St Francis de Sales Catholic Infant and Nursery School

AND NURSERY SCHOOL

Inspection number: 195392 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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AND NURSERY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St Francis de Sales Catholic Infant and Nursery School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Margaret Road Walton Liverpool Merseyside

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Father John B Thompson

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17 March 1997 St Francis de Sales Catholic Infant and Nursery School - 5

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INFORMATION ABOUT THE INSPECTION TEAM

14906 Dr B Male Registered inspector 9652 Mr C Herbert Lay inspector 20499 Mrs P Brittain Team inspector 18652 Mr R Bissell Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Mr I H Jones Kingston Centre Fairway Stafford ST16 3TW

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE St Francis de Sales Catholic Infant and Nursery School - 6

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REPORT CONTENTS

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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REPORT CONTENTS

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 16

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REPORT CONTENTS

PART C: SCHOOL DATA AND INDICATORS 17 - 20 St Francis de Sales Catholic Infant and Nursery School - 7

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INFORMATION ABOUT THE SCHOOL

This Catholic Aided Infant and Nursery School takes pupils from three to seven years old and is maintained by the Liverpool Local Education Authority. It serves the Walton area. At the time of the inspection there were 323 full-time pupils on roll in 12 classes. There were an additional 120 children attending the nursery on a part-time basis. Most pupils start school with standards of attainment below those usually expected. Forty per cent of the pupils are eligible for free school meals which is well above the national average. Twenty one per cent of the pupils are on the Special Needs Register which is in line with the national average. There is no pupil for whom English is an additional language; this is below the national average.

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HOW GOOD THE SCHOOL IS

This is a good school providing a secure and positive environment within a Catholic ethos. Pupils make very good progress across the school and attain standards well above those of similar schools. Standards of behaviour are very good, and the pupils have very good attitudes to work. The headteacher and senior staff manage the school effectively. The quality of teaching is good overall. The very good progress results from the good teaching, the pupils’ very positive attitudes to work and from the support they receive from their parents. The school gives very good value for money.

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What the school does well

• Standards of attainment in English and mathematics are well above the average of similar schools. • Pupils’ behaviour and attitudes to their work are very good, and there are very good relationships across the school. • The school provides good support for pupils with special educational needs. • Teachers have worked hard in order to introduce the National Literacy and Numeracy Strategies and the Foundation Stage Curriculum in the same year.

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What could be improved

• The school could develop its use of evaluation information to target resources and teaching. • The recent developments in the role of the governors and the school’s partnership with parents need to be continued. 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 March 1997, and has maintained its above average standards since then. The school’s scores in national tests for seven year olds remain well above the average of similar schools in English and mathematics. The quality of teaching is still good overall. Pupils’ standards of behaviour and attitudes to their work are very good. The school has addressed all of the key issues raised by the last report: the management of children in the nursery has been improved, the curriculum for children under five is now more effectively organised, and there is good training to support nursery staff. The school has a good capacity to continue its trend of well above average standards. St Francis de Sales Catholic Infant and Nursery School - 8

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STANDARDS

The table shows the standards achieved by seven year olds based on average point scores in National Curriculum tests.

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Key

1998 1999 2000 2000 very high A* Reading A A B A* well above average above average A B Writing A A B A average below average C D Mathematics A A B A well below average E

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Key

In 2000, standards of attainment were above the national average in reading, writing and mathematics. Compared to similar schools, standards were in the top five per cent in reading and well above average in writing and mathematics. Standards were slightly lower than in previous years because there was a higher proportion of pupils with special educational needs. Inspection findings show that standards have been maintained this year in reading and mathematics, but are likely to be in line with the national average in writing. Present Year 2 pupils entered the school with standards of attainment that were below average. They have made very good progress through the school to be above the national average in reading and mathematics by the time they are seven. This represents very good achievement for the pupils. The very good progress results from the good quality of the teaching, the pupils’ very good attitudes to school and the support of parents.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to school. They take an interest in their work and are keen to learn. They sustain their concentration well when their learning activities are sufficiently challenging. Behaviour, in and out of classrooms There are very good standards of behaviour across the school. Pupils are polite and friendly and respectful of adults. They listen attentively in class. Personal development and relationships Relationships are very good across the school. Pupils have a caring attitude and are concerned for others. There are limited opportunities for pupils to take responsibility for themselves or to take the initiative. Attendance Attendance has improved significantly this year, but is still just below the national average. St Francis de Sales Catholic Infant and Nursery School - 9

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Teaching of pupils: aged up to 5 years aged 5-7 years

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: aged up to 5 years aged 5-7 years

In the school as a whole, the quality of teaching and learning was good overall. Of the lessons seen, 55 per cent were good or better with 10 per cent very good, and 45 per cent satisfactory. Teachers have very good relationships with their pupils and a caring approach. They have worked very hard to ensure that the significant changes this year of implementing the National Literacy and Numeracy Strategies and the Foundation Stage Curriculum have been successful. They are to be commended for their work in this area.

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Teaching of pupils: aged up to 5 years aged 5-7 years

The features of the good and very good teaching are the quick pace to lessons and the clear focus on the learning objectives. Explanations are clear and the learning activities provide good challenge to all pupils. In the best lessons there is a lively approach and range of activities that excite and enthuse the pupils. Pupils are involved in wide range of teaching and learning strategies such as first- hand investigative work, different ways of recording information and small group discussion. There is good support for pupils with special educational needs, and the school meets the needs of all pupils well.

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Teaching of pupils: aged up to 5 years aged 5-7 years

There is good teaching and support from teaching assistants across the school. Teachers ensure that the assistants are well informed about the lesson objectives so that their support can be most effective.

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Teaching of pupils: aged up to 5 years aged 5-7 years

There is some good teaching and support for pupils with special educational needs by teachers and teaching assistants that ensures that almost all pupils attain the expected levels by the age of seven.

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Aspect Comment

The quality and range of the curriculum The curriculum is broad and generally balanced and meets the requirements of the National Curriculum. There is a natural emphasis on literacy and numeracy but relatively less emphasis information and communication technology. There is a good range of activities provided in the Nursery and Reception classes, and the recent reorganisation of the Foundation Stage Curriculum is ensuring that there is an appropriate balance. Provision for pupils with special educational needs The school makes good provision for these pupils. There are effective individual education plans with very clear targets. There is good focused teaching of groups by teachers and teaching assistants. Provision for pupils’ personal, including The school makes generally appropriate provision for spiritual, moral, social and cultural development, but provision for multi-cultural education St Francis de Sales Catholic Infant and Nursery School - 10

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Aspect Comment

spiritual, moral, social and cultural development is limited. Pupils’ personal development would be enhanced by more opportunities to take responsibilities around the school and in their learning.

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Aspect Comment

How well the school cares for its pupils The school provides a caring and supportive community. There are good arrangements for health, safety and welfare, and particularly good support for pupils from supervisory staff. There are thorough arrangements for assessing pupils’ progress, but the school now needs to extend the use it makes of this information.

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Aspect Comment

Parents are generally supportive of the school, and make a good contribution to their children’s education through their support for work at home and their desire for their children to do well at school. Few parents help in school, but the school has started recent initiatives, such as a parents’ council and the appointment of a teacher with responsibility for liaison to promote greater involvement.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher manages the school effectively and has overseen many new initiatives in a fairly short time. There is a good structure for management through year group leaders, but the school needs to ensure that the system provides continuity, and shares good practice and information between the year groups. How well the governors fulfil their responsibilities The governors have recently started to develop their role, and need to continue this development in order to ensure that they exercise an effective overview of the school. They need to ensure that all important matters are fully considered and that systems are developed for tracking the outcome of decisions. The school’s evaluation of its performance The school is developing its procedures for evaluating performance and collects a great deal of useful information. It is now ready to make further

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Aspect Comment

use of this information in targeting resources and teaching.

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Aspect Comment

The strategic use of resources The school allocates resources appropriately and ensures that the principles of best value are followed. The school receives an income close to the national average for infant schools and provides good teaching and ensures that the pupils make very good progress. It therefore provides very good value for money.

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Aspect Comment

There is a good level of staffing overall. The accommodation is spacious, except in the Nursery where indoor space is barely adequate for the number of children. There is a generally adequate level of teaching and learning resources across the school, although those for information and communication technology are still being developed. St Francis de Sales Catholic Infant and Nursery School - 11

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improved

• Children like coming to school. • The good quality of the teaching. • The good progress that children make. • The school’s high expectations. • That the school is open and approachable. • The quality of the leadership and management. • The range of extra-curricular activities. • The quality of information about how their children are getting on.

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improved

Parents were supportive of the school in their meeting with inspectors and in the replies to the questionnaire. The inspection agrees with their positive feelings about the school, and also agrees that the quality of information could be improved. The range of extra-curricular activities has recently been reduced, and parents will have noticed the difference, but the reduced range is normal for an infant school. St Francis de Sales Catholic Infant and Nursery School - 12

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schools

1. The school’s scores in national tests for seven year olds in 2000 were above the national average in reading, writing and mathematics. Compared to similar schools, standards were in the top five per cent in reading and well above average in writing and mathematics. Standards were slightly lower than in previous years because there was a higher proportion of pupils with special educational needs in that particular year group.

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schools

2. Inspection findings show that standards have been maintained this year in reading and mathematics. Standards are likely to be slightly lower in writing, but still in line with the national average and above the average of similar schools. Present Year 2 pupils entered the school with standards of attainment that were below average, and there is a higher than usual proportion of pupils with special educational needs. They have made very good progress through the school to be above the national average in reading and mathematics by the time they are seven. This represents very good achievement for the pupils.

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schools

3. This very good progress results from the good quality of the teaching, the pupils’ very good attitudes to school, and the support and encouragement they receive from their parents. The good teaching and support for pupils with special educational needs has been particularly significant in ensuring the high overall standards, because the support ensures that nearly all pupils attain at least the expected level (Level 2) by the age of seven.

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schools

4. Standards in reading are above the national average and well above the average of similar schools. Children make a good start to their reading and even in the Reception classes are already able to use a range of strategies to establish the meaning of words. For example, in a very good Reception class lesson, the teacher covered up some words within sentences and children were able to work out their meaning through the initial letter and from its context within the whole sentence. This involves a higher level of understanding than spelling out the word itself. By the age of seven, pupils are able to read a range of texts with accuracy and understanding. They are able to talk about the events in the stories and show an understanding of the main points. For example, Year 2 pupils were able to understand how the author set the scene, then developed the story in the book Arthur . Some were able to make some very perceptive comments on meanings beyond the literal, for instance

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schools

pointing out, “But Arthur isn’t just an ordinary dog, is he?”. In another Year 2 class, pupils reading the story Dogger were able to understand how the big sister might feel when she exchanged her teddy bear to retrieve her brother’s toy dog, even though this is not made explicit in the text. Some good use of paired discussion in the lesson helped pupils’ insights into the book.

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schools

5. Standards in mathematics are above the national average and well above the average of similar schools. The recent introduction of the National Numeracy Strategy has raised St Francis de Sales Catholic Infant and Nursery School - 13 expectations, especially in the Reception classes, and pupils are receiving a very good start. Understanding of number is good across the school, and pupils are able to add and subtract simple numbers quickly in their heads. By the age of seven, most pupils have good recall of number fact and tables, and are able to add and subtract two-digit numbers in their heads. Many pupils are able to discuss the methods they use and to compare different methods, but there are comparatively few opportunities for this valuable aspect of the numeracy strategy.

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schools

6. At the age of seven, standards in writing are not as high as in reading and mathematics, although they are still in line with the national average and above the average of similar schools. There is a greater focus on reading across the school, with pupils being heard read on an individual basis as well as within groups in the Literacy Hour. Reading books are taken home daily and there is good support from parents. There are relatively fewer opportunities for writing, with few occasions when pupils are helped to improve their work in terms of clarity and style, rather than the correction of spellings and punctuation. There is still a significant number of pupils in Year 2 who have not yet reached the expected level (Level 2) where writing is interesting and ideas are developed in a series of properly punctuated sentences. Few pupils have reached the higher level where writing is organised, imaginative, clear and where spellings and punctuation are accurate. There are, however,

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schools

some good examples of writing, including some extended, and well balanced, sentences; for example one Year 2 pupil’s story includes the line, “I ran through rotten alleys, jumped over tall walls, splashed in mud, and finally I was in the deep, dark forest.”. The progress of pupils in Year 1 suggest that standards will be back above average again next year.

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relationships across the school

7. The very good relationships across the school underpin the very good behaviour and attitudes. There are very good relationships between teachers and pupils, between pupils and other adults and between the pupils themselves. This is based on a caring concern and mutual respect. Teachers listen well to their pupils and respect the contributions they make to lessons, even when these contributions may be incorrect or not strictly relevant. Teachers are sensitive and caring about pupils’ concerns outside their work. For example, a Reception class teacher took the time and trouble during a literacy lesson to reassure a child who was worried about playground friendships. This ensured that the child was in a more receptive frame of mind to learn. This sets a very good model to the children of how to relate to others, and is picked up by children across the school. Pupils are considerate of others when sharing, and often quick to praise other pupils. For example, Year 1 pupils

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relationships across the school

said spontaneously, “He’s written that very neatly,” after a pupil wrote a word on the board.

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relationships across the school

8. The good relationships also mean that pupils want to please their teachers, and so discipline does not have to be based on sanctions and punishments. Pupils listen attentively in class and are quick to do as they are asked. They move very sensibly around the school and are respectful of adults. They behave sensibly in the dining hall and relate well to the mid-day supervisors who are very good in their dealings with the children. The pupils are vigorous in the playground, and much play involves pulling and rushing, but this stops short of aggressive or violent play. St Francis de Sales Catholic Infant and Nursery School - 14 9. The pupils’ very positive attitudes to their work stem from their relationships with their teachers and the support their parents give to the work of the school and their desire for their children to do well. Pupils listen attentively in class and are keen to engage in the

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relationships across the school

activities set. The only times when pupils are restless or less keen on their work are when the pace of lessons is slow or when the activities are not sufficiently challenging to hold their interest. They are keen to learn and to do well, and are always willing to join in activities and participate in discussions.

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The school provides good support for pupils with special educational needs

10. The school’s success in this area is seen in the fact that although there is an average number of pupils with special educational needs, they nearly all reach the nationally expected levels of attainment by the time they are seven years old.

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The school provides good support for pupils with special educational needs

11. The special educational needs co-ordinator has ensured that the national Code of Practice has been implemented effectively. There are good systems for recognising pupils with a special need and for keeping their progress under review. There are good individual education plans with very clear targets that are sensible and achievable in a short time frame. There is a good level of support for pupils, with the deputy headteacher usually providing support for older pupils. Younger pupils receive some very good support from teaching assistants, who are well briefed about the needs and skilled in working with the pupils. The teaching assistants are also valuably engaged in assessing pupils’ progress and attainment. There was a good example of this in a Reception class literacy lesson when a teaching assistant focused on one child during the whole-class session and wrote some very valuable notes about the child’s understanding.

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The school provides good support for pupils with special educational needs

12. The success of the support also comes from the school’s positive attitude to the pupils and the expectation that they will achieve.

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Teachers have worked hard to ensure that the National Literacy and Numeracy Strategies

and the Foundation Stage Curriculum have been implemented successfully.

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Teachers have worked hard to ensure that the National Literacy and Numeracy Strategies

13. The school did not implement the literacy and numeracy strategies when other schools did so some years ago. It therefore missed out on some of the preparation and training that was available, and has had to implement both strategies in the same year, when other schools did so in successive years. This has meant a great deal of work for teachers in adapting their planning and approaches to the new strategies.

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Teachers have worked hard to ensure that the National Literacy and Numeracy Strategies

14. In this same year, the government has introduced a new Foundation Stage Curriculum for children up to the age of five. This has had to be introduced alongside the literacy and numeracy strategies and so has added considerably to the work of the school. The extent of the changes required should not be underestimated; to make all these changes in one year has been a considerable achievement.

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Teachers have worked hard to ensure that the National Literacy and Numeracy Strategies

15. The literacy and numeracy strategies have been implemented effectively and teachers have St Francis de Sales Catholic Infant and Nursery School - 15 adapted their methods well. The school has ensured that the necessary equipment and learning resources such as big books and whiteboards have been purchased, and teachers have adapted the curriculum to the new requirements. The school has wisely ensured that the sessions are not too long and that the activities within each session are focused and brisk. The one area where further development is needed is the final (‘plenary’) session of each lesson where learning is reviewed. These should ideally be evaluative and require pupils to reflect on what they, and others, have learned and what might have been done differently. Within the numeracy strategy, there is a need to ensure that sufficient emphasis is given to the discussion and consideration of different methods so that pupils can explain

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Teachers have worked hard to ensure that the National Literacy and Numeracy Strategies

what they are doing and consider alternative strategies.

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The school could develop its use of evaluation information to target resources and

16. The school is collecting a great deal of information about pupils’ attainment and progress and teachers are evaluating lessons and units of work. The school is now in a good position to develop its use of this information to target resources and to adapt teaching to identified needs.

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The school could develop its use of evaluation information to target resources and

17. Within lessons, teachers are considering the progress that pupils make and are adapting the subsequent lessons. In year groups, teachers are giving consideration to the effectiveness of lessons and groups of lessons. This is helpful in planning for future teaching. Assessments are being made of pupils’ attainment and progress and the scores of national and standardised tests are considered. The nursery is carrying out focused observations and beginning to turn these into targets. Other classes are setting both overall and specific learning targets. All of this is very valuable.

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The school could develop its use of evaluation information to target resources and

18. The school is now ready to use this information more specifically to inform teaching and to target resources. For example, assessments are made of pupils’ attainment in writing at the end of Year 1 in terms of the National Curriculum criteria. Such information could be used as the basis for groups within literacy lessons and to target teaching precisely to the levels already attained. This could be even more precise if the reasons why a pupil has not attained a higher level is analysed. For example, some pupils fail to attain Level 3 because, although their writing is correct in terms of spelling and punctuation, the use of language is not imaginative and clear. Other pupils are writing engaging stories, but with poor spelling and punctuation. The teaching required is clearly different for each group. The school is particularly effective in identifying the precise teaching required by pupils with special

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The school could develop its use of evaluation information to target resources and

educational needs, and could now extend this approach to groups of pupils at different levels of attainment.

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The school could develop its use of evaluation information to target resources and

19. Teachers are working together in year groups to ensure that assessments are consistent and that information is analysed and shared jointly. The school needs to ensure that this consistency and analysis is always shared between the year groups so that there is consistency across the school and that the structures provide continuity. St Francis de Sales Catholic Infant and Nursery School - 16 20. The very significant innovations of the national literacy and numeracy strategies, and the Foundation Stage Curriculum, have been introduced this year without a method of evaluating their effectiveness beyond waiting for the scores in national tests for seven year olds. The national scores are not only somewhat late but also difficult to interpret in this context, because fluctuations may be the result of differing year groups. The relation of the intentions of the strategies and aims of the curriculum to actual attainments by pupils through the year

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The school could develop its use of evaluation information to target resources and

would enable the school to consider developments on an ongoing basis.

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The school could develop its use of evaluation information to target resources and

21. The main vehicle for targeting resources to the school’s aims is the school’s development plan. This allocates resources but does not contain specific criteria for evaluating the success of each aim. Where the aims derive from previous evaluations, consideration can be given within the budget and the plan for the resources required to meet the needs, and then further evaluations can establish the effectiveness of the measures.

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parents need to be continued

22. There have been some helpful recent developments to extend and improve the role of the governing body and its overview of the school. At the moment there is little involvement of governors, other than those employed by the school, in the school’s life and work and many find it difficult to find the time to visit and take part in school events. Very few governors who are not employed in the school attended either the initial meeting or the reporting back meeting with inspectors. The chair of governors reports that it is difficult to find time to carry out his duties. The governing body is now considering ways of linking governors to curriculum areas and classes so that they can use and build up areas of expertise and extend their overview and involvement. Such developments are necessary to ensure that governors have sufficient information on which to base their decisions.

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parents need to be continued

23. The developments need to encompass the way in which matters are brought before governors and the consideration given to decisions taken. For example, the very significant decision to implement the National Literacy and Numeracy Strategies were taken without full consideration being given to how such a change would be evaluated, or what effect it was hoped they would have upon pupils’ attainment and progress. Other decisions have not been before the full governing body or given full discussion at a meeting.

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parents need to be continued

24. The school is also developing its partnership with parents. Parents are generally supportive of the school, but a significant number do not feel well informed about how their children are getting on, and some are concerned about how closely the school works with parents. The arrangements for giving information about progress are in line with most schools, and the reports cover the required ground. Most parents feel able to approach teachers at any time for information. It is mainly parents who work who find the school’s arrangements difficult as meetings tend to be held during the school day. In view of the recent developments, the school is already working more closely with parents than many are aware, but there have been incidents in which the school has been inflexible in responding to parents’ requests. The tone of the school’s prospectus and many of the newsletters to parents is not altogether

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parents need to be continued

St Francis de Sales Catholic Infant and Nursery School - 17 encouraging, and consists mainly of instructions and prohibitions. These may have contributed to some parents’ feeling that the school does not work closely with them.

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parents need to be continued

25. There is now a parents’ council which meets regularly with the headteacher, and a teacher has been appointed with responsibility for liaison with parents. She is already extending the number of parents who help in school. These are very helpful developments. Both the school and the governors need to build upon these contacts to take parents’ views fully into consideration when decisions are taken and to ensure that the school is responsive to parents’ concerns.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

26. In order to maintain its high standards and build on recent innovations, the school needs to:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Develop its use of evaluation information to target teaching and resources by: • considering ways of evaluating the introduction of the National Literacy and Numeracy Strategies and the Foundation Curriculum; • using assessment information more precisely within classes, and between classes; • adding clear aims and success criteria to the school’s development plan. (paragraphs 16-21)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Continue the recent developments in the role of the governors and the school’s partnership with parents by: • extending governors’ participation in the life and work of the school; • ensuring that full discussion is given to all important decisions at governors’ meetings; • ensuring that written communication with parents encourages participation and involvement; • ensuring that both the school and the governors take parents’ views fully into consideration. (paragraphs 22-25) St Francis de Sales Catholic Infant and Nursery School - 18

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Summary of the sources of evidence for the inspection

Number of lessons observed 29 Number of discussions with staff, governors, other adults and pupils 9

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 0% 10% 45% 45% 0% 0% 0%

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Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y2 Number of pupils on the school’s roll (FTE for part-time pupils) 60 323 Number of full-time pupils eligible for free school meals 0 131

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Information about the school’s pupils

Special educational needs Nursery YR – Y2 Number of pupils with statements of special educational needs 0 0 Number of pupils on the school’s special educational needs register 2 70

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Information about the school’s pupils

English as an additional language No of 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 Pupils who joined the school other than at the usual time of first admission 4 Pupils who left the school other than at the usual time of leaving 10

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Attendance

Authorised absence % Unauthorised absence % School data 0.8 School data 0 St Francis de Sales Catholic Infant and Nursery School - 19 National comparative data 5.2 National comparative data 0.5

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Attendance

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

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 54 64 118

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at Girls 62 63 63 NC level 2 and above Total 113 112 114

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 96 (96) 95 (96) 97 (94) at NC level 2 or above National 83 (82) 84 (83) 90 (87)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at Girls 63 63 62 NC level 2 and above Total 114 115 115

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 97 (94) 97 (94) 97 (93) at NC level 2 or above National 84 (82) 88 (86) 88 (87)

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Teachers’ Assessments English Mathematics Science

Percentages in brackets refer to the year before the latest reporting year.

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Teachers’ Assessments English Mathematics Science

Ethnic background of pupils Exclusions in the last school year

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Teachers’ Assessments English Mathematics Science

No of pupils Fixed period Permanent Black – Caribbean heritage 0 Black – Caribbean heritage 0 0 Black – African heritage 0 Black – African heritage 0 0 Black – other 0 Black – other 0 0 Indian 0 Indian 0 0 Pakistani 0 Pakistani 0 0 Bangladeshi 0 Bangladeshi 0 0 Chinese 0 Chinese 0 0 White 226 White 0 0 St Francis de Sales Catholic Infant and Nursery School - 20 Any other minority ethnic group 0 Other minority ethnic groups

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Teachers’ Assessments English Mathematics Science

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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Qualified teachers and classes: YR– Y2

Total number of qualified teachers (FTE) 14 Financial year 1999 Number of pupils per qualified teacher 23.1 Average class size 26.9 £ Total income 696788 Education support staff: YR – Y2 Total expenditure 713039 Total number of education support staff 7 Expenditure per pupil 1561 Total aggregate hours worked per week 214 Balance brought forward from previous year Balance carried forward to next year Qualified teachers and support staff: nursery Total number of qualified teachers (FTE) 2 Number of pupils per qualified teacher 30

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Qualified teachers and classes: YR– Y2

Total number of education support staff 3 Total aggregate hours worked per week 97

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Qualified teachers and classes: YR– Y2

Number of pupils per FTE adult 12 FTE means full-time equivalent. St Francis de Sales Catholic Infant and Nursery School - 21

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Percentage of responses in each category

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

p.21

Percentage of responses in each category

My child is making good progress in school. 58 37 2 0 2

p.21

Percentage of responses in each category

Behaviour in the school is good. 52 41 2 0 4

p.21

Percentage of responses in each category

My child gets the right amount of work to do at home. 33 46 12 2 7

p.21

Percentage of responses in each category

I am kept well informed about how my child is getting on. 39 36 19 5 1

p.21

Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 63 32 5 0 0

p.21

Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 62 33 1 0 3

p.21

Percentage of responses in each category

The school works closely with parents. 41 39 13 3 4

p.21

Percentage of responses in each category

The school is well led and managed. 58 34 2 0 6

p.21

Percentage of responses in each category

The school is helping my child become mature and responsible. 52 44 2 0 2

p.21

Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 20 30 25 10 16

p.21