistently high over time and is now very high in comparison with the national average. The school’s attendance figures are within the top five per cent of schools nationally.

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The attitudes, behaviour and personal development of pupils are very good and

17. Parents indicate, through the questionnaire, the parents’ meeting and as individuals, that their children like school, that they feel that behaviour is good and that the school is helping their children to become mature and responsible. The work of the inspection team fully supports these views. Whilst these qualities came out strongly at the time of the last inspection, it is now felt that they have improved and have become very good. Attendance, which can be regarded as a very good indicator of attitudes and commitment, is now better than ever and is excellent.

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The attitudes, behaviour and personal development of pupils are very good and

18. These improvements are due to the school’s consistent approach, in the classroom and beyond, to the spiritual, moral, social and cultural development of the pupils and, in particular, the way the school ensures that all pupils benefit, regardless of their need or ability.

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The provision for pupils’ spiritual, moral, social and cultural development is very

19. Pupils show an awareness and understanding of the beliefs of others at an early age so that, for example, Year 2 pupils are able to demonstrate good knowledge of Islam and show enthusiasm for learning more. The ethos of the school is such that pupils are provided with first hand experiences that cause them to think and reflect. Spiritual experiences can derive, for example, from scientific investigation or through the promotion of the understanding of the needs of others. An assembly on how friendships could be broken and repaired effectively challenged pupils’ thinking and, in so doing, raised their spiritual awareness.

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The provision for pupils’ spiritual, moral, social and cultural development is very

20. Pupils have a strong sense of what is right and wrong and there is evidence in classrooms that such concepts, including that of self-improvement, are actively taught. The results of the moral lead that the school gives can be seen in the attitudes and responses of the pupils. They are very well behaved. They are attentive and they are considerate. This is because the pupils have been shown that in a harmonious society there are equal opportunities for everyone to benefit. The school council provides an excellent forum for this and other aspects of pupils’ development.

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The provision for pupils’ spiritual, moral, social and cultural development is very

21. Pupils are given many opportunities to face things that are new. An example of this could be seen in the reception class where the youngest children met a uniformed policeman and his dogs. This experience required the children to exercise high levels of self control and also enabled them, secure in the knowledge that they were safe, to develop a relationship with the officer and the dogs. Pupils are given good opportunities to develop self-confidence and are, as a result, very able to engage visitors to the school in conversation. For example, two girls in Year 6 were able to talk St Margaret’s CE Primary School - 11 in detail about the confirmation classes that they were attending. They have the ability to see opportunities to help in unobtrusive ways. The ability to recognise the needs of others is encouraged and, so, pupils in a Year 5 class were able, after producing an action plan that staff

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The provision for pupils’ spiritual, moral, social and cultural development is very

thought viable, to raise a large amount of money for a television appeal. 22. The cultural opportunities offered to pupils are very good. This provision constitutes an improvement since the time of the last inspection report. Cultural development, which is very good, is well supported by the school curriculum, and improvements in areas such as art and design are now making a greater contribution to this development than before. Particular attention is paid to drama and music and the school has a tradition of theatrical productions. The large numbers voluntarily attending a choir rehearsal show that pupils have a keen interest in, and derive enjoyment from, not only the cultural but also the social aspects of singing. The attention paid to multi-cultural society is commendable. Pupils are given first-hand opportunities to learn about other cultures and religions than their own. Display is used very effectively in using artefacts and

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The provision for pupils’ spiritual, moral, social and cultural development is very

posters and books to reflect a multicultural society. This is particularly important for whilst the area is one of diverse cultures, the school catchment area and the school population is one that is predominantly white.

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The provision for pupils’ spiritual, moral, social and cultural development is very

The leadership and management of the school are good.

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The provision for pupils’ spiritual, moral, social and cultural development is very

23. The previous inspection report noted that the school had developed a very positive ethos and this remains so today. There has been an improvement in teaching, due in part to the monitoring and evaluation work done by senior managers and key teachers, but there remains the need to extend the role of the subject coordinators.

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The provision for pupils’ spiritual, moral, social and cultural development is very

24. The key issues from the previous inspection have been effectively addressed. The driving force has been the headteacher, and she is ably supported by the acting deputy headteacher. This good leadership has resulted in a school that enables its pupils to achieve very well.

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The provision for pupils’ spiritual, moral, social and cultural development is very

25. The school has experienced circumstances which caused a larger than normal budget surplus to accrue, but now the school is in a position to make sensible use of the excess and so reduce it to acceptable levels. The headteacher and governing body work well together. The chair of governors makes a very good contribution to supporting teachers in the classroom.

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The provision for pupils’ spiritual, moral, social and cultural development is very

26. The result of clear leadership and good management is that the staff share a common purpose and a common desire to succeed and improve. New staff are well supported and so are quickly able to make growing contributions to areas such as the management of the curriculum.

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The provision for pupils’ spiritual, moral, social and cultural development is very

27. At the time of the last inspection, the school was described as giving satisfactory value for money. Since that time, many improvements have taken place. Standards remain high and, taking the effectiveness with which funding is used, the quality of education provided and the leadership of the school into consideration, the school is judged to be providing good value for money.

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WHAT COULD BE IMPROVED

The provision of outdoor experiences for children in the Foundation Stage.

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WHAT COULD BE IMPROVED

28. Children in the Foundation Stage are making good progress and care is taken to ensure that this applies equally to those who are in the mixed reception/Year 1 class. However, there is a need to extend the Foundation Stage curriculum, in order to take advantage of outdoor opportunities for children’s learning. The school first needs to provide a space that is adequately fenced off so as to contain balls and other objects that might be thrown or kicked. Thereafter there is a need to look at such a space with a view to planning for activities that can support and develop the work that the children are doing in all areas of the curriculum. St Margaret’s CE Primary School - 12

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evaluation of teaching and the curriculum, and to enable them to make a more

positive contribution to the management of their subject.

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evaluation of teaching and the curriculum, and to enable them to make a more

29. Good work in the monitoring and evaluation of teaching and the curriculum has been undertaken and improvements in teaching have resulted, but this has been mainly carried out by the senior management team and those with responsibility for the introduction of the National Numeracy and Literacy Strategies. The school is now in a position where it has the funding to enable coordinators to operate in a more systematic way. They need to be able to examine the planning on a regular basis and to be able to evaluate its impact on teaching and learning. They then need to be able to review teachers’ evaluations of lessons and records of progress and compare this information with their evaluation of the quality of children’s work. The headteacher does see all books that are completed by the pupils , but the development of the coordinator’s role would provide the opportunity to bring a much sharper focus to the exercise. Coordinators should then be in a

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evaluation of teaching and the curriculum, and to enable them to make a more

position to produce an annual review which outlines what has been achieved and which goes on to indicate areas for development. This should then be incorporated into the school improvement plan.

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evaluation of teaching and the curriculum, and to enable them to make a more

30. A major burden in terms of forecasting and analysing data from national tests falls on the shoulders of senior managers and the teachers whose pupils will be taking the tests. The school should ensure that the relevant coordinators are also involved in this task. The overall effect of increased coordinator involvement will be to provide greater awareness of what is happening in teaching and the curriculum and greater opportunities for continuing improvement.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

31. In order to raise standards further, the senior management team and the governing body should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) plan opportunities for children in the Foundation Stage to develop their knowledge and skills across the curriculum through outdoor play (paragraph 27); and

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) increase the efficiency of the coordinators so that they are in a position to monitor and evaluate teaching and learning through direct classroom observation (paragraphs 28 and 29). St Margaret’s CE Primary School - 13

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 12

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 241

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 9

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 19

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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 12

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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 2

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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 3.2 School data 0.0 St Margaret’s CE Primary School - 14 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 Margaret’s CE Primary School - 15

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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 19 16 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 14 16 17 Numbers of pupils at NC level 2 and above Girls 16 16 15

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

Percentage of pupils School 86 (97) 91 (100) 91 (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 15 17 18 Numbers of pupils at NC level 2 and above Girls 16 16 16

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

Percentage of pupils School 89 (97) 94 (97) 97 (4) 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 21 15 36

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

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

Percentage of pupils School 94 (80) 92 (74) 100 (80) 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 19 18 20 Numbers of pupils at NC level 4 and above Girls 15 14 15

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

Percentage of pupils School 94 (80) 89 (80) 97 (77) 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 Margaret’s CE Primary School - 16

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 2 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 2 Other minority ethnic groups 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) 9 Financial year 00/01

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Teachers and classes Financial information

Number of pupils per qualified teacher 30.1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 442011

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Teachers and classes Financial information

Total number of education support staff 5 Total expenditure 429101

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Teachers and classes Financial information

Total aggregate hours worked per week 148 Expenditure per pupil 1738

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Teachers and classes Financial information

FTE means full-time equivalent. Balance brought forward from previous year 20781

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Teachers and classes Financial information

Balance carried forward to next year 12910

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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) 2

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Recruitment of teachers

FTE means full-time equivalent. St Margaret’s CE 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

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Percentage of responses in each category

My child is making good progress in school. 46 49 3 0 3

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Percentage of responses in each category

Behaviour in the school is good. 43 48 5 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 31 47 19 1 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 26 52 17 4 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 49 42 5 3 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. 56 42 2 0 1

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Percentage of responses in each category

The school works closely with parents. 28 44 21 5 2

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Percentage of responses in each category

The school is well led and managed. 45 43 5 1 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 45 49 4 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 19 29 29 8 10

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