St Paul's CofE Primary School NW7

ST PAUL’S CE PRIMARY SCHOOL

Dates of inspection: 13 th -14 th November 2001

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ST PAUL’S CE PRIMARY SCHOOL

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

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ST PAUL’S CE PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St Paul’s CE Primary School - 3 - November 2001

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INFORMATION ABOUT THE SCHOOL

School address: The Ridgeway Mill Hill London

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 30 th July 1997 St Paul’s CE Primary School - 4 - November 2001

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Team members

22546 Mr J G F Parsons Registered inspector 9798 Mrs V Ashworth Lay inspector 26514 Mrs A Tapsfield Team inspector

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Team members

Strathblane House Ashfield Road Cheadle Stockport SK8 1BB

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St Paul’s CE Primary School - 5 - November 2001

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PART A: SUMMARY OF THE REPORT 6

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

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PART C: SCHOOL DATA AND INDICATORS 19

St Paul’s CE Primary School - 6 - November 2001

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INFORMATION ABOUT THE SCHOOL

St Paul’s Church of England Primary School is an average size voluntary aided school for pupils aged from 4-11 years. There are currently 203 boys and girls on roll, with more boys than girls. The school is oversubscribed. There is the full-time equivalent of 23 children in reception. The school is situated in a residential area of Mill Hill and takes pupils from the surrounding area. A significant number of pupils travel considerable distances. Pupils come from a range of backgrounds. They start school with skills that are above those expected for their age especially in speaking and listening. Employment in the area is high. There are 22.6 per cent of pupils who are from minority ethnic groups. A high percentage of pupils speak English as an additional language (7.8 per cent). The percentage of pupils eligible for free school meals is below the national average (3.4 per cent). The proportion of pupils identified as having

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INFORMATION ABOUT THE SCHOOL

special educational needs (17.7 per cent) is also below average. A few pupils have statements of special educational needs, these include:

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INFORMATION ABOUT THE SCHOOL

• specific learning difficulties (dyslexia); • profound and multiple learning difficulties; • and emotional and behavioural difficulties.

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HOW GOOD THE SCHOOL IS

This is a very good school that offers very good value for money. Children in reception receive a very good foundation. Excellent teaching across the school means that the school achieves standards that are well above the national average in English, mathematics and science. Standards are also well above those of similar schools. The school has achieved these high standards for a significant period of time. The very good leadership and management skills of the newly appointed headteacher have enabled the school to maintain and improve on the quality of education provided. Pupils from minority ethnic groups and those who speak English as an additional language achieve as well as, and frequently better than, their peers. They are fully integrated in all activities and the life of the school. The school is scrupulous in ensuring that all pupils regardless of background are given the opportunity to develop fully.

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What the school does well

• The quality of teaching is excellent across the school and teachers work closely as a committed and dedicated team. • Standards in English, mathematics and science are at least well above the national average and high quality learning was evident in all lessons. • The adoption of the Foundation Stage curriculum and early learning goals has been very effective. The school offers a varied and enriched curriculum especially in terms of literacy and numeracy. A particular strength of the curriculum is the pupils’ exposure to great literature. • Very effective monitoring, evaluation and assessment procedures underpin all the school’s work. • The school is very well led and managed by a headteacher committed to an open door policy. Staff and parents find this encouraging. His approach has enhanced his relationship with the governing body, which holds both the headteacher and school to account. • Pupils have a very good attitude to school, they are well behaved and make a positive contribution

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What could be improved

• The non-fiction library is not as high quality as the fiction library. In consequence, pupils’ library skills are not comparable with their other literacy skills. • Use of support assistants during whole-class discussion is inconsistent. The areas for improvement will form the basis of the governors’ action plan. St Paul’s CE Primary School - 7 - November 2001

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There has been very good improvement overall in the following:

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

• standards have been maintained in English, mathematics and science and have been improved in information and communication technology; • teaching has improved and is now excellent overall; • the links with parents have been improved by the open door policy implemented by the new headteacher and improved information to parents; • the school has enhanced the development of literacy and numeracy by the very effective adoption of the national strategies; • English has been enriched by the extended use of high quality children’s literature; • the information and communication technology provision has been improved in terms of the curriculum, the resources and the quality of teaching.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was previously inspected in June 1997, since then all the issues in the previous inspection have been addressed effectively as follows:

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

• curriculum policies and schemes of work have been developed in art and design, design and technology, geography, history and music to guide teachers; • assessment procedures are in place for all subjects and marking is evaluative; • the school is well placed to continue to improve.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

1999 2000 2001 2001 very high A* English A A* A A well above average above average A B mathematics A A* A* A average below average C D science C A A A well below average E

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Key

The standards by the end of Year 2 in year 2001 national tests were as follows:

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Key

• in reading, writing and mathematics standards were well above average; • compared to similar* schools, standards were above the national average in reading and well above in writing and mathematics; • particularly noteworthy was the high number of pupils achieving the higher level 3 result:

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Key

- 48 per cent compared to 29 per cent nationally in reading; - 21 per cent compared to 9 per cent in writing; - and 52 per cent compared to 28 per cent in mathematics.

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Key

By the end of Year 6 in year 2001 national tests:

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Key

• in English and science standards were well above the national average and in mathematics they were very high, in the top 5 per cent of results in the country; St Paul’s CE Primary School - 8 - November 2001 • compared to similar* schools standards were above the national average in reading and well above average in writing and mathematics; • particularly noteworthy was the percentage of pupils who achieved the higher level 5:

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Key

- 48 per cent compared to 28 per cent nationally in English; - 52 per cent compared to 25 per cent nationally in mathematics; - and 59 per cent compared to 34 per cent nationally in science.

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Key

• since 1997 the school has followed the national trend of improvement in English, mathematics and science but standards were always higher than the national average.

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Key

• the school is achieving very good standards in English, mathematics and science by Year 2 and Year 6, due to the excellent teaching; • children start school with standards that are above average and make a very good start in reception; • the early learning goals of the Foundation Stage are all achieved and frequently exceeded by the time pupils start Year 1; • speaking and listening skills and literacy are well developed, with effective questioning by teachers and very good dialogue in the classroom and numeracy skills are well developed; • standards in information and communication technology have been improved and are now very good due to improved equipment and better teaching skills; • standards in all lessons seen were at least in line with those expected for pupils’ age, and in art and design and music they were above; • the school has set challenging but achievable annual targets in English, mathematics and science,

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Key

*Similar schools are those that have a comparable number of pupils eligible for free school meals.

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Aspect Comment

Attitudes to the school Very good. Pupils have a very good attitude to their work and concentrate hard and remain on task for extended periods.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils are very well behaved in the classroom and around the school.

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Aspect Comment

Personal development and relationships Very good. This a particularly strong feature of the school and pupils and staff are respectful of each other.

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

Quality of teaching Excellent Excellent Excellent 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. St Paul’s CE Primary School - 9 - November 2001 The high quality of teaching is a strength of the school. In lessons observed 92 per cent were good or better, 77 per cent very good or better and 12 per cent excellent. There was no unsatisfactory teaching. The excellent quality of teaching in the Foundation Stage gives children a most effective grounding. Teachers have excellent knowledge in English and mathematics and of the National Literacy and Numeracy Strategies across the school. They very effectively use probing questioning and dialogue to develop pupils’ learning and intellectual activity. Lessons are planned in detail and are carefully pitched

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

to develop pupils of all abilities and inspire a love of learning. Teaching is effective in supporting those pupils:

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

• with special educational needs; • who are high attainers; • who are from minority ethnic groups; • and those pupils who speak English as an additional language.

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

The use of resources is particularly good and these are carefully selected to promote pupils’ learning. They are frequently made by teachers themselves. Pupils learn very well through the high quality dialogue that takes place in the classroom and the very well-planned lessons. This enables pupils to operate at a very high level. For example, analysing the text of Shakespeare’s ‘The Tempest’ in Year 6. Teachers know their pupils very well through very good assessment procedures and treat them as individuals, understanding their strengths and weaknesses. This enables teachers to set appropriate targets for pupils’ development. Teachers are effectively supported by well-qualified classroom assistants, however, occasionally these assistants are not fully engaged in helping teachers especially during whole class discussions.

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Aspect Comment

The quality and range of the curriculum Very good. Literacy and numeracy strategies have been very well implemented and the use of high quality literature enriches the curriculum. The curriculum meets statutory requirements.

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Aspect Comment

Provision for pupils with special educational needs Very good. These pupils are well supported.

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Aspect Comment

Provision for pupils with English as an additional language Very good. These pupils are fully integrated and achieve at a similar level to their peers.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. The school assemblies are well constructed to develop spirituality within a strong Christian framework. Pupils quickly learn to socialise. Spirituality is further developed in literature, art and music. Christianity underpins pupils’ strong moral development and visits and visitors develop pupils’ cultural understanding.

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Aspect Comment

How well the school cares for its pupils Good overall. Good child protection procedures are in place. Very good assessment procedures have been introduced that monitor pupils’ individual development. St Paul’s CE Primary School - 10 - November 2001

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The newly appointed headteacher continues a tradition of strong leadership and management by Christian example. He is well supported by key staff and an effective team of teachers committed to high standards.

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Aspect Comment

How well the governors fulfil their responsibilities Very good. The governors take a keen interest in the school and hold it and the headteacher to account.

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Aspect Comment

The school’s evaluation of its performance Very good. The systematic and analytical approach to this has led to improved knowledge of the effectiveness of the school.

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Aspect Comment

The strategic use of resources Very good. The school uses the principles of best value in expenditure and the careful prioritisation of initiatives is most effective.

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What pleases parents most What parents would like to see improved

• The majority of parents agree that their children like school, are making good progress and behave well. • Most parents agree that teaching is good, they would be comfortable approaching the school and that the school expects their children to work hard. • Parents agree, in the majority, that the school works closely with them, that the school is well led and managed and helps their children to become mature. They also agree that the school offers an interesting range of activities. • A few consider that their children do not get the right amount of work to do at home and that parents are not well-informed.

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What pleases parents most What parents would like to see improved

Inspectors agree with parents’ positive views. The inspection found that homework set was challenging but achievable and extended pupils’ learning. It also found that the newly appointed headteacher has improved communication with parents and information is now very good. St Paul’s CE Primary School - 11 - November 2001

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The quality of teaching is excellent across the school and teachers work closely as a

1. Consistently high quality teaching is a major strength of the school. It is the consistency of teaching and high expectations of pupils that enables the school to achieve very good standards in the national tests year-on-year. In lessons observed 92 per cent of teaching was good or better, 77 per cent was very good or better and 12 per cent was excellent. There was no unsatisfactory teaching.

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The quality of teaching is excellent across the school and teachers work closely as a

2. In the reception class the teacher is most effective at developing children’s skills especially in terms of literacy and numeracy. Many children start school with skills that are above average, especially in speaking and listening. The teacher builds on these skills using a good range of effective questions with children establishing a dialogue with them. For example, in a science lesson with a strong literacy reinforcement, children discuss the differences between domestic and wild animals and where they live. One child says ‘a rabbit doesn’t live in a bird cage because it is too big’. This high quality discussion develops children’s learning and they make rapid progress especially in literacy and numeracy, and more recently information and communication technology skills. The newly acquired computers give children many more opportunities to extend their skills. This means that children reach or in many

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The quality of teaching is excellent across the school and teachers work closely as a

instances exceed the early learning goals in the Foundation Stage.

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The quality of teaching is excellent across the school and teachers work closely as a

3. In Years 1 to 6 teachers continue this very good development of pupils’ literacy and numeracy skills by continuing with high quality discussion in lessons. The school has adopted the approach of the National Literacy and Numeracy Strategies in many lessons. This means that almost all academic lessons start with a whole class discussion, and a strong feature of these lessons is the high quality discussion that takes place. For example, in a very good Year 6 lesson on great literature pupils discuss what Caliban, a character from Shakespeare’s ‘The Tempest’ , is like and pupils use words like ‘deformed’ in their discussion. In an excellent art and design lesson in Year 4 pupils discussed ‘the Restless Sleeper’ by René Magritte an artist who used dream sequences in his work. The teacher explored pupils’ understanding of this, encouraging them to express complex ideas clearly. Pupils identified that

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The quality of teaching is excellent across the school and teachers work closely as a

objects floating in space as dreams do not have to make sense and are not necessarily based on reality.

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The quality of teaching is excellent across the school and teachers work closely as a

4. Lessons are carefully planned using national guidance where appropriate but tailoring the curriculum carefully to pupils’ needs. Teachers use the whole school assessment procedures to ensure that work is pitched appropriately to pupils’ needs. This is effective and ensures that pupils of all abilities achieve well and are productive. This includes those pupils:

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The quality of teaching is excellent across the school and teachers work closely as a

• who have special educational needs; • who are gifted and talented; • who are from minority ethnic groups; • who have English as an additional language. St Paul’s CE Primary School - 12 - November 2001 They are all given work of appropriate challenge and this ensures that they achieve to best of their ability. Frequently, at the end of lessons teachers reinforce what pupils have learned through a question and answer session or a short oral test to check pupils’ recall. In all the lessons where this occurred, pupils’ recall was very good and they showed that they had been learning effectively during the lesson. For example, in a Year 3 history lesson during the final or plenary session, the teacher was very effective at encouraging pupils to explain the location and use of various buildings in a Roman town. Pupils knew that an aqueduct carried water and an underground hypocaust heated the communal baths. Teachers plan together and work very

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The quality of teaching is excellent across the school and teachers work closely as a

closely as a team. This ensures good continuity in the work they do, it also ensures that the school has a corporate style of teaching with uniformly high expectations of pupils. This leads to lessons that are of consistently high quality.

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The quality of teaching is excellent across the school and teachers work closely as a

5. Teachers manage their pupils very well and insist on high standards of behaviour both in the classroom and around the school. This means that pupils remain closely on task for long periods of time and listen carefully to the teacher. It is rare to see a pupil’s attention wander, and no challenging or inappropriate behaviour was seen during the inspection. Teachers and pupils respect each other and teachers are sensitive to pupils’ feelings. In one lesson, for example, the teacher checked with a pupil before a piece of writing was held up for scrutiny by the class.

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The quality of teaching is excellent across the school and teachers work closely as a

6. Teachers use time effectively and lessons are briskly paced with clear objectives always in view. Teachers use information and communication technology effectively and as well as computers, overhead projectors, video projectors and tape recorders are used effectively in lessons. Other resources such as big books in literacy lessons and teacher made number cards in numeracy lessons are effectively used in lessons Teacher assistants are efficiently used in most lessons and particularly when they work with groups of pupils.

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Standards in English, mathematics and science are at least well above the national

average and high quality learning was evident all lessons.

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Standards in English, mathematics and science are at least well above the national

7. The standards by the end of Year 2 in year 2001 national tests were as follows:

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Standards in English, mathematics and science are at least well above the national

• in reading, writing and mathematics standards were well above average; • compared to similar* schools standards were above the national average in reading and well above in writing and mathematics; • particularly noteworthy was the high number of pupils achieving the higher level 3 result:

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Standards in English, mathematics and science are at least well above the national

- 48 per cent compared to 29 per cent nationally in reading; - 21 per cent compared to 9 per cent in writing; - and 52 per cent compared to 28 per cent nationally in mathematics.

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Standards in English, mathematics and science are at least well above the national

In reading and writing, the inspection found high attainers in Year 2 that were reading text that was a year or even two years above their chronological age. There has been a significant improvement in the quality of writing. The very good results at the higher level 3 and at the higher level 2A, (24 per cent compared to 19 per cent nationally) is a particularly strong result in writing. A good deal of development work has occurred in the school to improve writing. Development of the National Literacy Strategy has been a priority. This has resulted in additional time given to improving writing, which has been most effective. St Paul’s CE Primary School - 13 - November 2001 8. By the end of Year 6 in year 2001 national tests:

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Standards in English, mathematics and science are at least well above the national

• in English and science standards were well above the national average and in mathematics they were very high; • particularly strong was the percentage of pupils who achieved the high level 5:

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Standards in English, mathematics and science are at least well above the national

- 48 per cent compared to 28 per cent nationally in English; - 52 per cent compared to 25 per cent nationally in mathematics; - and 59 per cent compared to 34 per cent nationally in science.

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Standards in English, mathematics and science are at least well above the national

In English the quality of speaking and listening is a particularly good feature across the school. High quality speaking and listening has had a positive impact on pupils’ learning in all subjects:

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Standards in English, mathematics and science are at least well above the national

- it ensures deep understanding of the topic taught; - and helps pupils to concentrate on the task they are doing.

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Standards in English, mathematics and science are at least well above the national

The quality of writing has been significantly improved and is reflected in the school’s results. The adoption and refinement of the National Literacy Strategy and the very good use of drama and literature have been major factors in this improvement.

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Standards in English, mathematics and science are at least well above the national

9. In mathematics, results were in the top 5 per cent of schools nationally in Year 6. The high standards in mathematics are as a direct result of:

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Standards in English, mathematics and science are at least well above the national

- the effective implementation of the National Numeracy Strategy; - and the high quality development of numeracy skills through good teacher questioning.

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Standards in English, mathematics and science are at least well above the national

Pupils’ good literacy skills enable them to interpret written problems effectively in mathematics and pupils show very good mental agility in numeracy lessons.

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Standards in English, mathematics and science are at least well above the national

10. In Year 6, all pupils achieved at least the national average in science in year 2001 national test results. Results were well above the national average compared to all schools and when compared to similar schools. This high quality of work in science is directly due to pupils’ very good learning, the depth of their understanding and the use of high quality practical activities. Since 1997 the school has followed the national trend of improvement in all tested subjects nationally but standards were always higher than the national average.

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Standards in English, mathematics and science are at least well above the national

11. The inspection found that children start school with standards that are above average and make a very good start in reception due to excellent teaching. The early learning goals of the Foundation Stage are all achieved and frequently exceeded. Pupils with special educational needs achieve well and make very good progress frequently achieving the level expected for their age in tested subjects. Pupils from minority ethnic groups or who have English as an additional language achieve standards that are in line with and sometimes above their peers. The school is achieving very good standards in mathematics, English and science subjects due to the excellent teaching. Teachers excellent subject knowledge, excellent pupil management skills and very well-planned lessons are important factors in the school achieving these results. Standards in information and communication technology have been improved and are now very good due to more and better equipment and improved

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Standards in English, mathematics and science are at least well above the national

teaching skills in the subject. Pupils research using both books and the computer and their good literacy skills benefit all subjects that require research skills such as history and geography. In all lessons seen standards were at least in line with those St Paul’s CE Primary School - 14 - November 2001 expected for pupils’ age and in art and music they were above.

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Standards in English, mathematics and science are at least well above the national

*Similar schools are those that have a comparable number of pupils eligible for free school meals.

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terms of literacy and numeracy. A particular strength of the curriculum is the pupils’

12. The Foundation Stage has been successfully introduced in the reception class and children achieve and frequently exceed the early learning goals. Parents consider that when their children start school they are quickly integrated and learn well. The high quality of teaching in reception ensures that children make rapid progress. Lessons are very well planned and the development of the early learning goals communication language and literacy and mathematical development is very effective. Children learn through play and frequently converse with each other in a mature way. They learn to weigh, using sand and water and to measure using bricks and building blocks. The very carefully organised lessons ensure that children remain on task for extended periods. They quickly learn to become self-confident, independent learners. When role-playing with an adult in one lesson children acted as waiters and asked ‘would you like some spaghetti bolognese?’ In a lesson

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terms of literacy and numeracy. A particular strength of the curriculum is the pupils’

developing the early learning goal knowledge and understanding of the world they discuss articulately which animals are domestic pets and which are wild animals.

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terms of literacy and numeracy. A particular strength of the curriculum is the pupils’

13. The curriculum provided by the school includes all the subjects of the National Curriculum and religious education. It is relevant to the ages, needs and interests of all pupils. The curriculum in art and design, design and technology, geography, and music, was regarded as under-developed in the previous inspection. These subjects have now been fully implemented using the national guidance provided. The curriculum, especially in the National Literacy and Numeracy Strategies, has been carefully tailored to meet the needs of the school.

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terms of literacy and numeracy. A particular strength of the curriculum is the pupils’

14. The school provides a wide range of extra-curricular subjects. This includes individual tuition in instruments such as clarinet and saxophone by a visiting musician, and sports clubs run by teachers after school. Outside visits for pupils and visitors to the school enhance the curriculum and adds to the variety activities offered.

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terms of literacy and numeracy. A particular strength of the curriculum is the pupils’

15. Great interest is shown in literature across the school but especially in Years 3 to 6. This further enhances the curriculum, developing pupils’ interest and appreciation of great works of literature. For example, in a very good Year 5 lesson pupils’ studied metaphors in the poem of The Highwayman. There was very good development of pupils’ understanding of why particular words are used in poetry, through good class discussion. This enabled pupils to decide what is the most powerful language used in the poem. One pupil said during this lesson that ‘waxen is a word you don’t normally use but it’s good in poetry’ . This development of pupils’ personal response to literature is most effective and helps to ensure highly developed literacy skills. In Year 6, in another very good lesson, pupils study why a text affects a reader emotionally. Pupils’ discussion shows considerable depth of thought as they discussed what the

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terms of literacy and numeracy. A particular strength of the curriculum is the pupils’

character Caliban looked like in Shakespeare’s the Tempest. One pupil said he looked ‘like a 100 year old tortoise’ . Pupils look up metaphors in a thesaurus to check the suitability of their descriptions. Much time is spent in literature lessons ensuring that pupils understand the grammar and punctuation that makes the text readable. The use of literacy is particularly strong across the curriculum and the high quality of dialogue and good use of language was a very good feature in many lessons . The St Paul’s CE Primary School - 15 - November 2001 new computer suite is used well to teach information and communication technology and pupils respond well to the direct and structured teaching in this subject.

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Very effective monitoring, evaluation and assessment procedures underpin all the

16. Within the teaching and learning policy there is a detailed section about monitoring the performance and effectiveness of the school. There is a timetable for monitoring including observation of lessons with written feedback to teachers and analysis of pupils’ work. This information is also used in the performance management procedures for teachers. Lesson observations are made by the headteacher, deputy headteacher and subject co-ordinators. Key aspects of teaching and learning are commented upon in lesson observations. Lesson observations are followed up by professional development interviews that relate to the lessons observed. Frank and open discussions take place about the teachers’ performances. Lesson observations are then followed up to ensure that any points for development has been acted upon by teachers. The inspection found that all staff were, without exception, keen to improve their performance. There is a very good professional culture within the

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Very effective monitoring, evaluation and assessment procedures underpin all the

school. This enables teachers to act as critical friends to each other, leading to effective professional development and constant improvement of teaching and learning.

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Very effective monitoring, evaluation and assessment procedures underpin all the

17. The school has developed assessment procedures in a methodical and systematic way. Some procedures were already in place, but the new headteacher has refined and improved them to make them more effective. This ensures that teachers know their pupils really well. In particular, the introduction of procedures to record individual pupils’ progress is proving most effective. Detailed data about pupils is collected not only from the national tests, but also from optional tests that are taken in each year. The school is looking for year-on-year improvement in terms of National Curriculum levels and standardised scores in Years 3 to 6. At the end of the year, teachers carry out a detailed tracking process and the results of these are held in year group assessment files. The information from these informs the future teaching and planning in the coming year. During the year, teachers’ mark sheets within

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Very effective monitoring, evaluation and assessment procedures underpin all the

assessment files show the results of day-to-day teacher assessment. This informs the target setting process. It is this precision in assessment that is an important factor in the effectiveness of the teaching.

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relationship with the governing body, which holds both the headteacher and school

18. The headteacher was appointed in April 2001 and took over what was an already successful school. He immediately embarked on evaluating the school and refining some of the procedures in place. In particular the development of teaching and learning and assessment have been modified and made more effective. St Paul’s CE Primary School - 16 - November 2001 19. The headteacher has a keen vision for what sort of school St Paul’s should be. He operates within a strong set of aims and objectives, set within a Christian framework. The school is committed to high standards in all aspects of school life. His open management style is popular with parents and they like the approachability, and also the informative news letters that are distributed. The headteacher has also introduced rigorous monitoring of teaching and learning. He realises that if the school is to maintain and improve on its consistently good standards then the key is constant

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relationship with the governing body, which holds both the headteacher and school

professional development of staff. The school staff are receptive to this. There is a strong commitment to improve the quality of education and a great capacity to succeed amongst the teachers and all the adults involved in the school. This feeling of teamwork was evident in the school, and teachers are dedicated professionals who are positively motivated to teaching, committed to high standards and have high expectations in their teaching.

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relationship with the governing body, which holds both the headteacher and school

20. The well-motivated governing body is keen to support any initiatives that they consider will lead to high standards. They fully support the headteacher and his team in their endeavours. The governors share the headteacher’s strong vision for the future of the school and they are fully aware of their statutory duties and take care that they are met. They have a clear understanding of the school’s strengths and areas for development and governors hold the school and the headteacher to account. Governors visit the school regularly and meet once every term and are given a detailed report from the headteacher. Governors are also involved in formulating the school development plan. This is a detailed document that is fully costed and gives a detailed account of the school’s priorities and methods by which success of the outcomes can be determined. The headteacher reports back to the governing body

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relationship with the governing body, which holds both the headteacher and school

on progress towards the goals outlined in the school development plan. Governors control the school’s resources carefully and make sure that the principles of best value are observed through careful monitoring and evaluation of expenditure on goods and services. Specific grants are carefully prioritised for designated purposes. The headteacher is well regarded and has strong leadership skills. He has quickly established himself in the school and the governors, staff and parents respect his judgement. Very good leadership, together with high quality teaching and learning and very good standards, means the school offers very good value for money.

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Pupils have a very good attitude to school, they are well behaved and make a

positive contribution to the schools learning environment.

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Pupils have a very good attitude to school, they are well behaved and make a

21. Pupils enjoy school. They behave well in and around the school and during the inspection no inappropriate or challenging behaviour was seen. As with everything within the school, this is not left to chance and is in large part to do with the school’s systems underpinned by Christian values. The school keeps a record of pupils’ personal and social development. This gives details of their skills and attitudes towards their work, their behaviour and relationships. Pupils are given opportunities to develop their social skills on school visits and it is on record that without exception pupils were well-mannered and behaved during recent school excursions. This good behaviour is apparent within the school. High expectations of behaviour are based on: St Paul’s CE Primary School - 17 - November 2001 • respect for other people; • Christian attitudes; • the importance parents place on good behaviour at home.

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Pupils have a very good attitude to school, they are well behaved and make a

This leads to an harmonious and productive school community.

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Pupils have a very good attitude to school, they are well behaved and make a

22. The school has a behaviour policy and pupils who are involved in any incident that is regarded as sufficiently serious are given a behaviour record sheet. Five of these were issued in the term previous to the inspection. There have been no exclusions of pupils in the recent past. Pupils are fully involved in contributing to the life of the school community. They attend special church services, dramatic and musical productions and sports events. Pupils are encouraged to support charities or good causes. For example:

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Pupils have a very good attitude to school, they are well behaved and make a

• Jeans for Genes ; • The British Heart foundation; • The Blue Peter Appeal; • St Paul’s Church Harvest Festival Appeal in the adjacent church .

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Pupils have a very good attitude to school, they are well behaved and make a

23. A particularly good feature of the school is the degree to which pupils of all ages concentrate on their work and remain on task for extended periods of time. Children at the Foundation Stage learn to socialise quickly and concentrate on the tasks set. Many are already quite mature in this respect, when they join school. Pupils across the school are attentive and listen carefully, reinforcing their learning by asking questions of the teacher. The strong integration of pupils from different minority ethnic groups and those with English as an additional language ensure that the school is a harmonious place.

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Pupils have a very good attitude to school, they are well behaved and make a

24. The school is a happy place in which pupils learn and work well and pupils enjoy coming to school. This positive atmosphere is conducive to pupils achieving success. The school’s strong Christian values and the behaviour policy help pupils to feel secure and happy. The headteacher and governors consider it a basic right that pupils attend a school, which they enjoy and feel safe. The inspection found that the school achieves these objectives admirably. St Paul’s CE Primary School - 18 - November 2001

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The non-fiction library is not as high quality as the fiction library. In consequence

pupils’ library skills are not comparable with their other literacy skills.

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The non-fiction library is not as high quality as the fiction library. In consequence

25. The non-fiction library is situated in the same room as the recently installed computer suite. The room has been rearranged to accommodate the computers. The computer suite is very well designed and an asset to the school. However, its installation has been at the expense of the library, which is small and has a limited range of books, some of which are on high shelves and inaccessible to pupils. This arrangement means that:

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The non-fiction library is not as high quality as the fiction library. In consequence

• the library is compromised as a resource; • pupils have little opportunity to use it for research; • they are not learning the skills of accessing books from a library, a requirement of the National Literacy Strategy.

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The non-fiction library is not as high quality as the fiction library. In consequence

The use of support assistants during whole-class discussion is inconsistent.

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The non-fiction library is not as high quality as the fiction library. In consequence

26. The well-qualified support staff are well distributed amongst classes. They provide very good support to pupils, extending the role of the teacher effectively. However, on occasions, during whole class discussion, these staff are not always actively involved. For example, by:

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The non-fiction library is not as high quality as the fiction library. In consequence

• ensuring that pupils are on task; • taking the opportunity to fully contribute to lessons by monitoring pupils’ involvement; • talking with pupils to promote their active involvement in the discussion.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The governing body and headteacher should develop the school’s very high quality provision by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• re-organising the accommodation of non-fiction books; • improving the range and quality of books; • making the library more accessible, to enable pupils to locate books and research effectively. (para: 25)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• better use the good skills of teaching assistants through actively engaging them in activities during whole class discussions. (para: 26) St Paul’s CE Primary School - 19 - November 2001

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 13

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than three percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/A 203

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals N/A 6

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs N/A 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 38

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 16

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 11

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 9

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Attendance

School data 4.0 School data 0.2 St Paul’s CE Primary School - 20 - November 2001 National comparative data 5.2 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St Paul’s CE Primary School - 21 - November 2001

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 16 13 29

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

National Curriculum Test/Task Results Reading Writing Mathematics

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

Boys 16 16 16 Numbers of pupils at NC level 2 and above Girls 13 13 13

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

Percentage of pupils School 100 (100) 100 (100) 100 (100) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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

Teachers’ Assessments English Mathematics Science

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

Boys 16 16 16 Numbers of pupils at NC level 2 and above Girls 13 13 13

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

Percentage of pupils School 100 (100) 100 (100) 100 (100) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 13 16 29

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 13 13 13 Numbers of pupils at NC level 4 and above Girls 15 15 16

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

Percentage of pupils School 97 (100) 97 (97) 100 (100) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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

Teachers’ Assessments English Mathematics Science

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

Boys N/a N/a N/a Numbers of pupils at NC level 4 and above Girls N/a N/a N/a

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

Percentage of pupils School N/a (93) N/a (97) N/a (100) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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

Percentages in brackets refer to the year before the latest reporting year. St Paul’s CE Primary School - 22 - November 2001

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 3 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 10 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 18 Other minority ethnic groups 0 0

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.0 Financial year 2000/2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 29.1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 448,374

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Teachers and classes Financial information

Total number of education support staff 8.0 Total expenditure 439,701

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Teachers and classes Financial information

Total aggregate hours worked per week 205 Expenditure per pupil 2,094

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 22,527

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Teachers and classes Financial information

Total number of qualified teachers (FTE) N/A Balance carried forward to next year 31,200

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Teachers and classes Financial information

Number of pupils per qualified teacher N/A

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Teachers and classes Financial information

Total number of education support staff N/A

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Teachers and classes Financial information

Total aggregate hours worked per week N/A

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Recruitment of teachers

Number of teachers who left the school during the last two years 4.0

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 4.3

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 St Paul’s CE Primary School - 23 - November 2001 FTE means full-time equivalent. St Paul’s CE Primary School - 24 - November 2001

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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. 46 46 2 0 5

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Percentage of responses in each category

Behaviour in the school is good. 66 31 1 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 37 37 13 3 9

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 38 42 13 2 4

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 74 24 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. 64 32 2 0 2

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Percentage of responses in each category

The school works closely with parents. 47 44 4 1 3

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Percentage of responses in each category

The school is well led and managed. 78 19 0 0 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 56 37 0 0 7

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 57 30 3 2 8

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Other issues raised by parents

Parents like the fact that the school is underpinned by Christian principles.

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