Christ Church Primary School, Hampstead

CHRIST CHURCH PRIMARY SCHOOL

Dates of inspection: 10 th – 12 th January 2000

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CHRIST CHURCH PRIMARY SCHOOL

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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CHRIST CHURCH 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. Christ Church Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Christ Church Hill Hampstead London

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Geoffrey Palmer

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 15 April 1996 - 19 April 1996 Christ Church Primary School - 4

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Team members

Mr M Burghart Registered inspector Mrs J Gallichan Lay inspector Mrs K Cornish Team inspector

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Team members

MSB Education Ltd Broomhill Wimborne Dorset BH21 7AR

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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 Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Christ Church Primary School - 5

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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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INFORMATION ABOUT THE SCHOOL

Christ Church Primary is a Church of England Voluntary Aided school situated in Hampstead, London NW3. The school is housed in Victorian buildings, extended and modified over the years; most recently to provide new infant toilets, a Year 5 classroom, a new office and staffroom.

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INFORMATION ABOUT THE SCHOOL

The school has 185 children on roll, including 29 in reception, 13 of whom started their career part-time prior to Christmas. There are 43 children on the register of special educational needs which is above the national average. Two of these have statements under the DfEE Code of Practice 1 detailing their needs and support. Almost 23 per cent of children come from homes where English is not the first language, Cantonese, Yoruba, French, German and Mandarin all feature. Most children understand English and many do well in the National Curriculum. Currently 19 pupils are known to be eligible for free school meals, which is below the national average and falling.

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INFORMATION ABOUT THE SCHOOL

In line with its Voluntary Aided status, acts of collective worship and religious education were inspected by a representative of the diocese. Her report appears under a separate cover.

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HOW GOOD THE SCHOOL IS

This is a very good school, where pupils achieve high standards. The harmonious community created through very good relationships, high quality teaching, and the strong leadership and management of the headteacher, senior management team and staff, provides a very positive atmosphere for learning. Pupils, an above average proportion of whom have special educational needs, make good progress. When considered in the context of almost 23 per cent of children for whom English is an additional language, the school gives good value for money.

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What the school does well

• Has very clear educational direction. • The leadership and management of the senior management team are very good. • Provides very good teaching. • Achieves high standards, especially in mathematics at Key Stage 1 and English at Key Stage 2. • Provides very good support for special educational needs and for pupils with English as an additional language. • Successfully encourages very good personal development and relationships. • Pupils’ attitudes and behaviour are good. • Behaviour is consistently well managed. • The school makes very good provision for pupils’ spiritual, moral, social and cultural development.

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What the school does well

1 The DfEE Code of Practice gives practical advice to schools and local education authorities about their responsibilities to ensure that pupils who have special educational needs receive the most appropriate help to further their learning and personal development. This is a statutory duty under the 1993 Education Act. Christ Church Primary School - 7

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What could be improved

• Aspects of site management and maintenance; including cleanliness of staff and Key Stage 2 toilets; poor areas of decoration and the removal of unwanted furniture and rubbish from the grounds. • Some elements of statutory reporting requirements are missing from the governors’ annual report; notably full details of income and expenditure with regard to all funds available for strategic planning.

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What could be improved

In the context of the judgement that this is a very good school, the above recommendations for improvement, although important, do not constitute significant key issues. However, they 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 previously inspected in April 1996. Key issues were raised in four areas. The school has made good progress in addressing these. The quality of teaching has been improved through good induction and training, and clear planning which identifies objectives. A new policy has been implemented to support more able pupils. Schemes of work are now established for all subjects and are monitored by curriculum co-ordinators effectively. Although 18 per cent of parents would still like to know more about what is taught and how their children are getting on, the school does present a satisfactory range and amount of information to parents. After a review of health and safety, security has been improved to provide a safe environment.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the last report all full time teaching staff, except the head; and many of the governors are new. The school has managed these changes well. In addition literacy and numeracy have been successfully introduced with very positive effects on standards. Modifications to the building have been well managed. Overall, the school has made good progress since the last inspection and is well placed for future developments.

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

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Key

High standards have been maintained over time in English. A* performance is consistent with the highest 5 per cent of schools nationally. Christ Church Primary School - 8 Attainment is above average in mathematics throughout the school and results at the end of Key Stage 1 in 1999 were very high compared with similar schools.

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Key

Standards of literacy and numeracy are high at both key stages and skills are well used to support other subjects.

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Key

Science results fell short of the national average in 1999. The school has evaluated the situation and has made changes to teaching and planning which are making a difference.

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Key

Overall with almost 24 per cent special educational needs and 23 per cent of pupils with English as an additional language, the school has done well to achieve these results. The work pupils were doing during the inspection confirms standards are good.

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Aspect Comment

Attitudes to the school Good. Pupils like coming to school. They respect staff, equipment, buildings and each other, and are usually keen to work.

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Aspect Comment

Behaviour, in and out of classrooms Good, notwithstanding a minority who could, and sometimes do, present problems. Behaviour is consistently well managed in a positive way.

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Aspect Comment

Personal development and relationships Very good personal development. Expectations are high and pupils are encouraged to be independent. Staff set a good example and relationships are very good.

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Aspect Comment

Attendance Satisfactory, broadly in line with national averages.

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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 Very good Very good

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

One hundred per cent of teaching was satisfactory or better, with almost 89 per cent good or better. Teaching was judged very good in almost 41 per cent of lessons and 7 per cent excellent. This high profile makes it possible to say teaching is very good throughout the school; the impact being that teachers create a very good learning environment and pupils’ progress is good, and often better. Strengths in teaching feature: clear objectives, very good relationships, high quality questioning, and pupils well challenged. Expectations of work and behaviour are high. Teachers make good use of time and resources and their assessment of pupils’ performance has excellent features. Overall satisfactory use is made of homework.

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

High quality teaching was observed in literacy, numeracy, physical education, and for those children under five. All members of staff had some good sessions, five recorded very good lessons, and two excellent. Christ Church Primary School - 9

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Aspect Comment

The quality and range of the curriculum Good: broadly balanced. Good use of the locality and visits. A satisfactory range of extracurricular activities. Homework overall satisfactory, although the school is aware of some inconsistencies. Good use of literacy and numeracy skills to support other subjects.

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Aspect Comment

Provision for pupils with special educational needs Very good, in and out of class. Pupils’ self esteem is successfully encouraged, work is well planned at appropriate levels by class teachers and the special educational needs co-ordinator. Extra support assistants make good contributions to learning, assessment and recording.

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Aspect Comment

Provision for pupils with English as an additional language High proportion, well supported. Pupils are fully integrated, many are successful in National Curriculum tests. School uses Ethnic Minority Achievement Grant very well.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision in each element. Spiritual: consistent with Voluntary Aided status. Moral: pupils well aware of right and wrong. They are involved and co-operative. Social: pupils get on well, with lots of opportunities to work and play together. Expectations are high. Cultural: very good experience of our national culture. Pupils’ good multicultural understanding reflects the varied ethnic makeup of the school.

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Aspect Comment

How well the school cares for its pupils Pupils well cared for. The school’s support and guidance is good, including excellent assessment and record keeping. Staff know pupils well. Some building problems yet to be addressed.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. Communication to form the school development plan is very good. The school has clear educational direction reflecting its Christian aims. The senior management team is committed to high achievement. The ethos of the school is very good.

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Aspect Comment

How well the governors fulfil their responsibilities Satisfactory overall, governing body has appropriate structure and terms of reference. Some governors very new. Good overview of building improvements, but problems with site maintenance. Governors’ annual report to parents lacks some statutory requirements. However, governors are committed and supportive.

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Aspect Comment

The school’s evaluation of its performance Very good. The headteacher makes excellent review, evaluation and analysis. The school has very good insight into its situation.

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Aspect Comment

The strategic use of resources Good at the day to day level and in the school development plan; best value principles are followed. Annual budget efficiently deployed, but problems in the current year regarding carry forward. Headteacher not fully informed of finance available through the governors’ fund. This makes strategic planning difficult. The school gives good value for money, an improvement on last inspection. Christ Church Primary School - 10

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What pleases parents most What parents would like to see improved

• Their children like school. • The school is well led. • The school provides good teaching. • Children’s maturity. • The school is approachable. • Extracurricular activities. • Homework. • Information regarding pupils’ progress.

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What pleases parents most What parents would like to see improved

The overwhelming response of parents is positive, appreciative and constructive. Inspectors share these views.

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What pleases parents most What parents would like to see improved

The inspection finds that there is a good policy for homework, which is satisfactorily implemented. However, the school is aware of some inconsistencies. Information regarding pupils’ progress is satisfactory. The school makes excellent assessments and provides sufficient detail for parents, but is working to improve target setting for individual pupils. Extracurricular activities, independent of the local authority’s after-school club, are at least satisfactory; good for sport. The school makes good use of the environment and visits, but is aware that music activities could be developed further.

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assessment are excellent.’

1. The school development plan provides a very good tool for managing the school. The head very successfully canvases and collates contributions from governors, staff, parents and pupils. Priorities derived from these form the basis of the plan, which is rooted in the needs of the curriculum and reflect the aims of the school.

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assessment are excellent.’

2. The vision of the headteacher and her senior management team and the staff’s commitment to maintaining and raising standards, are made practical by the development plan. It has good timescales, clear criteria for success and follows the principles of looking for best value.

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assessment are excellent.’

3. The development plan’s curriculum focus has very positive effects: for example in science. The subject co-ordinator and senior managers are allowed time to monitor planning and standards. This is addressing the dip in results at Key Stage 2 in 1999 national tests. Year 6 pupils are now provided with more opportunities for experimental and investigative work in this subject.

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assessment are excellent.’

4. In an improvement since the last report, policies and schemes have been completed for all subjects and a workable programme for their review forms part of the development plan. English and mathematics are very well planned. Co-ordinators have paid particular attention to identifying how literacy and numeracy skills will support, and be extended, through other subjects. For example, research for history by Year 6 pupils on life in Ancient Christ Church Primary School - 11 Greece makes very good use of the advance reading skills of scanning and skimming. In geography in Year 3, recording and interpreting data about weather makes number work relevant.

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assessment are excellent.’

5. At both the overall strategic level, and in specific planning for subjects, very good use is made of analysis of performance based on assessment. The very good insight of the headteacher and senior management team, together with excellent assessment of pupils’ achievements carried out by staff, make significant contributions to the school’s educational direction. For example, good baseline records from Year R are developed into a very detailed, yet clearly presented, overview of the class. These are passed onto the next teacher at the end of the school year. Skilful analysis of pupils whose performance is just below National Curriculum age related expectations has improved their results year on year.

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assessment are excellent.’

6. Change is well managed: for example very good evaluation of staff strengths and school performance when allocating classes for the present school year. This resulted in high quality teaching for the under fives, enhanced English in Year 1 and improved science in Key Stage 2 when three teachers joined the staff. In a direct response to a key issue of the last inspection challenge for the more able pupils has been significantly improved.

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assessment are excellent.’

7. As the school is continually reviewing its performance, it was able to take this inspection in its stride and take full advantage of the potential for professional development. As a consequence of good leadership and management Christ Church Primary has made good progress since the last report and is well placed for future development. The school fully justifies its selection as one of the first for ‘short inspection’.

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mathematics at Key Stage 1 and English at Key Stage 2.’

8. All lessons observed were at least satisfactory and 89 per cent were good or better. A very creditable 41 per cent of sessions were judged very good or better, and 7 per cent excellent. Every member of staff was seen to teach at least one lesson at the good or better level with very positive impacts on pupils’ learning at both key stages. Five teachers taught very good lessons and two had sessions assessed as excellent. The highest quality teaching was seen in literacy work with those children under five. Children were very successfully challenged by top quality questioning. The teacher, having taught the concepts of first and last, asked a more able boy, “Can you read me the fourth word in this sequence?” He did so with confidence and obvious delight at having pleased his teacher.

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mathematics at Key Stage 1 and English at Key Stage 2.’

9. Very good planning and organisation is translated through good explanations and objective setting into pupils’ high achievement. In a Year 6 gymnastics lesson, with very good attention to health and safety in a confined space, the teacher provided just the right opportunity for pupils to extend themselves physically and mentally. Pupils worked exceptionally well as a team to create an excellent sequence combining elements of dance and gymnastics as ‘parachutists’.

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mathematics at Key Stage 1 and English at Key Stage 2.’

10. Literacy and numeracy are taught very well with clear effects on standards. Pupils’ results in mathematics at Key Stage 1 and English at Key Stage 2, put the school in the top five per cent nationally. In the light of high levels of special educational needs and of 23 per cent of pupils for whom English is an additional language, this reinforces the judgement that teaching is very good. Christ Church Primary School - 12 11. The above average proportion of pupils with special educational needs are well taught and make good progress. Pupils have work planned for their needs, some in individual education plans and as part of class activities. They receive good teaching from class teachers, the special needs co-ordinator and extra learning assistants. The staff approach is consistent, particularly where pupils’ needs have a negative effect on behaviour. Expectations are high. “I want you to finish this in the next five minutes,” said the

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mathematics at Key Stage 1 and English at Key Stage 2.’

teacher to good effect in a withdrawal session to a boy of limited attention span. Such pupils’ learning is often good in relation to their experience and many of those on the first stage of the DfEE Code of Practice (and some at Stage 2) are achieving average levels for their age group in English and mathematics.

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mathematics at Key Stage 1 and English at Key Stage 2.’

12. Almost 23 per cent of children come from homes where English is not the first language. Many of these children are of good ability and are successfully helped to make the most of their capabilities by good teaching. They are fully integrated into the school and the variety of their language and ethnic backgrounds is used to enrich the school’s cultural dimension. For example, pupils who speak Cantonese and Mandarin tell others about the customs of Chinese New Year.

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mathematics at Key Stage 1 and English at Key Stage 2.’

13. The school makes good use of the Ethnic Minority Achievement Grant to provide extra, good quality teaching for individuals whose English is just emerging. The teacher is involved in teaching other subjects as part of the school’s timetable and knows pupils well. Good relationships and understanding form a good basis for very good support.

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managed.’

14. From reception children are expected to organise themselves; getting things out and putting them away. They are given opportunities to make choices: for example Year 6 recording science results in their own style; and Year 2 choosing their own movements to match word sounds in physical education.

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managed.’

15. Through the school council pupils have the opportunity to make use of their very good speaking and listening skills and contribute to decision making and the life of the school. At both key stages pupils are encouraged to take responsibility: for example getting equipment out and deciding who will do what in investigative science group work.

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managed.’

16. Pupils’ attitudes to work are good throughout the school. It is not surprising that 98 per cent of parents responding to the Ofsted questionnaire said their children like coming to school.

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managed.’

17. Young children in Year R stay longer on task than might be expected for their age and have already become aware of conventions for not calling out. Pupils in a variety of classes often applaud the success of others (even when they themselves are not winning!) and Key Stage 2 pupils listen to explanations of work by others with interest.

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managed.’

18. Good attitudes are closely matched by good behaviour: for example in junior singing time pupils sing very well with real enthusiasm and behave quietly and sensibly, even when eager to go out to play. Behaviour is good throughout, in class and around the school, notwithstanding a minority of pupils who could, and sometimes do, present problems. The whole staff manage behaviour very well, consistently applying the school’s policy for reinforcing the positive: for example using table points, house points and reward stickers. Christ Church Primary School - 13 Class and school rules have been negotiated with all concerned and are entirely in keeping with the school’s Christian aims.

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managed.’

19. Very good assessment provides the basis of work well planned to pupils’ abilities and this has a very positive effect on behaviour. Classes are well managed and children are well challenged: for example in a Year 5 English lesson the teacher gave close support to a special needs child, reading questions for him for the comprehension exercise to hold his interest by extending him beyond his limited reading skills. The effect on class behaviour was very positive.

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managed.’

20. When elements of poor behaviour are evident, they are dealt with promptly. Teachers apply ‘time out’ and sanctions effectively, but on most occasions their disapproval is enough to bring about a change. Where more serious measures are needed, senior members of staff deal sensitively, but firmly with pupils, treating them with respect as individuals. This has a very positive effect on relationships in the school.

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managed.’

21. Children feel that they are dealt with fairly. One Key Stage 2 boy said, “I like my teacher, he listens to me.”

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development.’

22. A conscious effort is made to plan for each aspect of spiritual, moral, social and cultural development and this results in very good provision.

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development.’

23. The school makes very good opportunities in assembly for pupils to learn about, and reflect upon, faith. Pupils respond well to the special atmosphere triggered by the lighting of a candle, participating in prayers, and singing hymns sensibly and often with enthusiasm.

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development.’

24. The spiritual dimension is a feature of a variety of subjects: for example pupils in awe of the colours in winter landscapes in art, and Year 6 amazed by the potential of the Internet when researching Aesop’s fables. Teachers provide for quiet reflection during the day and encourage children’s sensitivity: for example Year 3 learning about the Muslim faith appreciated the concept of one god, worshipped in a variety of ways.

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development.’

25. Pupils’ moral and social development are clear strengths of the school. This is a direct result of the well established school aims, and of expecting the whole school community ‘to keep to the golden rules’.

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development.’

26. Staff set a very good example and are consistent in their management of behaviour. The positive approach to discipline is very effective. Pupils are treated with respect and very good opportunities are created for them to work and play together in groups of different gender, ability and ethnic backgrounds. Guidance given about teams for breaktime games is a very good feature.

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development.’

27. Moral and social consideration is fundamental to the school’s very good ethos.

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development.’

28. The school makes very good use of the experience of the 23 per cent of pupils for whom English is an additional language, many of whom represent ethnic minority groups. Christ Church Primary School - 14 Pupils are well integrated and teachers skilfully draw on children’s speaking and listening skills to enrich discussions about culture and customs. Good planning: for example in geography, music, and history ensures that pupils are introduced to a variety of cultures from different countries, time periods and religions. By the time they leave, pupils’ awareness of multicultural issues is very good. The school is very successful in teaching children to respect each other, with the result that consideration and tolerance feature strongly in each class. Inspectors drew heavily on this factor in their judgement that Christ Church Primary is a very good school.

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Stage 2 toilets, poor areas of decoration and the removal of unwanted furniture and

29. The school and governors are to be congratulated for recent initiatives, which have dramatically improved the building. New toilets for Key Stage 1, enhanced classroom space for Year 5, a computer suite, and a new office and staffroom, are all having positive effects.

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Stage 2 toilets, poor areas of decoration and the removal of unwanted furniture and

30. However, the school is not clean enough and regular maintenance programmes need better monitoring. There is an urgent need to improve the toilets for Key Stage 2 pupils and staff, before addressing redecoration issues of flaking plaster, paint and worn carpets: for example in the medical room.

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Stage 2 toilets, poor areas of decoration and the removal of unwanted furniture and

31. Outside, work is needed to remove redundant and derelict equipment, and to manage matters of maintenance more carefully: for example keeping drains free of leaves. A more regular review is required to improve the appearance and safety of the site and to prevent deterioration.

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Stage 2 toilets, poor areas of decoration and the removal of unwanted furniture and

32. A review of financial planning for the coming year is needed to ensure that sufficient funds for improvements and redecoration are managed effectively. For example, the school is aware of the poor quality of the Key Stage 2 toilets and governors consider improvements have a high priority, but specific planning, identifying costs and timescales does not feature as part of the school development plan.

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annual report; notably full details of income and expenditure with regard to all funds

33. Not all required elements are present in the governors’ annual report to parents.

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annual report; notably full details of income and expenditure with regard to all funds

34. Governors have not re-emphasised what progress has been made from the action plan of the previous inspection. This inspection finds that the school has made good progress in overcoming issues raised by the last report. The school has missed an opportunity to make the most of its success.

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annual report; notably full details of income and expenditure with regard to all funds

35. Governors have not published full details of income and expenditure over the past year in line with statutory requirements. In itself this omission is not serious. However, the senior management team does not know the full extent of financial resources available to the school, in addition to the budget generated annually by the number of pupils on roll. Christ Church Primary School - 15 This has a negative impact on the efficiency with which the school can plan strategically. There is an assumption that the ‘governors’ fund’ will be able to support the school in the absence of a contingency created from the per capita budget. At worst this could have serious repercussions if the fund is insufficient. At best, the school will not be able to make the most of financial resources should reserves be too great.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In the context of this very good school there are no issues that could be referred to as key issues. However, in order to improve the school still further the governors should include the following in their action plan for future development:-

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improving cleaning and decoration; particularly of Key Stage 2 and staff toilets; including a more rigorous approach to monitoring maintenance of the school in general;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Arranging for the removal of redundant and damaged furniture and equipment from the grounds.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Ensure that statutory requirements for reporting in the governors’ annual report to parents are met:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Making public, as required, the full extent of income and expenditure for the year and of finance available, including the governors’ fund, in order that strategic planning can take this into account;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Reporting progress made against action plans established in response to inspections. Christ Church Primary School - 16

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Summary of the sources of evidence for the inspection

Number of lessons observed 27 Number of discussions with staff, governors, other adults and pupils 20

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 7.4 33.3 48.1 11.1 0 0 0 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

Number of pupils on the school’s roll (FTE for part-time pupils) 185

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 19 Special educational needs YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 43 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 44 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 17

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 18

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Authorised absence Unauthorised absence

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Christ Church Primary School - 17

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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 1999 17 11 28

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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

Boys 16 15 17 Numbers of pupils at NC level 2 and above Girls 10 10 11

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 (83) 89 (88) 100 (88) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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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

Boys 16 16 16 Numbers of pupils at NC level 2 and above Girls 10 9 9

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Attainment at the end of Key Stage 1

Percentage of pupils School 93 (88) 89 (88) 89 (88) at NC level 2 or above National 82 (81) 86 (85) 87 (86)

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 7 12 19

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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

Boys 5 4 5 Numbers of pupils at NC level 4 and above Girls 11 11 11

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Attainment at the end of Key Stage 2

Percentage of pupils School 84 (81) 79 (81) 84 (100) at NC level 4 or above National 70 (65) 69 (59) 78 (69)

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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

Boys 5 5 5 Numbers of pupils at NC level 4 and above Girls 10 11 11

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Attainment at the end of Key Stage 2

Percentage of pupils School 79 (77) 84 (67) 84 (100) at NC level 4 or above National 68 (64) 69 (58) 75 (69) Percentages in brackets refer to the year before the latest reporting year. Christ Church Primary School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 6 Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 10 Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 2 Other minority ethnic groups 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–Y6

Total number of qualified teachers (FTE) 8.4 Financial year 1999

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Qualified teachers and classes: YR–Y6

Number of pupils per qualified teacher 21.9

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Qualified teachers and classes: YR–Y6

Total income 418451 Education support staff: YR– Y6 Total expenditure 461623

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Qualified teachers and classes: YR–Y6

Total number of education support staff 4 Expenditure per pupil 2495

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Qualified teachers and classes: YR–Y6

Total aggregate hours worked per week Balance brought forward from previous year

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Qualified teachers and classes: YR–Y6

Balance carried forward to next year 15360 Christ Church Primary School - 19

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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. 43 41 11 1 4

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Percentage of responses in each category

Behaviour in the school is good. 34 58 5 1 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 23 57 18 0 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 33 47 14 4 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 61 37 1 0 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 51 44 4 0 1

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Percentage of responses in each category

The school works closely with parents. 28 59 12 0 1

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Percentage of responses in each category

The school is well led and managed. 63 35 3 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 49 46 1 0 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 14 29 35 12 10

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Other issues raised by parents

There was no consensus of other issues, but the overwhelming response of parents was positive.

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