Coombe Hill Junior School

COOMBE HILL JUNIOR SCHOOL

Reporting inspector: Mr Christopher Gray

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COOMBE HILL JUNIOR SCHOOL

Dates of inspection: 19 - 21 November 2001

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COOMBE HILL JUNIOR 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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COOMBE HILL JUNIOR 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. Coombe Hill Junior School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Coombe Lane West Kingston-upon-Thames Surrey Postcode: KT2 7DD

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs S Osborn

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 19 May 1997 Coombe Hill Junior School - 4

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Team members

21037 Christopher Gray Registered inspector 9769 Margaret Morrissey Lay inspector 19623 Michael Cahill Team inspector

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Team members

Cambridge Education Associates Ltd Demeter House Station Road Cambridge CB1 2RS

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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 Coombe Hill Junior School - 5

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PART A: SUMMARY OF THE REPORT 6 - 9

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

Coombe Hill Junior School is situated in an attractive suburban area of low density housing on the outskirts of Kingston-upon-Thames in south-west London. The school shares its large site and grounds with Coombe Hill Infant School. It is a popular school and is over-subscribed. The school is for children aged seven to eleven, and has 280 full-time pupils (145 boys and 135 girls). It is an average-sized size primary school and is much the same size as at the last inspection. Children’s overall attainment on entry is above national averages.

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INFORMATION ABOUT THE SCHOOL

Children come from a range of backgrounds, but the majority come from families whose socio-economic circumstances are above national averages. Approximately 0.4 per cent of pupils are entitled to receive a free school meal, which is well below the average for junior schools. Ninety-three pupils speak English as an additional language. This is 33 per cent of the school’s pupils and is much higher than found in most schools. Nineteen of these pupils are at the early stages of learning English. There are 77 pupils on the special needs register; at approximately 27 per cent of the school’s roll, this is above the national average. Four pupils have statements of special educational need, and, in percentage terms (1.4 per cent), this is average.

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HOW GOOD THE SCHOOL IS

Coombe Hill Junior is a very good school which is justifiably popular with parents. Pupils work hard and have very good attitudes to their work. The standards they achieve when they leave the school are well above national averages in English, mathematics and science. The overall quality of teaching is very good. The school is very well led by the headteacher, senior staff and governors. The school gives good value for money.

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What the school does well

• Pupils’ attainment in English, mathematics and science is well above national averages by the time they leave school at the age of eleven. • Pupils are enthusiastic learners. Their behaviour and personal relationships are very good. • The quality of teaching is very good across the school. A particular strength is the organisation of group teaching in English, mathematics and science. • The quality of leadership of the headteacher, senior staff and governors is very good. • The school makes very good provision for pupils to grow in maturity and responsibility.

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What could be improved

• The school makes good use of its new information technology suite but needs additional computers for classrooms. 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 1997. There were three key issues. The first concerned long-term financial planning and evaluating the cost effectiveness of setting (the school’s grouping of pupils for English and mathematics according to their prior ability in those subjects). The school established the voluntary fund which has been very effective in guaranteeing extra teachers and resources, so that the setting arrangements can be regarded as permanent. Governors looked closely at setting and were convinced that it is cost effective. This inspection recognises that the arrangements are crucial to the high standards achieved. The other two issues were about the curriculum and daily assessment, and the school has fulfilled these requirements. In addition, the school has continued to raise its already high standards of pupils’ attainment. The care and welfare offered to pupils has improved and the quality

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

of teaching is now very good. Overall improvement since the last inspection has been very good. Coombe Hill Junior School - 7

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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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 A A B well below average E

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Key

The table indicates that pupils’ attainment by the time they leave the school at the age of eleven is well above the national average in all three subjects. Compared with those of similar schools, results are also well above the average in English and mathematics and above average in science. All these comparisons show that pupils achieve well at Coombe Hill Junior. A comparison with national trends shows that the school’s overall results are improving at a similar rate to national standards, at the same time as being considerably higher. Through a detailed analysis of pupils’ progress at every stage of their school life, the school is able to set pupils challenging, realistic targets for attainment. Current standards, as found by the present inspection, show that attainment is well above the national average in English, mathematics and science.

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Aspect Comment

Attitudes to the school Very good. Pupils have a great enthusiasm for school and there is a very good learning ethos in all classes.

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Aspect Comment

Behaviour, in and out of classrooms Very good in classrooms, around the school and in assemblies. Children display much politeness and consideration.

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Aspect Comment

Personal development and relationships Relationships in the school are very good. All groups of pupils mix easily and there is a friendly atmosphere in the school.

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Aspect Comment

Attendance Very good - well above the national average.

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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

A major strength of the teaching in this school is the relationship between teachers and pupils. Teachers are models of politeness and consideration to all pupils and this not only sets a good example to pupils, which most follow well, but also lays the foundations of very good learning. Because pupils are so confident and secure in the classroom, they enjoy their learning and immerse themselves in it. Coombe Hill Junior School - 8 This enables teachers to meet the needs of all pupils very well, including those with special educational needs and those for whom English is an additional language.

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Teaching of pupils in: Years 3 – 6

Literacy and numeracy skills are given prominence across the curriculum and they are taught very well. Pupils are organised into sets according to their prior ability for English and mathematics and are further divided into groups of similar ability within each set. This enables teachers to match work very closely to each pupil’s needs. The teaching of science is also very good. For this subject, pupils are divided into three mixed-ability groups. This means that the groups are small and makes experimental work much more effective than with a whole class.

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Aspect Comment

The quality and range of the curriculum The school day is very well organised with a good emphasis on English, mathematics and science. In addition, pupils are given a good spread of all other National Curriculum subjects and religious education. The curriculum is enhanced by a wide variety of visits and visitors and a very good range of extra-curricular activities.

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Aspect Comment

Provision for pupils with special educational needs Good. Individual education plans are of good quality, teachers and assistants give good support and parents are closely involved.

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Aspect Comment

Provision for pupils with English as an additional language Satisfactory. The school does the best it can from its own resources but receives limited support from outside on the occasions when it has pupils who are just learning English.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good overall. Parents at the pre-inspection meeting were unanimous in asserting that attendance at Coombe Hill Juniors is making their children better people.

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Aspect Comment

How well the school cares for its pupils Very good care and welfare are provided. The school is a secure environment in which parents and pupils have much confidence.

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Aspect Comment

The success of the grouping arrangements in English, mathematics and science could not happen without the generous commitment of parents to the school voluntary fund. Parents are very much involved with their children’s learning at school and at home.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very good. There is a strong emphasis on raising standards through evaluating and improving the quality of education provided. The school runs very smoothly.

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Aspect Comment

How well the governors fulfil their responsibilities Governors are effectively involved in the running of the school. They are knowledgeable and supportive and have a good grasp of the school’s strengths and weaknesses.

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Aspect Comment

The school’s evaluation of its performance There are very good systems for tracking the progress of individual pupils. The headteacher and senior management keep the school under continuous review.

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Aspect Comment

The strategic use of The school uses staffing, resources and accommodation efficiently. Coombe Hill Junior School - 9 resources There is a very good understanding of the principles of best value. Coombe Hill Junior School - 10

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What pleases parents most What parents would like to see improved

• Their children like school and make good progress. • Behaviour in the school is good; the school is helping children to become mature and responsible. • There is a good, caring ethos. • The school is well led and managed and teaching is good. • Children are expected to work hard and achieve their best. • The school provides an interesting range of activities outside lessons. • The information they receive about their children’s progress.

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What pleases parents most What parents would like to see improved

The inspection team endorses parents’ positive views about the school. Whilst parents who are used to the school are satisfied with the information they receive about their children’s progress, those who are new to the school take time to become familiar with its routines. This is especially so for parents of those children who join the school from infant schools other than Combe Hill Infants. Parents would appreciate more information about school procedures at the time their children transfer. Coombe Hill Junior School - 11

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Pupils’ attainment in English, mathematics and science is well above national

averages by the time they leave school at the age of eleven.

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Pupils’ attainment in English, mathematics and science is well above national

1. In the 2001 National Curriculum tests at the end of Key Stage 2, pupils’ overall results (where pupils’ attainments at all levels are taken into account) in English and mathematics were well above both the national average and the averages for similar schools. Results in science were well above the national average and above the similar schools’ average. Standards of attainment have been high, with a trend of improvement in each of the three subjects, across several years. The trend of all three subjects taken together is rising in line with the national trend. Standards in the pupils’ current work corroborate this picture of good achievement.

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Pupils’ attainment in English, mathematics and science is well above national

2. Pupils’ progress is carefully monitored during the whole time they spend in the school. A range of standardised tests is used each year, as well as the Qualifications and Curriculum Authority voluntary, end-of-year tests. Teachers make predictions, based on their own assessment of each child plus previous test results, of the level each pupil will attain at the end of the year. Each teacher has a meeting in December with the headteacher to discuss these predictions, and those pupils who are found to be doing less well than expected are given extra attention to raise their attainment. In the summer, teachers again make predictions for the forthcoming year and discuss them with the headteacher. In this way, all pupils are closely monitored and the school does its best to bring all pupils up to their full potential. This includes pupils with special educational needs and pupils for whom English is an additional language.

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Pupils’ attainment in English, mathematics and science is well above national

3. This process of careful tracking makes a major contribution to the high standards pupils achieve. It is mirrored by the effective way in which teachers match work to pupils’ needs - this is discussed in the teaching section, below. It is the combination of the two processes that is the key to this school’s success.

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Pupils’ attainment in English, mathematics and science is well above national

4. In English, pupils write in a variety of styles and for different audiences. They learn to use vocabulary in a mature way. For example, one Year 6 pupil wrote in summary about a poem: “The main idea of the poem is to persuade you not to pollute the world, but it’s written in a subtle way.” A Year 5 pupil, creating a new character for a Dahl novel, wrote about “The Malevolent Hydra” . Another wrote, “Mrs Snoddy had thin, pursed lips.” Later in the lesson, another pupil suggested that this could be improved by adding, “set in a permanent sneer.” Year 6 pupils write biographies - for example, of Anne Frank - showing a good sense of chronology and setting the details out in an interesting way, using well delineated paragraphs.

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Pupils’ attainment in English, mathematics and science is well above national

5. Pupils achieve high standards in mathematics. During the inspection, Year 6 were learning about probability. Lower attaining pupils were experimenting in their set with simple outcomes, such as the likelihood of throwing a six with a die. They are beginning to understand that probability is expressed on a scale from nought to one. In their set, higher attaining pupils were learning about the difference between theoretical and experimental probability. They began by calculating the expected outcomes of throwing two dice. Most pupils were able quickly to sketch a tree-diagram to illustrate this. They then threw the two dice, making a tally of actual outcomes.

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Pupils’ attainment in English, mathematics and science is well above national

6. In science, pupils have been examining the human eye. They know technical terms, such as sclera and iris . They carry out investigations into the opening of the pupil and the reason for having two eyes, and they learn how the human eye works.

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Pupils’ are enthusiastic learners. Their behaviour and personal relationships

7. Pupils’ very good attitudes are based on the very good relationships which exist between them Coombe Hill Junior School - 12 and their teachers. This is evident in virtually every lesson. Pupils involve themselves fully in everything they are asked to do and behave sensibly and co-operatively. An example of this is their readiness to discuss with a neighbour or partner - a strong feature of many of the best lessons. This was very productive in a Year 6 science lesson. “How do we see an object?” they were asked. Pupils discussed this, then sketched what happens on their individual whiteboards. “What happens to the pupil of the eye when it is in darkness” was a later query. Pupils worked on their own with a mirror and then discussed it with a partner. Because their discussions were so sensible and well focused, the teacher was able to use their response to move the lesson on.

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Pupils’ are enthusiastic learners. Their behaviour and personal relationships

8. Pupils behave very well throughout the school and 98 per cent of parents who responded to the questionnaire agree. Parents at the pre-inspection meeting reported that the children have a good reputation in the local area for their behaviour. A particularly good example of pupils’ responsible behaviour was seen during an information technology lesson for Year 4 pupils. As a temporary measure, part of the computer suite is sited in the dining hall, which is separated from the main hall by only a curtain. Whilst the teacher was explaining the intricacies of spreadsheets, a demonstration of table tennis skills was taking place on the other side of the curtain. The pupils were fascinated by the computer and paid no attention to the noise, but concentrated hard. As a result, high standards were attained in the lesson.

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Pupils’ are enthusiastic learners. Their behaviour and personal relationships

9. Another instance of very good behaviour which stems from relationships is pupils’ tidiness. The school is fortunate in having an exceptional caretaker who maintains the school and its site to a high standard. The children are devoted to him and take great care of the school as a result - for example, picking up litter spontaneously or putting stray items of clothing onto the appropriate pegs in the cloakroom.

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The quality of teaching is very good across the school. A particular strength is

the organisation of group teaching in English, mathematics and science.

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The quality of teaching is very good across the school. A particular strength is

10. The quality of teaching in the school overall is very good. In the lessons observed, it was very good or better in 37 per cent, good in a further 50 per cent and satisfactory in the rest. There was no unsatisfactory teaching. This is an improvement on the last inspection, when 18 per cent of teaching was very good or better and four per cent was unsatisfactory.

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The quality of teaching is very good across the school. A particular strength is

11. The foundations of the school’s success are laid in teachers’ relationships with pupils. Teachers treat all pupils with great consideration and politeness without talking down to them. This encourages pupils to develop their self-respect, increasing their confidence in their own ability. For example, in a very good Year 4 mathematics lesson, the teacher was demonstrating equivalence of fractions, using an overhead projector. Halves, quarters and eighths were already displayed when the teacher added fifths. This was a good move as it made clear early on that some fractions have no obvious relationship with others. One girl confidently pointed out that this is because five is an odd number - not quite the right explanation, but the teacher took the remark and made it fit well into his illustration.

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The quality of teaching is very good across the school. A particular strength is

12. Another vital ingredient in the very good teaching is the regular, thorough monitoring of pupils’ performance in English and mathematics. This was described in detail above (paragraph 2). This process of tracking enables teachers to pinpoint what pupils need to learn next to make good progress. Turning this information into lessons is the next stage in the school’s very good provision. Teachers are thus enabled to take very good account of the needs of all pupils, including those with special educational needs and those for whom English is an additional language, so that none is excluded from the school’s very good education.

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The quality of teaching is very good across the school. A particular strength is

13. Pupils are organised into sets according to their prior ability for English and mathematics and are further divided into groups of similar ability within each set. In a very good English lesson for pupils in Year 6, the teacher planned specific tasks for particular pairs of pupils. The object of the lesson was to write a script for an interview with one of the characters in a well-known story for a radio broadcast, in order to bring out different points of view. At first, some pupils found it difficult to design questions which would elicit anything but one-word answers. By pausing the lesson at Coombe Hill Junior School - 13 a well chosen moment to bring the pupils together, the teacher made very good use of pupils’ own critical faculties. For example, a pupil said about one pair’s script, “It didn’t tell us anything about the wolf’s personality.” The writers were content with this criticism and went off to improve their

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The quality of teaching is very good across the school. A particular strength is

work. 14. In science, each year group of 70 children is split into three mixed-ability groups. This makes experimental work much easier than with a group of 35. In a very good lesson for Year 6, pupils were carrying out an investigation into using mirrors to see round corners. Pupils worked hard at the task and the teacher discussed with each group, challenging them to make general statements about the angles of the mirrors.

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The quality of teaching is very good across the school. A particular strength is

15. Pace and timing are vital elements of a lesson, especially given that no period is longer than 55 minutes. The pace of many lessons is facilitated by the use of individual whiteboards for pupils. These are light and small - about nine inches by four. Children also need a special pen and a cloth to wipe the board clean. These items are given out and collected in by monitors in a flash. Good examples of the use of the whiteboards were seen throughout an excellent mathematics lesson for Year 6 pupils, studying probability. The boards were first used during mental arithmetic. Pupils were multiplying decimals, and the teacher was able to see quickly which pupils thought 0.2 x 0.3 = 0.6. Later in the lesson, pupils were asked to sketch quickly a tree diagram to show the outcomes of throwing two dice. Again, the teacher was able to see which pupils would need support and which could be given more challenge. The latter pupils were

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The quality of teaching is very good across the school. A particular strength is

subsequently set to consider the effect on the experimental probability of extending the sample.

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The quality of leadership of the headteacher, senior staff and governors is very

16. The headteacher provides very good leadership for the school. His vision of the school’s future is clear and is shared by his very able deputy, who is currently swapping roles with the head. The senior management team is made up of the head, deputy and two other senior staff and the whole group has a very clear understanding of the school’s strengths and weaknesses. For example, having followed the government-led initiatives of literacy and numeracy, the school is currently examining its practice and standards in the foundation subjects. The senior management team has set up three working parties to monitor three subjects, led by the relevant co-ordinators. Reporting back will be to the senior management team and governors.

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The quality of leadership of the headteacher, senior staff and governors is very

17. The school has a very committed and well-informed governing body. Governors are closely involved in analysisng the school’s performance in tests and target setting. They also monitor the progress of the school development plan through their curriculum committee. Individual governors meet with the co-ordinator, whose subject area is a priority in the development plan, for a progress report. The governor produces a written report for other governors which is discussed by the full governing body. These papers show a good understanding of what is going on in the school.

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The quality of leadership of the headteacher, senior staff and governors is very

18. The last inspection report criticised the planning process in that it was seen as insufficiently long- term. This has been rectified by the establishment of a three-year forecast which forms the basis of each year’s school development plan. The report also commented, on financial planning, that “the viability of the current staffing level depends on the income that the school can generate.” This led to a key issue about the cost-effectiveness of setting.

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The quality of leadership of the headteacher, senior staff and governors is very

19. The success of the grouping arrangements for English, mathematics and science has been described in several sections of the current report. This was an important management decision and one which has required much organisation and complete commitment on the part of governors, staff and parents. The arrangement requires a considerable amount of extra staffing which the school’s budget could not support. Parents are now asked to give money on a voluntary basis to support this and they respond very generously - to such an extent that the school can be certain of this income a year in advance. This enables the system to be seen as permanent and has meant that staff have been able to increase the expertise with which they plan for and teach their groups. The high and steadily increasing standards in English, mathematics Coombe Hill Junior School - 14 and science show that this has been a wise decision.

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The quality of leadership of the headteacher, senior staff and governors is very

20. The school has a very good understanding of the principles of best value, as is demonstrated by the school’s decision to save £8,000 a year by not taking out insurance to cover supply teachers since the school can generally manage from its own staffing resources. Again, maintenance costs are kept low because of the very effective and versatile caretaker. Specific funds are spent appropriately and the school’s finances are efficiently organised by the bursar, secretary and the whole governing body.

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The school makes very good provision for pupils to grow in maturity and

21. A major feature of the school’s work in pupils’ personal development is the staff themselves, their very good relationships with the children and the example they set them. This is described above (paragraph 11) and is a cause of pupils’ very good behaviour and their enthusiasm for school.

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The school makes very good provision for pupils to grow in maturity and

22. Personal development is an important part of the school’s aims. Every class has weekly lessons in personal, social and health education and circle time (where pupils sit in a circle and are given the chance to express their own ideas in turn) is a feature of many of these lessons. Pupils have been encouraged to write the rules for circle time and they are displayed in classrooms.

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The school makes very good provision for pupils to grow in maturity and

23. The school council helps pupils to become responsible. For example, pupils are reported as saying that, although it might be easy to boss younger pupils, they realise that they should act in the way teachers do to them. The house system is used very well in this area of pupils’ development. Each house decides on the charity it will support, then organises its own fund- raising, such as cake sales. Older pupils act as monitors in the classrooms at wet playtimes.

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The school makes very good provision for pupils to grow in maturity and

24. The school expects pupils to grow in maturity as they do in age. This is sometimes a shock for new parents, who would appreciate more information about how this will impinge on their children when they first arrive in the school.

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The school makes good use of its new information technology suite but needs

25. Over the last two years, the school has transferred its computers from the classroom to a central location, disposing of out-of-date machines and buying new ones as necessary. They form a suite of 18 computers, housed in the converted former school kitchen and in the adjoining dining room. They are networked and connected to the Internet. When the school’s new buildings are finished (within the next two years), the suite will be transferred to a specially equipped room.

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The school makes good use of its new information technology suite but needs

26. The decision to move the computers to a central location was a wise one. Many of the classrooms had only one machine which made it difficult to teach information technology skills adequately to classes of 35. All the teachers currently at the school have received government- funded training to teach the National Curriculum for information technology, and the suite is being well used. For example, in a good lesson in Year 4, pupils were looking at spreadsheets. The teacher has a very good subject knowledge and had planned the lesson carefully in easy steps. Pupils learnt how to enter text into cells and to write formulae to multiply together the contents of cells and calculate the sum of columns. Higher attaining pupils used the spreadsheet to investigate altering the cost of items and to find out if it was possible to spend exactly £3. This represents a good standard for Year 4.

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The school makes good use of its new information technology suite but needs

27. Now that all teachers have a good level of expertise, they are eager to have easier access to computers in their classrooms. An example of how this lack has an effect on learning was seen Coombe Hill Junior School - 15 in a very good science lesson for Year 4. Pupils were learning about the operation of muscles in the human body and how muscles work in pairs to pull the bones in opposing directions. They gained a good understanding of how muscles work from making a cardboard model of an arm, using rubber bands as the muscles. Diagrams in a book were less easy to understand - but, if there had been a computer to hand, pupils could have used one of the many excellent CD-ROMs which show working graphics of body parts. 28. The school already has plans for cables to be installed over the Christmas holiday, to provide two network connexions for every classroom. There are also plans to buy the necessary machines

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

29. To improve further the standards of work and the quality of education provided, the governing body, headteacher and staff should: * † Make greater use of information technology to extend and support learning across the curriculum by providing easy access to computers in the classroom.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

† denotes an issue already highlighted as a priority in the school’s development plan. (Numbers in brackets indicate a reference to the main paragraphs where the weaknesses are discussed.) Coombe Hill Junior School - 16

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 15

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than four 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) 280

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 1

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Information about the school’s pupils

Number of pupils with statements of special educational needs 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 77

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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 93

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 2

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Information about the school’s pupils

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

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Attendance

School data 3.8 School data 0 Coombe Hill Junior School - 17 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. Coombe Hill Junior School - 18

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 35 35 70

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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 34 33 34 Numbers of pupils at NC level 4 and above Girls 33 31 32

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

Percentage of pupils School 96 (90) 91 (88) 94 (93) 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 32 34 32 Numbers of pupils at NC level 4 and above Girls 31 33 29

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

Percentage of pupils School 90 (81) 96 (87) 87 (88) 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.

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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 3 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 29 Other minority ethnic groups 0 0

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded. Coombe Hill Junior School - 19

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 12.9 Financial year 2000/01

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Teachers and classes Financial information

Number of pupils per qualified teacher 21.7

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Teachers and classes Financial information

Education support staff: Y3 – Y6 Total income 564,714

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Teachers and classes Financial information

Total number of education support staff 3 Total expenditure 562,437

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Teachers and classes Financial information

Total aggregate hours worked per week 49 Expenditure per pupil 2,009

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Teachers and classes Financial information

FTE means full-time equivalent. Balance brought forward from previous year 11,843

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Teachers and classes Financial information

Balance carried forward to next year 14,120

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Recruitment of teachers

Number of teachers who left the school during the last two years 4

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 4.88

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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. Coombe Hill Junior School - 20

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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. 54 40 2 2 2

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Percentage of responses in each category

Behaviour in the school is good. 47 51 0 1 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 33 50 13 2 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 23 51 20 4 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 55 30 8 3 4

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 66 30 2 1 2

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Percentage of responses in each category

The school works closely with parents. 39 44 9 4 5

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Percentage of responses in each category

The school is well led and managed. 57 33 3 1 6

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Percentage of responses in each category

The school is helping my child become mature and responsible. 65 28 2 1 6

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 60 31 6 2 2

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