St Joseph's Roman Catholic Voluntary Aided Primary School, Highfield

VOLUNTARY AIDED PRIMARY SCHOOL

Dates of inspection: 15 th to 17 th January 2001

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VOLUNTARY AIDED PRIMARY SCHOOL

Inspection number: 195482 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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VOLUNTARY AIDED PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St. Joseph’s RC Voluntary Aided Primary School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Smailes Lane, Highfield, Rowlands Gill, Gateshead. Postcode: NE39 2DB

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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. P. Houghton

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 8 th July 1996 St. Joseph’s RC Voluntary Aided Primary School - 5

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Team members

16431 Mrs. E. Graham Registered inspector 12503 Mr. M. Cundick Lay inspector 21458 Mr. P. Smith Team inspector

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Team members

Inspection Office Education Department County Hall Durham DH1 5UJ

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St. Joseph’s RC Voluntary Aided Primary School - 6

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PART A: SUMMARY OF THE REPORT 6

Information about the school 6 How good the school is 6 What the school does well What could be improved 6 How the school has improved since its last inspection 6 Standards 7 Pupils’ attitudes and values 7 Teaching and learning 7 Other aspects of the school 8 How well the school is led and managed 8 Parents’ and carers’ views of the school 9

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PART C: SCHOOL DATA AND INDICATORS 16

St. Joseph’s RC Voluntary Aided Primary School - 7

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INFORMATION ABOUT THE SCHOOL

St. Joseph’s Roman Catholic Voluntary Aided Primary School, Highfield, is a smaller than average school for pupils aged from 4 to 11. It presently has 99 pupils on roll. It serves the parishes of St. Joseph’s Highfield and Our Lady of Lourdes Chopwell and children travel to the school from several surrounding villages. All of its pupils have English as a first language. Around 20% are eligible for free school meals, which is above the national average. The percentage of pupils identified as having special educational needs is below the national average but the number of pupils with statements of special educational needs is broadly in line with the national average. Children come to the school from three or more nursery classes and on entry to the reception class their attainment is broadly average.

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HOW GOOD THE SCHOOL IS

This is a good school with some very good features. It provides a secure and supportive environment in which children achieve well. When they leave at 11 they attain above the national average and more highly than pupils in similar schools in English, mathematics and science. Pupils’ behaviour and attitudes are very good and the school provides very well for their personal development. The strong leadership and good management of the head teacher and the good quality of the teaching contribute to the school’s success. Although the school has very high costs, pupils’ current achievement is good, the school therefore provides good value for money.

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What the school does well

• Standards in English, mathematics and science are high due to effective teaching. • Teaching is well planned and predominantly good. This is a significant factor in helping pupils to learn at a good rate. • The school benefits from strong leadership that encourages effective teamwork and promotes high standards. • Provision for pupils with special educational needs is good and as a result they make good progress. • The school provides very well for pupils’ personal, spiritual, moral and social development, helping them to develop very positive relationships, attitudes and to behave very well.

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What could be improved

• Improve provision for ICT so that pupils have better access on a more regular basis to activities using the computer. • Develop further the role of governors in the management of the school so that they play a more active part in deciding and monitoring major priorities for development. 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 July 1996. Since then it has improved considerably, especially in the standards its pupils achieve in English, mathematics and science by the end of Key Stage 2. It has successfully addressed the issues raised in the last report:

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

• standards in information technology are now satisfactory, having previously been judged as unsatisfactory in both Key Stages 1 and 2; • systems for monitoring and evaluating the attainment of pupils are now thorough; • a very detailed development plan outlines and costs the priorities for the school and is used to evaluate its progress. The process now needs to be further refined to take account of information gathered through the school’s own evaluation of its work; • teachers’ planning is now consistently good; • procedures for assessing pupils’ work are consistently carried out; • a clear health and safety policy is now in place. St. Joseph’s RC Voluntary Aided Primary School - 8

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

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

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Key

Pupils are attaining high standards in English, mathematics and science. In the most recent tests for 11 year old pupils a much greater proportion achieved higher levels than the national average. Boys and girls attain similar levels and pupils with special educational needs attain levels that are high for their abilities. In comparison with similar schools the pupils’ achievement is very high in English, mathematics and science.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to school. They enjoy their lessons and opportunities to learn.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good. Pupils respect one another and their teachers and, as a result, the school is an orderly community.

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Aspect Comment

Personal development and relationships Personal development is very good. Pupils are confident, mature and independent. Relationships are always caring and supportive with pupils taking responsibility for themselves and others.

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Aspect Comment

Attendance Attendance is very good, reflecting pupils’ enthusiasm for, and enjoyment of, school.

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Aspect Comment

Pupils’ attitudes, personal development and behaviour are real strengths of the school. Pupils work very hard to achieve their best. They get on together extremely well. Older pupils welcome opportunities to take on roles of responsibility, including caring and supporting younger children.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Lessons seen overall Very good Good Good

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Teaching is good across the school and there are examples of very good and excellent teaching.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Teachers provide interesting and challenging activities for pupils at all levels of attainment. Lessons always build on previous learning which means that the pace is brisk and purposeful. Teachers’ St. Joseph’s RC Voluntary Aided Primary School - 9 knowledge and enthusiasm for their subjects and their skills at getting pupils actively involved in lessons help them to make good progress.

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Aspect Comment

The quality and range of the curriculum Good. The foundation curriculum provides a good start to pupils’ schooling. In Key Stages 1 and 2 the literacy and numeracy strategies are fully in place and are having an impact on attainment.

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Aspect Comment

Provision for pupils with special educational needs Good. Children’s needs are carefully assessed and programmes of support are well planned to help them make good progress. Teachers and other staff offer good quality teaching and support.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. The school works hard to provide a wide range of opportunities to develop pupils’ personal skills. The provision for their spiritual, social and moral development is a strength of the school. These aspects are supported strongly in assemblies.

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Aspect Comment

How well the school cares for its pupils The school has a happy, caring family atmosphere. Staff know their pupils well and provide high levels of care.

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Aspect Comment

The school provides an interesting and balanced curriculum with an appropriate emphasis of literacy and numeracy. It also provides very well for pupils’ personal development and makes sure that they are safe and well supported during their time in the school.

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Aspect Comment

Leadership and management by the head teacher and other key staff The head teacher provides good leadership. She has a clear view of the school’s strengths and areas for development and has realistic plans for how it can continue to improve. The deputy head teacher and other staff support her effectively and ensure that developments are carefully planned and rigorously implemented.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is very supportive of the head teacher. It fulfils its statutory duty. Governors are increasingly involved in the life of the school and are beginning to monitor its work. A more active involvement in determining the major areas for development would help the head teacher in her planning.

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Aspect Comment

The school’s evaluation of its performance There are good monitoring systems in place to enable the school to evaluate its teaching and the standards children are achieving.

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Aspect Comment

The strategic use of resources The school uses the resources available to it very well. The head teacher is very successful at securing extra funding for specific projects and these have helped to support identified priorities. Principles of best value are recognised and applied to the use of the school budget. St. Joseph’s RC Voluntary Aided Primary School - 10

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What pleases parents most What parents would like to see improved

• The progress their children make. • The good teaching. • The quality of the leadership and management. • The ways in which the school keeps them informed. • The support the school gives their children in their personal development. • There were no significant suggestions for improvement except that a very small number of parents would like more activities outside lessons.

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What pleases parents most What parents would like to see improved

The inspection team agrees that the positive comments reflect the school’s strengths. The range of activities provided outside lessons is satisfactory for a small school with a staff of this size. St. Joseph’s RC Voluntary Aided Primary School - 11

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Standards in English, mathematics and science are high due to effective teaching

1. On entry to the school the attainment of the children is usually broadly average. The attainment of the children presently in the reception class is above average in language, literacy and mathematical skills. As a result of very good teaching, pupils make good progress in these aspects of their learning and by the age of five a significant number of them are working at levels above what might be expected for children of this age nationally.

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Standards in English, mathematics and science are high due to effective teaching

2. In Key Stage 1 children continue to make good progress in their reading which is taught effectively within the literacy hour when the class read together stories such as “Dick Whittington”. They are also carefully taught particular skills, such as how to recognise separate phonemes and that different sounds may have different spellings, when working in groups with their teacher. In addition to work in the literacy hour, pupils are given good opportunities to practise their skills during shared reading sessions with older pupils and classroom assistants. The school successfully encourages parents to support their children in learning to read. Both parents and staff value the home/school reading record. As a result of this comprehensive support and structured teaching, by the age of seven, children’s reading skills are above average and their progress is rapid.

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Standards in English, mathematics and science are high due to effective teaching

3. By the time they are eleven, the majority of children are fluent and confident readers. Teachers give them access to a wide variety of forms of texts through work in the library, through the literacy hour and in work across the curriculum.

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Standards in English, mathematics and science are high due to effective teaching

4. The school is very good at giving children the skills and encouraging them to have the confidence to use spoken language effectively. This begins in the reception class when, for example, the teacher made use of the “big book” entitled “Toys” to help children to frame their own questions about the toys in the pictures. By the end of Key Stage 1 they are able to have lively and well informed discussions about what they have observed. A good example was seen in a class of Year 1 and 2 pupils when they were able to discuss the similarities and differences between the performance of the pantomime “Dick Whittington” and the story version they had been reading. Older pupils show in a variety of situations that they have a good grasp of spoken language that they can adapt according to the situation. For example, in an English lesson looking at advertisements for houses, pupils could discuss clearly how estate agents

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Standards in English, mathematics and science are high due to effective teaching

sometimes turn negative aspects of houses into selling points and in assembly they were able to speak clearly and concisely to a larger audience.

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Standards in English, mathematics and science are high due to effective teaching

5. The school has identified standards in aspects of writing as something it wants to improve, especially in Key Stage 2, nevertheless the majority of pupils are exceeding the national average in writing by the end of Key Stage 1 and are making good progress in Key Stage 2. Teaching of writing through the literacy hour is well structured. Teachers skilfully link learning about the structure of language with the development of writing skills. As a consequence, pupils in Year 3 for example, were able to improve the impact of their poems because they understood how strong adjectives can be used to lift their work. St. Joseph’s RC Voluntary Aided Primary School - 12 6. In mathematics standards are also high. By the end of both key stages they are above average and pupils have made good gains in their skills, knowledge and understanding of most aspects of numeracy. Most can use mental methods very successfully to

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Standards in English, mathematics and science are high due to effective teaching

arrive quickly at accurate answers to number problems. A good example was seen in Year 6 when pupils were able to calculate 4/5 of 40, 1/100 of 42 and 2/9 of 27 quickly and accurately in their heads. Though pupils are not quite as competent at solving mathematical problems expressed as word problems, the school has identified this as an area for development and teachers are emphasising this aspect of work in their planning. There is evidence that Year 6 pupils are beginning to make good gains in their ability to work out more complex problems. In a lesson focusing on number problems, for example, many Year 6 pupils were able to devise strategies to tackle a two step calculation within one problem. The high quality of the teaching of the national numeracy strategy across the school is supporting pupils’ progress in mathematics effectively.

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Standards in English, mathematics and science are high due to effective teaching

7. Attainment in science is also high. Pupils have a good grasp of scientific principles as was demonstrated in a Year 5/6 lesson about gravity and in a Year 1/2 lesson about materials and their properties. Teachers effectively use a range of teaching strategies to help pupils to learn. A particularly good example of group work in Year 5/6 used house captains to co-ordinate the work of the group and ensured that everyone participated.

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Teaching is well planned and predominantly good. This is a significant factor in

8. Teaching is good across the school and there are many examples of very good and excellent teaching. Teachers plan work carefully and provide interesting and challenging activities for pupils at all levels of attainment. Pupils with special educational needs and those who are high attaining are supported with good quality resources to meet their particular needs. This sometimes involves the use of a lap-top computer. Lessons always build on previous learning which means that pupils quickly understand what they are meant to do. In this way the pace is kept brisk and purposeful and pupils’ motivation and interest are maintained. A good example was observed in a Year 1/2 science lesson when pupils were reminded of work previously done on the differences between transparent, opaque and translucent before moving on to investigate, in groups, other properties that materials have.

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Teaching is well planned and predominantly good. This is a significant factor in

9. Teachers have very good relationships with pupils. They have high expectations of them and regularly give them good levels of responsibility to work independently. For example, in a very good Year 3/4 numeracy lesson one group was able to work intensively on problem-solving tasks while the teacher worked with a large group learning strategies for addition. This was possible because the task was carefully explained and supported by well-prepared resources. Pupils understood that they were required to be independent and were supported in this by a very well organised learning environment and easy access to a range of resources.

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Teaching is well planned and predominantly good. This is a significant factor in

10. The very good and excellent teaching is characterised by a thorough knowledge of the subject and a bright and engaging style of delivery. This was seen in the plenary session of a literacy lesson when the teacher had worked with a group developing a poem. Her enthusiasm and thorough understanding of language development enabled her to inspire the group to make a very powerful performance of their work. St. Joseph’s RC Voluntary Aided Primary School - 13 11. Across the school the focus of the teaching is on helping pupils to achieve. Careful use of assessment, regular marking of work and carefully planned and relevant homework all contribute to the good progress that children are making in the school.

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development, helping them to develop very positive relationships, attitudes and to

12. The school places considerable emphasis on developing pupils’ personal skills. From their first days in the school pupils are provided with a range of opportunities to help them develop positive relationships with others. A good example was observed when children in the reception class were involved in acting out together the launch of a rocket by counting down from ten to “blast off”. Teachers know their pupils well and provide very good role-models for them by showing respect for all members of the school community. There is a good quality programme for teaching elements of personal and social education within the religious education curriculum. This includes good opportunities for pupils to think about their personal responses to aspects of life as future citizens. For example, in a Key Stage 2 assembly, pupils faced with the dilemma of choosing how they would deal with a situation where they see a friend

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development, helping them to develop very positive relationships, attitudes and to

stealing sweets from a shop. They are aware of the danger of losing a friend but choose to take the responsible option as future good citizens.

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development, helping them to develop very positive relationships, attitudes and to

13. Teachers regularly praise good work and reward effort and good behaviour. The celebration assembly held each week helps to show pupils that their efforts are valued. Throughout the school there is a sense of care and support for one another. On entering the school children are paired with older pupils and these relationships are often maintained for several years. The quality of their relationships and the care and support they are prepared to give one another was observed in a shared reading session when Year 6 pupils supported Year 1 pupils in their reading. Wider opportunities to help others are provided by fund-raising for charities and a group of older children run a shop for the whole school each morning break. Two pupils from Year Groups 3 to 6 ably represent the views of their peers on the school council. As a result of their discussion magazines have been provided at lunch time for pupils to read

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development, helping them to develop very positive relationships, attitudes and to

while they are waiting to leave the dining room.

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development, helping them to develop very positive relationships, attitudes and to

14. Pupils have very good attitudes to school. They work very hard in lessons and enjoy opportunities to learn. They always want to do their best and willingly take on responsibilities offered to them.

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development, helping them to develop very positive relationships, attitudes and to

15. Their behaviour is very good. The positive climate for learning which is created results in pupils making good progress and achieving high standards in their work. St. Joseph’s RC Voluntary Aided Primary School - 14

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promotes high standards

16. The head teacher provides good leadership to the school. She has a clear vision for the school and an informed view of its strengths and areas for development. She has detailed plans for how it can continue to improve and is keen to involve the governing body in playing an active part in this improvement. She values her staff and encourages very effective team work by making sure that responsibilities are fairly allocated and that everyone understands their role in the school. The deputy head teacher and other staff support her effectively by ensuring that initiatives are carefully planned and rigorously implemented. Good examples are the positive way in which the literacy and numeracy strategies have been introduced into the school and the impact they are having on teaching and standards.

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promotes high standards

17. There have been a number of staff changes since the previous inspection. The head teacher has ensured that new staff have been supported and helped to settle into the staff team. She gives time and opportunity for all staff to develop their skills. Good examples are the extensive staff development that is underway to improve the teaching of ICT and the effective way in which the literacy and numeracy co-ordinators have used their training to help the whole staff team to develop their skills and knowledge in these areas. High standards are maintained because staff are encouraged to work to their strengths and to support one another to improve.

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promotes high standards

18. The staff all work very hard, many of them carrying responsibility for the co-ordination of several subjects. All are clear about their roles. There are good systems in place for monitoring planning, teaching and standards. Systems are being developed for monitoring other aspects of the school. The head teacher recognises that the next stage is to use the full range of this information to refine the process of agreeing priorities for the development plan.

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promotes high standards

19. Finances are well managed and the governors and the head teacher have worked hard to secure additional funding to improve aspects of the school. The building improvements, for example, have had a positive impact on the learning environment. The school runs very smoothly as a result of the very able administrative and support staff working well as part of the whole school team.

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good progress

20. The school has a thorough and carefully planned system for identifying pupils with special educational needs at an early stage in their schooling. Parents are involved from the beginning of the process. The needs of individual pupils are carefully analysed and a programme is planned to help meet those needs. The school is very good at providing for the range of problems children have. Class teachers and learning support staff work effectively together to make sure that all children with special educational needs are helped to make as much progress as possible. Parents are encouraged to contribute to the process. Resources are well used, for example very good use is made of ICT to help children to understand and make progress in English. St. Joseph’s RC Voluntary Aided Primary School - 15 21. Pupils with language difficulties receive intensive support out of class. Their learning is effectively reinforced in the classroom by class teachers. Teachers plan class work

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good progress

very carefully to make sure that pupils of different abilities are working at an appropriate level. As a results of the good provision many reach levels beyond expectation.

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Improve provision for ICT so that pupils have better access on a more regular basis

22. The school has made considerable progress since the previous inspection in updating the computers available within the school. Those available are now of good quality. However, each class group has access to only one computer on a regular basis, with a further three available in a small room to be used by small groups. This gives a ratio of computers to pupils of about 1:14 which is still insufficient to meet the needs of the developing curriculum.

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Improve provision for ICT so that pupils have better access on a more regular basis

23. The subject co-ordinator has worked hard to improve teachers’ ICT skills and to plan a whole-school scheme to cover the National Curriculum. Teachers ensure that pupils are covering the work and have a clear action plan to improve pupils’ attainment. While standards are now in line with expectations for age, pupils are still achieving below the levels they achieve in other subjects. This is a direct result of insufficient opportunities for pupils to practise the skills that they are taught in groups or as a whole class by teachers demonstrating the use of programs. Many pupils wait several days before reaching their turn to use the computer. For example, when Year 1 and 2 pupils had been shown how to use the “creating pictures” program, they were frustrated that their plans had to wait to be realised.

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Improve provision for ICT so that pupils have better access on a more regular basis

24. Older pupils more often have the opportunity to work in small groups in the small central ICT room. However, these computers are insufficiently used, especially during the morning sessions when literacy and numeracy lessons are taking place. The school needs to plan carefully how it can make more efficient use of this facility to help pupils develop those skills which would help them to use ICT independently.

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Develop further the role of governors in the management of the school so that they

play a more active part in determining and monitoring major school developments.

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Develop further the role of governors in the management of the school so that they

25. The governing body is very supportive of the head teacher and is interested in what is happening in the school. Many governors visit the school informally as well as attending governing body meetings. Committees to monitor the curriculum, finance and health and safety have recently been established. Some governors help in classrooms on a regular basis. Governors are aware of their statutory responsibilities and have received recent training to help them carry out their role in performance management. The head teacher keeps governors up-to-date on budgetary matters and on the standards pupils achieve in national tests through regular reports at governors’ meetings. They also receive reports about progress towards the development plan tasks. St. Joseph’s RC Voluntary Aided Primary School - 16 26. Governors are therefore well informed about the day-to-day work of the school. However, at present the process for deciding what should be the main developments in

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Develop further the role of governors in the management of the school so that they

each year is left mainly to the teaching staff and the head teacher. The governing body now needs to be in a position to evaluate whether or not the priorities chosen are the right ones for the school. The new committee structure gives it the potential for being more involved in the development planning process and for monitoring the implementation of its plans.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

27. In order to continue the development of this good school, the head teacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve provision for ICT so that pupils have better access on a more regular basis to activities using the computer.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Develop further the role of governors in the management of the school so that they play a more active part in deciding and monitoring major priorities for development. St. Joseph’s RC Voluntary Aided Primary School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 3

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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 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 – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 0 99

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 17

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 16

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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 3

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 3

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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. St. Joseph’s RC Voluntary Aided Primary School - 18

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 8 5 13

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Numbers of pupils at NC level 2 and above Total 12 13 13

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Attainment at the end of Key Stage 1

Percentage of pupils School 92 (100) 100 (100) 100 (100) at NC level 2 or above National 84 (82) 85 (83) 90 (87)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Numbers of pupils at NC level 2 and above Total 12 13 13

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Attainment at the end of Key Stage 1

Percentage of pupils School 92 (100) 100 (100) 100 (100) at NC level 2 or above National 84 (82) 88 (86) 88 (87)

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Attainment at the end of Key Stage 1

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

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 8 6 14

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Numbers of pupils at NC level 4 and above Total 14 11 14

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 (63) 79 (63) 100 (84) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Numbers of pupils at NC level 4 and above Total 14 11 14

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 (74) 79 (63) 100 (95) at NC level 4 or above National 70 (68) 72 (69) 80 (75)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. St. Joseph’s RC Voluntary Aided Primary School - 19

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 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) 5.2 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.6:1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 198,494.00

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Teachers and classes Financial information

Total number of education support staff 3 Expenditure per pupil 2,068.00

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Teachers and classes Financial information

Total aggregate hours worked per week 6 Balance brought forward from previous year 11,814.00

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Teachers and classes Financial information

Balance carried forward to next year 1,821.00

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 0

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Teachers and classes Financial information

Number of pupils per qualified teacher 0

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Teachers and classes Financial information

Total number of education support staff 0

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Teachers and classes Financial information

FTE means full-time equivalent. St. Joseph’s RC Voluntary Aided Primary 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. 53 47 0 0 0

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Percentage of responses in each category

Behaviour in the school is good. 67 33 0 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 50 40 7 0 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 57 33 10 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 83 17 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. 77 23 0 0 0

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Percentage of responses in each category

The school works closely with parents. 53 37 10 0 0

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The school is well led and managed. 70 27 0 0 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 77 23 0 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 23 50 17 7 3

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