Other · Ofsted report

Deykin Avenue Junior and Infant School

Inspected — · published 9 May 2002 · URN 103313

Original PDF ↗

Summary

No overall grade in this framework

What we read, and from where

Click a reading to see it highlighted in the report.

URN verified
103313

Page 1 of 55

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+83Very positivemore positive than 85% of reports of this type

Reads more warmly than most reports of this type.

Praisevery wellexcellentgood progressmake good progresseffectiveeffectivelyvery effectiveimproved

Criticismbelowpoorweaknesseslimitedlowergapslowunacceptable

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improve positive critical

Findings20785w+83
What needs to improve1235w+78

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 55
Words of findings: 21,815; longer than usual (typical 1049)
Reading level: Hard; Flesch 48, typical 45
Average sentence: 19 words
Next steps: 8; typical 5
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 89%What needs to improve 5%About the inspection 6%

Full report text

DEYKIN AVENUE JUNIOR & INFANT SCHOOL

Reporting inspector: Miss Fiona Robinson

p.1

DEYKIN AVENUE JUNIOR & INFANT SCHOOL

Dates of inspection: 28 January - 1 February 2002

p.1

DEYKIN AVENUE JUNIOR & INFANT SCHOOL

Full 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.

p.1

DEYKIN AVENUE JUNIOR & INFANT 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. Deykin Avenue Junior and Infant School - 3

p.2

INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

p.3

INFORMATION ABOUT THE SCHOOL

School address: Deykin Avenue Witton Birmingham

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs J Tidmarsh

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: May 1997 Deykin Avenue Junior and Infant School - 4

p.3

Aspect responsibilities

22182 Fiona Robinson Registered inspector English Art and design Music Religious education Foundation stage curriculum What sort of school is it? The school's results and pupils' achievements. How well are pupils taught? How well is the school led and managed? What should the school do to improve further? School data and indicators 12277 Kingsley Halden Lay inspector Pupils' attitudes, values and personal development. How well does the school care for its pupils? How well does the school work in partnership with parents? 18346 Rod Bristow Team inspector Mathematics Information and communication technology Geography Physical education Special educational needs How good are the curricular and other opportunities offered to pupils?

p.4

Aspect responsibilities

20707 David Brettell Team inspector Science Design and technology History Equal opportunities English as an additional language Deykin Avenue Junior and Infant School - 5 The inspection contractor was:

p.4

Aspect responsibilities

The Kingston Centre Fairway Stafford ST16 3TW

p.5

Aspect responsibilities

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:

p.5

Aspect responsibilities

The Complaints Manager Inspection Quality Division

p.5

Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Deykin Avenue Junior and Infant School - 6

p.5

PART A: SUMMARY OF THE REPORT 7-11

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

p.6

HOW HIGH ARE STANDARDS? 12-15

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

p.6

PART D: THE STANDARDS AND QUALITY OF TEACHING IN

Deykin Avenue Junior and Infant School - 7

p.7

AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 32-53

Deykin Avenue Junior and Infant School - 8

p.8

INFORMATION ABOUT THE SCHOOL

Deykin Avenue Junior and Infant School is situated in Witton about two miles away from Birmingham City Centre. Most pupils who attend the school live in the surrounding area, which is heavily industrialised, however some pupils attend the school from further afield. It has 159 pupils on roll, aged between four and 11 years of whom 78 are boys and 81 are girls. The children’s attainment on entry into Reception is well below average compared to pupils of a similar age. The percentage of pupils eligible for free school meals is well above the national average. The school has 21 per cent of its pupils on the special educational needs register, which is broadly in line with the national average. Two pupils have statements of special educational needs, mostly for specific learning or physical difficulties. The remainder of the special educational needs pupils have emotional and behavioural, moderate learning and speech and communication problems. The

p.8

INFORMATION ABOUT THE SCHOOL

number of pupils speaking English as an additional language is very high (68.3%). Of these 85 pupils, 23 are identified as needing extra support in learning to speak English. The main languages spoken by these children are Dutch, Punjabi, Urdu and Bengali. The school has 22 Somalian refugee children. Most of the other pupils are confident and competent speakers and writers. The school is part of a Local Education Action Zone for school improvement.

p.8

HOW GOOD THE SCHOOL IS

Deykin Avenue Junior and Infant school is a very effective school. It has a very good headteacher and everyone connected with the school works together very well. The team spirit is very good and underpins the very good improvement being made. Children join the Reception class with well below average standards in comparison with children of a similar age. After a good start, pupils achieve standards that are average at the end of Year 2 in reading, writing, mathematics and science. By the age of 11 standards are above average in English and mathematics. They are average in science. Teaching is very good and this is why significantly more pupils are achieving higher standards than they were at the time of the previous inspection. All the pupils at Deykin Avenue are fully included in every aspect of the day-to-day life of the school. Pupils are very well prepared for future citizenship because of the very good overall attention given to their spiritual, moral, social and

p.8

HOW GOOD THE SCHOOL IS

cultural development. The school promotes very good links with parents, who play an important role in supporting their children’s education. The school gives good value for money. Deykin Avenue Junior and Infant School - 9

p.8

What the school does well

• The leadership and management of the headteacher, her senior staff and governors are very good. All staff fully support each other with an excellent shared commitment. • The quality of teaching is very good. This combined with the very positive contribution of support staff helps pupils to make at least good progress. • Pupils’ attitudes and behaviour are very good in a caring school where relationships are very good. Attitudes and behaviour are very well promoted by the high quality of input from the Learning Mentor* 1 . They are highly motivated, enjoy school and are keen to learn. • The provision for pupils’ spiritual, moral, social and cultural development is very good and underpins the calm, supportive ethos that permeates the school. • Provision for pupils with special educational needs and English as an additional language are very good.

p.9

What could be improved

• Raise the standards in information and communication technology and design technology. • Improve the effective use of time and the structure of the school day. • Monitoring and achieving a higher level of attendance. The areas for improvement will form the basis of the governors’ action plan.

p.9

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has improved very well since it was last inspected in May 1997. It has addressed all the weaknesses identified then. The quality of leadership and management has improved dramatically which has had a significant impact on the rate of improvement. The quality of teaching has improved significantly throughout the school, especially for the older pupils. Co-ordinators and staff expertise has been well developed through literacy, numeracy and science. More use is made of assessment data, which informs planning and the quality of teaching and learning has improved. Schemes of work have been completed and there is a new, rich and varied curriculum in place. Staff ensure that assessment information is used very effectively to inform planning. There has also been a very good use made of investigative and problem solving approaches across the curriculum. The pupils are given a wide range of opportunities to engage in writing activities, which successfully develops their

p.9

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

written skills. Significantly more pupils are now achieving satisfactory or better standards in their work due to these very good improvements. The school is in a very strong position to continue to tackle its priorities.

p.9

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

1 The Learning Mentor works with all the pupils in the school on their personal and social educational skills. Deykin Avenue Junior and Infant School - 10

p.9

STANDARDS

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

p.10

Key

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

p.10

Key

In the 2001 Year 6 National Curriculum tests, standards were in line with the national average in English, below in mathematics and well below in science. In comparison with pupils from schools with a similar proportion of pupils entitled to free school meals, results were well above average for English, above in mathematics and below average in science. There were a higher number of pupils with special educational needs in this year group and half of the pupils who took the test had special educational needs. By the age of seven, pupils achieved below average results in reading and writing in the 2001 Year 2 National Curriculum Tests. Their results in mathematics were above average. The school’s performance in science based on teacher assessments was very low in comparison with the national average (the bottom 5 per cent). In comparison with pupils from schools with a similar proportion of pupils entitled to free school meals, results were well above

p.10

Key

average in reading, writing and mathematics. There were a significant number of pupils with special educational needs in this year group. The school has worked hard to exceed its targets in English and mathematics and the targets were suitably challenging. Up to 2000 the school was improving at a higher rate, faster than would be expected in English and mathematics. The rate of improvement steadied between 2000 and 2001. Children enter Reception with low attainment and they make good progress. Most are likely to achieve the early learning goals in each area of learning. Pupils achieve very well and make very good progress through Years 1 and 2. This continues throughout the school, with older pupils making very good progress in Years 5 and 6.

p.10

Key

Currently, standards in Year 2 in English are above average in reading and writing with significant strengths in speaking and listening. In mathematics, they are well above average and in science, they are in line with national expectations. In Years 3 to 6, pupils build successfully on their knowledge and skills and, by the age of 11 many are working at above average levels in English and mathematics and at average levels in science. There has been a good improvement in all subject areas. Given the increased focus on the core subjects in the lead-up to the National Curriculum tests and because of very good teaching, there is the likelihood that results may be higher, although there is still a high proportion of pupils with special educational needs. These pupils are achieving well in relation to their prior achievement. Standards of handwriting and presentation have improved. Average standards are achieved by seven and 11 year olds with a significant number

p.10

Key

Deykin Avenue Junior and Infant School - 11 achieving higher standards than this. Pupils by the age of seven and 11, are achieving standards in line with the expectations of the locally agreed syllabus for religious education. They are achieving standards in line with national expectations in art and design, information and communication technology (ICT), design and technology, geography, history, music and physical education. There has been some good improvement in ICT, where the use of computers was found to be unsatisfactory at the time of the previous inspection. Effective use is made of the new computer suite and this is having a positive impact on standards

p.11

Aspect Comment

Attitudes to the school Very good. All pupils have a very positive attitude to school and to their work, which they undertake with great enthusiasm.

p.11

Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils’ behaviour in all areas of the school is very good.

p.11

Aspect Comment

Personal development and relationships Very good. Boys and girls are keen to help. They are careful with their own and each other’s belongings. Relationships are very good.

p.11

Aspect Comment

Attendance Satisfactory. The school works very hard to promote attendance

p.11

Aspect Comment

The significant strengths in pupils’ very good behaviour and very positive attitudes help them to learn well.

p.11

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

Quality of teaching Good Very Good Very Good

p.11

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

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.

p.11

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

High levels of good and very good teaching are helping standards to rise and support the very good attitudes and behaviour seen throughout the school. Of the 53 lessons seen, 43 per cent were good, 39 per cent were very good, 9 per cent were excellent, 9 per cent were satisfactory. No unsatisfactory teaching was seen. This is a significant improvement since the previous inspection. Teaching is good in the Foundation Stage especially in communication, language and literacy and mathematics. The quality of teaching is very good in the rest of the school, with some excellent teaching in Years 1, 2 and 5. Pupils are taught basic skills well and teachers have a good knowledge and understanding of the National Literacy and Numeracy Strategies. These skills are taught well and this helps pupils make good progress. However, design and technology is not taught sufficiently well where teacher subject knowledge and understanding is insecure.

p.11

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

Deykin Avenue Junior and Infant School - 12 There are significant strengths in teaching. The quality of planning is very good with clear lesson objectives that are effectively shared with pupils enabling them to gain good knowledge of their own learning. The setting of literacy targets with pupils is very good and motivates pupils to achieve them. Teachers use very effective opportunities to focus, check and extend pupils thinking. The organisation and management of pupils, based on the very effective behaviour procedures and very good relationships are very good. These strengths result in pupils concentrating very well and working hard. In addition, they are well promoted by the high quality of input from the Learning Mentor. Teachers are skilled at using the best methods to help different groups of pupils to learn effectively. This works particularly well throughout the school. In addition the contribution made by

p.12

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

support staff, particularly for those pupils with special educational needs and those for whom English is an additional language is very good. Work is matched well to their ability and day-to-day assessment is very good overall. Homework is organised well; it is used effectively to support pupils’ learning especially in literacy and numeracy.

p.12

Aspect Comment

The quality and range of the curriculum Good. The school has built up a rich and varied curriculum that meets the needs of all its pupils. It is broad and relevant, however it is lacking in balance in some lessons. There is a good range of out-of-school activities and clubs, which extends the pupils’ experiences very well.

p.12

Aspect Comment

Provision for pupils with special educational needs Very good. These pupils are supported very well and they work hard. They are fully included in every aspect of school life.

p.12

Aspect Comment

Provision for pupils with English as an additional language Very good. The school makes very good provision for its pupils with English as an additional language and they are fully involved in every aspect of school life.

p.12

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. Pupils get on well together and they help and support each other very well. They are aware of the wonderful world about them. They have a very good understanding of right and wrong. They know much about their own cultural traditions in an urban area, as well as cultural traditions in world religions.

p.12

Aspect Comment

How well the school cares for its pupils Very good. Staff know the pupils very well and they take very good care of them. Pupils’ progress and attainment is recorded well.

p.12

Aspect Comment

Parents have very positive views of the school. Parents are encouraged to help in the school and at home and this partnership has a positive effect on the pupils’ learning. They are well satisfied with what the school offers. Deykin Avenue Junior and Infant School - 13

p.12

Aspect Comment

Leadership and management by the headteacher and other key staff There is very good leadership by the headteacher. There is a strong team spirit and everyone connected with the school works together very effectively to guide the educational direction of the school.

p.13

Aspect Comment

How well the governors fulfil their responsibilities Very good. They have a wide range of experience, and they are supportive of the school in many ways. They have a very clear understanding of what is best for the school if it is to continue forward successfully.

p.13

Aspect Comment

The school’s evaluation of its performance Good. The school’s evaluation of its own performance is used well to guide future planning.

p.13

Aspect Comment

The strategic use of resources Very good. All additional funds are well managed to promote learning and improve standards.

p.13

Aspect Comment

The principles of best value are very well understood and implemented by the headteacher and governors. Funds are very well managed, and governors are well aware of the importance of making the necessary comparisons to ensure that the school is competitive. The provision for teachers and support staff is good and this has a positive impact on the progress of pupils. Learning resources are good and the accommodation is a bright, purposeful learning environment.

p.13

What pleases parents most What parents would like to see improved

• The parents who responded to the questionnaire and attended the parents meeting were fully supportive of every aspect of the school, including the headteacher and the teaching staff. They felt that the school was extremely well led and managed. They were highly complimentary and supportive of the headteacher. • In response to the questionnaires and at the meeting, parents had few negative views of the school.

p.13

What pleases parents most What parents would like to see improved

Inspection evidence supports the very positive views of all parents. Deykin Avenue Junior and Infant School - 14

p.13

The school’s results and pupils’ achievements

1. Very good progress has been made since the last inspection and significantly more pupils are now achieving average standards for their age than they were at the time of the last inspection, both in the national tests and in their classwork. There are significant gains in the pupils’ attainment year-on-year, and the trend is upwards. The school’s targets are getting higher each year and they are challenging and achievable. The current challenge for the school is to identify and promote the attainment of the higher attaining pupils. Standards were low in the past and there were no high attainers, but very good teaching is now enabling all pupils to achieve as well as they can. The school’s effectiveness has been recently recognised by the Department for Education and Skills (DFES) award for excellence.

p.14

The school’s results and pupils’ achievements

2. In the 2001 Year 6 National Curriculum tests, standards were in line with the national average in English, below in mathematics and well below in science. In comparison with pupils from similar schools, results were well above average in English, above average in mathematics and below average in science. There were a higher number of pupils with special educational needs in this year group with half of the pupils who took the test having such needs. The school worked hard to exceed its suitably challenging targets in English and mathematics. The seven year olds achieved below average results in reading and writing and above average results in mathematics. In comparison with similar schools their performance was well above. Again there were a significant number of pupils with special educational needs in this year group.

p.14

The school’s results and pupils’ achievements

3. Inspection findings show, that in the main subjects of English, mathematics and science attainment is above average in mathematics and English by the age of 11 and in line with national expectations in science. Pupils are making significant gains in their learning due to some very good teaching and well-organised group work matched well to their ability. The pupils’ attainment in religious education, ICT, history, geography, design and technology, art and design, music and physical education is in line with national expectations for pupils of this age. The underperformance of girls as compared to boys has been successfully addressed by the school and girls are starting to do better. Progress is good and frequently very good throughout the entire school. Pupils with special educational needs are very well provided for, and they make good progress like their peers.

p.14

The school’s results and pupils’ achievements

4. By the age of seven pupils are achieving well above average standards in mathematics, above average standards in reading and writing and average standards in science. In the remainder of the National Curriculum subjects their attainment is in line with national expectations with the exception of art and design where it exceeds these and standards are good. Standards are in line with the expectations of the locally agreed syllabus in religious education.

p.14

The school’s results and pupils’ achievements

5. Children enter Reception with well below average attainment. Staff complete initial assessments, which provide them with a very clear overview of the children’s capabilities. Deykin Avenue Junior and Infant School - 15 Baseline assessments take place during the first six weeks in Reception. The information is used well to provide good curriculum based on ‘the stepping stones’ in the six areas of learning. Children with special educational needs and those with English as an additional language needs are identified early and all the children are fully included in the wide and varied activities that are planned for them. By the end of the Foundation Stage, most children are on course to achieve their targets in the Early Learning Goals in all areas. However, a significant minority with special educational needs will not achieve these. Most of the children are making good progress in their Reception year.

p.14

The school’s results and pupils’ achievements

6. There are a number of reasons for the significant increase in pupils’ attainment and progress:

p.15

The school’s results and pupils’ achievements

• Teaching is good and frequently very good. Teachers are more experienced at assessing what their pupils have learnt, and setting targets for them to achieve even more. • Data is collected and analysed effectively so that headteacher, staff and governors know where the strengths and weaknesses lie. • A good curriculum is securely in place and teaching and learning are monitored very well so that areas for improvement are quickly identified and dealt with. • There is strong effective teamwork from current staff, with a main focus on raising standards.

p.15

The school’s results and pupils’ achievements

7. When children join the Reception class their attainment is well below the expected standards for children of a similar age. A significant number have had no contact with books and have limited personal independence. Some children have had good playgroup experience. Most children make good progress during the Reception year. Many of them are on course to meet the targets for their age by the time they leave Reception. In most years there is a significant proportion of lower attaining children and these children take longer to learn their basic skills.

p.15

The school’s results and pupils’ achievements

8. The National Literacy and Numeracy Strategies are having a positive effect on raising standards. By the time they are seven many pupils can read and write at an above average standard for their age and they are able to research information from a range of sources. There has been a whole school focus on writing with improved results. In mathematics, by the age of seven the higher attaining pupils have a very good knowledge of addition and subtraction facts to 20 and are acquiring a good knowledge of place value to 1000. Pupils of lower ability and those with special educational needs and English as an additional language have an appropriate understanding of place value to 100 and choose appropriate strategies for adding and subtracting. The school is progressing very well towards its targets, which are sufficiently challenging and are likely to be met. By the age of 11 pupils read with reasonable

p.15

The school’s results and pupils’ achievements

fluency and their understanding is sound. Some of the older pupils are skilful at finding information from various sources, while other pupils still need help from adults to do this. Good use is made of ICT to support learning and Year 6 pupils are given valuable opportunities to review and evaluate their work as they interpret instructions and information. Lower attaining pupils find it difficult to use a range of imaginative language. In mathematics by the age of 11, pupils have a very good understanding of place value to more than 1000 and use fractions and percentages confidently. Lower attaining pupils have a good understanding of the place value of numbers but are less confident when using a range of strategies to multiply larger numbers. Deykin Avenue Junior and Infant School - 16 9. The school makes very good arrangements to ensure that all pupils are included in the full range of activities. This ensures that there is little difference in the progress and attainment

p.15

The school’s results and pupils’ achievements

boys and girls make throughout the school. Pupils from ethnic minority groups speak and write English with competence and so achieve equally well in lessons. Where appropriate they receive extra assistance with the acquisition of English and have equal access to the very good teaching and rich curriculum as other pupils. As a result they make the same good progress as other pupils and achieve well for their abilities. Provision for pupils with special educational needs is very good and most pupils make good progress over time. Achievement throughout the school is satisfactory with regard to the targets contained in pupils’ individual education plans. Comprehensive records of achievement and progress are kept, being effectively used to inform teaching and planning. Higher attaining pupils have equally good opportunities to achieve at a level compatible with their ability.

p.16

Pupils’ attitudes, values and personal development

10. The attitudes of the pupils to education and school life are very good. This is true from the Foundation Stage to Year 6. The pupils of the school benefit from parental support and confidence in the school, a quality of teaching which is consistently good and, in some cases, very good. The fact that the leadership and management of the school is very good, as are the teaching and the high expectations of pupils, help to promote these attitudes. The pupils like to be in school and they enjoy learning, the level of which is also very good, especially among pupils from Year 1 to Year 6. In a school whose improvement since the last inspection has been found to be very good and which was judged to be among the five most improved schools in the country in 2000/1 the attitudes to learning have been a significant factor in such achievements. Most pupils love to be in school, they are burning with

p.16

Pupils’ attitudes, values and personal development

enthusiasm to answer class teachers’ questions in whole-class sessions, as in the Literacy Hour. In oral exercises the class teacher normally engages all levels of ability in the class and in most cases pupils attempt answers, are ready to be challenged and respond accurately. The extent to which groups were capable of working collaboratively and independently in classes in both key stages was impressive. In their reading, in their approach to assignments and in their ability to produce a high standard of completed work in most cases, the inspection evidence has shown that pupils at this school can learn, want to learn and are learning very well.

p.16

Pupils’ attitudes, values and personal development

11. Behaviour in the school is very good. The guidelines stipulated in the school’s behaviour policy are faithfully observed and upheld by all class teachers and it is not unusual for pupils to hear that poor behaviour is unacceptable. Prompts and reminders of the need for good behaviour are dotted throughout the school and all pupils are fully aware that bad behaviour carries sanctions. Aggressive behaviour and bullying have been identified in the school up to the current term, leading to a number of short-term exclusions but, on the whole, the school has been able to restrict both its incidence and harmful effects. There were five fixed period (one day) exclusions in the last year. No cases of such behaviour were observed during the inspection, neither did any evidence of poor behaviour affecting education in the school manifest itself. Deykin Avenue Junior and Infant School - 17 12. Personal development and relationships in the school are very good. This is especially true of

p.16

Pupils’ attitudes, values and personal development

relations between pupils and staff. Special programmes are designed to promote the art of relating and PHSE 2 sessions, for instance, focus on some actual aspects of inter-personal relationships. In a session on ‘Anger Management,’ pupils were ready to accept the problems which fighting created for the school and relationships. On other occasions, pupils were invited to “look into their hands as a mirror” and to share what they saw. Their comments, by way of self-portraits, were honest and mature, though these reflected more strengths than weaknesses. In a drama session as an after-school activity the pupils’ own understanding of school procedures for controlling bad behaviour showed a maturing sense of responsibility a fact which is supported by the newly introduced School Council, a meeting of which was observed during the inspection.

p.17

Pupils’ attitudes, values and personal development

13. Children’s personal, social and emotional development is given a high priority to good effect. Teaching is good in this area, which helps most children to make good progress and as a result some are likely to exceed the early learning goals by the end of the Reception year. Staff create a warm and caring atmosphere which enhances children’s sense of security and confidence. They behave very well as members of a large group when responding to questions, listening to stories and singing rhymes. The adults promote the children’s independence very well and this is why they make good progress.

p.17

Pupils’ attitudes, values and personal development

14. Attendance at the school, at 92 percent is satisfactory but below the national average for similar schools. The rate of unauthorised absences is 1.68 per cent and 5.79 per cent for authorised absences, both being above the national average. The main reasons for absences occur when pupils take holidays during term time. Registers are marked properly allowing for lessons to begin on time. There are occasional incidences of lateness across the school, which sometimes affects pupils’ concentration and late arrivals are not always challenged by class teachers.

p.17

Pupils’ attitudes, values and personal development

15. Attitudes, values and personal development among pupils constitute one of the strengths of the school .

p.17

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. Improvements in the quality of teaching have made a significant contribution to the rise in standards seen since the school was last inspected. In the May 1997 inspection teaching was unsatisfactory in one third of lessons seen and this occurred in English, mathematics and science at the lower end of Key Stage 2. The standard of teaching has improved mainly due to significant staff changes and good monitoring of teaching and learning supported by good professional development. In the current inspection, no unsatisfactory teaching was observed. Of the 53 lessons seen 9 per cent were excellent, 39 per cent were very good, 43 per cent were good and 9 per cent were satisfactory. The best teaching was seen in Years 1 and 2 and in Years 5 and 6. The high levels of good and better teaching results in very good learning taking place throughout the school by highly motivated and hardworking pupils.

p.17

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

2 PHSE standards for personal health and social education. Deykin Avenue Junior and Infant School - 18 17. The quality of teaching in the Foundation Stage is good overall. The team work effectively together, providing a welcoming and secure atmosphere for young children. They plan the programme together well. There are strengths in the teaching of speaking and listening, counting and personal, social and emotional development. This has helped children to make good progress in their first term, and the majority of children are likely to achieve and some will exceed the early learning goals by the end of the Reception year. There is good daily communication between staff and parents regarding the children’s well being. When children start school in Reception their attainment is low for their age. Careful assessment of what they can do initially allows the staff to plan a wide range of suitable activities for the children.

p.17

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Work is planned for them using the ‘stepping stones’ and their all-round development is well covered. There are good systems for assessing how learning is developing. Staff can then identify where extra support is needed and plan suitable tasks so that learning moves forward. There is a good balance between teacher led activities and ones chosen by the children themselves. This helps the children to develop their independence as well as their personal and social skills.

p.18

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. There are many strengths in the elements of teaching in infant and junior classes. Teachers have very good expertise, particularly in the core subjects of English, mathematics and science. As a result, the majority of basic skills are well taught and pupils including those with special educational needs and English as an additional language are making good progress in learning. The teaching of the National Literacy Strategy is very effective. Speaking and listening skills and reading skills are taught very well. Throughout the school the management of guided reading is good and ensures pupils explore a range of different tests. For example, in Year 5 and Year 6, planning is very well thought out and there are clear learning objectives, which enable pupils to study the features of different genres as well as practise their reading skills in a variety of contexts. Numeracy skills are promoted well through a good focus on

p.18

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

ensuring pupils acquire a wide mathematical vocabulary as well as the mental recall of basic number facts and simple calculations. Teachers also ensure that pupils learn to apply their skills in practical and problem solving activities and provide good opportunities for pupils to use numeracy skills in other subjects such as science. This is a significant improvement on the previous inspection when pupils were not given regular opportunities for practising these skills. Overall, information and communication technology skills are taught satisfactorily. Teachers have undertaken some training for teaching ICT skills, but further support is needed, to ensure that all staff have acquired sufficient skills and confidence in the subject to teach it effectively.

p.18

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. The quality of lesson planning is good and is consistent throughout the school. It is related well to ‘termly’ planning, with effective adaptation according to the progress pupils have made previously. A strong feature of the planning is the clear learning objectives identified for each lesson, which are always shared with pupils. At the end of lessons teachers structure their questions for individual pupils, helping them to remember the main points of the lesson or to consolidate their understanding. Pupils with special educational needs and English as an additional language understand this approach because the teachers ask them questions that are directly linked to their understanding. All the time learning is progressing very well and standards are improving all round. Homework supports classwork effectively. Deykin Avenue Junior and Infant School - 19 20. An effective range of teaching methods is used, being adapted well to the requirements of

p.18

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

different subjects and the needs of pupils in the class. Teachers explain things very clearly, give good examples and demonstrate well. They use very effective questioning to focus, check and extend pupils’ thinking. This was evident in a Year 6 literacy lesson when the teacher uses questioning to extend the pupils’ ideas for titles for their debate on using public transport.

p.19

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. Pupils’ learning is promoted well by the very many opportunities pupils are given to discuss their work with a partner and then report back to the class. Overall, the good and often very good teaching methods seen throughout the school in all subjects help pupils to acquire knowledge and skills easily and to work hard.

p.19

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. The outstanding relationships seen in the school together with the constant application of the very high quality behaviour management procedures ensure that the organisation and control of pupils in lessons is very good. This very strong aspect of teaching, together with the challenging and interesting activities provided means pupils are interested in what they learn. Most concentrate well and begin to take responsibility for their own learning. The promotion and monitoring of pupils’ individual literacy targets are promoted very well by teachers.

p.19

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. Teachers are very skilled at moving learning forward and in nearly all lessons a good pace is maintained. This ensures that pupils remain focussed and work hard. Resources are thoughtfully chosen and effectively used to help pupils understand and make good progress. The contribution made by all support staff including those supporting special educational needs and English as an additional language pupils is very good and of a high quality. This is due to the fact that they receive very good training and class teachers prepare them very well for the work they undertake in each lesson.

p.19

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. During lessons, all teachers use assessment procedures effectively. This enables them to refine what they are teaching when necessary and support pupils well. At the same time they are suitably challenging the higher attaining pupils. On the whole the quality of marking was good and included helpful comments used to help pupils improve. Where marking was less effective there were fewer comments, which limited its effectiveness to help pupils’ progress.

p.19

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25. Teaching is very good for pupils with special educational needs and English as an additional language. Refugee pupils are very well integrated into the work of the school and are supported very well in their learning. Throughout the school, teachers and support staff are fully aware of the targets set for pupils with special educational needs and meet regularly with the special educational needs co-ordinator (SENCO), to review and plan the next step in learning. Individual education plans are used effectively to guide work at different levels. Pupils with special educational needs are fully included in all activities and are helped to achieve well for their abilities and are very well supported by support staff. They have very good access to the curriculum because of the expert support and encouragement given to them in group activities.

p.19

TO PUPILS?

Deykin Avenue Junior and Infant School - 20 26. The curriculum provided by the school for pupils aged 5–11 is good. National Curriculum requirements are fully met and religious education is taught in accordance with the locally agreed syllabus. The curriculum is now planned consistently well with all pupils receiving their full entitlement and having access to the required range of curriculum experiences, with skills, knowledge and understanding taught in a systematic and progressive way.

p.20

TO PUPILS?

27. There are now clear guidelines to identify what pupils are to be taught each week, each term and each year. The use of national guidelines for planning in all subject areas has improved the quality of the curriculum since the last inspection, which now is more balanced. An appropriate emphasis on the time allocated to the development in English, science and mathematics and the response to the increasing demands of information and communication technology has limited the opportunities for the consistent development of skills in design and technology. Physical development is given an appropriate proportion of the time available. The school has recognised the need to introduce monitoring in a systematic way to ensure that pupils have regular opportunities to use and develop skills in these areas, and check that gaps do not occur which prevent pupils from building on skills, knowledge and understanding in a

p.20

TO PUPILS?

28. The school provides religious education for all pupils in accordance with the locally agreed syllabus and parents have been informed about their right to withdraw their children. The school complies with statutory requirements by providing a daily act of collective worship. Arrangements for promoting personal and social education are very good with the ‘Learning Mentor’ used successfully to promote personal and social skills. Teaching and non-teaching staff respond to any inappropriate behaviour consistently well and ‘anger management’ strategies are used effectively to ensure that any distractions are kept to a minimum. Pupils are given opportunities to share their experiences, views and opinions in groups during ‘circle time’ 3 . Health education, which includes sex education and the raising of awareness about the use and misuse of drugs is good, linked as it is to the programmes of study for science. The

p.20

TO PUPILS?

annual use of the ‘Life Education Caravan’ profits both pupils and parents and reinforces the benefits of healthy living and the dangers of abuse.

p.20

TO PUPILS?

29. The national strategies for the teaching of literacy and numeracy have been given due emphasis and have contributed to the significant improvement in the quality of teaching and learning, since the last inspection, especially in Key Stage 2. Pupils are given opportunities to write using a wide range of styles that includes non-chronological writing in history and geography and lists a range of recording styles in science. Persuasive writing and debating allow pupils to discuss environmental issues such as pollution and the effects on asthma, traffic calming, and litter. Very good relationships and good behaviour have contributed effectively to the quality of pupils’ listening skills. Resources are managed well to ensure that information books are available to support topic work in each class. Where research skills are well developed, pupils use computers to promote study skills as when Year 6 pupils used the

p.20

TO PUPILS?

Internet to gain information about St Lucia.

p.20

TO PUPILS?

3 During ‘circle time’ pupils sit in a circle and reflect on their thoughts and feelings. Deykin Avenue Junior and Infant School - 21 30. Acquired skills in mathematics are used satisfactorily across the curriculum. Skills are promoted through charts, diagrams and graphs in science; time lines in history help the pupils to develop a greater understanding of how their experiences link together; and co-ordinates are used well in geography to locate position in the development of mapping skills. The collecting of information and the subsequent recording and amending of data before representing in a graphical form is only satisfactory.

p.20

TO PUPILS?

31. The aims of the school give the highest priority to providing equal opportunities for all and a policy is in place which values all abilities and backgrounds. The provision for pupils with special educational needs and for those for whom English is an additional language is very good. The needs of pupils are identified early and there is a very good programme of support available. The school is aware of the need to provide additional support sensitively so as to ensure that pupils do not lose their full entitlement to the full range of curricular opportunities.

p.21

TO PUPILS?

32. National guidelines are now used for the teaching of all subjects and planning has improved not only for each year and term, but also for each week. Teachers have clear targets for each learning activity, and where appropriate for each group of pupils. This added thoroughness is often strengthened where teachers use the information gained about the quality of learning to amend the planning for the next activity. Teachers’ planning takes very good account of pupils with special educational needs whose individual education plans clearly provide for gains in skills, understanding and knowledge in a range of subjects including mathematics. Pupils new to the country, and those who are at an early stage of using English as an additional language, are fully included and support is targeted to ensure the pace of learning matches that of others. Work is planned effectively for higher attaining pupils and advanced

p.21

TO PUPILS?

skills are taught well especially when skilled support is available.

p.21

TO PUPILS?

33. The quality of the Foundation Stage curriculum is good and is based on ‘the stepping stones’ in the six areas of learning. Children with special educational needs and those with English as an additional language needs are identified early and all the children are fully included in the wide and varied activities that are planned for them.

p.21

TO PUPILS?

34. There are very strong community links and opportunities are sought to extend and enrich the quality of the curriculum. Pupils are taken out to investigate the locality making well-planned visits to churches, theatres and museums. Contact with a local trust has enabled pupils to become involved in a music festival. There are strong links with other schools through the organisation of the Education Action Zone, which has benefited the quality of learning by providing additional resources such as the provision of pre-school experiences, expertise for the teaching of gymnastics and support for pupils from the different ethnic groups. Parents and ‘Community Service Volunteers’ have been deployed to provide a brighter and more colourful learning environment and the ‘University of the First Age’ has provided resources for parents and their children to repaint the murals in the playground and to purchase plants.

p.21

TO PUPILS?

Links with The Bridge School have provided immeasurable benefits for the pupils of both schools and an exciting swapping programme builds on pupils’ academic, social and personal experiences on a rota basis. Joint residential experience provides valuable experiences for a small number of pupils. Deykin Avenue Junior and Infant School - 22 35. Provision for out-of-school activities during the period of the inspection was good and included an advanced computer skills club, homework club, Years 1 and 2 craft club and cricket and drama clubs for pupils in Years 3-6. Community links encourage visiting specialists who have introduced basketball and cricketing skills and encouraged pupils to participate in inter-school tournaments. Staff give generously of their time and parents appreciated that these activities add to the quality of pupils’ learning.

p.21

TO PUPILS?

36. Good business links have provided a technician for the computer suite. Pupils benefit from a good range of visitors including musicians, members from the local community and church representatives. During the week of the inspection pupils in Year 6 were fascinated when sharing the wartime experiences of a visiting senior citizen. Citizenship is also promoted well through a wide range of curricular and non-curricular activities. Pupils are encouraged to make decisions and choices. Very good personal and social ‘training’ encourages them not only to reflect on their own actions, but also on the effects of their action on others. They discuss and debate issues such as the effects of pollution on health; how to improve their local environment; the effects of reckless tree cutting in the rain forests; and the effects of disasters on the lives of communities such as flooding, earthquakes and hurricanes. Representatives

p.22

TO PUPILS?

from each class are elected and then meet together to form a School Council, which discusses and then makes recommendations to the headteacher.

p.22

TO PUPILS?

37. The school’s provision for the spiritual, moral, social and cultural development of the pupils has improved since the last inspection and it is now very good. The school provides a well- planned daily act of collective worship, which fully meets statutory requirements. Pupils are encouraged to reflect upon their own and others’ experiences and to explore values. One very effective example was observed when a pupil shared with a Year 6 pupil her knowledge of the importance of religion to people from other cultures. Whenever possible, teachers draw pupils’ attention to the wonders of nature. A very good example of this is seen in an infant classroom where pupils have a chance to grow plants. Teachers are quick to draw pupils’ attention to beautiful things when they see them, for example the beautiful colours and shape of spring flowers. In religious education lessons, they develop an understanding of the

p.22

TO PUPILS?

differing beliefs of the major world religions. In addition Year 6 pupils show great maturity when discussing ‘the concept of Heaven’.

p.22

TO PUPILS?

38. The provision for pupils’ moral development is very good. The school has a clear behaviour policy, which pupils understand and adhere to. Both adults and pupils work hard to achieve the high standards of behaviour seen in the school. They are very well promoted by the high quality of input from the Learning Mentor. She works regularly with pupils throughout the school and helps all pupils especially the oldest pupils in ‘anger management’ and ‘circle time’ sessions. Pupils clearly distinguish between right and wrong. Assemblies deal with moral themes and the school encourages pupils to take care of property and the environment. Work displayed highlights self esteem and positive behaviour.

p.22

TO PUPILS?

39. The provision for pupils’ social development is very good. Pupils are encouraged to relate effectively to others and take responsibility for themselves and others. Older pupils act as friendly playground buddies to the younger pupils in the school. They undertake jobs in the school, such as helping in the library and setting up the computers. The school makes very Deykin Avenue Junior and Infant School - 23 appropriate use of visits in and around the local area. For example, a group of children from Year 4 enjoyed a residential visit to Bell Health Environmental Studies Centre with special educational needs children from the Bridge School. This was a wonderful opportunity for all pupils to understand the needs of others.

p.22

TO PUPILS?

40. The provision for pupils’ cultural development is very good. Pupils are given valuable opportunities to appreciate their own local culture by studying the locality and taking part in local festivals. In history, pupils have learnt about life in other times and places such as the Egyptians, Greeks and Romans. Pupils here are provided with the opportunity to go on local visits. There is also a strong multi-faith dimension to the religious education curriculum underpinned by visits to the mosque in Birmingham and local churches.

p.23

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The care provided for pupils is very good. One of the main channels of this care is the support for the pupils by teachers and other adult staff throughout the school. In the pupils’ formative and impressionable years, an effective teaching strategy employed by the staff was, noticeably, their personal example, understanding and sensitivity. They were ready, when appropriate to offer their personal experiences to pupils as illustrations of the lessons being communicated and the impact of that strategy is effective. In this mixed ability and multi- ethnic school all pupils receive equal care, respect and opportunity. Through assemblies, ‘Circle Time’ in classes and other sessions, differences are highlighted in order to show that everyone matters and is a special personality. This message helps all pupils to have a sense of security in the school. Support staff provided by the school is adequate to ensure educational

p.23

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

inclusion for all levels of ability and this provision is especially good for English as an additional language and special educational needs pupils.

p.23

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Child protection procedures are very good and satisfy statutory requirements. Health and safety provision is also good but the school has limited indoor space necessitating some articles being placed in corridors, thus constituting a degree of risk to safety.

p.23

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. The after-school programme in the school is good and gives pupils an opportunity to engage in activities which promote learning, relaxation and social interaction; for example, there is a weekly homework and study group for Key Stage 2 pupils under adult supervision, catering for pupils who are behind with their work. Although the Learning Mentor’s service in the school has been a recent innovation it is clear that this provision is making a strong, positive and effective impact on all levels of school life and contributes very well to the social and moral development of pupils.

p.23

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Procedures for monitoring and promoting good behaviour are very good. In addition the control of aggressive behaviour is also very good. The procedures for improving attendance are good. The headteacher and senior management team are conscious of the need for a very purposeful effort to achieve a higher level of attendance than is the case currently. It has set a target of 94 to 95 per cent attendance rate for this school year or, at least, to equate to the national attendance rate. As most pupils like and want to be in school then with the full commitment of the Learning Mentor Service and that of the educational welfare officer, the Deykin Avenue Junior and Infant School - 24 school hopes that by re-structuring its daily programme together with continued encouragement to parents to get their children to school on time, their attendance target will be achieved.

p.23

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The school has very good procedures for helping in the personal development of its pupils. Existing arrangements for assessing and supporting pupils’ attainment and progress are good while those for the use of assessment information to guide curricular planning are very good. There is now a co-ordinated assessment system across the curriculum. Targets for each child are monitored from the Foundation Stage to Year 6. The strategy, in cases where there is a gap between targets and performance, is to stimulate the latter rather than to lower the former. The assessment system is in place and is working well.

p.24

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. The partnership between the school and parents is good and contributes effectively to the standard of education in the school. Parents have very good views of the school. Parents are ready to bring their children from some distance so that they can benefit from the education offered. One parent, for instance, in an interview with a group of parents, testified that by transferring her child to the school from another where its performance was well below average the child had been able to get very high grades in Standardised Attainment Tests (SATS). This view, far from being isolated, was typical of those expressed at the pre- inspection meeting with parents and through the completed questionnaires. Parents have been found to be satisfied with the school, the teaching and the academic results achieved by their children. Those tending to disagree or to agree strongly with the contents of the questionnaire

p.24

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

varied from two to four per cent only. Eighty-four per cent feel the school has high expectations of pupils while 69 per cent are satisfied with academic performance and progress. On the whole, parents feel Deykin Avenue School is a very caring school and delivers a good education.

p.24

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. Links with parents are good. The Home-School Agreement system is active, as required, and pupils have homework books by which parents are engaged in their children’s education. The level of homework across the school is considered to be adequate. The Learning Mentor Service in the school, though recent, is already serving as a home-school link which provides an important two-way channel for information and feed-back. Parents expressed satisfaction with the access they have to the school and teaching staff.

p.24

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The quality of the information provided for parents is good. There are regular newsletters; the Annual Report by the Governing Body is attractively produced and illustrated and this is also the case with the School Prospectus. The report on their children’s educational performance, progress and attainment sent to parents annually is equally good with clear and informative contents.

p.24

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The partnership between school and parents is good and active. Parents listen to pupils read. The school is exploring different ways to include the parents more in pupils learning.

p.24

HOW WELL IS THE SCHOOL LED AND MANAGED?

Deykin Avenue Junior and Infant School - 25 50. Very good progress has been made since the last inspection in May 1997 and the headteacher, who was appointed following this, has made great progress in moving the school forward and standards are improving significantly in the core subjects. Teaching is very good with strength in planning and the use of resources and the curriculum is rich, broad and relevant. Pupils with special educational needs are very well provided for. Planning is strategic and the role of the co-ordinator is being developed.

p.25

HOW WELL IS THE SCHOOL LED AND MANAGED?

51. The leadership and management are of a high quality. The headteacher provides inspirational leadership and is supported very well by the professional approach of the newly appointed deputy headteacher. All the teaching staff share a number of responsibilities which they do very well indeed. Everyone works together as a very effective team. This includes the support staff, the secretary, the Learning Mentor, caretaking and cleaning staff and lunchtime supervising staff. Governors take great pride in their role as ‘critical friends’ and bring many strengths to the management of the school. They play a full role in deciding the school’s priorities and setting the budget. They are fully aware of the strengths and weaknesses in the school, and they know what has to be done to make the school even better. The school development plan is a very good document, which will lead the school forward successfully.

p.25

HOW WELL IS THE SCHOOL LED AND MANAGED?

It is fully costed with clearly laid out timescales and responsibilities. Everyone is involved and committed to improving the work of the school.

p.25

HOW WELL IS THE SCHOOL LED AND MANAGED?

52. The headteacher and her team are absolutely clear that improving standards, teaching and learning are their main priorities and in this they are successful. There are good systems for monitoring the work of the school, and these are having a significant impact on the improvements so far. Targets are set for individuals and groups in English and this is being extended across the core subjects. They are monitored at regular intervals and teachers are focussed on the performance of their pupils. This contributes very well to the overall aim to raise standards. Teaching and learning are monitored effectively in English, mathematics and science by the subject co-ordinators and headteacher. In addition teachers’ performance is monitored effectively.

p.25

HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The governing body fulfils all of the statutory requirements effectively. The governors visit the school regularly and are fully involved in school life. They know the school very well and are kept well informed about what is actually happening in school. They maintain very good links between the school and the community and undertake their responsibilities conscientiously. They are very clear about the standards the school achieves and how it performs against national standards and those of similar schools. They make full use of this information when setting targets for improvement.

p.25

HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The provision for teachers and support staff is good and this has a positive impact on the progress of pupils. Learning resources are good in most areas of the curriculum and are used well to support pupils’ learning. Resources are unsatisfactory in design and technology. The accommodation is a bright, purposeful learning environment.

p.25

HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The budget is managed effectively and the headteacher and the governing body monitor expenditure very carefully. There are well-organised plans to spend the carry forward of 7.5 Deykin Avenue Junior and Infant School - 26 per cent on clearly identified priorities such as resources for the school. They review the effectiveness of spending against the benefits for pupils and are cautious when considering tendering for improvement, re- appointing teaching staff, or increasing the numbers of non- teaching support. The decision to spend double the average expenditure on non-teaching support has proved to be very effective. The progress made by pupils with special educational needs, and those for whom English is an additional language would not have been possible without the resources to support the quality of teaching and learning. This excellent strategy, supported by the local education authority, has promoted the very good inclusion of

p.25

HOW WELL IS THE SCHOOL LED AND MANAGED?

all groups of pupils in order to provide their full entitlement of curricular and extra-curricular activities, regardless of gender, age, ability or background. The school decided to use most of its income designated for special educational needs to provide additional trained support staff. This has proved effective in contributing to the progress being made by pupils especially those with statements of special educational need. Other specific grants have been used effectively, particularly those relating to staff professional development, the Birmingham Grid for Learning and the implementation of the National Strategies for Literacy and Numeracy.

p.26

HOW WELL IS THE SCHOOL LED AND MANAGED?

56. Systems for the day-to-day administration of the school’s financial affairs are very good and effective. Supported effectively by the local education authority’s Finance Officer, the administrative assistant accesses an ever-increasing range of technology to support her work as she accepts more responsibility for financial management. Day-to-day collections of money from pupils’, are handled efficiently by supporting staff, and governors are extremely well informed now that they have taken over control of administering the budget from the local education authority. The finance committee meets at least termly and maintains an excellent overview of the school’s financial situation. Private funds are audited annually and limits are imposed upon expenditure. There are detailed procedures for ordering and receiving goods.

p.26

HOW WELL IS THE SCHOOL LED AND MANAGED?

57. There are very good procedures for applying the principles of best value. Of particular note is the way in which governors evaluate the impact of their decisions. In implementing the action plan since the last inspection, teaching has improved significantly in Years 3 to 6; guidelines are now in place for all curricular areas; standards have been improved in the core subjects of English, mathematics, science and information and communication technology. The provision for pupils with special educational needs and English as an additional language is now very good. There is also now a formalised approach to assessment in the core subjects, and the role of the subject co-ordinators has been extended to make them more effective in contributing to the raising of standards in their subjects.

p.26

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Deykin Avenue Junior and Infant School provides pupils with a very effective level of education and there are many strengths in what it does. As the school has already identified, to improve even further, the governors, headteacher and staff should:

p.26

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1. Raise standards in ICT and design and technology by: Deykin Avenue Junior and Infant School - 27 • Making sure that teachers throughout the school build progressively on what pupils know, understand and can do. (see paragraphs 13, 27, 144) • Provide teachers with the opportunity to observe the best practice in the school. (see paragraphs 18, 125) • Ensuring that all activities are well planned throughout the school. (see paragraph 18) • Sharpen up the systems for recording what the pupils have learnt in a lesson. (see paragraphs 24, 150) • Improve resources in design and technology. (see paragraphs 12, 126, 147)

p.26

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2. Improve the effective use of time and the structure of the school day. (see paragraph 27)

p.27

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

3. Attendance: Monitor and achieve a higher level of attendance. (see paragraph 14)

p.27

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

` Deykin Avenue Junior and Infant School - 28

p.27

Summary of the sources of evidence for the inspection

Number of lessons observed 53 Number of discussions with staff, governors, other adults and pupils 18

p.28

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.28

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 two percentage points

p.28