Other · Ofsted report

St Peter's CofE Primary School

Inspected — · published 13 Sept 2002 · URN 126028

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Full report text

ST PETER’S CE (AIDED) PRIMARY SCHOOL

Dates of inspection: 22 nd – 25 th April 2002

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ST PETER’S CE (AIDED) PRIMARY SCHOOL

Full inspection carried out under Section 10 of the School Inspections Act 1996

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INFORMATION ABOUT THE SCHOOL

School address: Fabian’s Way Henfield West Sussex

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs C Eastwood

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 23 rd June 1997

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INFORMATION ABOUT THE SCHOOL

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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INFORMATION ABOUT THE 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 Peter’s CE (Aided) Primary School - 3

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 21090 Mr D Manuel Registered inspector Information and communication technology Design and technology Foundation Stage Equal opportunities What sort of school is it? The school’s results and pupils’ achievements How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 13874 Ms J E Chesterfield Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 24019 Mr K Parry Team inspector Mathematics History Physical education How good are the curricular and other opportunities offered to pupils? 25778 Mr A Hicks Team inspector Science Geography Music 2913 Mrs S L Airey Team inspector Special educational needs English as an additional language 16038 Mrs J Bavin Team inspector English Art and design

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INFORMATION ABOUT THE INSPECTION TEAM

The inspection contractor was: Wessex Education 2 Riverside Cottages Athelhampton Dorchester Dorset. DT2 7LG

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE St Peter’s CE (Aided) Primary School - 4

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PART A: SUMMARY OF THE REPORT 5

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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HOW HIGH ARE STANDARDS? 9

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 26

St Peter’s CE (Aided) Primary School - 5

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INFORMATION ABOUT THE SCHOOL

St. Peter’s is a Church of England voluntary aided primary school situated in the village of Henfield, in West Sussex. The school serves the surrounding area which is socially advantaged. Children are admitted aged from 4 to 11. The school has 382 pupils on roll, which is above average for this type of school. There are 68 pupils on the register for special educational needs (18 per cent, below average). One pupil has a statement of special educational need. Eleven children are eligible for free school meals, (three per cent, which is below average) and there are very few pupils from minority ethnic groups. Two children speak English as an additional language but neither is deemed to be in need of extra support. Attainment on entry indicates that children are at broadly average levels for their age.

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HOW GOOD THE SCHOOL IS

St. Peter’s is a successful school which demonstrates its commitment to providing an inclusive education by having created a strong community approach within the context of the village and the church. Children’s achievements, attitudes and wellbeing are at the heart of the school’s principles. The headteacher, appointed a year ago, provides very good leadership and a very clear educational direction for the work of the school. Upon his appointment, he carefully analysed the needs and priorities of the school and set clear targets. The recent improvements have resulted in a new positive teaching and learning environment and although there has been insufficient time for these to impact on every subject, standards are rising in a number of them. Much has been achieved but there are still areas for improvement. Taking these factors into account, the school provides satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • The headteacher provides very good leadership and sets a very clear direction for the future development of the school. • Children receive a good start to their schooling in the reception classes. • Provision for spiritual, moral, social and cultural development is good and results in good relationships throughout the school and pupils’ good attitudes and enthusiasm for work. • There is very good provision for extra-curricular activities, educational visits and visitors to the school, which together enrich the school’s curriculum. • There are good links with parents and the parents themselves have good views of the school.

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HOW GOOD THE SCHOOL IS

What could be improved • Better use should be made of assessment procedures throughout all year groups to track pupils’ progress more closely. • The involvement of subject co-ordinators in monitoring and evaluating standards is inadequate. • Inconsistencies in teachers’ short-term planning do not ensure that the full range of pupils’ needs are met. • Teachers’ subject knowledge and expertise in music are unsatisfactory. 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 previously inspected in June 1997. Progress in the identified areas for improvement was unsatisfactory until as recently as a year ago. The new headteacher has brought about significant changes by reviewing established practice and reassessing management procedures. He identified the need for greater staff involvement, a broader and more interesting curriculum, more consistency in teaching and the need for new assessment procedures to track and monitor pupils’ progress more closely. Changes in these areas, although taking time to have the required impact, have been managed St Peter’s CE (Aided) Primary School - 6 well. A positive teaching and learning environment has been created within the school and this has resulted in a shared commitment to improve the quality of education provided for all pupils. Good improvement has been made in raising standards in information and communication technology (ICT)

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

and in design and technology throughout the whole school. However, standards in music remain below expected levels. Teachers’ short-term planning has improved in some areas but still remains inconsistent. The roles of some subject co-ordinators have not been sufficiently developed since the previous inspection. New whole-school assessment procedures are in place but there has been insufficient time for them to impact fully on pupils’ progress and achievement. In addition to these previous issues, significant improvement has been made in extra-curricular activities and the use of educational visits and visitors to enrich the curriculum. Standards in English and mathematics by the end of Year 2 have improved and standards in art and design by the end of Year 6 have improved. The school has the capacity to improve further.

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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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STANDARDS

Performance in: all schools Similar schools Key

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STANDARDS

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

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STANDARDS

Over the past three years, results have exceeded the national trends in English and mathematics and have been in line with the national trend in science. In tests at the end of Year 2, results have been very high compared to the national average in reading and writing and well above average in mathematics. Reading and writing results for these pupils placed them in the highest five per cent nationally. This indicates good achievement for this particular cohort of pupils from their levels of attainment on entry to the school. Annual targets are set to predict the percentages of pupils who are expected to reach average and above average levels by the end of Years 2 and 6. Targets for the year 2001 were set and results were close to the predictions. However, a year ago, the school identified the need for greater challenge for the higher attaining pupils, as a significant number were not reaching their full potential.

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STANDARDS

Predictions for the current Year 6 pupils show that proportions of pupils attaining average and above average results are expected to be close to previous national standards in English, mathematics and science. Inspection evidence indicates that most pupils achieve satisfactorily, and by the end of Year 6, attain standards which are at expected levels in English, mathematics and science. Standards are also at expected levels in all other subjects except music where they are below expected levels.

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STANDARDS

Inspection evidence shows that at the start of Year 1, about a quarter of children are likely to exceed expected levels in communication, language and literacy, mathematics and physical development. Almost all are expected to achieve them in all other areas of learning. Pupils in Year 2 attain standards in English which are well above expected levels in reading and writing and above expected levels in speaking and listening. In mathematics and science, pupils attain expected levels. Standards are above expected levels in art and design and are at expected levels in all other subjects except music where standards are below expected levels. St Peter’s CE (Aided) Primary School - 7 PUPILS’ ATTITUDES AND VALUES

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STANDARDS

Attitudes to the school Pupils have good attitudes to their lessons. They are interested in learning and keen to get on with their work.

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STANDARDS

Behaviour, in and out of classrooms Pupils’ behaviour in class and around the school is good and reflects the school’s good monitoring of standards.

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STANDARDS

Personal development and relationships Relationships in the school are good. Pupils co-operate well with each other in class and play amicably together outside.

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STANDARDS

Attendance The level of attendance is in line with the national average.

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STANDARDS

Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

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STANDARDS

Quality of teaching Good Satisfactory Satisfactory 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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STANDARDS

The overall quality of teaching is satisfactory. During the inspection teaching was satisfactory or better in nearly all lessons with half being good or better. There are now higher proportions of teaching that are good or better than at the time of the previous inspection. The teaching in the reception classes is good. This enables all children to make good progress in their learning. In Years 1 to 6, there are inconsistencies. The characteristics of the good and better teaching include detailed planning to meet the full range of pupils’ needs with clear expectations and good management of behaviour. These factors create a purposeful working atmosphere in classrooms, particularly in the literacy and numeracy sessions. Teachers question and prompt pupils skilfully, ensuring that pupils of all capabilities are fully involved in whole-class discussions. However, in a very small number of unsatisfactory lessons and in

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STANDARDS

some which are satisfactory overall, relative weaknesses include not sustaining the levels of challenge throughout the lesson and missing opportunities to extend pupils’ learning beyond the set task. Another weakness is in the quality of short-term planning. The objectives for a few lessons are not precise enough to identify what pupils should learn and there is inadequate use of assessment information to track progress and plan the next steps in learning.

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STANDARDS

The teaching of English and basic literacy skills is satisfactory. Teachers provide an adequate range of activities that develop pupils’ communication skills and engage their interest. Teachers provide good opportunities in other subjects to develop pupils’ speaking, reading and writing skills. The teaching of mathematics is satisfactory and mental calculation is a feature of all mathematics lessons. Good links are made with other subjects when pupils are involved in calculating, measuring and presenting information in graphical form. Pupils work well and share ideas to develop their learning.

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STANDARDS

The quality and range of the curriculum Satisfactory range of opportunities provided. The provision for extra- curricular and other activities to enhance pupils’ learning is very good and much improved.

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STANDARDS

Provision for pupils with These pupils receive good support and make good progress. They have St Peter’s CE (Aided) Primary School - 8 special educational needs equal access to all activities.

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STANDARDS

Provision for pupils with English as an additional language Provision for these pupils is good and they make good progress in their learning.

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STANDARDS

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision is good in all aspects. The good quality has been maintained since the previous inspection. The school’s ethos is now well established and strongly promotes tolerance and mutual respect.

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STANDARDS

How well the school cares for its pupils The school continues to provide its pupils with good pastoral care. The attention given to pupils’ welfare is especially strong.

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STANDARDS

Leadership and management by the headteacher and other key staff Leadership and management are satisfactory overall. The new headteacher provides very good leadership and has identified the need to improve the involvement of key staff, which until recently had been unsatisfactory.

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STANDARDS

How well the governors fulfil their responsibilities The governors are increasingly more involved in monitoring and evaluating the work of the school and fulfil their responsibilities.

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STANDARDS

The school’s evaluation of its performance The school effectively uses new strategies for evaluating its performance and has set clear targets for improvement.

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STANDARDS

The strategic use of resources Overall, resources are used satisfactorily and support learning in all areas of the curriculum. The levels of staffing are satisfactory and the accommodation and its use are adequate. The school applies the principles of best value well.

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STANDARDS

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

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STANDARDS

What pleases parents most What parents would like to see improved

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STANDARDS

• Children like school. • The school expects children to work hard and achieve their best. • Parents feel comfortable about approaching the school with questions or problems. • The school is well led and managed. • The school is helping children to become more mature and responsible. • Being kept better informed about how their children are getting on. • The school working more closely with parents. • Pupils’ behaviour in school. • The provision of a more interesting range of activities outside lessons.

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STANDARDS

The inspection team endorses all the positive views of parents. With regard to what parents would like to see improved, concerns about being kept better informed and working more closely with parents relate to the school’s new arrangements for parent consultations. Although these are now more frequent and at more flexible times, they are held during the day which is inconvenient for parents who go out to work. The school is keeping the new arrangements under review. Some parents are unhappy about behaviour in the school and the provision for extra-curricular activities. In the team’s view, these concerns are not well founded. Behaviour in classes and around the school is good, and the range and quality of activities St Peter’s CE (Aided) Primary School - 9 outside lessons are very good. At their meeting, parents were very pleased with improvements made by the new headteacher.

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The school’s results and pupils’ achievements

1. Children enter the reception classes with levels of attainment which overall are in line with those expected for this age. There are significant variations in these from year-to- year but the trend over the past four years has been that attainment in communication, language and number is usually average or above average and attainment in personal and social development is usually below average. Children make good progress in the reception classes. By the time they enter Year 1, most are likely to achieve the early learning goals in communication, language and literacy, and mathematical development with at least a quarter exceeding these. In personal, social and emotional development, knowledge and understanding of the world, creative development and physical development, most children are likely to achieve the early learning goals.

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The school’s results and pupils’ achievements

2. The school’s results in the National Curriculum tests in 2001 for seven-year-olds in Year 2, were very high compared to the national average in reading and writing and well above the national average in mathematics. When compared to similar schools, standards are well above average in reading, very high in writing and above average in mathematics. In the national tests in 2001 for eleven-year-olds in Year 6, results in English were above the national average, and in mathematics and science were close to the national average. When results were compared to similar schools, standards were average in English and below average in mathematics and science. In the past three years, results overall have just exceeded the national average. However, a year ago, the school identified the need to get a greater proportion of above average results from the higher attaining pupils, as a significant number were not reaching their full

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The school’s results and pupils’ achievements

3. Annual targets are set by the senior management team and the governing body who predict the percentages of pupils who are expected to reach average and above average levels by the end of Years 2 and 6. Targets for the year 2001 were realistic and results were close to predictions. Targets for the current Year 6 pupils show that proportions of pupils attaining average and above average results are expected to be close to previous national standards in English, mathematics and science.

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The school’s results and pupils’ achievements

4. Standards are broadly confirmed by the work seen during the inspection which indicates that most pupils achieve satisfactorily and, by the end of Year 6, attain standards which are at expected levels in English, mathematics and science. The school’s priorities, aimed at raising levels of achievement, are confirmed by the inspection judgements. This is particularly so of the need to challenge higher attaining pupils to achieve more.

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The school’s results and pupils’ achievements

5. Inspection evidence shows that pupils in the current Year 2, attain standards in English which are well above expected levels in reading and writing and above expected levels in speaking and listening. Particular strengths are the confident and expressive reading with high levels of understanding. In mathematics and science pupils attain expected levels. In the other subjects, all pupils maintain satisfactory levels of achievement overall. Standards are above expected levels in art and design and are at expected levels in all other subjects except music where they are below expected levels. This St Peter’s CE (Aided) Primary School - 10 indicates that since the previous inspection standards have improved in English, mathematics, design and technology and ICT, which previously had been below expected levels. Music has remained below expected levels.

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The school’s results and pupils’ achievements

6. The current Year 6 pupils achieve satisfactorily overall and attainment in English, mathematics and science matches national expectations. In all other subjects attainment matches expected levels, except in music where standards are below expected levels. Since the previous inspection, standards have improved in art and design, ICT and design and technology, which were previously judged to be below expected levels. Standards in English have fallen since the previous inspection when they were judged to be above expected levels and music has remained at below expected levels. The improvements in ICT and design and technology are due to better curriculum provision and the better subject knowledge of teachers. All groups of pupils have achieved well over the past year.

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The school’s results and pupils’ achievements

7. Pupils with special educational needs receive good support and make good progress in relation to set targets. Pupils with statements of special educational need and those with significant special educational needs make good progress towards their individual targets and work is well matched to their needs. In addition, in certain classes and year groups, good planned provision and teaching and individual help with literacy, numeracy and reading skills where appropriate, is also helping pupils to make better progress. Higher attaining pupils have recently been identified in Years 3 and 4. In the past year there has been a greater emphasis on planning more challenging opportunities to extend their skills. As a result, these pupils make good progress towards higher standards. Pupils who speak English as an additional language make good progress and achieve their full potential.

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The school’s results and pupils’ achievements

8. Pupils of all capabilities are given adequate opportunities to develop their literacy and numeracy skills in links with other subjects. This is an improvement since the previous inspection when this aspect was judged to be a weakness. These opportunities were seen to good effect, particularly in history and geography lessons. Good reinforcement of ICT skills was seen in supporting work in literacy, mathematics and design and technology.

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Pupils’ attitudes, values and personal development

9. The school has been successful in maintaining the good standards evident at the time of the previous inspection. Pupils have good attitudes to their lessons and to the other opportunities offered them by the school. Those who were interviewed, for example, spoke warmly of the many good extra-curricular activities they took part in and the visits they went on. In class, pupils are interested in learning and keen to get on with their work. Occasionally some can be passive learners, expecting their teachers to make all the effort but most are willing to participate fully in lessons and contribute to class debate. In a Year 6 health education lesson, for example, pupils showed maturity and thoughtfulness as they discussed the uses and misuses of drugs.

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Pupils’ attitudes, values and personal development

10. Pupils’ behaviour in class and around the school is good. Most understand teachers’ expectations for behaviour and follow school routines without question. A few pupils find it hard to behave themselves all the time in lessons but they are well supported by staff so that they do not disrupt others. Lunchtimes are orderly, sociable occasions where pupils display good manners. Outside, pupils respect the rules for the use of playground space and equipment, and obey the staff supervising them. They are helped to behave well by the school’s good strategies for managing behaviour, St Peter’s CE (Aided) Primary School - 11 including the careful organisation of the playground. There has been one exclusion in the past year.

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Pupils’ attitudes, values and personal development

11. Relationships in the school are good. Pupils co-operate well with each other in class and play amicably together outside. They feel that the playground is a safe and happy place. Older pupils keep an eye out for younger ones and help them when necessary, by taking them in for medical attention, for example. Boys and girls get on well together and those from different backgrounds are well integrated. Pupils value and appreciate the differences and talents of others. When individuals performed in assembly, for example, they felt confident about doing so because their peers took them seriously and encouraged them.

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Pupils’ attitudes, values and personal development

12. The pupils respond well to the good provision the school makes for their personal development. Many are eager to develop their skills in sport and the arts through the school’s clubs and productions. Many pupils are working hard to present their version of ‘ Joseph and the Amazing Technicolour Dreamcoat’. Others have developed their sense of citizenship through the school’s good links with the community. Pupils who have placed crosses on the war graves in the local cemetery, for example, have had the chance to find out about those who lived in the village before them and contemplate the contributions they made to society. Many pupils take on responsibility willingly, representing their classmates on the school council, for example, or helping staff by carrying out duties in class or in assembly. Pupils are usually less ready to use their initiative in lessons though, or to take responsibility for their learning. Most prefer to rely

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Pupils’ attitudes, values and personal development

13. Pupils with special educational needs show interest and sustain concentration. Their attitudes to learning are good and they persevere to make expected gains in learning. Specific targets help pupils to organise their learning, to improve their skills and to raise their self-esteem. Consequently they respond with positive behaviour. Pupils with physical and sensory needs are also very positive towards school and take a full and active part in their learning.

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Pupils’ attitudes, values and personal development

14. The level of attendance at the school is in line with the national average. It is lower than it was at the time of the previous inspection. This is principally because of the increase in the amount of holiday taken during term-time. There is very little unauthorised absence. Punctuality is good. Pupils enjoy coming to school and most arrive on time each day so that the morning session begins promptly and without interruption.

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HOW WELL ARE PUPILS TAUGHT?

15. The overall quality of teaching is satisfactory. During the inspection, teaching was satisfactory or better in nearly all lessons with half the lessons being good or better. Overall standards in teaching are the same as those judged during the previous inspection although there are now higher proportions of teaching that are satisfactory and good or better. The weaknesses previously identified are still present to some degree as teaching is inconsistent across the school. These weaknesses include insufficient planning of different work to match the full range of pupils’ needs, unclear learning intentions in some lessons and inadequate use of assessment information to track progress and plan the next steps in learning. However, improving these areas is a priority in the school’s action plan.

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HOW WELL ARE PUPILS TAUGHT?

16. The teaching of children in the reception classes is good. This enables all children to make good progress in their learning. Detailed planning covers all areas of learning and St Peter’s CE (Aided) Primary School - 12 identifies closely the learning activities for every day in each area. Activities are carefully planned to build on and extend what children already know. The teachers and support assistants know the children well, provide good role models and create good relationships. Adults intervene at opportune moments by posing questions and probing understanding as, for example when children were calculating different ways to make a particular total. There is good use of day-to-day assessment of individual children’s responses to identify exactly what they need to learn next. Equipment is particularly well organised so that the children are able to choose from a wide range of resources to

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HOW WELL ARE PUPILS TAUGHT?

support their learning. The sessions are very well organised and provide children with a very good range of suitable activities, which are securely based in structured play.

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HOW WELL ARE PUPILS TAUGHT?

17. Teaching is satisfactory overall in Years 1 to 6. There are inconsistencies in some classes. The characteristics of the good and better teaching include detailed planning to meet the full range of pupils’ needs with clear expectations and good management of pupils’ behaviour. These factors create a calm, purposeful working atmosphere in classrooms, particularly in the literacy and numeracy sessions. Teachers are alert to pupils who need additional help and plan good support for them. The relationships between teachers and other adults in these classes are good and have a positive impact on pupils’ attitudes to learning, making them keen to get started on their work. Teachers question and prompt skilfully, ensuring that pupils of all capabilities are fully involved in whole-class discussions by phrasing questions in different ways. These particular strategies were used well in a Year 3 lesson, when pupils were looking at

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HOW WELL ARE PUPILS TAUGHT?

ways to plan their ICT work to look at different fields of information. In most lessons, teachers discuss learning intentions with pupils and constantly remind pupils of them as the lesson progresses. This enables pupils to gain a good understanding of the extent of their own learning and how it relates to their specific learning targets. However, in a very small number of unsatisfactory lessons and in some which were satisfactory overall, relative weaknesses include not sustaining the levels of challenge throughout the lesson and missing opportunities to extend pupils’ learning beyond the set task. Another weakness is in the quality of short-term planning. The learning objectives in a few lessons are not precise enough to identify the intended steps in learning towards the medium-term targets.

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HOW WELL ARE PUPILS TAUGHT?

18. In the best lessons, other strengths include good pace being maintained throughout, good subject knowledge and the use of subject-specific vocabulary to extend pupils’ learning significantly. This was demonstrated well in a Year 4 dance lesson involving very imaginative and expressive movements related to encounters in Tudor times. In most lessons, resources are used adequately to support the activities. This was very evident, for example, in Year 5 geography work and Year 6 history work with the use of a series of Ordnance Survey maps dating back to 1780 to plot the development of Henfield and areas beyond. Teachers’ subject knowledge is used well in the planning of these lessons and good links are made between subjects. These are improvements since the previous inspection.

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HOW WELL ARE PUPILS TAUGHT?

19. The teaching of basic literacy skills is satisfactory. Teachers are implementing the National Literacy Strategy satisfactorily by providing an adequate range of activities that develop pupils’ communication skills and engage their interest. Teachers provide good opportunities in subjects other than English to develop pupils’ speaking, listening, reading and writing skills. This is particularly evident in history lessons where pupils’ work contributes to their progress in the basic skills of English. Sessions known as circle time, when pupils hold discussions about issues that relate particularly to their personal development, are successfully used by teachers as opportunities for the development of speaking and listening skills. The National Numeracy Strategy is implemented satisfactorily. Number work is satisfactorily promoted and mental St Peter’s CE (Aided) Primary School - 13 calculation is a feature of all mathematics lessons. Good links are made with other

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HOW WELL ARE PUPILS TAUGHT?

subjects such as science, geography and ICT, when pupils are involved in calculating, measuring and presenting information in graphical form. Pupils’ learning is supported well by teachers’ good understanding of how skills in one subject can be consolidated by experiences in another subject, as in links between ICT and science. Pupils are positively encouraged to work independently and in pairs, sharing ideas.

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HOW WELL ARE PUPILS TAUGHT?

20. Teachers make effective use of the good number of classroom support assistants to provide additional instruction and guidance for pupils. Support staff are briefed well and, where they have a specific responsibility for helping an individual pupil, the quality of their guidance is good. These pupils are fully integrated into the activities and supported well in their involvement in asking and answering questions. Planning in numeracy and literacy lessons generally ensures that pupils with special educational needs have appropriate work, related to the targets in their individual education plans. Class teachers and support assistants plan and review the necessary support for these pupils. A good example of this was seen in a Year 2 literacy lesson when pupils were working on questions and answers and how to use the text. As a result of knowing what the learning intentions were, the support assistants were able to ensure that pupils with

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HOW WELL ARE PUPILS TAUGHT?

special educational needs made good progress in understanding how to look for information and answer questions. In a few lessons, however, the work is not sufficiently modified to help pupils with special educational needs to understand what to do.

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HOW WELL ARE PUPILS TAUGHT?

21. Good provision for the all round development of pupils supports the inclusive approach of the school and results in good relationships throughout the school and good attitudes and behaviour. Homework is set regularly and all pupils have regular practice in the basic skills of literacy and numeracy and this successfully consolidates their learning in lessons.

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PUPILS?

22. The school provides a satisfactory range of curriculum and other opportunities to promote pupils’ intellectual, physical and personal development. As a result of recent improvements the curriculum is now reasonably broad and balanced. Equality of access for all pupils is ensured. The provision for extra-curricular and other activities to enhance and enrich pupils’ learning experiences is much improved. In addition, there are better links with the community, which have a significant impact on the quality of learning. Improvements in the provision for ICT mean that the statutory requirements of the National Curriculum are now being met in full. This was judged to be a weakness at the time of the previous inspection.

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PUPILS?

23. Curriculum planning was judged to be a weakness at that time and one of the key issues was concerned with the writing and implementation of schemes of work. While these have been written, the school recognises that there is still work to be done to ensure a regular review of arrangements and sufficient monitoring to ensure that they are being implemented consistently throughout the school. Planning for literacy and numeracy is based firmly on the recommended national strategies and, overall, these are being implemented satisfactorily through the school. However, weaknesses remain, particularly in numeracy where there is a lack of consistency in the use of the three-part lesson. Arrangements for other subjects vary considerably. In some, for example science and geography, national guidelines have been implemented in full although they have not yet been adapted to match the particular needs of the school. In

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art and design the school has its own planning guidance, while in other subjects such St Peter’s CE (Aided) Primary School - 14 as history, teachers use the national guidance to supplement their own work plans. Good examples of co-operative planning are evident in some areas of the school ensuring that pupils in the same age group have similar learning experiences.

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24. The curriculum is balanced satisfactorily, with literacy and numeracy quite rightly being given the largest proportions of time. The restructuring of the school day has resulted in much more efficient use of teaching time. There has been a concerted effort recently to deal with the concerns voiced by the headteacher on his appointment, and shared by the staff, about the lack of breadth that previously had existed in the curriculum. This had been a matter of concern to many parents also. The introduction of ‘special days’ and ‘focus weeks’ for a particular age group, or even the whole school, has added considerably to the breadth of experience offered to pupils. These initiatives have included visiting artists and authors, a mathematics day and a geography day.

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25. Pupils with special educational needs receive the same entitlement to the National Curriculum and, apart from a small number of specific group activities, receive their education with the rest of the class. When pupils are withdrawn for a programme of specific skills teaching or work on behaviour improvement, the work is well planned and assessed and care is taken to ensure that pupils are given extra support on return to lessons in order to fully understand the work. The needs of pupils with statements of special educational needs and those with more significant needs are met well and close support is provided for individuals. At the end of each term progress is reviewed and helpful targets are set by the special educational needs co-ordinator (SENCO) and the appropriate class teacher for the start of the new term. All pupils with special educational needs have equal access to extra-curricular activities.

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26. In support of its inclusive policy and approach, the school has identified those pupils who are higher attainers in Years 3 and 4 and some talented pupils and has provided a ‘very able pupil club’ to improve skills in a range of subjects. However, not all pupils who are higher attainers, or gifted or talented, receive appropriate extension or enrichment provision in all subjects.

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27. The school makes satisfactory provision for its pupils’ personal, social, health and citizenship education (PSHCE). Aspects of this, such as drugs education, are taught well giving pupils the chance to discuss serious issues openly. However, there is no policy and planning for the whole of PSHCE and this means that other relevant aspects are not covered consistently across the school.

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28. At the time of the previous inspection the school offered only a limited range of extra- curricular activities. There were no sports clubs or opportunities for pupils to take part in competitive sport against other schools. As a direct result of the headteacher’s initiatives, the school now provides a very good range of extra-curricular activities. He is strongly supported by teachers and members of the local community and most parents are appreciative of the school’s efforts. After-school clubs and activities include seasonal sporting activities such as football, netball and cricket, a choir and recorder group, an art club for younger pupils and speech, drama and music activities. Pupils take full advantage of these opportunities to develop their intellectual, creative and sporting interests. These activities make a significant contribution to pupils’ learning and to their personal development as they learn new skills and meet people other than

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their classmates in a relaxed and informal atmosphere. Pupils have opportunities to take part in performances that include music, dance and drama.

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29. In addition, a very good range of visits and visitors supports and extends pupils’ learning in subjects such as geography, history and science. This considerably enhances the St Peter’s CE (Aided) Primary School - 15 basic statutory curriculum. Recent venues for educational visits have included a Roman villa, the local church and the old railway line. Older pupils have the opportunity to take part in a residential visit that increases their awareness of other localities, helps to extend their skills of social interaction and develops their independence. Visitors to school include the vicar and other church workers, artists, authors and musicians, theatre and puppet groups, museum staff and members of the community, including parents and friends of the school who have supported classroom projects. These activities stimulate pupils’ interest and enrich their learning.

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30. Good links have been established with the local community in what the headteacher sees as a mutually supportive arrangement. Many of these are recent initiatives in a rapidly developing area. Teachers make good use of the local library, the railway line society and the Brighton and Hove Museum outreach service. The strong links with local churches include regular visitors to assembly and their valued involvement in the programme of extra-curricular activities. Local sports clubs are also involved in the programme. In addition the school is organising local youth groups to participate in the village’s Golden Jubilee celebrations. The new ICT suite provides opportunities for parents to learn technological skills. Positive and supportive relationships with the local newspaper help to reinforce the school’s status in the community.

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31. Good relationships are created with other educational institutions. Visits to local pre- school providers ensure the smooth admission of children into reception classes and older pupils are well prepared for their transition to secondary school at the end of Year 6. The network of local primary headteachers is based on the local secondary school and provides a useful forum for the exchange of ideas. It also includes opportunities for other members of staff to meet, including subject leaders, the SENCOs and Year 6 teachers.

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32. The spiritual, moral, social and cultural development of the pupils is good overall and standards have been maintained since the previous inspection. Led by the headteacher, the school’s ethos strongly promotes tolerance and respect for self and others and good strategies have strengthened these qualities.

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33. The spiritual development of the pupils is good. There is due awareness and understanding of pupils’ own and others’ beliefs in order to live in harmony with one another and the school works hard to support and include pupils from different backgrounds. Within classes, teachers take advantage of opportunities within their lessons to reflect upon experiences and the work and success of others which supports spiritual awareness. An example of this was seen in an English lesson about rocking horses where pupils with special educational needs were encouraged to extend their vocabulary and, when successful, were applauded spontaneously by the rest of the class. In an assembly, older pupils congratulated a young pupil with an obvious talent for a drawing she had completed for the Jubilee celebrations and her talents were recognised and valued by the school. Within the school there is recognition of the need

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to provide opportunities for pupils to appreciate the feelings of others. Music appreciation and provision to enhance pupils’ spiritual opportunities still further is underdeveloped. 34. Provision for the moral development of pupils is good. Pupils are encouraged to appreciate the opinions of others. They know right from wrong and demonstrate courtesy and consideration to each other based on clear codes of behaviour. Pupils have class rules and these are clearly displayed. There is some inconsistency in applying the rules, which impacts upon behaviour in a small number of classes. Adults in school are good role models for pupils. They treat pupils with respect, fairness and honesty and there are opportunities for good-hearted fun and humour. Pupils are St Peter’s CE (Aided) Primary School - 16 encouraged to value the good relationships and this helps to achieve the good standard of behaviour that is expected of them. Pupils are allowed access to most areas of the

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school during break and lunchtime and respond well to the trust shown in them by behaving responsibly. Pupils with special educational needs are respected and feel well supported by other pupils in the school. In lessons and assemblies teachers work with pupils to consider issues about right and wrong and the consequences of certain actions. Pupils are given the opportunity to think about issues such as the effects of pollution on the environment and why they need to think before they speak in order not to hurt others with their words.

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35. Provision for social development is good. Teaching and non-teaching staff expect good standards of behaviour and pupils are encouraged to show good manners when moving about the school from lesson to lesson. Teachers encourage pupils to raise their hands to speak, not to call out when others are speaking and to be polite when asking questions. An example of this was seen in a small group social skills lesson when pupils were learning how to greet people and how to behave when listening to others. There are many opportunities in lessons for paired and group work. There is good collaboration and respect for one another and pupils are given some opportunities to take responsibility and demonstrate initiative. There is a strong sense of community fostered by the headteacher and other staff. The school council provides opportunities for pupils to represent the views of others and negotiate issues and problems identified

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by pupils, for example contributions to the development of the outside play area. Pupils are also asked for ideas for fundraising for charitable events and given responsibility for carrying them out. Pupils have made good contributions to charities such as ‘Red Nose Day’, ‘Operation Christmas Child’ and ‘Jeans for Genes’. The school provides a number of visits, residential experiences, clubs and sporting events, to enable pupils to develop their social skills and to understand the need for rules. The school is working hard to encourage pupils to adopt a sense of responsibility towards their community and to fulfil their role as good citizens in society.

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36. The cultural development of pupils is good. One of its best features is the provision of a wide range of experiences. After-school clubs and lunchtime clubs are extensive and help to nurture particular gifts related to different cultures through drama, art, sport and music. Links with the nearby sport centre and visits to places in the locality, such as the church, help pupils to extend their interests and to understand their immediate cultural heritage. There are opportunities for pupils to study their own culture and the culture of others in religious education, English, history, geography, and art and design. In English, the school is encouraging pupils to make use of the library to support personal reading and has invited visiting authors to talk about their work. In history the school makes good use of school records dating back to 1870 to help pupils understand the history of the school and the changes in schooling in England over time.

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In art and design, pupils work on textiles is based on artistic images from other cultures such as fabrics from Guatemala and prints from other cultures. In English, pupils enjoy listening to stories from other cultures such as ‘ Sivitri - the Princess who walked with Death’ where the teacher gave a clear explanation about the similarities and differences in traditions in Indian culture. 37. The school values its whole community, and the ethos of the school, the support and care for all pupils and the provision for spiritual, moral, social and cultural development results in good personal development and relationships.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. The school has continued to provide its pupils with good pastoral care since the time of the previous inspection. The attention given to pupils’ welfare is especially strong. This St Peter’s CE (Aided) Primary School - 17 is because the school makes very good use of its clerical assistant to look after pupils who are ill or injured and to maintain an overview of their health and wellbeing. Daily routines such as break and lunchtime are well organised and run smoothly and this helps the pupils feel safe and secure at school. Pupils feel that the school is a good place to be. Staff know the pupils well and do their best to support them effectively.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Arrangements for child protection are satisfactory. The headteacher has responsibility for this and the school follows recommended guidelines. Health and safety matters are appropriately managed. The school has suitable procedures for reporting and addressing any concerns which arise. First aid is very well handled by the school. The combination of well trained staff and purpose-built facilities means that pupils are treated very well. There is close liaison with parents, both by telephone and letter. Very detailed records of absence are kept so that any patterns of accidents or illness for individuals and classes may be identified.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The school has good systems for promoting and monitoring attendance. These have helped to keep attendance at or above the national average since the time of the previous inspection, despite the impact of the general increase in term-time holidays. All absences are followed up every day. This not only enables the school to account for absentees, but also reassures parents that they will be quickly informed if their children do not arrive at school. It is a good example both of the school’s care for its pupils’ wellbeing and of its efforts to work closely with parents. The education welfare officer regularly takes assemblies at the school in order to remind children about the benefits of good attendance and to present certificates to those who have achieved it.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. Behaviour is well managed. The new merit systems have been introduced well, so that pupils understand clearly what is expected of them and what will happen if they fail to meet the school’s high expectations for their behaviour. Most teachers control their classes effectively, which means they waste little time establishing order in lessons. In the best lessons, teachers are skilled at managing pupils who have behaviour difficulties. Outside in the playground, thoughtful organisation helps pupils to behave well and specific areas are designated for different activities and rotas have been established for using the equipment. This reduces arguments and tensions at break and lunchtime. Any instances of bullying are taken seriously and dealt with thoroughly. The school makes every effort to involve parents in such cases. Pupils feel confident that any problems in the playground will be resolved by staff.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The school has well established links with outside agencies to ensure that pupils with special educational needs receive any additional help required. Individual education plans have intended learning outcomes that are clear and precise and easy to measure. However, teachers could make better use of the targets and assessments when planning work for these pupils. The requirements of statements and arrangements for annual reviews are fully in line with the new Code of Practice. Pupils with medical and sensory needs also have their needs met and the school has established care routines for these pupils. The ethos of the school is supportive of inclusion and pupils' attitudes and behaviour are improved by the positive nature of the school’s links with parents and the community.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Procedures for monitoring pupils’ progress were unsatisfactory at the time of the previous inspection. Following the appointment of the new headteacher, a new policy for assessment has been introduced. This sets out a good framework for monitoring pupils’ progress in National Curriculum subjects. The recording systems that accompany it are just being established and are best developed in English and mathematics. In these subjects there is some good practice in using assessment St Peter’s CE (Aided) Primary School - 18 information to identify pupils’ learning strengths and weaknesses and to set targets for improvement. However, this practice is not widespread enough at present. In other subjects, recording systems linked to curriculum learning objectives are being developed but their use has barely begun. There are insufficient consistent procedures for checking the progress and attainment of pupils. In some subjects, the co-ordinators

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

do not have a clear enough picture of the full range of attainment across the age range. A year ago, the school recognised that existing assessment procedures were weak. The new systems are a good start, but need further development to provide teachers with the level of detail they require if they are to make effective use of assessment information when planning the curriculum and setting targets.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

44. Parents have very positive views of the school and feel that there have been many improvements since the new headteacher took up his post. Parents feel that staff are approachable, and that their children are happy at school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

45. The school’s links with parents are good. During the last year, the headteacher has brought in some very good new initiatives designed to inform and involve parents more and so strengthen the partnership between school and home. Parents’ views are sought through questionnaires and through the good new system of class representatives. Parents are kept well informed about the work their children will be covering though regular meetings and through the very good half-termly curriculum information leaflets sent out by each class teacher. This is a good improvement since the previous inspection when there was a lack of consistent information on the curriculum. Information for parents is good. The prospectus is very helpful and contains all statutory requirements. The new series of leaflets for parents explaining school policies on areas such as special needs or bullying are similarly useful.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. Reports to parents on their children’s progress are good. They focus appropriately on pupils’ attainment and the new format to be introduced this summer ensures that pupils’ efforts, levels and targets are also included. This means that parents will have a clear picture of how well their children are doing and what they need to do to improve further.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. Parents make good contributions to the work of the school and to their children’s learning. Most support their children by hearing them read at home and making sure that homework is completed on time. Some give their time to the school as classroom helpers, parent governors or members of the parent-teacher association. They work hard for the school and this is greatly appreciated. The school is also skilled in harnessing parents’ individual talents in areas where they are particularly needed. A good example of this has been during the development of the ICT suite, where parental expertise has been of benefit to staff, pupils and other parents. 48. Parents of pupils with special educational needs are involved in annual reviews and are kept well informed about progress generally, as part of the reporting to parents system. Information regarding individual education plans is sent home regularly about progress

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and new targets. The school welcomes parents at all times and when planning targets for pupils with special educational needs.

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