Bishopswood Junior School

BISHOPSWOOD JUNIOR SCHOOL

Barlows Road, Tadley, Hampshire, RG26 3NA

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BISHOPSWOOD JUNIOR SCHOOL

Reporting inspector: Mrs Janet Watts OIN: 1945

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BISHOPSWOOD JUNIOR SCHOOL

Dates of inspection: 6 th – 7 th November 2001

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BISHOPSWOOD JUNIOR 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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BISHOPSWOOD JUNIOR 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. Bishopswood Junior School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Barlows Road, Tadley Hampshire Postcode: RG26 3NA

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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. Margaret Wicks

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 02/07/1997 Bishopswood Junior School - 4

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Team members

1945 Janet Watts Registered inspector 9880 Tony Comer Lay inspector 25461 Joan Walker Team inspector

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Team members

Quality Assurance Consultants The Hucclecote Centre Churchdown Lane Gloucester GL3 3QN

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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 Bishopswood Junior School - 5

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PART A: SUMMARY OF THE REPORT 6 – 9

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

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INFORMATION ABOUT THE SCHOOL

Bishopswood Junior is an average sized junior school with 232 boys and girls on roll aged seven to eleven. The school is situated in Tadley, north of Basingstoke, Hampshire. There are few pupils from an ethnic minority background although three pupils speak English as an additional language and have a Bangladeshi or Chinese heritage. At twenty-six per cent, the proportion of pupils having special educational needs and Statements is above average. The number of pupils entitled to free school meals is about average. Most pupils transfer from the neighbouring infants school, which shares the same site as the junior school. Attainment on entry is broadly average.

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HOW GOOD THE SCHOOL IS

This is a good school, with a number of very good features and no significant weaknesses. It is well respected by parents and the community. Under the very positive and clear sighted leadership of the headteacher, very ably supported by the staff and the effective governing body, the school has successful focused on raising standards and on developing the quality of teaching, which is good overall. The school provides good value for money.

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What the school does well

• Throughout the school there is good teaching with some that is very good, especially in the literacy hour and the daily mathematics lesson. This is particularly effective in raising standards in mathematics and in aspects of English. • The headteacher provides very positive and clear sighted leadership. She is very ably supported by the governing body and staff. There is a very strong commitment to teamwork and raising standards. This includes the superb support given to pupils by the learning support assistants, enabling pupils to achieve well. • The pupils have very positive attitudes to school. The pupils are taught to be independent and responsible. The adults in the school provide excellent role models and genuinely value the pupils and their opinions, so enhancing their self confidence. • The school cares for its pupils very well indeed. The quality of pastoral care is especially high. The

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What the school does well

very good personal, social and health education programme helps pupils to become mature, thoughtful young people.

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What could be improved

• Raise standards of writing, which are not as high as in other aspects of English. • The presentation of the pupils’ recorded work, so that they are more actively encouraged to take pride in their work. • As part of teachers’ regular assessments of pupils’ work, ensure that marking comments state not only what pupils have done well, but what needs to be improved; marking is only rarely directed at helping pupils to assess their progress towards their individual targets. 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 has significantly improved since the last inspection in 1997. The curriculum is now planned very well to ensure the progressive development of knowledge, skills and understanding. Very good progress has been made with information and communication technology (ICT), and this and design and technology now meet requirements and are taught effectively. Good progress has been made with raising standards in mathematics; many of the current pupils are attaining above average standards. The school has some most useful processes for assessing and monitoring pupils’ achievements. Bishopswood Junior School - 7 Subject managers are more closely involved in monitoring and evaluating the standards and the quality of teaching in their subjects, as part of the school’s regular effective cycle of review and evaluation. The school has a very good capacity to improve even further and is on course to meet the targets set.

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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

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

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Key

The table above shows that the school’s results have been consistently above average in English, compared both to the national average and similar schools. In science, results are consistently well above the national average and well above similar schools. The picture in mathematics is more variable; in 2000 results were in line with the national average but below similar schools. The 2001 results showed a decline in all core subjects; this was mainly due to the ability of the pupils because a quarter of the Year 6 pupils had significant special educational needs and required help with their learning. Work seen during the inspection indicates that many of the current Year 6 pupils are achieving above average standards in speaking and listening, reading, mathematics and science. In the other subjects, standards are firmly in line with those expected nationally for pupils aged eleven. Targets set for 2002 are

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Key

ambitious and challenging (eighty-four per cent of pupils to attain Level 4 or above in English, eighty-one per cent to attain Level 4 or above in mathematics). The work seen would indicate that pupils in the current Year 6 are well on track to reach these targets, assuming that they achieve as well as they are at present. Across the school, pupils achieve well including those pupils with special educational needs, those from different backgrounds and those who speak English as an additional language.

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Aspect Comment

Attitudes to the school Very good; pupils have very positive and mature attitudes and are very responsive and responsible.

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Aspect Comment

Behaviour, in and out of classrooms Good; the school has well developed strategies for managing pupils’ behaviour.

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Aspect Comment

Personal development and relationships Very good; the pupils are independent, thoughtful and respect each other. Excellent role models are provided by adults.

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Aspect Comment

Attendance Satisfactory; current levels of attendance are in line with the national average

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Aspect Comment

The pupils’ mature attitudes and relationships are real strengths of the school. There is a most helpful ‘Buddy’ system in which older pupils support younger ones. The very effective School Council, in which Bishopswood Junior School - 8 representatives from each class discuss real issues and report back to their classmates, fosters the pupils’ sense of responsibility and helps their understanding of the democratic process and citizenship.

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

Quality of teaching - - Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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

The quality of teaching is good overall. Teaching is good or very good in nearly eight out of ten lessons. The best features of the teaching include the very good planning and very effective organisation and management of pupils which helps them to work hard, co-operate well and become independent. All pupils are included and benefit well from the quality of teaching. Tasks and activities are well matched to pupils’ needs and taught in an interesting and enthusiastic way. Homework is now given regularly. It is starting to have a noticeable impact on pupils’ learning and is developing their personal responsibility. Teachers have a very well developed knowledge of the national strategies for literacy and numeracy and these skills are well taught. The achievement of pupils with special educational needs pupils is good. They are given superb support by the learning support assistants, who are well trained, managed and

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

deployed and make a most positive impact on pupils’ learning.

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Aspect Comment

The quality and range of the curriculum Good; planning is now very good. Helpful and sensible links are made between subjects.

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Aspect Comment

Provision for pupils with special educational needs Good; these pupils are very well supported by both the teacher and the support assistants.

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Aspect Comment

Provision for pupils with English as an additional language Good; these pupils are fluently bilingual and receive the same very good support as other groups of pupils.

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Aspect Comment

Provision for pupils’ personal development, including spiritual, moral, social and cultural development Good overall; especially good support is given to pupils’ spiritual and moral development through well planned assemblies. Support for personal development is a great strength of the school. The school helps the pupils to appreciate the richness of cultural diversity.

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Aspect Comment

How well the school cares for its pupils Very good; the headteacher and staff know the pupils very well and a caring atmosphere pervades the school. The quality of pastoral care is especially high.

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Aspect Comment

The curriculum fully meets statutory requirements. Provision for personal, social and health education (PSHE) and citizenship is especially good. As a result, pupils’ personal and social development are very well supported. The pupils’ understanding of their own and other cultures is enhanced through music, literature, poetry, visits and visitors. The school has an inclusive philosophy and all pupils, whatever their cultural heritage, background and ability, are highly valued as individuals. Bishopswood Junior School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very positive, clear leadership is given by headteacher and senior staff. There is a strong commitment to team work. Headteacher, staff and governors set a clear direction for the work of the school with an effective focus on raising standards.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body operates successfully and is effective in its strategic role. Governors are supportive but constructively critical; they have a clear overview of every facet of school life.

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Aspect Comment

The school’s evaluation of its performance Effective overall; increasingly rigorous procedures being put in place.

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Aspect Comment

The strategic use of resources Resources are very well targeted and directed towards improving the quality of education provided.

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Aspect Comment

Overall, the leadership and management of the school are very good and additional strengths of the school. Governors and staff are ever conscious of the need to ensure that they get the best value from all available resources. The current absence of a caretaker is placing an unreasonable burden upon the headteacher and staff.

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What pleases parents most What parents would like to see improved

• The teaching is good. • Children are expected to work hard and achieve their best. • The school is well led and managed. • The school helps children became mature and responsible. • The staff are approachable. • A few parents consider that their child does not get the right amount of work to do at home. • A few parents expressed concern about the organisation of the Year 3 and Year 4 mixed age classes. • As Key Stage 2 extends over four years, parents would like some additional information about their child’s level of work at age nine.

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What pleases parents most What parents would like to see improved

The inspection team agrees with the positive views expressed by the parents and carers. As far as homework is concerned, the inspectors consider that this is now dealt with well by the school and pupils receive about the right amount of homework. The use of homework is starting to make a real contribution to raising standards. The school’s organisation of the Year 3 and Year 4 age groups means that these pupils are well taught, in separate age groups, for literacy and numeracy. Inspectors agree that it would be helpful to give parents additional information about their child’s level of work half way through Key Stage 2. Bishopswood Junior School - 10

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especially in the literacy hour and the daily mathematics lesson. This is particularly

effective in raising standards in mathematics and in aspects of English.

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especially in the literacy hour and the daily mathematics lesson. This is particularly

1. Across the school, teaching is never less than satisfactory and in five out of ten lessons it is good. In nearly three out of ten lessons it is very good. Teachers’ planning is meticulous and thorough. Each subject manager is involved very helpfully in planning their subject in the medium term. The very good quality of this planning ensures that pupils’ skills, knowledge and understanding are systematically taught to all age groups as pupils progress through the school. In the short term, teachers share planning as part of a small group, so sharing ideas, resources, and a range of interesting tasks and activities, which are well matched to pupils’ needs. Lessons are well structured and pupils are made aware both of the lesson’s objectives and the amount of time they have to complete something. This helps to make pupils responsible and also means that learning proceeds at an appropriately brisk rate. Consequently, pupils make good progress in lessons and achieve well.

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especially in the literacy hour and the daily mathematics lesson. This is particularly

2. Teachers probe pupils’ understanding through highly skilled questioning, for example ‘Can you explain how you worked that out?’ or ‘Can you tell us why you have that opinion?’ They organise and manage the pupils very well indeed, and have clear expectations of work, behaviour, perseverance and concentration. As a result, pupils’ learning is accelerated as much as possible and they use confidently and competently the skills and knowledge they have learned.

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especially in the literacy hour and the daily mathematics lesson. This is particularly

3. Pupils make good progress in acquiring literacy skills, particularly the skills of listening and speaking and reading. Pupils in Year 3 understand the use and purposes of both fiction and non-fiction texts. They are able to use dictionaries confidently to check the spelling or the meaning of a new word. Pupils in Year 4 use language and vocabulary well when writing poetry. Many pupils in Years 5 and 6 are sophisticated and fluent readers. Some are able to draw inferences and understand the implicit as well as the explicit meaning of a text. Many but particularly pupils in Year 6 who are able to express their opinions and discuss characters in books thoughtfully, giving cogent reasons; for example, when they are studying a range of autobiography and biography.

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especially in the literacy hour and the daily mathematics lesson. This is particularly

4. The pupils are actively encouraged to listen carefully, not only to the teacher but to each other. Teachers listen carefully to pupils’ replies and explanations; it is clear to the pupils that their responses are valued, and as a consequence their self confidence and self esteem are enhanced. For example, in singing the pupils are taught to breathe correctly and sing with clear diction, correctly emphasising the endings of words. This has a positive impact on the quality of their speech. Standards of speaking and listening are good.

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especially in the literacy hour and the daily mathematics lesson. This is particularly

5. In mathematics, pupils in Years 3 and 4 use the correct mathematical vocabulary carefully when explaining strategies that they have tried. They thoroughly enjoy investigating patterns and sequences in numbers, and are often genuinely excited about their findings. Pupils in Year 6 competently calculate the area and perimeter of a bungalow and its rooms, and are well on the way to understanding the practical importance of mathematics in everyday life. The pupils are organised in ability groups for mathematics: this is having a positive impact on raising standards. These “setting” arrangements are flexible, with regular reviews to ensure that pupils are in the appropriate set. The differences of ability in each ability group are well managed by the teachers, who match the work well to the needs of individuals and groups. Bishopswood Junior School - 11

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to teamwork and raising standards. This includes the superb support given to pupils

by the learning support assistants, enabling pupils to achieve well.

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to teamwork and raising standards. This includes the superb support given to pupils

6. The focus and direction of the school is always on raising standards even further, and securing the best possible quality of education for the pupils. This has been maintained, even through a time of considerable turbulence for the school; two thirds of the teaching staff have changed during the past three years. Responsibilities are clearly delegated. Subject managers are increasingly closely involved in monitoring standards and the quality of teaching and learning in their subjects. Particular emphasis has been placed, appropriately, on the core subjects. Targets for improvement and suitable support are negotiated with individual teachers. The school’s performance management strategy is very good.

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to teamwork and raising standards. This includes the superb support given to pupils

7. Governors have a clear overview of every facet of the school’s life. Many visit regularly, either to support in classrooms or to monitor more formally an aspect of school life or the curriculum. Governors are prepared to be constructively critical and are well informed about the school’s finances. They are ever conscious of securing best value on behalf of pupils through monitoring the quality of provision. Available resources are well targeted on improving the quality of education provided.

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to teamwork and raising standards. This includes the superb support given to pupils

8. Governors, headteacher and staff have a very high commitment to the school. The strong team commitment encourages people to work together actively to make the school as good as it can be on behalf of the pupils. This includes the superb support given to the school and to pupils by the learning support staff. They are knowledgeable, well trained and well managed. They often give over and above that which would normally be expected of them. They make a significant contribution to pupils’ learning and therefore to raising standards.

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and genuinely value the pupils’ and their opinions, so enhancing their self-

9. The pupils’ very positive attitudes to school and the opportunities which the school gives them improve their self confidence and help them to realise their full potential. All of the adults in the school treat pupils with the greatest courtesy and respect. Adults genuinely value pupils as individuals. This provides an excellent example to the pupils. Teachers and support staff deal with pupils in a quiet, supportive way but insist that pupils behave well and do their best.

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and genuinely value the pupils’ and their opinions, so enhancing their self-

10. Pupils take a good deal of responsibility. Even the youngest manage their personal belongings well when they move to different groups in a different classroom. The librarians are trained to take responsibility for the school library and they carry out their responsibilities well. They have taken the initiative and drawn up a thoughtful questionnaire so that pupils’ reading tastes and preferred authors may be reflected in the choice of new purchases for the library. Pupils are able to use confidently a digital camera and operate capably the CD player used in assemblies. The School Council, in which class representatives participate, is a very good opportunity for pupils to practise their good speaking and listening skills. They assiduously research the views of their classmates, and report back regularly to them the views expressed at meetings of the School Council, as responsible representatives. They

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and genuinely value the pupils’ and their opinions, so enhancing their self-

learn how to consult and canvass views, and about the decision making process. Bishopswood Junior School - 12

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especially high. The very good personal, social and health education programme

helps pupils’ to become mature, thoughtful young people.

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especially high. The very good personal, social and health education programme

11. The staff are keen to help any individual who may be experiencing learning, behavioural or emotional difficulties. Parents are full of praise for the level of care demonstrated, including the school’s high level and support for pupils with medical or health difficulties. An integral part of the school’s approach to pastoral care is the highly effective ‘Buddy’ system, in which older pupils make friends with and support the younger pupils. The school trusts its pupils; for example, pupils are given the opportunity to make a responsible choice as to whether they go outside during break, or whether they prefer to remain inside. They are well supervised at all times.

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especially high. The very good personal, social and health education programme

12. The personal, social and health education programme is an integral and important aspect of the school’s curriculum. It provides the pupils with opportunities to discuss issues in a mature and reflective way. Issues such as drugs education and the importance of maintaining good health are explored sensitively.

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especially high. The very good personal, social and health education programme

13. There are very good links between the well designed assembly themes and the personal, social and health education curriculum. At the time of the inspection, pupils were exploring feelings and prejudices with great sensitivity. There are effective links with citizenship education, and the pupils are developing an awareness of their responsibility towards others.

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WHAT COULD BE IMPROVED

Raise standards of writing, which are not as high as in other aspects of English.

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WHAT COULD BE IMPROVED

14. The school has recognised deficiencies in the range and quality of pupils’ writing, through the careful analysis of assessment data and information as part of its own monitoring and self evaluation procedures. In the past, too little time has been spent on teaching the skills and processes of structuring writing. As a result, pupils are not always able to put their thoughts on to paper in a way which does justice to their skill and capacity to articulate their ideas orally. The range and genre of writing opportunities across the curriculum is still rather narrow, though this academic year the staff have begun to look specifically at when writing opportunities can most usefully be planned for across a range of subjects. Also, additional time for writing is now planned into the week. The school has recognised that sometimes there is too little time, in the context of the literacy hour, for pupils to tackle extended writing.

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WHAT COULD BE IMPROVED

The knowledge and understanding gained in looking at texts and developing good reading skills need to be further extended into guided writing. The school’s improvement plan outlines appropriate ways in which the school intends to redress these deficiencies.

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The presentation of the pupils’ recorded work, so that they are more actively

15. The analysis of pupils’ recorded work indicates that teachers have different expectations of how pupils should present their work. In mathematics exercise books, sometimes digits and symbols are set out in an untidy manner, or there is unnecessary crossing out. This is detrimental to pupils’ mathematical understanding. Whilst there is an agreed set of criteria for indicating when pupils may begin to use pen rather than pencil (their ‘pen passport’), even in Year 6, pupils rarely use pen when writing. Use of pen tends to be reserved for pupils doing ‘best copies’ rather than regularly practising and improving their techniques for writing in pen. Joined handwriting is taught, but a significant minority of pupils in Year 6 do not yet use consistently a joined, legible style of handwriting. Sometimes, left Bishopswood Junior School - 13 handed pupils are seated too close to a right handed pupil, which makes it difficult for the left

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The presentation of the pupils’ recorded work, so that they are more actively

handed pupil to present the work well. Pupils are sometimes reminded by the teacher to ‘make their work neater’ but they are given too little assistance as to how they might improve the presentation of their work. There are too few examples of well written, well presented work on display to set the standard and exemplify the school’s expectations.

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marking is only rarely directed at helping pupils’ assess their progress towards their

16. The school has been reviewing its target setting processes and is developing some most useful procedures. Teachers mark the pupils’ work regularly, but the comments focus mainly on what the pupil has achieved. Whilst this is an essential aspect of marking, there is too little marking which is diagnostic and rigorous. Only rarely do the teacher’s written comments make reference to what precisely should be improved, how the pupil may help him or herself to get better at something, or assist the pupils to assess whether or not they have made progress towards their individual targets.

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marking is only rarely directed at helping pupils’ assess their progress towards their

17. In mathematics, the marking makes few references to the quality of mathematical understanding or the pupils’ progress in learning a new skill. In science, teachers comment mainly on the spelling or layout; only occasionally are comments related to the scientific content, or the way a pupil may have set about a scientific investigation.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

To improve standards even further, the governors, headteacher and staff should draw up an action plan to address the following issues:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Continue to improve standards of writing by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- implementing the useful strategies outlined in School Improvement Plan.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Improve the quality of presentation of the pupils’ recorded work by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- agreeing the school’s standards and expectations of presentation; - monitoring the quality of the presentation of pupils’ recorded work.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Improve the helpfulness of teachers’ marking of pupils’ work by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- providing clear guidance to pupils about what needs to be improved; - helping pupils to understand how the marking of their work can help them to assess their progress towards their individual targets; - ensuring that both pupils and parents are informed about the way teachers use marking to be helpful and support improvement. Bishopswood Junior School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 19

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. [When the total number is substantially less than 100, add] Care should be taken when interpreting these percentages as each lesson represents more than one [two, three, etc] percentage point[s]. [Where the total is close to or greater than 100, use only the first sentence.]

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Information about the school’s pupils

Pupils on the school’s roll Nursery Y3-6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 232

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 18

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Information about the school’s pupils

Number of pupils with statements of special educational needs 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 59

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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 3

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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 15

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 17

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Attendance

School data 92.6 School data 0.1 Bishopswood Junior School - 15 National comparative data 94.4 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.

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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 2000 27 26 53

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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 20 23 27 Numbers of pupils at NC level 4 and above Girls 21 16 24

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

Percentage of pupils School 77 (80) 74 (75) 96 (98 ) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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

Teachers’ Assessments English Mathematics Science

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

Boys 17 20 25 Numbers of pupils at NC level 4 and above Girls 21 17 21

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

Percentage of pupils School 72 (77) 70 (70) 87 (89) at NC level 4 or above National 70 (68) 72 (69) 79 (75)

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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. Bishopswood Junior School - 16

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 3 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) 10.6 Financial year 2000/01

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Teachers and classes Financial information

Number of pupils per qualified teacher 21.5

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Teachers and classes Financial information

Education support staff: Y3 – Y6 Total income 467283

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Teachers and classes Financial information

Total number of education support staff 7 Total expenditure 473448

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Teachers and classes Financial information

Total aggregate hours worked per week 134.75 Expenditure per pupil 2015

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Teachers and classes Financial information

Balance brought forward from previous year 31290

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Teachers and classes Financial information

Balance carried forward to next year 25125

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Recruitment of teachers

Number of teachers who left the school during the last two years 4.1

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 6.1

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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

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Recruitment of teachers

FTE means full-time equivalent. Bishopswood Junior School - 17

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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. 47 43 2 1 6

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Percentage of responses in each category

Behaviour in the school is good. 31 62 2 0 5

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Percentage of responses in each category

My child gets the right amount of work to do at home. 21 53 16 1 9

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 28 52 11 2 6

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 62. 32 2 0 2

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 46 47 1 0 6

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Percentage of responses in each category

The school works closely with parents. 30 56 7 1 6

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Percentage of responses in each category

The school is well led and managed. 42 43 1 0 14

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Percentage of responses in each category

The school is helping my child become mature and responsible. 44 47 1 0 7

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 30 43 11 2 14

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