Gayton Church of England Primary School

GAYTON C of E PRIMARY SCHOOL

Dates of inspection: 26 – 27 November 2001

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GAYTON C of E 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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GAYTON C of E 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. Gayton C of E Primary School

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INFORMATION ABOUT THE SCHOOL

School address: Bugbrooke Road Gayton Northampton Postcode: NN7 3EU

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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: Father P. Broadbent

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 16 th June 1997 Gayton C of E Primary School

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Team members

11328 M. R. Shepherd Registered inspector 9986 W. Twiss Lay inspector

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Team members

TWA Inspections Ltd 5 Lakeside Werrington Peterborough Cambs PE4 6QZ

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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 Gayton C of E Primary School

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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

Gayton C of E Primary School has 46 pupils, which is much smaller than the national average. Pupils come from the village of Gayton, surrounding villages and the edge of the town of Northampton. Pupils are organised in two classes, with Reception, Year 1 and Year 2 pupils in one class and pupils from Years 3 to 6 in the other. More able pupils from Year 2 work in the older class and less able pupils from Year 3 work in the younger class. Both class teachers have job-share arrangements, with the headteacher working with the younger pupils for four-fifths of the week and the teacher of older pupils also teaching for four-fifths of the week. At present there are 27 boys and only 19 girls in the school. However, the balance changes each year: the 2000 Year 6 pupils who have now left the school were all girls. Twenty-two per cent of pupils are on the register of special educational needs, which is about the national average. There

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INFORMATION ABOUT THE SCHOOL

are no pupils with full statements, which is below the national average. There are no pupils from ethnic minorities, which is below the national average. Attainment on entry is broadly average.

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HOW GOOD THE SCHOOL IS

This is a very good school. Pupils make excellent progress through the school. Personal development is very good with pupils developing a very caring attitude towards each other. Teaching has excellent features, with high quality contributions from specialist teachers and classroom assistants. The leadership and management of the headteacher are excellent. Value for money is good.

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What the school does well

• Attainment of Year 6 pupils is very high in English, mathematics and science and above expectations in information and communication technology. • Pupils with special educational needs make excellent progress. • Pupils have very high standards of behaviour, very positive attitudes to work and high quality relationships. • Teaching is very good and is based on a very good understanding of every pupil’s individual needs. • Leadership and management are excellent. • The curriculum is very carefully structured to meet and enrich the needs of every pupil and to provide stimulating and relevant activities. • Provision for spiritual development is excellent and provision for moral, social and cultural development is very good. • The school makes the very best use of its small size to create a family context for learning and to cultivate strong partnerships with parents and the local community.

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What could be improved

• The school’s work is of such a high quality that there are no improvement issues. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in June 1997. There has been very good improvement since then, which has built very effectively on the good inspection four years ago. The key issues from the previous inspection have been addressed and school development planning systems are now considerably better. The progress of Reception children and pupils with special educational needs has increased. Standards have risen significantly in English, mathematics, science and information and communication technology. Attitudes and behaviour are considerably better. The quality of teaching is better and now includes excellent features. Leadership and management are more effective. Provision for spiritual development is of a much higher quality; provision for moral, social and cultural development is richer. There is a much wider range of high quality extra-curricular activities. Gayton C of E Primary School

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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

1999 2000 2001 2001 very high A* English A A A* A* well above average above average A B Mathematics A* A A* A* average below average C D Science A* B A* A* well below average E

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Key

The inspection confirms the results of the national tests. Standards of Year 6 pupils are very high in English, mathematics and science. The very high attainment in all three subjects places standards in the highest 5 per cent of national results. The school sets itself demanding targets and then meets them. The increase in standards over the last four years is above the national trend. The attainment of Year 6 pupils is above expectations in information and communication technology.

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Key

National tests show that the attainment of Year 2 pupils is well above average in reading, average in writing and very high in mathematics. Two-fifths of the pupils taking these tests have special educational needs and a small proportion of pupils had only joined the school midway through the year. The inspection judges attainment as well above average in reading, writing, mathematics and science.

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Key

Children in the Reception class make excellent progress. Pupils with special educational needs make excellent progress in Years 1 and 2. More able pupils reach their potential.

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Aspect Comment

Attitudes to the school Pupils have very positive attitudes towards their work. They expect to settle quickly to their tasks and to complete work neatly. They are keen to discuss their learning across the curriculum.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is excellent in lessons. Pupils behave courteously to each other and respectfully to adults. Behaviour around the school and at lunch times is equally good.

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Aspect Comment

Personal development and relationships Personal development is very good. Older pupils thoroughly enjoy looking after younger children through the buddy system 1 , which they do with sensitivity. Relationships are very good, with pupils caring for each other within a family context. Pupils appreciate the level of trust they are given and initiate tasks confidently.

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Aspect Comment

Attendance Attendance is well above average and pupils arrive at the school punctually.

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Aspect Comment

Pupils behave in a mature way. They have a very good understanding of the importance of living and working within a community, both in the school and in the village.

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Aspect Comment

1 The school run es a ’ ‘ buddy system ’ where each Year 6 pupil pairs with a reception child and supports them in a range of practical tasks on a daily basis throughout the year. Gayton C of E Primary School

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

Quality of teaching Very good Very 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 of pupils in: Reception Years 1 – 2 Years 3 – 6

Teachers organise lessons extremely well to make sure that pupils from each age group work at a level that challenges their thinking. Teachers’ questioning skills are excellent; they systematically target pupils in whole class discussion and target each age group systematically, which maintains high levels of concentration. Teachers have very high expectations and pupils respond very well, putting considerable effort into completing tasks to a high standard. Pupils with special educational needs sustain their interest extremely well because teachers structure their work very carefully. The partnership between job-share teachers is very good, with high levels of communication and a careful allocation of subjects to use individual expertise to the full. Teachers’ subject knowledge is very good in English, mathematics and science. Classroom assistants play a valuable role in working with particular age groups to focus on their

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

The quality of teaching of English is excellent; teaching of mathematics is very good. Every opportunity is taken to extend literacy skills across the curriculum, and the teaching of numeracy is very good.

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Aspect Comment

The quality and range of the curriculum The annual planning is very good and ensures that pupils do not cover the same content more than once. Termly planning is very thorough and provides focused activities for the different age groups. Visits within the local community and further afield are used very effectively to stimulate pupils’ interest and provide a real life context for learning.

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Aspect Comment

Provision for pupils with special educational needs Provision for pupils with special educational needs is excellent in Reception and Years 1 and 2. Pupils are identified very quickly and parents are closely involved in supporting learning at home. Meticulous records are kept of individual progress. Teachers work very hard to ensure that these pupils are included in all aspects of the curriculum.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for spiritual development is excellent. Assemblies are of high quality and ensure there is good quality time for reflection and for liturgical responses. Provision for moral development is very good with teachers setting clear moral standards. The school organises a wide range of opportunities for pupils to extend their social skills. Teachers ensure regular experiences for pupils to extend their understanding of both their own and other cultures. The school places a high value on multi-cultural development because the pupils have little first-hand knowledge of other cultures and faiths.

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Aspect Comment

How well the school cares for its pupils The school provides high standards of care. The headteacher has an excellent understanding of individual circumstances of pupils. Procedures for child protection are securely in place.

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Aspect Comment

Partnership with parents The school works very closely in partnership with parents and provides high quality information. The quality of the annual reports of pupils’ progress is very high. Parents play a valuable role in supporting reading both in school time and at home.

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Aspect Comment

Teachers plan lessons carefully to ensure there are opportunities for awe and wonder. The school uses its community links very effectively to enrich the curriculum. Learning is regularly based on first hand experiences. Midday supervisors have very good relationships with pupils and meet their needs very effectively. Gayton C of E Primary School

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Aspect Comment

Leadership and management by the headteacher and other key staff The leadership and management of the headteacher are excellent. She is very good at combining the workload of a class teacher and the responsibilities of a headteacher. She has very high expectations of all aspects of the school’s work.

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Aspect Comment

How well the governors fulfil their responsibilities The governors have a high level of commitment to the school. They have a very good understanding of its strengths and weaknesses. They combine a long-term view of developments with carrying out a range of tasks to improve the daily work of the school.

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Aspect Comment

The school’s evaluation of its performance The school evaluates its work very thoroughly. It uses the benefits of informal communication in its small community with formal structures to analyse its performance systematically.

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Aspect Comment

The strategic use of resources The school uses its resources imaginatively, making best use of funding to provide a very carefully balanced curriculum for every pupil. Personnel are deployed carefully. Resources are used very effectively to support the wide range of attainment in each class.

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Aspect Comment

Accommodation is diverse. The main building provides a good quality context for Years 1 and 2 pupils. There is no access to outdoor play for Reception children during lessons. Pupils spend four years in the temporary mobile classroom. Teachers have to use the village hall for indoor physical education, which wastes time and sometimes causes interruptions by community organisation. Pupils have to move between buildings in all weather conditions, for assemblies, physical education and in order to use the toilets. The caretaker keeps the school buildings meticulously clean. The headteacher works extremely hard and has very high expectations for the work of the whole school. The secretary is very efficient. The school applies the principle of best value well.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Sixty-two per cent of parents returned the questionnaire and 14 parents attended the parents’ evening.

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What pleases parents most What parents would like to see improved

• Teaching is good. • The school has high expectations. • There is a good range of activities outside lessons. • The school is well led and managed. • Their children become mature and responsible. • Their children like school. • The quality of the accommodation.

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What pleases parents most What parents would like to see improved

Inspectors agree with the positive comments of parents. Teaching is judged to be very good with excellent features. There are very high expectations of every pupil. The school works hard to provide a wide range of activities outside of lessons. The leadership of the headteacher is excellent. Pupils become mature and responsible individuals because of the very effective school systems for developing these qualities. Pupils’ attitudes toward school are very positive. Inspectors agree that the accommodation requires improvement. Gayton C of E Primary School

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expectations in information and communication technology

1. Pupils attain very high standards in English, mathematics and science because teachers have a very good understanding of each pupil’s rate of progress. Teachers plan new tasks which are based very carefully on previous learning. This ensures that pupils are systematically challenged and that they acquire knowledge and skills with confidence.

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expectations in information and communication technology

2. Children in Reception have an excellent start in English, through very carefully structured programmes for learning basic skills. Children make excellent progress in their recognition of sounds, letters and words and learn from the very beginning how to write letters correctly. They also develop a love of literature because of the high quality use of texts in the literacy lessons. For example, children developed a deep level of empathy for Wilbur the cat when a witch changed the colour of his coat. The excellent start is extended in Years 1 and 2. The same excellent teaching ensures that each individual builds confidence in using basic skills and develops their own responses to texts. This ensures that a high proportion of pupils reach Level 3 by the end of Year 2 in reading and writing.

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expectations in information and communication technology

3. The excellent foundation in English built in the first class is sustained in the older class. The teacher uses the same successful combination of teaching basic skills and extending individual responses to literature. Texts are chosen very carefully to match the needs of the different age groups. For example, in a literacy lesson based on using dialogue more effectively, four different texts were used to ensure the content and level of difficulty challenged the needs of pupils from Year 3 through to Year 6. Pupils take it for granted that they will produce individual responses to tasks set. Year 6 pupils are equally confident in using dialogue at a sophisticated level in fantasy adventures, accounts of their holidays, conversations in the playground or taking part in village auditions.

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expectations in information and communication technology

4. The same pattern of development is evident in mathematics and science. Children in Reception are systematically introduced to numbers below 10. They build their confidence in using and applying these numbers through the use of interesting tasks. For example, they selected eight teddies from a pile, then found eight sweets for the teddies to eat and finally placed them in eight houses to check whether they had picked up the correct number. Work in Years 1 and 2 is planned in great detail to extend individual’s learning. This is done so successfully that in the national tests in 2001 every pupil reached at least Level 2 and two-thirds reached Level 3. By the end of Year 6 in the national tests the same pattern emerged, with all pupils reaching at least Level 4 and two thirds attaining Level 5.

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expectations in information and communication technology

5. In science, the curriculum is organised very carefully to ensure that skills are developed systematically, using different topics each year to avoid duplication. This sustains pupils’ interest whilst building carefully on the learning of the previous year. Pupils develop a high level of skill in investigating because they are given choices from the Reception class for carrying out experiments. For example, children had to decide on the order of brightness of four different lights from a table light, a disco light, a dim torch and a candle. The different aspects of science are taught in blocks of time, which sustains pupils’ understanding well. This term pupils have been working on physical processes, but they have retained their knowledge of materials and living processes very well because they were covered so thoroughly last year. Gayton C of E Primary School 6. Standards in information and communication technology are above average because the

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expectations in information and communication technology

school has worked hard to provide enough computers for pupils to develop expertise regularly. The classroom assistant who works with each year group in the computer suite has excellent subject knowledge and combines this with careful explanations and very interesting tasks. The after-school club also contributes very effectively to extending pupils’ skills. In addition, computers are used well in classrooms to supplement work across other subjects and to extend pupils’ mathematical skills through the use of individual programs.

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Pupils with special educational needs make excellent progress

7. Pupils with special educational needs make excellent progress because of the outstanding work of the headteacher. She has an extremely detailed understanding of each pupil’s needs. She combines this with a sensitive approach, which builds up their self-confidence and increases their rate of learning. Pupils appreciate her teaching and try their very best to complete their tasks. Pupils with special educational needs are identified when they first come into school. Parents are informed immediately and the headteacher works very closely with them to devise individual programmes to support their particular needs. Pupils are fully included in all the activities of the rest of the class. Meticulous records of their progress are kept and additional adult support in lessons is used very effectively to support each pupil and increase their self-esteem. Pupils are organised flexibly to work with the year group that matches their stage of learning. The

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Pupils with special educational needs make excellent progress

very high quality provision in Class 1 ensures that these pupils make excellent progress. Pupils with very low attainment on entry to Reception are compensated by these rigorous systems of support. By Year 2, progress has been so good that these pupils reach average levels of attainment. The attainment achieved by pupils with special educational needs by the end of Year 2 is consolidated in Class 2, with pupils attaining Level 4 by the end of Year 6.

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quality relationships

8. The whole school community expects pupils to behave responsibly and they respond very well to these expectations. They listen carefully to teachers and each other in lessons. They are courteous towards fellow pupils and adults, offering to take their turn in discussions and celebrating each other’s successes often through spontaneous applause. Pupils are very interested in their work because teachers offer such stimulating tasks, which are regularly based on the local community. For example, pupils in Class 2 identified areas in the village which could be improved and then redesigned them to make them more attractive for the community. Behaviour around the school is excellent. Older pupils are very caring and sensitive, particularly when they look after the younger pupils in the buddy system. However, this system is reflected across all the year groups, with pupils playing together in harmony. Older pupils accept responsibility with a

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quality relationships

will and show high levels of maturity. For example, they help to run the snack shop and devise and organise events for charities. There is a high emphasis on valuing every individual pupil. Adults provide high quality role models of relationships both with each other and with pupils. Pupils emulate these models and show high levels of respect and concern for each other.

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individual needs

9. Teaching is very good with excellent features. Teachers have an excellent understanding of their pupils’ individual learning across each subject because they work with the same pupils over several years. This ensures that progress does not slow down between year groups and develops a high level of trust between teachers and pupils. The headteacher Gayton C of E Primary School provides detailed information to the Class 2 teachers to ensure that the transfer between classes is carried out smoothly.

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individual needs

10. Teachers plan very carefully to ensure that each year group has tasks that match their needs. The same theme is used in lessons, but tasks are set at different levels. For example, in a literacy lesson the Reception children learnt the letter ‘b’, Year 1 pupils learnt the letter blends ‘bl’ and the Year 2 pupils learnt about compound words beginning with ‘black’. This produces sustained concentration across lessons because the learning has relevance for everyone. Classroom assistants work very effectively to support groups to carry out their tasks. Whole class discussion is used skilfully. Teachers combine whole class questioning with questions for each year group in turn. Teachers ensure that individuals are targeted with at least one question in each lesson. A fast pace is set to lessons, with several contrasting activities used to sustain pupils’ interest. For example, in a religious education lesson, pupils watched a video about the christening

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individual needs

ceremony and learnt about the function of a font from one brought from a local church. They then discussed each other’s christening memorabilia that they had brought in from home and produced a piece of writing including the main features of the christening ceremony.

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individual needs

11. Teachers have very high expectations of each pupil and the quality of work they produce. They challenge more able pupils and support less able pupils. Each pupil is expected to do their best and pupils rise to these expectations. They work very hard and are proud of the care they have taken in producing neatly presented writing.

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individual needs

12. The job-share arrangements in both classes work very effectively. Teachers plan very carefully together to ensure that their work complements each other. The partnership is particularly effective in Class 1 where the similarity of their teaching style provides a very secure foundation for the pupils.

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Leadership and management are very good

13. The leadership of the headteacher is excellent. She works extremely hard both as a class teacher and in leading and managing the school. She sets very high standards in her own teaching, preparing lessons extremely carefully to provide stimulating experiences that match the pupils’ needs. She keeps scrupulous records of pupils’ reading development, which she uses carefully to provide individual materials for pupils. For example, every pupil has her or his own words to learn to read on sight, which they take home every night. The headteacher produces detailed high quality development plans for the school, which provide a key focus for improvement for the whole school community.

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Leadership and management are very good

14. Governors are very effective. They have a high level of commitment to the school and are willing to spend their time in carrying out both official duties and in using their expertise in the daily life of the school. For example, the vice-chair plays a valuable role in hearing pupils read. Governors have a very good understanding of the school’s strengths and weaknesses because the headteacher keeps them very well informed. They take a long-term view of the school’s work and are concerned with developing both the academic and social development of the pupils. They consider their financial circumstances carefully and match them to the school’s aims of providing quality experiences in all aspects of school life that allow all pupils to succeed. Gayton C of E Primary School

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and to provide stimulating and relevant activities

15. The school considers very carefully the implications of having up to four different year groups in one class. They ensure that there is a four-year programme of work to prevent repetition of knowledge. Within the content chosen each term, teachers ensure that the different year groups have activities that match their needs and maturity. For example, in food technology in the autumn term, pupils make marzipan fruits in Year 3, Christmas biscuits in Year 4, mince pies in Year 5 and Christmas cakes in Year 6. Teachers base much of their work around visits out of school. For example, in Class 2 pupils learn about reservoirs in geography, geology in science, well dressings in history and cable cars in technology, all from the residential visit to Derbyshire. In Class 1 the curriculum for the Reception children is carefully dovetailed into the curriculum for Years 1 and 2. The classroom assistant is used very effectively to support a year group that is not being

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and to provide stimulating and relevant activities

taught by the teacher. Teachers provide a stimulating range of experiences that ensure pupils’ learning is based on their individual responses. For example, in Class 1, children extended their understanding of the colour black through the use of black soil in the sand tray and black colouring in the water tray.

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and to provide stimulating and relevant activities

16. The organisation of more able pupils working with older pupils and less able pupils working with younger pupils is very effective. It ensures that all pupils have equal access to a curriculum that meets their needs.

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and to provide stimulating and relevant activities

17. The expertise of the two main teachers is supplemented very effectively through the careful appointment of additional staff. The specialists in information and communication technology, music, physical education and French all provide diversity across the curriculum. The school provides a very good range of extra-curricular activities through the wide range of expertise available, with valuable support from parents, particularly in art and design.

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cultural development is very good

18. Teachers plan extremely carefully to provide high quality opportunities for this development. Assemblies contain clear moral messages and an excellent structure for spiritual development. Pupils gain a very good understanding of liturgy through regular opportunities to say the school creed and to make responses before prayers and Bible readings. Lessons include carefully organised experiences to provide awe and wonder. For example, pupils gasped when the headteacher used different coloured puppets in literacy and were amazed when a teacher produced an old sea chest and drew out different objects from inside its depths.

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cultural development is very good

19. There are very effective opportunities to extend pupils’ social development. Within school this includes the ‘buddy system’ operating each day and the organisation of pupils in groups and pairs to work together in lessons. Pupils also extend their social skills within the village community through visits. For example, at Christmas, pupils sing in the local old peoples’ home. Teachers also use visits very effectively to provide regular opportunities for cultural development. For example, Class 2 visited three different places of worship in order to understand their own church better. The school places a high value on multi-cultural development because the pupils have little first-hand knowledge of other cultures and faiths. This development is promoted very well through the curriculum, assemblies and visitors into the school. For example, a villager’s links with a school in Kenya was used very effectively through pupils fundraising for the African school. Then a

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cultural development is very good

teacher from the Kenyan school came to talk to the pupils in Gayton. Gayton C of E Primary School

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and to cultivate strong partnerships with parents and the local community

20. The headteacher has a very good understanding of the individual needs of every pupil. She builds this knowledge through her teaching and rigorous assessment systems in Class 1 and then tracks their progress in Class 2. She works very hard to keep parents fully informed about the work of the school and welcomes them into school to share their expertise with pupils. Parents play a valuable role in supporting reading development both in lessons and at home. The headteacher and governors value the contributions made by all the adults within the school community. These adults have a high level of commitment to improving the work of the school, which produces a caring family context for each pupil to learn and reach their full potential.

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The quality of accommodation

21. The main school building does not allow Reception children to have opportunities to use outdoor play equipment during lessons. The school has compensated for this deficiency by providing high quality climbing apparatus and wheeled vehicles for Reception children to use during playtimes. However, children’s opportunities to choose this aspect of the curriculum are restricted. They are unable to develop fully their personal skills of choosing this activity during lessons and their physical development does not reach its full potential. The headteacher and governors have identified this deficiency and have commissioned plans and begun raising funds to improve this aspect of the accommodation.

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The quality of accommodation

22. The temporary mobile classroom for Class 2 has long-term implications for these pupils who spend four years in this accommodation. For four years, pupils are required to brave the elements when they go to the toilet or when they move across to the main building for other activities. Parents are concerned about this deficiency. When group work is being carried out the vestibule is used in order to save time in moving across to the main building. However, this accommodation is not conducive to working because the space is restricted and the coats get in the way. The headteacher and governors are pursuing ways of updating this accommodation.

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The quality of accommodation

23. There is not enough space for physical education in the school accommodation and the school uses the village hall for this subject. This wastes time in moving between buildings and is inconvenient when wet weather adds extra organisation to the lesson in order to accommodate wet clothes and shoes.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to further improve the high quality provision the governors, headteacher and staff should address the following minor weaknesses:-

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) improve the quality of the accommodation by:- • implementing the plans to provide outdoor play provision for Reception children during lessons; • search for ways of improving the temporary accommodation for pupils in Years 3 to 6 and the inconvenience of using the village hall for physical education. Paragraphs 21 and 22 Gayton C of E Primary School

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 27

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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

Percentage 25 75 0 0 0 0 0 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 12 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) 46

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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

Number of pupils with statements of special educational needs 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 10

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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 4

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Attendance

National comparative data 5.6 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Gayton C of E Primary School

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 3 3 6

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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 * 2 * * Numbers of pupils at NC level 2 and above Girls * * *

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

Percentage of pupils School 67 (100) 67 (100) 100 (100) 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 * * * Numbers of pupils at NC level 2 and above Girls * * *

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

Percentage of pupils School 67 (100) 83 (100) 83 (100) 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)

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 0 6 6

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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 * * * Numbers of pupils at NC level 4 and above Girls * * *

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

Percentage of pupils School 100 (80) 100 (100) 100 (100) 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 * * * Numbers of pupils at NC level 4 and above Girls * * *

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

Percentage of pupils School 100 (80) 100 (100) 100 (100) at NC level 4 or above National 72 (70) 74 (72) 82 (79) 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)

2 Fewer than 10 pupils took the national tests and therefore their results are not published. Gayton C of E Primary School

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 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 0 Other minority ethnic groups 0 0 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) 2.2 Financial year 1999-2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 19.6

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 145,446

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Teachers and classes Financial information

Total number of education support staff 4 Total expenditure 138,736

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Teachers and classes Financial information

Total aggregate hours worked per week 56 Expenditure per pupil 3,304

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Teachers and classes Financial information

Balance brought forward from previous year 6,700 FTE means full-time equivalent.

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Recruitment of teachers

Number of teachers who left the school during the last two years 1

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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 Gayton C of E Primary School

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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. 68 32 0 0 0

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Percentage of responses in each category

Behaviour in the school is good. 54 42 0 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 46 50 4 0 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 71 21 4 0 4

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 75 21 4 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 89 11 0 0 0

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Percentage of responses in each category

The school works closely with parents. 64 36 0 0 0

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Percentage of responses in each category

The school is well led and managed. 75 25 0 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 75 25 0 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 89 11 0 0 0

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Other issues raised by parents

Several parents included additional comments praising the quality of the school and the individual attention their children receive. Parents were concerned about the quality of the accommodation for the older pupils.

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