Lowther Primary School

LOWTHER PRIMARY SCHOOL

LEA area: Borough of Richmond upon Thames

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LOWTHER PRIMARY SCHOOL

Dates of inspection: 5 and 6 February 2002

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LOWTHER PRIMARY SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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LOWTHER 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. Lowther Primary School - 3 - February 2002

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INFORMATION ABOUT THE SCHOOL

School address: Stillingfleet Road Barnes London

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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: Dr Stuart Thorne

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: May 1997 Lowther Primary School - 4 - February 2002

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Team members

8358 Alan Blank Registered inspector 11437 Anthony Anderson Lay inspector 25074 Joyce Cox Team inspector

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Team members

Nord Anglia School Inspection Services Strathblane House Ashfield Road Cheadle Stockport SK8 1BB

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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 Lowther Primary School - 5 - February 2002

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PART A: SUMMARY OF THE REPORT 6

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

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PART C: SCHOOL DATA AND INDICATORS 16

Lowther Primary School - 6 - February 2002

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INFORMATION ABOUT THE SCHOOL

Number on roll 184 aged between 3 and 11 (less than average) Pupils eligible for free school meals 51% (well above average) Pupils having English as an additional language 25% (above average) Pupils on the special educational needs register 42% (above average)

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INFORMATION ABOUT THE SCHOOL

Lowther Primary School serves an estate of mixed housing that forms a community that has characteristics of an urban village in that its boundaries are clear and distinct. The mixed ethnicity of the intake reflects the local population. There are currently 19 pupils who come from families who are or were once refugees or asylum seekers. The school has a nursery that takes children on a part-time basis from the age of three. Children enter the nursery and reception classes with a range of abilities, but taken as a whole their attainment is below average and in spoken language some pupils are well below average.

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HOW GOOD THE SCHOOL IS

Lowther primary school enables its pupils to reach very high standards in mathematics and science through teaching that is aimed at challenging all its pupils including those who have English as an additional language and higher attaining pupils. The school is very well led by the headteacher and her deputy and it provides very good value for money.

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What the school does well

• Pupils attain very high standards in mathematics and science and sound standards in English. • Pupils’ attitudes and behaviour are very good. Provision for social and moral development and appreciation of art is very good. • The nursery provides a secure and stimulating environment for young children. Assessment is used very well to inform teaching and involve parents in their children’s learning. • The progress made by pupils is generally very good. Some pupils who have English as an additional language make exceptional progress. • Teaching is good and, in some classes and subjects, extremely precise and skilful. • The school is very well led and very well managed.

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What could be improved

• Standards in pupils’ writing. • The monitoring of pupils’ work in subjects other than English, mathematics and science to raise standards in these areas of the curriculum. 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

Standards have risen dramatically. The quality of teaching has improved and the weaknesses that were identified at the time of the last inspection have been eradicated. Schemes of work for all subjects are in place. Child protection procedures are understood by all staff. Though the school works hard to improve attendance rates, they remain below average. Lowther Primary School - 7 - February 2002

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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 E C C A well above average above average A B Mathematics E A B A average below average C D Science E A A A* well below average E

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Key

Standards in recent years have been very high in mathematics and science, representing significant improvement since 1997. Higher attaining pupils in particular have done well in these subjects and many of these pupils have English as an additional language. In science the school’s results are in the top 5% of schools with similar circumstances. In English, standards are lower generally and particularly so in writing. Pupils enter the school with a wide range of abilities, but overall standards are below average and though pupils make satisfactory progress generally standards in reading and writing are below average at the end of Key Stage 1. In mathematics pupils make remarkable progress to reach standards well above average by the end of Year 2. The school sets challenging targets for itself that are based on very good information gained from assessments. In other subjects standards are about

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Key

average and these need to be monitored more rigorously, particularly in information and communication technology, to ensure that appropriate standards in all areas of the subject are being achieved. The exception is art and design where standards are good. Over time pupils achieve very well at Lowther.

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Aspect Comment

Attitudes to the school Pupils’ attitudes to school are very good. They want to do well, are very aware of personal learning targets and are proud of their school.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good. Pupils show respect for each other and the various cultures represented in school. The inclusion of all types of pupils and the celebration of their diverse heritage is a strength of the school.

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Aspect Comment

Personal development and relationships Relationships are very good. Lowther is a warm institution that has a strong community feel. Pupils’ personal development is promoted successfully.

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Aspect Comment

Attendance Attendance rates remain below average despite the efforts of the school community to improve them and reward good attendance. Lowther Primary School - 8 - February 2002

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Years 1 – 2 Years 3 – 6

Quality of teaching Good Good 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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Years 1 – 2 Years 3 – 6

Teaching ranges from very good to satisfactory, overall its is good throughout the school. There are particular strengths in the teaching of mathematics in Year 1. Here interesting strategies are employed to develop pupils’ number skills that enable them to make very good progress. In Year 6, teaching that is very precisely aimed at national criteria enables pupils to reach high standards in mathematics and science. Throughout the school, individual learning targets for pupils are clearly understood by teachers, pupils and parents making learning very effective. Pupils who have English an additional language are taught well from the nursery onwards so that many of them become higher achieving pupils by Year 6. Special strategies to improve pupils’ literacy skills in Years 1 and 3 are employed using skilled classroom assistants and this is very successful in moving these pupils on. Pupils with special

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Years 1 – 2 Years 3 – 6

educational needs are well supported and the individual attention they receive enables them to make good progress in developing basic skills. The teaching of writing throughout the school lacks a clear structure and opportunities for writing in other areas of the curriculum are not exploited fully to promote pupils’ learning and progress. Sometimes the marking of pupils’ work does not give sufficient guidance on how they might improve.

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Aspect Comment

The quality and range of the curriculum There is satisfactory breadth and balance within the curriculum. There is a clear emphasis on the core subjects. Art and design has a high profile within the school. Elements of practical science and information and communication technology (ICT) could be improved.

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Aspect Comment

Provision for pupils with special educational needs Pupils with special educational needs are well supported. Individual attention and extra literacy support help pupils to make good progress.

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Aspect Comment

Provision for pupils with English as an additional language Fifteen additional languages are represented including Arabic, Farsi and Swahili. Pupils are well supported by specialist and general teaching staff.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. Pupils are given responsibility and taught clearly what is right and wrong. Pupils feel a sense of ownership and pride in their school. It is a community where pupils learn tolerance and respect for each other. The provision for cultural development is good.

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Aspect Comment

How well the school cares for its pupils The school cares very well for its pupils. Results from assessment are used very well to track pupils’ progress and to generate individual learning targets.

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Aspect Comment

The school puts great emphasis on the core subjects of English, mathematics and science and this had led to much higher standards in these subjects. Knowledge and understanding are taught well in science, but practical skills are taught less well and there is room for improvement here. In information and communication technology, work in control and monitoring aspects is limited. In history and geography, topics are not always covered in depth. More careful monitoring of work in these subjects is Lowther Primary School - 9 - February 2002 needed. The school provides an early experience of foreign languages in years 3 to 6. Pupils have lessons in Italian and French for half the year each. Schemes of work ensure that all statutory requirements are met and pupils cover appropriate topics on health and personal development. The amount of time given to physical education is low in some classes. The nursery provides a stimulating

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Aspect Comment

and warm initiation to formal education for children.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher leads the school very well and is ably assisted by the deputy headteacher. The senior management team is effective in sharing the responsibilities of management .

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Aspect Comment

How well the governors fulfil their responsibilities Governors are well informed. They have a clear picture of the school’ strengths and weaknesses. Committees are effective in informing and guiding the whole governing body.

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Aspect Comment

The school’s evaluation of its performance The improvements in recent years have come about as a result of careful analysis of performance and appropriate changes to policy and practice.

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Aspect Comment

The strategic use of resources Resources are used very well. Staff deployment and training are aimed at improving standards and enriching pupils’ learning.

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Aspect Comment

The headteacher has led the response to the earlier inspection very successfully, turning Lowther from an average to a very effective school. The focus has been on improving standards in core subjects and this has been achieved quite dramatically. The deputy headteacher is involved in all aspects of school management. There is a team ethos within the school and sharing of goals amongst staff, governors and parents. High pupil mobility and high staff turnover have been managed very successfully. Newly qualified teachers on the staff have received good support from the senior management team and outside agencies. Governors provide good support for the headteacher and play an important role in the determination of policy. The day-to-day running of the school is efficient. The accommodation is well cared for and maintained. However, the school does not have a long term plan for the development of the

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Aspect Comment

buildings that could result in substantial improvements and greater cost effectiveness.

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What pleases parents most What parents would like to see improved

• Teaching is good. • Pupils’ learning targets are clear and shared with parents. • The school works closely with parents and they feel welcome in school. • The school helps individual pupils who have special needs or English as an additional language. • The school helps pupils to become tolerant citizens who respect each other irrespective of race or culture. • There could be more playground equipmemt for older pupils to use. • There could be some active clubs for older pupils at lunch time perhaps run by parents or other adults. • There was an awareness that some of the accommodation would soon need to be replaced. • Some parents felt that Lowther did not promote itself very well.

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What pleases parents most What parents would like to see improved

The inspection team agrees with parental views and what pleases them most. We also agree that the proposed improvements could make Lowther an even better school. Lowther Primary School - 10 - February 2002

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The school achieves very high standards in mathematics and science and sound

1. Children enter Lowther with a range of abilities, but taken as a whole this attainment is below average. A number of children have very limited ability and experience of speaking English. By the end of the foundation stage in the reception class the standards attained are still below national averages. By the end of Key Stage 1, standards are still well below average in reading and writing, but in mathematics they are well above the national average. When the results in national tests in 2001 are compared with schools similar to Lowther they were average in reading, well below average in writing, but very high in mathematics, in the top 5% of these schools. In both reading and mathematics the number of pupils reaching the higher level 3 is higher than the national average.

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The school achieves very high standards in mathematics and science and sound

2. In Key Stage 2, standards in English generally are in line with national averages. In mathematics standards in 2001 were above average in 2001 and well above average in 2000. In science, standards were well above the national average in both years. Results have improved dramatically since 1999. When results in 2001 are compared with those of similar schools, standards in English and mathematics were well above average and in science they were very high, in the top 5% of these schools. The number of pupils reaching the higher level 5 was very high in both science and mathematics. This indicates that higher attaining pupils at Lowther achieve well and many of these pupils have English as an additional language or are part of families who are or were refugees or asylum seekers. Pupils in year 6 can add and multiply fractions and are able to extend their knowledge to include negative quantities. In

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The school achieves very high standards in mathematics and science and sound

science pupils understand how the major organs of the human body work and use terms such as predators and producers in ecosystems appropriately.

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The school achieves very high standards in mathematics and science and sound

3. The school has concentrated on raising standards in these core subjects whilst maintaining satisfactory standards in other subjects. Current standards in English are likely to be in line with national averages but in mathematics and science standards are high and they are likely to exceed the averages comfortably.

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Pupils’ attitudes and behaviour are very good. Provision for social and moral

development and the appreciation of art are very good.

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Pupils’ attitudes and behaviour are very good. Provision for social and moral

4. Lowther is a school that serves its immediate community well and gives pupils a sense of belonging. Pupils are respectful of teachers and each other. The rich cultural and ethnic mix of the intake is celebrated by the school and this is reflected in the attitudes of pupils and parents. A collective approach to establishing good behaviour ensures that pupils take responsibility for their behaviour and actions and develop a meaningful moral code. Pupils are developed socially and morally through the school council which acts as a forum for pupils’ ideas and views that have a genuine influence on policy. The notion of democracy is promoted well at Lowther and the school has its own parliamentarians. Pupils’ attitudes to school are very good; they concentrate well in lessons and want to succeed. Pupils cooperate well following teachers’ instructions and demonstrating independence when it is appropriate. Pupils who have special educational needs or English as an additional

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Pupils’ attitudes and behaviour are very good. Provision for social and moral

language make the best of the special support they receive. Pupils talk with pride about their school’s achievements such as the best kept garden, breakfast club or Lowther Primary School - 11 - February 2002 extra-curricular activities. Pupils are given a rich insight into the world of art. Year 6 pupils talk confidently about the styles of artists like Kandinsky, Pollock and Piet Mondrian creating their own pictures that reflect these respective styles. This enthusiasm for art pervades the whole school. A Year 1 pupil said to an inspector looking at their art lesson “I love art you know, when I grow up I’m going to paint loads of stuff !”

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Pupils’ attitudes and behaviour are very good. Provision for social and moral

5. Behaviour around school is very good, there are specific door monitors and pupils are polite and friendly to adults whilst they play enthusiastically and sensibly in the playground.

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The progress made by pupils is generally very good. Some pupils who have English

as an additional language make exceptional progress.

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The progress made by pupils is generally very good. Some pupils who have English

6. Lowther school has very good systems for assessing pupils’ attainment and tracking their progress. The results of this monitoring show that pupils make above average progress and that some make exceptional progress. One pupil who comes from a family who were once refugees moved from Level 1 in Year 2, below average attainment, to Level 5 in Year 6, above average attainment, in mathematics. This type of above average progress for pupils who have English as an additional language is not unusual.

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The progress made by pupils is generally very good. Some pupils who have English

7. The foundations are laid in the nursery and reception classes where pupils’ needs are assessed and their language in particular is developed across all areas of the curriculum. Progress in reading and writing is satisfactory in Key Stage 1 as basic skills are developed, but the progress in mathematics is exceptional.

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The progress made by pupils is generally very good. Some pupils who have English

8. The progress made by pupils from the end of Year 2 to the end of Year 6 when measured and compared with pupils nationally is very positive. In English, pupils make good progress while in mathematics and science the progress made is exceptional; in the top 5% of schools with similar Key Stage 1 standards.

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The progress made by pupils is generally very good. Some pupils who have English

9. The number of pupils reaching the higher level 5 in mathematics is 45% compared to 25% nationally and in science an outstanding 75% compared to 34% nationally. These figures indicate that higher attaining pupils, several of whom have English as an additional language, make very good progress and are suitably challenged.

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The progress made by pupils is generally very good. Some pupils who have English

Teaching is good and, in some classes and subjects, extremely precise and skilful .

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The progress made by pupils is generally very good. Some pupils who have English

10. The quality of teaching throughout the school is good. Teachers have adopted the national strategies for literacy and numeracy and use some of this good practice in other subjects too. Teachers make very good use of information from assessments to develop individual learning targets for pupils in their day to day teaching.

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The progress made by pupils is generally very good. Some pupils who have English

11. There is also some very good teaching. For instance, in Year 1 mathematics is taught very well and this in part explains the exceptional progress made by pupils in Key Stage 1. The lessons are stimulating; musical instruments and white boards are used to consolidate and extend pupils’ mental operations. The teacher skillfully manages pupils so that they move between activities smoothly and no time is lost. Pupils are highly motivated, they enjoy the opportunities to use blocks to build three dimensional constructions, developing their vocabulary and knowledge of shape. Lowther Primary School - 12 - February 2002 12. In Year 6, particularly, the teaching of core subjects is consistently very good. The teacher knows precisely what is to be learned and emphasises these points. In science, pupils learn the names of bones, some carry out their own research and pupils with English as an additional language are deliberately included in the

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The progress made by pupils is generally very good. Some pupils who have English

questioning, many exhibiting very good levels of knowledge. Just before the end of the lesson pupils play a game that reinforces their knowledge of food chains, electrical circuits, forces and other areas of science. It is quite easy to see the link between very good teaching and high standards. In mathematics, while teaching addition of fractions the teacher challenges the more able pupils with negative fractions and then skillfully uses calculators to carry out a short investigation into multiplication of fractions. In English, the teacher displays exceptional knowledge and understanding of characteristics that reflect different aspects of the National Literacy Strategy and uses elements of science to stimulate writing. At the end of the lesson pupils are asked to write down five ways to improve their writing, which both challenges and inspires them.

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The progress made by pupils is generally very good. Some pupils who have English

13. The contribution made by specialist support staff trained in literacy is very significant. The extra help given to lower attaining pupils and those with special educational needs in the basic skills of speaking, reading and writing is very effective in helping these pupils to make progress.

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The progress made by pupils is generally very good. Some pupils who have English

The nursery provides a secure and stimulating environment for young children.

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Assessment is used very well to inform teaching and involve parents in their

14. Standards of care are high. In the nursery children are welcomed and supervised carefully. Their individual needs, including those of pupils with English as an additional language, are assessed and action is taken to meet them. Staff take account of family circumstances so that home and school are brought together to provide a consistent approach to children’s development.

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Assessment is used very well to inform teaching and involve parents in their

15. The systems for the assessment and recording of pupils’ progress are a strength of the school; they are used to analyse pupils’ performance carefully so that elements of their learning and understanding are identified for improvement and consolidation. The results of assessment are used to develop very precise learning targets for groups and individual pupils. This enables teachers to prepare work that matches the needs of pupils carefully and enables pupils and parents to monitor progress too, so that they are closely involved in the learning process. Pupils benefit from understanding what they are trying to achieve and parents likewise from knowing what they can do to help their children. The regular review of progress and targets means that pupils experience success on a regular basis. Often success is celebrated in special ‘star’ and ‘certificate’ assemblies and this helps to develop very good attitudes. The school

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Assessment is used very well to inform teaching and involve parents in their

uses its links with a cluster of other small schools and local advisers to moderate pupils’ work.

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Assessment is used very well to inform teaching and involve parents in their

16. The school is rigorous in its monitoring procedures and, in some cases, is supportive of families whose problems result in poor attendance. The school is not complacent and makes full use of services provided by the Educational Welfare Officer. The school promotes good attendance which it rewards and celebrates. The school is very well led and very well managed.

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Assessment is used very well to inform teaching and involve parents in their

17. The school is well led. Governors are committed to the school and have a clear understanding of its strengths and weaknesses. There is a strong sense of team work and cooperation that includes governors, senior management and parents. The Lowther Primary School - 13 - February 2002 headteacher has led the school in its response to the earlier inspection. All of the issues raised at the time of the last inspection have been addressed and, overall. good progress has been made. Alongside this the headteacher has led the drive to raise standards and since 1999 there has been a dramatic improvement. This rise in standards reflects developing good practice in teaching, assessment and its use, and a clear determination to improve.

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Assessment is used very well to inform teaching and involve parents in their

18. The headteacher involves the deputy headteacher at all stages of decision making; they are an effective team. The senior management team involves almost half the staff and this provides a broad base for decision making and encourages a shared ethos. The senior management team has taken some bold decisions such as the introduction of specialist teaching and setting in Years 4 and 5 to raise standards. The leadership of the school is self critical and is not complacent about standards or the progress pupils make; they know that writing can be improved and they are currently working on ways to bring this about.

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Assessment is used very well to inform teaching and involve parents in their

19. Lowther has fairly high levels of pupil mobility and in recent years, high staff turnover. The recruitment and retention of good staff is one of the major concerns facing senior staff and governors. By the end of the current school year two senior staff will have moved on to further their careers, for a small school this is very significant. Nevertheless the support and guidance given to new members of staff and those new to the profession is very good. Day-to-day running of the school is efficient and this enables the school to function smoothly. Pupil mobility is also very high. During the year prior to this inspection 28 pupils joined and 33 left at times other than the normal start and finish of the school year.

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Assessment is used very well to inform teaching and involve parents in their

20. Work in the core subjects is monitored carefully. However, there is room to improve the monitoring of work in other subjects in order to raise standards in them and to exploit the potential for writing across subject boundaries.

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Standards in pupils’ writing

21. Standards in writing are lower than in reading and other subjects and they are proving harder to improve . Early experiences in the foundation stage, in the nursery and reception classes though regular and usually appropriate could be planned to provide greater continuity and hence improve children’s early writing skills more systematically.

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Standards in pupils’ writing

22. Written work in the rest of the school sometimes lacks neatness and pupils in Key Stage 1 could be provided with more opportunities for extended writing. Opportunities for developing writing across the curriculum are not exploited fully. In subjects such as history and geography there is relatively little written work and this is not as carefully structured or presented as it could be. These other subjects provide many opportunities for developing pupils’ writing on topics that can be linked to individual pupils’ interests. Larger projects that would involve older pupils in research at home and school are not used as effectively as they might be to develop higher order writing skills of punctuation, writing for an audience and paragraphing.

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Standards in pupils’ writing

23. Teachers are very aware of pupils’ learning targets in core subjects, but when they mark work in other subjects they do not always provide pupils with diagnostic comments or sufficient guidance on how to improve. As a result, opportunities to develop pupils’ writing in a range of situations and subjects are missed. Lowther Primary School - 14 - February 2002

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The monitoring of pupils’ work in subjects other than English, mathematics and

science to raise standards in these areas of the curriculum.

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The monitoring of pupils’ work in subjects other than English, mathematics and

24. The monitoring of pupils’ work in English, mathematics and science subjects is very good. However, in other subjects such as history, geography, religious education and information and communication technology, pupils’ work and their progress is not monitored as closely. There is little evidence to suggest that the scrutiny of pupils’ work regularly takes place or that standards have been moderated and agreed. In subjects such as information and communication technology, that have very specific standards for different strands of the subjects, monitoring does not ensure sufficient coverage to promote higher standards in all these strands. In history and geography topics are not covered in sufficient depth and opportunities to develop skills such as map reading and the investigation of historical evidence are not fully exploited. Lowther Primary School - 15 - February 2002

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) To raise standards in writing the school should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• devise a more consistent approach to developing early writing skills in the foundation stage.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• increase opportunities for pupils to write in Key Stage 1.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• exploit more fully the opportunities for pupils to write across the whole curriculum.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensure that teachers provide more detailed feedback to pupils on how to improve their writing in all areas of the curriculum.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Monitor more regularly and precisely pupils’ work in subjects other than English, mathematics and science and use the information to raise standards and inform planning to improve the quality of learning. Lowther Primary School - 16 - February 2002

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Summary of the sources of evidence for the inspection

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

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory 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 five percentage points.

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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) 23 161

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 82

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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 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 1 64

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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 39

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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 28

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 33

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Attendance

National comparative data 5.6 National comparative data 0.5 Lowther Primary School - 17 - February 2002 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Lowther Primary School - 18 - February 2002

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 11 13 24

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

National Curriculum Test/Task Results Reading Writing Mathematics

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

Boys 9 7 10 Numbers of pupils at NC level 2 and above Girls 9 9 12

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

Percentage of pupils School 75 (74) 67 (74) 92 (96) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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

Teachers’ Assessments English Mathematics Science

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

Boys 8 9 8 Numbers of pupils at NC level 2 and above Girls 9 11 11

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

Percentage of pupils School 71 (74) 83 (96) 79 (81) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 12 8 20

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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 10 10 11 Numbers of pupils at NC level 4 and above Girls 6 6 8

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

Percentage of pupils School 80 (81) 80 (81) 95 (100) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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

Teachers’ Assessments English Mathematics Science

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

Boys 7 10 10 Numbers of pupils at NC level 4 and above Girls 6 6 8

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

Percentage of pupils School 68 (76) 84 (67) 90 (81) 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. Lowther Primary School - 19 - February 2002

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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 8 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 25 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.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.3 Financial year 2000/01

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Teachers and classes Financial information

Number of pupils per qualified teacher 19.4

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Teachers and classes Financial information

Education support staff: YR - Y6 Total income 495,856

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Teachers and classes Financial information

Total number of education support staff 6 Total expenditure 505,625

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Teachers and classes Financial information

Total aggregate hours worked per week 63 Expenditure per pupil 2,690

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 48,837

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 39,068

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Teachers and classes Financial information

Number of pupils per qualified teacher 23

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Teachers and classes Financial information

Total number of education support staff 1

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Teachers and classes Financial information

Total aggregate hours worked per week 32

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Recruitment of teachers

Number of teachers who left the school during the last two years 4.4

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 4.4

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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) 1 Lowther Primary School - 20 - February 2002 Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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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. 88 8 0 0 4

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Percentage of responses in each category

Behaviour in the school is good. 56 36 4 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 52 36 4 0 8

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 76 20 0 0 4

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 92 8 0 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 96 4 0 0 0

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Percentage of responses in each category

The school works closely with parents. 84 16 0 0 0

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Percentage of responses in each category

The school is well led and managed. 84 8 0 0 8

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Percentage of responses in each category

The school is helping my child become mature and responsible. 76 24 0 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 56 28 12 0 4

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