Broadheath Primary School

BROADHEATH PRIMARY SCHOOL

Dates of inspection: 9 – 10 October 2001

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BROADHEATH PRIMARY SCHOOL

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

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BROADHEATH PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Sinderland Road Altrincham Cheshire Postcode: WA14 5JQ

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. J. Scrivener

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 28 th April 1997 Broadheath Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members 21661 Peter Belfield Registered inspector 9884 Maureen Roscoe Lay inspector 29703 Ray Barton Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Sandfield Educational Consultants 8 Spenbeck Drive Allestree Derby DE22 2UH

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

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

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REPORT CONTENTS

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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REPORT CONTENTS

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 16

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REPORT CONTENTS

PART C: SCHOOL DATA AND INDICATORS 17 Broadheath Primary School - 6

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INFORMATION ABOUT THE SCHOOL

The school is situated in Altrincham. There are 220 boys and girls on roll in eight classes. The school is larger than most primary schools. Eighteen pupils attend full-time in the nursery and nine part-time. There are no pupils who are learning English as an additional language. Thirty- one per cent of the pupils are on the school’s special educational needs register, which is above average. One pupil has a Statement of Special Educational Needs, which is average. Twenty per cent of pupils are entitled to free school meals which is above average. The pupils’ attainment shows a wide variation when they start at the school, but it is well below average overall.

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HOW GOOD THE SCHOOL IS

This is an effective school. The teaching is good and consequently the pupils achieve well and make good progress. The school is led effectively and managed well. It provides good value for money .

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What the school does well

• The headteacher provides very good leadership. The staff and governors evaluate the work of the school very effectively and take appropriate action to improve its performance. • The good teaching and the teachers’ very good knowledge of the pupils ensures that the pupils achieve well. The provision for those pupils with special educational needs is very good and they make good progress. • The quality of the teaching and learning in the foundation stage provides the children with a very good introduction to the National Curriculum. • The partnership with parents is strong and the support they provide makes a very positive contribution to the pupils’ achievement.

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What could be improved

• The standard of writing in the infant classes could be higher. • The standards achieved in mathematics in the junior classes could be higher. • The behaviour of some of the pupils in some of the junior classes. 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 made good progress since the last inspection in April 1997 and has continued to improve in many areas. All of the key issues from the last inspection have been addressed successfully. The results achieved by pupils in the national tests at age 11 have risen steadily, and for the three years up to 2000 the results have been slightly above the national trend. Assessment procedures have improved and they play a central role in ensuring that all pupils achieve well and they are given work that is well matched to their needs. The quality of teaching has improved and is now better supported by the introduction of classroom monitoring and performance appraisal. Overall, however, there is still room for further Broadheath Primary School - 7 improvement in the standards achieved in mathematics at age eleven and in the quality and range of the pupils’ writing in the infant classes.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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s

English D D D C well above average above average A B Mathematics D E D C average below average C D Science E E B A Well below average E

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These results relate to the pupils who took the tests in 2000. They show that the pupils’ performance in English and mathematics was below average when compared with all schools but average when compared with similar schools. The pupils’ performance in science was above average. The results in English and mathematics broadly matched the targets that the school had set for the pupils. There has been a steady rise in standards over the past three years.

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s

The work that the pupils were doing during the inspection confirms the picture of a steady improvement in standards in English and science. The pupils make good progress in these subjects in relation to their prior attainment. By age 11, the pupils are competent readers; many enjoy reading for pleasure and have an appropriate understanding of what they read. They write with accuracy and can adapt the style of their writing to suit different purposes. The improvement in the pupils’ performance is largely due to the good assessment procedures and adaptations to the teaching to target weaknesses in the pupils’ knowledge and understanding. Overall, however, the standards achieved in mathematics in the junior classes could be higher. This is reflected in the most recent national tests results for eleven year olds when only fifty percent of the pupils achieved a Level 4 or above in mathematics. The pupils’ ability to apply their mathematical knowledge to problem

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solving is weak. The school is well aware of the pupils’ weaknesses. Setting arrangements have been reviewed and there is a clear focus on improving the pupils’ mental calculation skills. The school has recognised the need to provide greater challenge for the more able pupils and to increase the range of practical and problem solving work in mathematics. The standards attained in science have risen due to a revision in the way the curriculum is planned across the school. The pupils now build more systematically on the skills that they have previously acquired. The increased monitoring and evaluation of the pupils’ work has helped teachers to focus more clearly on where the pupils need to improve. Broadheath Primary School - 8 The standards attained by the end of the infant stage are below average but overall the pupils make good progress, particularly in reading. The scrutiny of the pupils’ work, combined with their performance in the national tests indicates some

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underachievement in writing. The school has begun to address this by setting specific targets for each of the pupils and tracking their progress carefully. The children in the Foundation Stage make very good progress but many do not meet the early learning goals in any of the areas of learning by the time they start in Year 1.

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Aspect Comment

Attitudes to the school Good. The pupils have positive attitudes and enjoy their work. They are eager to learn and respond well to the good and very good teaching.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is satisfactory overall. Most pupils work and play well together. They are polite, kind and considerate. The behaviour of a small number of pupils in the junior classes is not as good as it could be and this can sometimes adversely affect the climate for learning in the class. Personal development and relationships Good. The pupils grow in confidence and self-esteem. They show respect and care for property and each other. They work and play together well and enjoy taking responsibility.

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Aspect Comment

Attendance Satisfactory. The pupils are eager to come to school

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Aspect Comment

A new school discipline policy has recently been introduced and it is having a significant impact on the pupils’ behaviour around the school. Its impact in the classroom is more variable. It needs to be implemented consistently and with higher expectation in all classes if all pupils are to abide by its code. The pupils’ personal development has improved since the last inspection. There are now regular lessons in personal and health education. A children’s council has been formed and this allows all pupils to contribute to the school’s decision making process.

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Aged 5-7 years aged 7-11 years

Very Good Good 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 . Broadheath Primary School - 9 The quality of teaching is good and has improved since the last inspection. The good quality teaching has been the key to the steady rise in standards. The teachers make very good use of their assessments to provide work that builds on the pupils’ prior learning. All of the lessons are planned thoroughly; the teacher and the pupils are clear about the targets for learning and the work is challenging. The pupils are interested in their work and are keen to do well. They make good progress in lessons and over time In the lessons observed during the inspection the quality of teaching in literacy and numeracy was good overall. It enabled most of the

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Aged 5-7 years aged 7-11 years

pupils to achieve well and to make steady progress.

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Aged 5-7 years aged 7-11 years

Staffing difficulties during the past year contributed to the decline in standards in mathematics and this was reflected in the work seen in the pupils’ books. The school is now working hard to raise standards in mathematics. The new setting arrangements in the juniors is helping to ensure that the teachers can more easily match the work to the pupils’ abilities. There is a strong emphasis on improving the pupils’ ability to calculate mentally. Overall, the basic skills are taught thoroughly so that the pupils have a firm foundation on which to build. However, the pupils’ need more planned opportunities to apply their mathematical knowledge in problem solving and to improve their understanding through practical activities. The classroom assistants are knowledgeable and effective and provide a good level of support for groups and individual pupils; they are clear about their role and how they can deepen and extend the

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Aged 5-7 years aged 7-11 years

pupils’ learning. Those pupils with special educational needs are taught well and their work is carefully matched to the targets in their individual education plans. The teaching in the nursery and reception classes is very good. A high priority is given to the development of the children’s language, literacy and numeracy.

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Aspect Comment

The quality and range of the curriculum Good. The curriculum promotes good achievement for all pupils and provides a full range of stimulating learning experiences. The curriculum in the Nursery and Reception classes is carefully planned so that it progressively builds on, and extends the children’s learning.

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Aspect Comment

Provision for pupils with special educational needs Very Good. The pupils are very well supported and make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. The school provides regular opportunities for the pupils to develop confidence and take responsibility. The firm moral framework is well understood by the pupils. Many opportunities are provided for the pupils to learn how to become caring members of the community.

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Aspect Comment

How well the school cares for its pupils There are good procedures for ensuring the pupils’ welfare and guidance. Pupils are shown a high level of care and there are very effective procedures for child protection. Assessment procedures are very effective in ensuring that the pupils make good progress. Broadheath Primary School - 10 The quality and range of the curriculum is good. The many extra-curricular activities make a significant contribution to the pupils’ personal, social and cultural development. The assessment of the pupil’s achievement is very good. The partnership with parents is strong and the contribution parents make to their children’s learning is very significant. Parents help in school and many support their children with their homework. The school has organised a variety of workshops for parents to explain the way in which English and mathematics is taught. Parents who help in the school are encouraged to extend their skills by attending Child

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides very good leadership. The quality of teaching and learning is monitored regularly and this has a very positive impact on standards. The headteacher provides a high level of support for all staff.

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Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil all of their statutory responsibilities. They are aware of the school’s strengths and weaknesses and together with the headteacher and key staff, help to shape the direction of the school.

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Aspect Comment

The school’s evaluation of its performance Very good. The headteacher, key staff and governors evaluate the school’s performance rigorously.

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Aspect Comment

The strategic use of resources Good. The time, money, people and specific grants are used well and the school gives good value for money. The school applies the principles of best value appropriately.

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Aspect Comment

The leadership and management of the school have many strengths. The way the performance of the school is analysed, results in appropriate action being taken to raise standards and to improve the quality of education provided. The headteacher and key staff are skilled in ensuring that the pupils’ achieve their best and they are well supported in their day-today work by the governors. In relation to the principles of best value, the school compares its standards with others, evaluates its performance well, consults parents about proposed changes and attempts to get the best value from all of its spending.

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improved

• The progress that their children make • Their children enjoy school • The good teaching • The school expects children to work • Some parents would like to be better informed about how well their children are getting on. Broadheath Primary School - 11 hard and to try their best. • The school helps their children to become mature and responsible. • The range of activities provided outside of lessons

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improved

The inspection team agrees with the positive views of the parents. The information in the pupils’ annual reports to parents is satisfactory, although some reports give a clearer picture of what the children can do and where they need to improve than others. The partnership with parents is strong and the school consults them regularly about proposed changes.

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evaluate the work of the school very effectively and take appropriate action to

1. The headteacher has been in post for a year and has put in place very effective procedures to evaluate the work of the school. Monitoring procedures are thorough and the staff and governors have a very good understanding of the school’s strengths and weaknesses. The school analyses data from national tests and other sources very effectively and the information provided is used carefully to target the pupils’ learning. A very good school improvement plan has been put in place that contains a comprehensive evaluation of the previous year’s achievements and sets out the priorities for the future. This rigorous evaluation has led to a number of recent improvements, such as Additional Learning Support time being allocated to groups of pupils and the setting up of a homework club. It was also decided that teachers needed to develop their skills in questioning pupils and additional training in this aspect is

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evaluate the work of the school very effectively and take appropriate action to

2. The support for and the development of teaching is very good. The teachers’ weekly lesson plans are carefully evaluated by the headteacher. The monitoring of teaching and learning is very effective and is a regular feature of the school’s work. It has underpinned the improvements in the quality of teaching since the last inspection. The monitoring process is seen by staff as supportive and developmental and it identifies individual training needs. Performance management systems are working well and the school holds the Investors in People award.

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evaluate the work of the school very effectively and take appropriate action to

3. The work of pupils’ is carefully analysed and weaknesses are targeted. This has led to a steady rise in standards over the past four years. There is a strong commitment on the part of al staff to achieving the school’s aims. This clear vision pervades all aspects of the school. There is very good delegation of responsibility and all staff ensure that curriculum changes are managed effectively. The headteacher has high expectations of staff and pupils and also of the parents in the way that they can support their children’s education. The very good assessment procedures identify at a very early stage those Broadheath Primary School - 12 pupils who need extra support for their learning and this information is shared with parents. 4. They governors share the headteacher’s vision of what sort of school Broadheath should be and have ensured that the issues from the last inspection have been dealt with.

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prior attainment. The provision for those pupils with special educational needs

is very good and they make good progress.

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prior attainment. The provision for those pupils with special educational needs

5. The school has very good assessment procedures to support the pupils’ academic progress. These procedures are consistently applied and used by all teachers to set appropriate work for the pupils. This makes a very positive contribution to the standards achieved and the good progress made by all of the pupils including those with special educational needs. 6. In the Foundation Stage the results of the baseline assessments are used to identify children who need extra help and also measure the progress that the children make in the nursery and reception class. This early intervention is successful in promoting good attitudes to learning as well as raising the pupils’ confidence and so that they achieve the best they can.

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prior attainment. The provision for those pupils with special educational needs

7. As they move through the infant and junior classes a range of tests and assessments, including reading tests and assessment tests in Years 3, 4 and 5, provide the teachers with regular information about the pupils’ progress. The test results are analysed by the teachers and are used to set targets for the pupils’ next stage of learning. The pupils’ attainment in English and mathematics is assessed twice each year and the class teachers and co- ordinators identify areas of weakness that can be addressed. The pupils’ individual records are carefully maintained and shared with the receiving class teachers at the end of the year.

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prior attainment. The provision for those pupils with special educational needs

8. The headteacher and the assessment co-ordinator have a clear picture of the progress made by the pupils and they are able to target individuals or small groups and provide them with additional support to meet their needs. This was the case with a group of Year 5 pupils who received additional support in English resulting in their performance in national tests being significantly improved. Broadheath Primary School - 13 9. Most of the lessons observed during the inspection were good or very good and the teachers set clear targets for the pupils’ learning based on clear assessments of what the pupils already knew. A common feature of the teaching across the school is the way in which the learning objectives are shared with the pupils. In a very good lesson in Year 6, the teacher’s detailed planning and very effective use of the text ensured that the pupils were able to improve their understanding of adjectives. They were told clearly

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prior attainment. The provision for those pupils with special educational needs

at the start of the lesson what they were going to learn. In the group work the pupils responded with enthusiasm and they learned in the course of the lesson how to change the use of verbs from the active to the passive form. In most lessons the pupils are given work that is interesting and well matched to their prior attainment. In a mathematics lesson with a group of Year 4 pupils, the teacher made very good use of her knowledge of what the children needed to learn next. She used a number line very effectively to improve the pupils’ understanding of how numbers are ordered. The teacher was clear what she wanted the pupils to learn; this was communicated to the pupils and the lesson had a good pace.

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prior attainment. The provision for those pupils with special educational needs

10. The school has a high percentage of pupils with special educational needs. The provision for these pupils is very good and they make very good progress in relation to their prior attainment. The school criteria for placing a pupil on the special educational needs register are clear and provide a good guide for identifying individual needs. The school identifies pupils that have learning difficulties soon after they start in the nursery. The pupils’ progress is carefully tracked as they move through Reception and into the infant classes. Additional adult support is provided in reading and numeracy and expert help is sought, when necessary, from the Local Education Authority (LEA) and other agencies. The school works closely with the LEA support teachers and ensures that the work planned for the children links with the work they are doing in the classroom. 11. Individual education plans are of high quality and set out the pupils’ learning

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prior attainment. The provision for those pupils with special educational needs

targets in small achievable steps. The teachers are adept at planning work that matches the pupils’ needs. This was evident in a Year 3/4 class where almost half of the pupils had special educational needs. The teacher was very skilled in using targeted questions so that all pupils were able to contribute in whole class sessions. The group work was well planned and the work was carefully chosen so that the pupils with learning difficulties were able to make good progress. 12. A very impressive aspect of the work is the way in which the pupils’ self- esteem is fostered. The teachers encourage them to do their best and learning support assistants provide help in a sensitive and unobtrusive way. Classroom assistants are deployed very effectively to support the pupils’ learning. However, there is a need to review the amount of additional adult support that is available in the lower ability sets in the junior classes, many of

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prior attainment. The provision for those pupils with special educational needs

which have a large number of pupils with identified learning needs but little extra support. Broadheath Primary School - 14

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The quality of the teaching and learning in the foundation stage provides the

children with a very good introduction to the National Curriculum.

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The quality of the teaching and learning in the foundation stage provides the

13. The provision that the school makes for those children in the nursery and the reception class is very good. The teachers and support staff have a very good understanding of how young children learn, and this knowledge is used well in all of the areas of learning. The teachers plan activities that are based on what children find interesting and enjoyable. This ensures that the activities are meaningful and the children are very keen to take part. This has a very positive impact on the children's attitudes to school and their work. Many of the children lack confidence and have poor language skills when they start in the nursery, but they are keen to learn and always try to do their best. The staff have high expectations for the children and the teachers’ planning is clear about what they will learn. There is equality of access and opportunity to the curriculum for all children, including those with special

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The quality of the teaching and learning in the foundation stage provides the

educational needs. Those pupils with learning difficulties are identified early and placed on the special educational needs register. There are very good links with parents and the curriculum is enriched and enlivened by visitors to the school.

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The quality of the teaching and learning in the foundation stage provides the

14. The foundation stage curriculum for the two classes has been carefully organised to ensure that the children’s learning is planned in a progressive way. The initial assessment of the children when they start in the nursery are used to set individual targets for each child The topics such as All About Me and People Who Help Us are carefully planned and identify clearly the learning objectives to cover the stepping stones that lead to the Early Learning Goals. The co-ordinator stated ‘that it works beautifully’ and it does! Lesson planning takes good account of the children’s individual needs. In both classes the children’s learning is carefully assessed and very detailed records are kept of the work the children have done and how successful they have been. This is used effectively by teachers to re-visit experiences with children in order to clarify and deepen their understanding. All of these elements combine to provide a rich and stimulating curriculum and contribute

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The quality of the teaching and learning in the foundation stage provides the

15. The quality of teaching is very good. Carefully prepared topic activities keep children’s interest levels high. The activities are well structured and the classrooms are well organised so as to support the children’s independence. Both the nursery and reception classrooms and resource areas are designed to be as ‘self-manageable’ as possible for the children. The organisation of the two classes allows the children easy access to a wide range of well-prepared activities. They are encouraged to take responsibility for selecting their own resources and materials. This has a positive impact on their personal development. Role play areas contain exciting and inviting resources. The teaching of language, literacy and mathematics is very good. The activities are always purposeful and often exciting. There are many activities to promote language, literacy and mathematics and the children frequently turn

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The quality of the teaching and learning in the foundation stage provides the

to books, the writing area and number games. The teachers listen very carefully to the children. They take time with them and encourage them to Broadheath Primary School - 15 take part and learn effectively. The teaching of personal and social development is very good. Opportunities to develop the children’s personal and social skills are part of almost all of the activities. This was evident in the nursery when the children worked in small groups with the teacher finding out the textures of different materials and in the reception class when investigating the properties of water. The children show enthusiasm and excitement when learning. They are taught to share and take turns and the staff are very successful in creating a positive atmosphere in which children feel secure and valued.

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very positive contribution to the pupils’ achievement

16. The school has very good links with parents and carers that contribute very effectively to the pupils’ learning at school and at home. There is strong parental satisfaction with the work of the school. The school sets out to establish a good home-school partnership when the children start in the nursery and the response by parents to this initial approach is very positive. There are regular parent helpers in school who support the pupils’ learning in reading, art, and other subjects. They are keen to develop their skills and the school encourages them to attend Child Care courses. The parents accompany visits out of school and provide help at school events such as Sports Day. At home, many parents are diligent in supporting their children with their homework in reading, spelling and mathematics and most parents have signed up to the home-school agreement.

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very positive contribution to the pupils’ achievement

17. The systems for exchanging information between home and the school work well. The parents are kept well informed of developments, school events and key dates through regular newsletters. The school has adopted an effective system when sending home information that requires a response by printing it on brightly coloured paper. Annual reports to parents on their children’s progress are clear and provide detailed information about the children’s achievements and contain targets for future learning. An area that can be improved is for the school to provide more detailed information about class organisation and setting arrangements. The school is keen to obtain parents’ views and has responded to parents’ suggestions and comments after canvassing their opinions in a questionnaire. The parents are pleased that the school has an open door policy that makes it much easier for them to call in, obtain information or speak to members of the staff. The overwhelming opinion of the parents

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very positive contribution to the pupils’ achievement

is that they would feel comfortable about approaching the school with questions or a problem.

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very positive contribution to the pupils’ achievement

18. A variety of workshops are held for parents to keep them informed of how subjects are taught. The literacy co-ordinator organises Family Literacy courses that are well supported and computer skills courses are held in the school for parents and other members of the local community. The Parent Teacher and Friends’ Association is very active and raises significant funds for the school. The headteacher sees the school as crucial in playing its part in extending community facilities and intends to add to its mission statement that the school intends to serve the local community by maximising the potential of each and every person. She is committed to the ideal of life-long learning. Broadheath Primary School - 16 WHAT COULD BE IMPROVED

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very positive contribution to the pupils’ achievement

The standards achieved in writing in the infant classes could be higher.

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very positive contribution to the pupils’ achievement

19. The pupils achieve broadly average standards in reading by the age of seven but the standard of writing for seven year olds in 2000 was well below the national average and well below the standards found in similar schools. Although there has been a slight improvement in the test results for 2001, the infant pupils do not achieve high enough standards in writing. The scrutiny of the work of the pupils in Year 2 in the academic year 2000 - 2001 reveals that they were not provided with sufficient opportunities to write for a range of purposes and audiences. There are insufficient examples of extended pieces of writing and the overuse of worksheets resulted in the pupils being restricted in both the range and ways that they could present their writing. The expectations of what the pupils could achieve were not high enough. This is confirmed by the scrutiny of the work that the same pupils are now doing in Year 3. The school

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very positive contribution to the pupils’ achievement

has taken steps to raise standards. The co-ordinator has attended training. and has put in place more effective methods of teaching across the school.

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very positive contribution to the pupils’ achievement

The standards achieved in mathematics in the junior classes could be higher.

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very positive contribution to the pupils’ achievement

20. The results of the 2001 tests indicate that standards have declined in mathematics and only fifty per cent of the pupils are reaching Level 4 or above. The scrutiny of the work done by the Year 6 pupils who left the school last year revealed that the more able pupils were not working at a high enough level. Staff shortages and the inappropriate setting arrangements also contributed to the low achievement by some pupils. The school is clear about how to improve the teaching of mathematics. The evaluation of teaching resulted in changes to the setting arrangements and the staffing difficulties have been overcome. However, weaknesses remain. The pupils’ ability to apply their mathematical knowledge to problem solving is weak. Their mental calculation skills are limited. The more able pupils could do better and the school needs to increase the range of practical work in problem solving activities.

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very positive contribution to the pupils’ achievement

The behaviour of some of the pupils in some of the junior classes.

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very positive contribution to the pupils’ achievement

21. The school has recently revised its behaviour policy and this is working well in most classes and around the school. However, the behaviour of a small number of pupils in some of the junior classes could be better. At times these pupils lack concentration, interrupt their teacher and chatter. This can stop the other children from working and it affects the rate of progress that they make. The school needs to ensure that the agreed approach to managing the pupils’ behaviour is understood by all staff and consistently applied in all classes.

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very positive contribution to the pupils’ achievement

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? Broadheath Primary School - 17 22. In order to improve the quality of education further, the school should:

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very positive contribution to the pupils’ achievement

(1) Continue to raise standards in writing in the infant classes by:

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very positive contribution to the pupils’ achievement

• identifying targets for improvement for individual pupils in their writing and spelling in Year 1 and 2; • ensuring that the teaching provides adequate support to the pupils’ development of writing skills by making better use of learning aids such as word banks and writing frames; • providing more opportunities for the pupils to write for a range of audiences and purposes

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very positive contribution to the pupils’ achievement

(2) Raise standards in mathematics in the junior classes by:

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very positive contribution to the pupils’ achievement

• ensuring that the able pupils are given more demanding work ; • providing more opportunities for the pupils to apply their mathematical knowledge in problem solving; • ensuring that there are sufficient opportunities for practical and investigative work;

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very positive contribution to the pupils’ achievement

(3) Improve the pupils’ behaviour in some junior classes by:

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very positive contribution to the pupils’ achievement

• ensuring that all staff have appropriate support in managing the pupils’ behaviour and developing good work habits; • implementing the behaviour policy effectively in all classes;

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PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

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PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 9

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PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

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PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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PART C: SCHOOL DATA AND INDICATORS

41 30 29 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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PART C: SCHOOL DATA AND INDICATORS

Information about the school’s pupils Broadheath Primary School - 18 Pupils on the school’s roll Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s roll (FTE for part-time pupils) 22 220

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils known to be eligible for free school meals 44 FTE means full-time equivalent.

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PART C: SCHOOL DATA AND INDICATORS

Special educational needs Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs 0 1

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s special educational needs register 1 75

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PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with English as an additional language 0

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PART C: SCHOOL DATA AND INDICATORS

Pupil mobility in the last school year No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Pupils who joined the school other than at the usual time of first admission 17

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PART C: SCHOOL DATA AND INDICATORS

Pupils who left the school other than at the usual time of leaving 31

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PART C: SCHOOL DATA AND INDICATORS

National comparative data 5.2 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Broadheath Primary School - 19 Attainment at the end of Key Stage 1 Year Boys Girls Total

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PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 20 25 45

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PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results Reading Writing Mathematics

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PART C: SCHOOL DATA AND INDICATORS

Boys 17 15 15 Numbers of pupils at NC level 2 and above Girls 21 18 22

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 84(66) 73 (68) 82 (66) at NC level 2 or above National 83(82) 84 (83) 90 (87)

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 17 15 16 Numbers of pupils at NC level 2 and above Girls 20 22 20

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 82 (68) 82 (58) 80 (67) at NC level 2 or above National 84 (82) 88 (86) 88 (87)

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Attainment at the end of Key Stage 2 Year Boys Girls Total

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PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 21 14 35

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PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 14 18 21 Numbers of pupils at NC level 4 and above Girls 12 6 13

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 74 (64) 69 (56) 97 (67) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 13 18 20 Numbers of pupils at NC level 4 and above Girls 9 8 12

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 63 (62) 74 (51) 91 (68) at NC level 4 or above National 70 (68) 72 (69) 79 (75) Percentages in brackets refer to the year before the latest reporting year. Broadheath Primary School - 20 Ethnic background of pupils Exclusions in the last school year

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PART C: SCHOOL DATA AND INDICATORS

Black – Caribbean heritage Black – Caribbean heritage

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PART C: SCHOOL DATA AND INDICATORS

Black – African heritage Black – African heritage

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PART C: SCHOOL DATA AND INDICATORS

Any other minority ethnic group 2 Other minority ethnic groups This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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PART C: SCHOOL DATA AND INDICATORS

Teachers and classes Financial information

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 9 Financial year 2000/2001

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 25.3:1

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PART C: SCHOOL DATA AND INDICATORS

Education support staff: YR – Y6 Total expenditure 522,256

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PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 3 Expenditure per pupil 1,872

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PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 50.5 Balance brought forward from previous year 173

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PART C: SCHOOL DATA AND INDICATORS

Balance carried forward to next year 2,399

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PART C: SCHOOL DATA AND INDICATORS

Qualified teachers and support staff: nursery

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 1

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 22:1

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PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 1

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PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 32.5

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per FTE adult [ ] FTE means full-time equivalent. Broadheath Primary School - 21 Results of the survey of parents and carers

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PART C: SCHOOL DATA AND INDICATORS

Percentage of responses in each category

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PART C: SCHOOL DATA AND INDICATORS

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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PART C: SCHOOL DATA AND INDICATORS

My child is making good progress in school. 43 49 5 3

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PART C: SCHOOL DATA AND INDICATORS

Behaviour in the school is good. 51 40 4 5

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PART C: SCHOOL DATA AND INDICATORS

My child gets the right amount of work to do at home. 36 52 11 1 1

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PART C: SCHOOL DATA AND INDICATORS

I am kept well informed about how my child is getting on. 42 39 18 2

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PART C: SCHOOL DATA AND INDICATORS

I would feel comfortable about approaching the school with questions or a problem. 64 33 2 1

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PART C: SCHOOL DATA AND INDICATORS

The school expects my child to work hard and achieve his or her best. 68 29 2 1

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PART C: SCHOOL DATA AND INDICATORS

The school works closely with parents. 47 42 9 1 2

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PART C: SCHOOL DATA AND INDICATORS

The school is well led and managed. 51 39 4 6

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PART C: SCHOOL DATA AND INDICATORS

The school is helping my child become mature and responsible. 53 43 3 1

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PART C: SCHOOL DATA AND INDICATORS

The school provides an interesting range of activities outside lessons. 60 33 3 1 3

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