William Ford CofE Junior School

WILLIAM FORD C of E JUNIOR SCHOOL

Dates of inspection: 15-16 th October 2001

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WILLIAM FORD C of E JUNIOR SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996

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INFORMATION ABOUT THE SCHOOL

School address: Ford Road Dagenham Essex Postcode: RM10 9JS

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. Ian Rogers

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INFORMATION ABOUT THE SCHOOL

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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INFORMATION ABOUT THE 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. William Ford C of E Junior School - 3

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Team members

1355 Mrs S D Morgan Registered inspector 9400 Mrs P Adenwalla Lay inspector 23487 Mrs P Kitley Team inspector 27654 Mrs R Scahill Team inspector

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Team members

e-Qualitas Limited Langshaw Pastens Road Limpsfield Chart Oxted, Surrey RH8 0RE

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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 William Ford C of E Junior School - 4

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PART A: SUMMARY OF THE REPORT 5

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

William Ford is a large Church of England Voluntary Aided junior school. It has 332 pupils on its roll, aged 7 to 11, and is oversubscribed. The number of boys and girls is similar, although there are more boys than girls in Year 4 and more girls in Year 5. Pupils come from a range of ethnic backgrounds, although most are white. No pupils speak English as an additional language. Pupils are mostly from average or below average socio- economic backgrounds. Just over 25 per cent of pupils are entitled to free school meals, which is above the national average. The current attainment of pupils on entry to the school is below average. The proportion of pupils who have special educational needs, at almost 27 per cent, is broadly in line with the national average. Around two per cent of the pupils, an average proportion, have statements of special educational need. Most pupils’ special needs relate to learning, speech or communication difficulties, although a small number have

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INFORMATION ABOUT THE SCHOOL

emotional and behavioural problems or physical disabilities. William Ford has been a Beacon School and is part of an Education Action Zone. It is also taking part in a range of local and national initiatives, such as being a member of the Numeracy Task Force and a steering group member of the National Literacy and Numeracy Strategy.

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HOW GOOD THE SCHOOL IS

This is a very effective school. Relationships are excellent and staff and pupils work very hard. The leadership and management of the school are excellent and promote standards in English, mathematics and science that are well above average by the time pupils reach the age of eleven. The quality of teaching is very good, with particular strengths in Year 6 and in English, mathematics and science. Teachers make very good use of information about how pupils are getting on to help them plan their work. This enables pupils to achieve very well as they progress through the school. The school provides very good value for money.

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What the school does well

• Pupils achieve particularly well in English, mathematics and science, and standards in national assessments for pupils at the end of Year 6 are well above average. • Dynamic leadership and excellent management by the headteacher, supported by governors and senior managers promote continuous improvement, high standards of achievement and the personal development of pupils. • Teaching is very good with particular strengths in Year 6 and in English, mathematics and science. • Relationships are excellent. The school is very successful in developing pupils who are mature, well behaved and who want to do well. • The school works very hard to develop a strong partnership with parents.

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What could be improved

• The use of information and communication technology (ICT) does not fully meet National Curriculum requirements. Currently pupils have insufficient opportunities to use and apply their ICT skills in a number of subjects. The areas for improvement will form the basis of the governors’ action plan. William Ford C of E Junior School - 6

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

When the school was last inspected in 1997 it was judged to have many strengths. Since then it has made very good improvement. Strengths identified in the last inspection have been maintained or built upon. For example, teachers make very good use of assessment information and standards achieved by pupils have shown continued improvement. The quality of teaching has improved with a significantly higher proportion of lessons being good or better. This is having a positive impact on standards.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The key issues from the last report have been systematically dealt with. For example, teachers provide a range of opportunities to extend pupils’ speaking skills both in class and in assemblies, encouraging use of a wide range of vocabulary. Strenuous efforts have been made to improve attendance rates. These have met with some success, although the school continues to seek further improvement.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Staff work as a closely-knit team and morale is high. The school continues to strive for improvement in all aspects of its work and is very well placed to improve further.

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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

English A B A A* very high well above average A* A mathematics A A A A* above average average B C science A A A A below average well below average D E

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Key

Results in the national tests at the end of Year 6 showed continued improvement in 2001. In the three core subjects of English, mathematics and science results were well above average. Results have been consistently above or well above average for the last five years. Compared to schools with a similar proportion of pupils known to be eligible for free school meals results were in the highest five per cent nationally in English and mathematics and well above average in science. Standards improve as pupils move through the school, from below average on entry to well above average by the time they are eleven and pupils achieve very well. The school’s targets for future results at the end of Year 6 are appropriate and based on careful analysis of the school’s assessment of what pupils have achieved so far. In 2001 the school exceeded its targets in English and mathematics.

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Key

Standards of current work in English, mathematics and science are well above average. There is evidence of good standards in almost all other subjects and pupils achieve very well. For example, in art pupils produce drawings, paintings and ceramics of high quality. Pupils develop very good research skills in history by studying the local area and the school’s links with its Victorian benefactor William Ford. In ICT current standards are below average, although there is evidence of improvement. Throughout the school, the presentation of pupils’ written work is very good and this has a positive impact on the standards achieved. William Ford C of E Junior School - 7

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Aspect Comment

Attitudes to the school Pupils very positive attitudes make a significant contribution to their learning. They enjoy their lessons, work very hard, and enthusiastically answer questions in class.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils are very courteous to each other and adults. They show respect for the school environment and handle equipment with great care. One pupil was permanently excluded in the past year despite the school’s strenuous efforts to resolve the difficulties.

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Aspect Comment

Personal development and relationships Relationships throughout the school are excellent. Pupils have a high level of respect for their teachers. They listen to each others views, work co- operatively, and readily help each other in all aspects of school life. For example, older pupils help younger children with their reading.

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Aspect Comment

Attendance The school has worked hard to improve attendance. However, the rate of attendance remains below the national average. This is mainly due to the high number of family holidays taken during the school term. For example, 30 holidays were recorded during the first six weeks of term and plans for a further 21 have been notified.

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Teaching of pupils in: Years 3 – 6

Quality of teaching 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: Years 3 – 6

Teaching has improved since the last inspection. Almost all of the lessons observed were good or better and a significant proportion were very good or excellent. Teaching was most effective in Year 6 because teachers had an excellent rapport with pupils and subject expertise was used very effectively. For example, the specialist teaching of subjects such as art, science and physical education has a positive effect on pupils’ learning.

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Teaching of pupils in: Years 3 – 6

The teaching of English, mathematics and science was very good. Teachers had high expectations of pupils and activities were carefully planned. Throughout the school teachers’ very good subject knowledge enabled pupils to develop their skills and understanding and make very good progress. Relationships between staff and pupils were excellent and teachers organised and managed their classes very well. This resulted in pupils using time effectively and concentrating on their work. Teachers knew pupils very well and planned work which was carefully matched to pupils’ needs. This enabled pupils to achieve very well and make consistent progress. A particular strength was the focus in lessons on the development and application of pupils’ literacy and numeracy skills. William Ford C of E Junior School - 8

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Aspect Comment

The quality and range of the curriculum The school provides a very well planned, broad and balanced curriculum. The consistent application of literacy and numeracy skills in other subjects has a positive effect in maintaining high standards. A very good range of activities outside of lessons, together with educational trips and visitors to the school enriches pupils’ experiences. However, a weakness is the insufficient use of ICT in other areas of the curriculum.

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Aspect Comment

Provision for pupils with special educational needs Good. Provision is well organised. Good teamwork between teachers and support staff ensures that pupils receive effective support and make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. The Christian ethos of the school creates a climate which helps pupils know right from wrong and develop self-respect and confidence. Very good provision for spiritual development is made both in assemblies and throughout the curriculum.

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Aspect Comment

How well the school cares for its pupils The school cares for its pupils very well and fosters a safe and calm learning environment. Teachers make very effective use of information on how well pupils are progressing to plan future work. Information is used well to identify strengths and set targets to raise standards further. A range of measures are in place to promote good attendance and dissuade parents from taking holidays in term time.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher and senior management team provide excellent leadership. Very effective procedures are in place to develop both pupils and staff to their full potential. Year group leaders and subject co-ordinators support their colleagues well, so the whole staff is committed to raising standards further.

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Aspect Comment

How well the governors fulfil their responsibilities Governors are very well informed and supportive. They have a clear understanding of the school’s strengths and areas for development. They fulfil their statutory duties very well in almost all respects and make a significant contribution to the school’s success.

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Aspect Comment

The school’s evaluation of its performance Excellent. Rigorous monitoring and evaluation of teaching and learning has led to consistent improvement in both standards and pupils’ personal development.

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Aspect Comment

The strategic use of resources The school makes very good use of its funding. Day-to-day management is efficient and effective. Staffing, accommodation and learning resources are good. The use of resources is particularly well managed. Principles of best value are well applied. William Ford C of E Junior School - 9

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What pleases parents most What parents would like to see improved

• Their children like school and make good progress. • Behaviour is good and children are helped to become mature and responsible. • Teaching is good and children are expected to work hard and achieve their best. • The school is well led and managed and parents feel comfortable about approaching the school with a question or a problem. • The school works closely with parents and keeps them well informed about their children’s progress. • The school provides an interesting range of activities outside lessons and children get the right amount of work to do at home. • No significant issues were raised.

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What pleases parents most What parents would like to see improved

Parents expressed great satisfaction with what the school provides and what their children achieve. The inspection team agrees with parents’ positive views. William Ford C of E Junior School - 10

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Pupils achieve particularly well in English, mathematics and science, and standards in national

assessments for pupils at the end of Year 6 are well above average.

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Pupils achieve particularly well in English, mathematics and science, and standards in national

1. By the end of Year 6, pupils achieve standards in English, mathematics and science that are that are well above the national average. When compared with those achieved by similar schools standards are very high in English and mathematics and well above average in science. The curriculum is very well planned and this has a positive impact on standards. Very good use is made of support staff. Teachers ensure that the support staff are well prepared and this enables them to make a significant contribution to pupils’ learning. Arrangements such as “Booster classes” and setting ensure that work is set to meet the needs of all and this enables pupils to achieve very well.

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Pupils achieve particularly well in English, mathematics and science, and standards in national

2. Pupils show great enthusiasm for English. Since the last inspection the school has adopted the local education authority literacy scheme. As a result staff have developed greater confidence in their subject knowledge. Traditional folk tales, fairy stories, poetry, Dickens, Shakespeare, the Bible as well as high quality contemporary fiction are used to stimulate pupils’ own writing. By the end of Year 6, pupils of all abilities use punctuation, paragraphing and sentence construction effectively to produce interesting pieces of writing. Higher attaining pupils use a wide range of vocabulary to create humour and interest in their writing. Lower attaining pupils are well supported and express their ideas clearly. Handwriting is good throughout the school and pupils take great pride in the presentation of their work. Helpful advice is provided for parents on how to support pupils’ literacy development at home and this is

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Pupils achieve particularly well in English, mathematics and science, and standards in national

helping to raise standards further. Pupils enjoy reading and use a range of skills which help them to read with fluency and accuracy. Less fluent readers are very well supported by more confident readers in sessions which are run during the lunchtime. A rich and stimulating learning environment is provided throughout the school with a wide range of good quality books in the library and in all classrooms.

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Pupils achieve particularly well in English, mathematics and science, and standards in national

3. Pupils do not come into the school as confident speakers, but since the last inspection the school has used a wide range of opportunities to promote speaking and listening skills. Throughout the school teachers plan and assess a range of activities that build pupils’ confidence within groups, in class and in front of a larger audience. For example, pupils are encouraged to demonstrate or speak about particular things they can do such as write poetry, play a musical instrument or be a goalkeeper. Pupils’ listening skills develop well. Teachers have high expectations and ensure that pupils answer questions using full sentences and listen carefully to the contributions of others. Pupils’ literacy skills are applied well in other subjects such as history. Pupils carry out research, for example, looking at how the Victorians were responsible for the development of art galleries. Pupils’ use of specialist subject language is

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Pupils achieve particularly well in English, mathematics and science, and standards in national

developed systematically and there are good displays of key words for subjects such as science and mathematics. Pupils understand and use terms such as plan and elevation, or dissolve and solute.

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Pupils achieve particularly well in English, mathematics and science, and standards in national

4. In Year 6, standards in mathematics are well above national expectations with a significant proportion of pupils working at the higher level 5. In Years 4 to 6 pupils are placed in ability groups and this has a positive impact on standards achieved. The school has adapted and augmented the mathematics scheme developed by the local authority. Work is very well planned to meet the needs of all pupils, particularly the higher attainers. Pupils use mathematical vocabulary confidently. They have good understanding of place value and use a range of strategies for calculations. In lessons, they are encouraged to explain their ways of working with the rest of the class. Younger pupils know their tables well. The recently introduced incentives of badges and certificates have proved to be very effective in encouraging pupils to learn their tables. Standards of presentation in pupils’ work are very good throughout the school. Younger pupils are taught to set out and organise their work and Year 6 pupils

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Pupils achieve particularly well in English, mathematics and science, and standards in national

work confidently and accurately using ink. Pupils have a good understanding of mathematical symbols William Ford C of E Junior School - 11 and are able to use a wide range of mathematical vocabulary with confidence. Older pupils apply their mathematical thinking to solve a good range of mathematical problems.

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Pupils achieve particularly well in English, mathematics and science, and standards in national

5. Pupils make very good progress with all aspects of science and achieve very well. The science curriculum is very well planned and good use is made of a specialist room for investigations. Pupils confidently make predictions and older pupils have a clear understanding of how to carry out a fair test. They systematically plan investigations and consider the range of equipment that they will need. Written work and diagrams are neatly presented. For example, pupils use accurate symbols when drawing electrical circuits, and tables are used to record predictions and results. Pupils apply their mathematical skills well when recording their science work. For example, higher attaining older pupils consider the most appropriate type of graph to use when illustrating their results. They also understand the need to carry out an investigation a number of times to check the reliability of results. Sensible

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Pupils achieve particularly well in English, mathematics and science, and standards in national

conclusions are drawn from investigations and they are able to record results using line graphs. Pupils demonstrate good knowledge, for example that certain materials are better suited for a specific purpose. They use a range of specialist vocabulary such as upthrust and Newton with confidence.

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senior managers promote continuous improvement, high standards of achievement and the

6. Dynamic leadership and excellent management by the headteacher very effectively promote the aims of the school. She maintains a strong focus on continuous improvement in all aspects of the school’s work, valuing the range of contributions from all members of the school community including governors and parents. The headteacher, senior managers and governors have been very successful in developing an ethos which is very caring and supportive and where the best is expected of everyone. A professional team has been built up which has a shared view about the educational direction of the school and staff work together as a closely-knit team. The school is self-critical and is always looking to identify areas which can be improved. Systematic evaluation of the quality of teaching and learning is undertaken and there is excellent delegation of management responsibilities. Consistent monitoring and evaluation is viewed by staff as being helpful in developing their skills and promoting better

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senior managers promote continuous improvement, high standards of achievement and the

7. Senior managers work very effectively with their year teams. Regular meetings review aspects of the curriculum, pupils’ attainment and the professional development of staff. Subject co-ordinators monitor standards and there is systematic scrutiny of pupils’ work to identify areas of strength and aspects which require improvement. This leads to shared expectations amongst staff, for example, in the approach to marking and the presentation of pupils’ work. The school has very comprehensive records of pupils’ achievements. A systematic approach to the use of data from regular tests is used to help teachers plan their work. Results are analysed effectively, so that pupils making insufficient progress can be identified and areas of weakness in a subject can be dealt with by teachers. Class teachers meet termly with the headteacher to discuss the progress of each pupil and targets are set in English and

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senior managers promote continuous improvement, high standards of achievement and the

mathematics. These factors make a significant contribution to the raising of standards.

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senior managers promote continuous improvement, high standards of achievement and the

8. Governors work closely with the headteacher and are very supportive. A number are often in school, for example helping in the library, and they know staff and pupils well. Governors are regularly provided with a wide range of data by the headteacher. As a result of their involvement governors are able to review developments and ask searching questions. For example, when the new scheme of work for numeracy was introduced governors sought assurance that the work provided sufficient challenge for the most able pupils. William Ford C of E Junior School - 12

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Teaching is very good with particular strengths in Year 6 and in English, mathematics and

9. Teaching has improved since the last inspection. Almost all of the lessons observed were at least satisfactory. Over nine out of ten were good or better and almost a third were very good or excellent. Teachers have high expectations. They show high levels of motivation and are very enthusiastic about their work. The headteacher has been very successful in ensuring that a good range of teaching skills and expertise is available within the school. Staff are encouraged to develop their skills and expertise and they regularly discuss their planning both within year groups teams and when reviewing subjects throughout the school. Teachers have very good levels of subject knowledge and, where expertise requires further development, for example in aspects of ICT, a well-planned programme of training is taking place. Teachers are effectively deployed, for example, to provide specialist teaching of art,

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Teaching is very good with particular strengths in Year 6 and in English, mathematics and

science and physical education to pupils in Year 6. These factors are contributing to the continued improvement in standards. The work in pupils’ books indicates that the quality of teaching is consistently very good, and this leads to pupils achieving very well over time. Parents commented very positively about the quality of teaching and the dedication of staff.

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Teaching is very good with particular strengths in Year 6 and in English, mathematics and

10. The planning of work is a particular strength and a broad range of activities is planned. Teachers in the same year group plan together and there is a strong emphasis on ensuring that pupils apply their literacy and numeracy skills to all areas of the curriculum. This is a particular strength in Year 6. Mathematics teaching is very good throughout the school because lesson planning is very detailed and precise. This ensures that all aspects of the work are covered and that new areas of work build systematically on pupils’ previous learning. Work is well planned to meet the needs of pupils with special educational needs. Targets on individual education plans are clear and used by staff. The results of previous assessments are used effectively by staff to identify aspects of pupils’ skills and knowledge which require further development and to set individual targets for improvement. Teachers make very

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Teaching is very good with particular strengths in Year 6 and in English, mathematics and

good use of support staff and ensure that they are well briefed. Their work is thoroughly planned and this makes a significant contribution to pupils’ progress.

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Teaching is very good with particular strengths in Year 6 and in English, mathematics and

11. Teachers ensure that pupils have a clear understanding of what they have to do and the time they have to complete the work. This means that very effective use is made of time, particularly during practical activities. For example, in a science lesson, when pupils were looking at the factors that influenced the speed at which sugar dissolved in water, they were aware of how much time was available, the need to record their findings and then report them to the class. Teachers create a positive learning atmosphere, they are encouraging and they recognise pupils’ achievements. This develops pupils’ self-confidence. For example, in a number of lessons teachers celebrated the use of interesting or adventurous vocabulary and well considered answers to questions. In all of the English lessons observed teachers concentrated on reinforcing pupils’ knowledge of basic skills, stretching their thinking beyond the first response and setting high standards for written work. In discussions, Year 6

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Teaching is very good with particular strengths in Year 6 and in English, mathematics and

pupils said that teachers expected them to work hard and that teaching was good. They also said that their work was marked regularly and this enabled them to know how they were doing.

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Teaching is very good with particular strengths in Year 6 and in English, mathematics and

12. In the most effective lessons, the teacher’s enthusiasm for the subject was clearly conveyed to pupils. For example, in a Year 6 English lesson discussion took place on how an author such as Bill Naughton creates interesting characters, like Spit Nolan. New vocabulary was then discussed and pupils enthusiastically suggested alternative words to describe the character. This led to pupils using a wide range of vocabulary and making very good learning gains. The teaching was very good because activities were stimulating and well planned. The emphasis placed on extending pupils’ vocabulary in subjects such as mathematics and science is also a strength and helps raise standards.

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Teaching is very good with particular strengths in Year 6 and in English, mathematics and

13. Very good questioning in mathematics and science lessons leads to all pupils being fully involved and making good learning gains. A further strength of teaching is the consistently high standard of William Ford C of E Junior School - 13 marking that is evident in pupils’ books. Work is marked regularly with helpful comments, celebrating what is good and making suggestions on what could be improved. A number of teachers also pose questions for pupils. For example, in one science book the teacher wrote, “What do your conductor predictions have in common?” Pupils then write replies to the questions set which leads them to think more deeply about their work and consider what they have learned.

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Relationships are excellent. The school is very successful in developing pupils who are mature,

14. Relationships within the school are excellent. The strong Christian ethos of the school encourages a high level of care and respect for others. All adults provide very good role models and know the pupils very well. This helps pupils develop positive attitudes towards their learning and achieve very well. As they progress through the school pupils become increasingly confident when dealing with adults. In discussions, pupils said that they liked school. Parents expressed the view that the clear structure and rules enabled their children to know what is expected and settle in well.

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Relationships are excellent. The school is very successful in developing pupils who are mature,

15. Pupils behave very well, both in lessons and around the school. They are attentive in class and follow instructions well. Pupils show considerable responsibility when collecting resources and use them with great care and respect. They work very well individually, in groups and in pairs. Pupils support each other, for example, older pupils working with younger less confident readers. In lessons, pupils show high levels of motivation and enthusiasm and want to succeed. Outside of lessons they show considerable care for others and behave sensibly at playtime and when walking around the school. These very good attitudes have a positive impact on learning.

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Relationships are excellent. The school is very successful in developing pupils who are mature,

The school works very hard to develop a strong partnership with parents.

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Relationships are excellent. The school is very successful in developing pupils who are mature,

16. Parents commented positively about the quality and range of information they receive. They said that the school provides regular information about what is being studied, together with suggestions about suitable books and places that can be visited. Parents of children new to the school commented that the induction process is very good and helps their children settle in quickly. Parents felt that the school works closely with them and staff could be contacted quickly. For example, staff accompany pupils to the gate at the end of each school day and are available for discussion. Parents said that the school listens if they have a problem.

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Relationships are excellent. The school is very successful in developing pupils who are mature,

17. The headteacher believes that parents are partners and this is clearly reflected in the school’s approach to all communication and interaction. Parents are encouraged to attend assemblies and music activities and to support pupils’ learning through activities such as attending “Booster groups” in school and working with their children at home. The school works tirelessly to encourage parents to send their children to school regularly, emphasising the importance of consistent attendance. Whilst it has met with some success a significant number of parents continue to take their holidays during term time and this is a concern for the school as it disrupts pupils’ learning. William Ford C of E Junior School - 14

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Curriculum requirements. Currently pupils have insufficient opportunities to use and apply their

18. All classes are now following a scheme of work which covers National Curriculum requirements. However, pupils have not yet covered all of the elements required, for example in control and do not achieve as well as they should. The school has identified ICT as an area requiring improvement and an appropriate action plan has been put in place.

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Curriculum requirements. Currently pupils have insufficient opportunities to use and apply their

19. Discussions with pupils indicated that they do use computers consistently to support their work in other subjects. There was limited computer use in pupils’ previously completed work and overall pupils have been provided with insufficient opportunities to develop and apply the necessary skills in a range of applications.

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Curriculum requirements. Currently pupils have insufficient opportunities to use and apply their

20. The whole-class lessons which were observed in the computer suite indicated that pupils are now producing some promising work. For example, pupils looked at professionally produced posters about firework safety and considered what makes an effective poster. They then discussed possible designs for posters. Pupils were able to apply a range of skills such as using word art, graphics and importing images to create effective posters. Older pupils have also used programs such as PowerPoint to produce presentations with a range of information for pupils who will be joining the school. However, during the inspection, pupils made little use of computers in classrooms to apply the skills demonstrated in whole-class lessons.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

21. In order to raise standards further, the governors, headteacher and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) improve the teaching of ICT throughout the school by: - continuing with the planned developments for staff training and improvement to equipment; - fully implementing the scheme of work to ensure coverage of National Curriculum requirements; - ensuring that teachers plan for the consistent use of the computers currently available in classes. William Ford C of E Junior School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 16

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than four percentage points. Percentages may not add to 100 due to rounding.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 332

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 83

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Information about the school’s pupils

Number of pupils with statements of special educational needs 7

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 88

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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 16

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 13

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Attendance

National comparative data 5.2 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. William Ford C of E Junior School - 16

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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 2001 35 45 80

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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 29 30 33 Numbers of pupils at NC level 4 and above Girls 41 42 44

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

Percentage of pupils School 88 (87) 90 (90) 96 ( 95 ) 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 28 29 31 Numbers of pupils at NC level 4 and above Girls 39 41 40

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

Percentage of pupils School 84 (84 ) 88 (88) 89 (95) 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. William Ford C of E Junior School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 13 Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 20 Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 14.2 Financial year 2000/2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 26.4

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Teachers and classes Financial information

Education support staff: Y3 – Y6 Total income 736,726

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Teachers and classes Financial information

Total number of education support staff 7 Total expenditure 689,245

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Teachers and classes Financial information

Total aggregate hours worked per week 125 Expenditure per pupil 2,104

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Teachers and classes Financial information

Balance brought forward from previous year 14,052

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Recruitment of teachers

Number of teachers who left the school during the last two years 3

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2.2

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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) 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

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Recruitment of teachers

FTE means full-time equivalent. William Ford C of E Junior School - 18

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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. 75 25 0 0 0

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Percentage of responses in each category

Behaviour in the school is good. 81 17 0 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 64 32 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. 70 26 2 0 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 91 9 0 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. 96 4 0 0 0

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Percentage of responses in each category

The school works closely with parents. 60 38 0 0 2

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Percentage of responses in each category

The school is well led and managed. 94 4 0 0 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 85 13 0 0 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 58 32 0 0 9

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Other issues raised by parents

Parents expressed great satisfaction with what the school provides and what their children achieve. At the parents’ meeting and in questionnaire responses no significant issues were raised. William Ford C of E Junior School - 19

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