Other · Ofsted report

Alexander First School

Inspected — · published 16 May 2001 · URN 109884

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Praisepositivesuccessfullymake good progressvery welleffectiveeffectivelyenjoyclear

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Full report text

ALEXANDER FIRST SCHOOL

Dates of inspection: February 5 th – 8 th 2001

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ALEXANDER FIRST 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.

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ALEXANDER FIRST 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. Alexander First - 3

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INFORMATION ABOUT THE SCHOOL

School address: Alexander First School Kenneally Oakley Green Windsor

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs Joyce Adcock

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: April 1997 Alexander First - 4

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Aspect responsibilities

21124 Ann Coughlan Registered inspector Mathematics, science, information and communication technology, art and design, geography, physical education The school’s results and pupils’ achievements How well are pupils taught? How well is the school led and managed? 13395 Joanna Illingworth 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? 10428 Tom Simpson Team inspector Foundation stage, English, design and technology, history, music, religious education, special educational needs, equal opportunities How good are the curricular opportunities offered to pupils?

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Aspect responsibilities

The inspection contractor was: QAA Herringston Barn Herringston Dorchester Dorset DT2 9PU

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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:

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Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Alexander First - 5

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PART A: SUMMARY OF THE REPORT 6

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

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HOW HIGH ARE STANDARDS? 10

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

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INFORMATION ABOUT THE SCHOOL

The school is smaller than other first schools with 79 pupils aged between five and nine years, on roll. The numbers of boys and girls are similar. It also caters for 32 part-time under fives in its nursery class. Pupils come from the adjacent army and civilian estates; more than 80 per cent are from families serving with Her Majesty’s Forces. There is a high rate of transition among this element of the school population that presents the school with significant management challenges. The percentage of pupils known to be eligible for free school meals and the percentage of pupils from ethnic minorities are below the national average. The percentage of pupils identified as having special educational needs is below the national average but the percentage of pupils with a statement of special educational need is above the national average. An established feature of the school is a local education authority designated resource base for

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INFORMATION ABOUT THE SCHOOL

pupils with moderate learning difficulties that currently serves the needs of two pupils. The children’s attainments on entry to full time education are broadly average.

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HOW GOOD THE SCHOOL IS

Over the last three years this school has become increasingly effective and now shows several strong features. It is successful in meeting its aims and provides a good level of care and security that meets the needs of the many pupils experiencing significant changes. Good teaching and challenging work stimulates pupils’ interest in learning. The headteacher’s firm and effective leadership encourages staff, governors and parents to work together purposefully to improve the quality of education the school provides. There are high unit costs per pupil but the school gives sound value for money.

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What the school does well

• The nursery gives children a good start to their school life. • Good teaching across the school helps pupils to develop a keen interest in learning. • The headteacher and key staff manage the school effectively; teachers work hard to improve their practice and the quality of provision in the subjects they co-ordinate and this has a positive impact on the standards pupils achieve. • The school makes good provision for pupils’ social and moral development, as a result behaviour is good overall so pupils feel secure in the safe and caring environment and enjoy coming to school. • Teachers’ assessments of pupils’ attainment in the core subjects of English, mathematics and science are good and used well to evaluate the school’s performance. • The school’s very good provision for pupils with special educational needs and for those in the resource unit enables them to play a full part in school life and to make good progress.

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What could be improved

• The curriculum for the children in the foundation stage in the Year 1 class is not consistent with that provided for children in the nursery • Schemes of work, to guide teachers’ planning, are not complete for all subjects. • The assessments of pupils’ achievements are not always used effectively to plan work for pupils of different attainment levels.

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What could be improved

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 built well on the improvements begun prior to its last inspection in 1997 and has made good progress. Standards have risen at the end of Key Stage 1 and in information and communication technology across the school. The school has addressed weaknesses vigorously and there has been a significant improvement in strategic planning and in the planning, monitoring and co-ordination of the curriculum. Together with the development of an appropriate management structure this has resulted in a significant improvement in the quality of teaching and a common purpose that contributes to pupils’ learning. Behaviour in lessons has improved. The school now assesses pupils’ work in English, mathematics and science effectively and uses this information to evaluate its performance. The school has satisfactorily implemented the National Literacy and Numeracy Strategies and these are Alexander First - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

contributing to rising standards. The school has also addressed successfully aspects of health and safety provision that were weak at the time of the last inspection.

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STANDARDS

The table shows the standards achieved by 7 year olds based on National Curriculum test results.

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Key

reading D E A B well above average above average A B writing E D C D average below average C D mathematics D E B C well below average E

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Key

The performance of seven year olds in the national tests in 2000 showed a significant improvement over the previous two years being well above average in reading, above average in mathematics and average in writing when compared with all schools. In comparison with similar schools, based on eligibility for free school meals, the school’s performance was above average in reading, average in mathematics but below average in writing. The group taking the tests in 2000 had had a relatively stable school career compared with the groups in the previous two years. Inspection evidence shows that by the age of seven standards in English and mathematics are as expected. The overall performance of pupils in Year 4, by the time they leave school, is likely to be below average in English and mathematics but this year group has a high proportion of pupils with special educational needs. The current Year 3 is attaining above

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Key

average standards in English and mathematics. The school sets appropriate targets for individual pupils and is focusing on improving standards in writing. Standards in other subjects meet nationally expected levels. Although children enter the nursery with attainment levels below those found in most children of this age, they achieve well. By the time they start full time education most have attained the expected standards for their age.

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Aspect Comment

Attitudes to the school Good; pupils enjoy coming to school, they are keen to learn and show interest in their work.

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Aspect Comment

Behaviour, in and out of classrooms Good overall in lessons and around the school. Pupils are polite and friendly and look after school resources well.

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Aspect Comment

Personal development and relationships Satisfactory personal development with pupils helping the school to run smoothly. Some are not always aware of the effect of their remarks and actions on others. Good relationships overall.

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Aspect Comment

Attendance Below average owing to a higher rate of authorised absence than is found in most primary schools.

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Aspect Comment

Pupils’ good behaviour and attitudes to learning and the constructive relationships they form with adults contribute to the good progress they make in most lessons. As a result of inappropriate management in a few lessons, behaviour deteriorates and learning is impeded. Alexander First - 8

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-9 years

Lessons seen overall 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.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-9 years

The teaching of literacy and numeracy is good overall. The teaching of English, mathematics and science in Year 2 and the teaching of religious education and history in Year 3 are very good. Teaching is also very good in the resource unit and is good in the nursery. Pupils with special educational needs are taught well, both when being supported in class and when being withdrawn for extra specific teaching. Higher attaining pupils are nor always challenged sufficiently, for example in music and science. There was only one unsatisfactory lesson seen during the inspection. Overall, teaching was very good in 17 per cent of lessons, good in 51 per cent of lessons and satisfactory in 30 per cent. Teachers prepare and organise lessons well, making good use of resources to stimulate pupils’ interest. In most lessons a good pace is maintained so pupils work and learn in a productive manner but when work is undemanding pupils become restless and learning slows. In many lessons teachers use

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-9 years

questioning skilfully to extend pupils’ understanding. The management of pupils is satisfactory overall and frequently good but sometimes teachers do not insist on pupils becoming still and quiet before giving them instructions.

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Aspect Comment

The quality and range of the curriculum Good: the school provides a wide range of learning opportunities, relevant to pupils. Visitors to the school and some visits to places of interest broaden pupils’ experiences.

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Aspect Comment

Provision for pupils with special educational needs Very good; the work designed especially for them and the high level of care and support they receive, enables these pupils to make good progress in meeting the targets in their individual education plans.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good provision for pupils’ moral and social development encourages good behaviour and an orderly school community. There is satisfactory provision for pupils’ spiritual and cultural development.

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Aspect Comment

How well the school cares for its pupils The school cares well for its pupils and monitors their progress carefully. It prepares pupils well for moving to other schools and quickly settles in mid-year entrants. It works effectively in partnership with external support agencies.

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Aspect Comment

The school’s assessment of pupils’ work in English, mathematics and science is good but in other subjects is largely informal.

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Aspect Comment

Links with parents are satisfactory overall. Parents make a positive contribution to learning and progress, but this is unavoidably restricted by the unusually high mobility of pupils and their families. Alexander First - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Good: very clear leadership by the headteacher and good management overall is promoting a good quality of education. The hard work of most teachers in their roles as subject co-ordinators also makes a significant contribution.

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Aspect Comment

How well the governors fulfil their responsibilities Satisfactory; the governing body is becoming increasingly effective in fulfilling its duties. Governors support the school well and enjoy good relationships with the staff.

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Aspect Comment

The school’s evaluation of its performance The school makes good use of its analysis of the results of school and national tests, as well as its monitoring of the curriculum and teaching to evaluate its performance and modify its practice.

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Aspect Comment

The strategic use of resources The school makes effective use of most of its resources. Strategic and financial planning are good in a situation of uncertainty about the likely number of pupils on roll.

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Aspect Comment

The generous levels of staffing have a positive effect on learning and behaviour. The accommodation is good overall though one Key Stage 2 classroom is too small. The school’s good quality and range of books has a positive effect on standards in reading. Resources for information and communication technology are unsatisfactory and computers are not always used efficiently in lessons. The school applies the principles of best value well.

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What pleases parents most What parents would like to see improved

• Children like school • Children make good progress • Behaviour is good • Teaching is good • The school is approachable • The school expects children to work hard and to do their best • The school is well led and managed • The school is helping children to become mature and responsible • The amount of work to do at home • Information about children’s progress • The range of activities outside lessons

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What pleases parents most What parents would like to see improved

The inspection team agrees with the positive comments of parents. The team judges that the amount of work pupils are given to do at home is appropriate and promotes learning and that the school provides a satisfactory range of activities outside lessons. Inspectors judge that parents have sufficient opportunities to discuss their child’s progress with teachers but they agree that the annual written report does not yet suggest how improvements can be made. Alexander First - 10

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The school’s results and pupils’ achievements

1. The children’s attainment on entry to the nursery is below that usually found, particularly in language skills. They make a positive start to their school life and participate fully in all the activities provided. Achievement is good, the children make good progress and firmly develop and consolidate their skills. By the time they reach Year 1, most have achieved the early learning goals in all areas, while some are exceeding these and are working within Level 1 of the National Curriculum. Many pupils enter the school mid-term, in all year groups, with a wide variety of educational experiences and standards of attainment.

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The school’s results and pupils’ achievements

2. The performance of seven year olds in the national tests in 2000 showed a significant improvement over the previous two years being well above average in reading, above average in mathematics and average in writing when compared with all schools. Pupils’ performance in the tests over the last three years has been below the national average overall though in line with the national trend. However, it is difficult to make valid comparisons from year to year owing to small numbers in some years, the high level of pupil mobility and the varying numbers of pupils with special educational needs in different year groups. In comparison with similar schools, based on eligibility for free school meals, the school’s performance was above average in reading, average in mathematics but below average in writing but this again does not take into account this school’s high turnover of pupils.

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The school’s results and pupils’ achievements

3. There is evidence to show that where there is better stability in a particular year group, the school’s work is effective in raising standards. For example, many of the pupils who took the national tests last year had been in the school for two full years and inspection evidence shows that they are continuing to achieve well in Year 3 and attaining above average standards. The school sets aspirational, but realistic targets for all pupils and each year group, based firmly on national tests and teachers’ assessments.

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The school’s results and pupils’ achievements

4. Pupils with special educational needs make good progress in relation to their prior attainment. Their special learning needs are identified early and appropriate targets are set. Progress is particularly good in literacy and numeracy where pupils of below average attainment benefit from the support of the co-ordinator for special educational needs and from other adults. One example of the progress being achieved by some of these pupils is that one of the pupils in the resource unit is now almost ready to return fully to mainstream education.

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The school’s results and pupils’ achievements

5. Inspection evidence also shows that pupils are attaining the expected levels in most subjects by the end of Year 2. However, while pupils in Year 4, where there is a higher than usual proportion of pupils with special educational needs, broadly attain the expected levels for their age in many subjects, their attainment in English and mathematics is below average. Owing to pupil mobility and different ways of compiling data, it is difficult to make comparisons with the findings of the previous inspection. Overall, however, standards are broadly the same as found at that time. Across the school, standards of investigation and application in mathematics and in information and communication technology have risen from below expected levels and now meet national expectations. The satisfactory standards most pupils achieve in literacy and numeracy reflects the hard work of teachers in improving their practice and the school’s sound

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The school’s results and pupils’ achievements

implementation of the National Literacy and Numeracy Strategies.

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The school’s results and pupils’ achievements

6. Achievement in English is satisfactory overall. Most pupils listen well to their teachers. However, their speaking skills are less well developed. In some lessons, for example, a significant minority are more prepared to express their own views than to listen to those of others. Where teachers provide opportunities to develop speaking skills these are often very successful as in discussions in Year 3 and 4 on sensitive subjects. Overall, however, the school does not develop speaking and listening skills in a sufficiently structured way. Alexander First - 11 7. As a result of an appropriately wide range of strategies used to teach reading most pupils by the end of Year 2, read simple text accurately. Achievement is good overall. Pupils can discuss various aspects of plot and characterisation and express their likes and dislikes about various stories and authors. By Year 3, most pupils are fluent readers. They use the alphabet

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The school’s results and pupils’ achievements

to find out the answers to research questions and fully understand the function of ‘index’ and ‘contents’ pages. Some higher attaining pupils are very expressive readers who understand the underlying meaning of the stories they are read. By Year 4, some pupils are familiar with the conventions of library use.

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The school’s results and pupils’ achievements

8. Standards in writing are not as secure as those in reading, as achievement is inconsistent, but are still broadly average. Teachers encourage pupils to write for a wide range of purposes in Key Stage 1 that is extended appropriately in Years 3 and 4. By the end of Key Stage 1, most pupils produce clear text, distinguished by appropriate spelling and punctuation. Some of the handwriting and presentation, however, is of poor quality. Pupils in Year 3 write appropriately constructed stories, planned in advance while higher attaining pupils use more sophisticated punctuation such as speech marks appropriately. In Year 4, pupils use joined up handwriting and fountain pens, but their spelling and punctuation is barely average and the content of their work is generally below average. Though pupils are beginning to use word processing skills to develop writing, the use of pre-prepared worksheets limits achievement in some lessons.

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The school’s results and pupils’ achievements

9. The provision of challenging activities, matched well to pupils’ prior levels of attainment, promotes sound progress in mathematics throughout the school. The appropriate emphasis on number and development of good mental skills and strategies promotes pupils’ understanding of the number system and different operations well. Between five and seven years pupils learn simple operations and to order numbers in a variety of ways. Higher attainers show increasing awareness and understanding of the value of each digit in larger numbers and are beginning to use this in mental calculations. The increasing development of pupils’ interest in investigating different aspects of mathematics and their understanding of its relevance in everyday life encourages good intellectual effort, so that by the age of nine many can articulate their strategies and conclusions clearly. Pupils with special educational needs in Year 4 make good

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The school’s results and pupils’ achievements

progress in relation to their prior attainment as a result of good support and appropriately matched work. Achievement is satisfactory in most aspects of the mathematics curriculum but progress in data handling is less evident.

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The school’s results and pupils’ achievements

10. Teachers’ assessment of pupils’ attainments in science in 2000 indicates above average standards by the age of seven. Inspection findings show most pupils currently in Year 2 attain average levels and some beyond these. Attainment in Key Stage 2 broadly meets national expectations but more could be expected of some pupils. Achievement is good in Key Stage 1 and satisfactory in Key Stage 2. Although pupils gain a sound knowledge and understanding, of all aspects of science, teachers do not take the pupils’ previous skills and individual levels of understanding sufficiently well into account when planning investigations so that the higher attaining pupils are not sufficiently challenged.

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The school’s results and pupils’ achievements

11. The standards pupils attain in information and communication technology by seven and nine years meet the nationally expected levels for their age. However, there is insufficient opportunity for pupils to attain higher standards and achievement is inconsistent. Although pupils are aware of the possibilities of information and communication technology, they have too little opportunity to use computers to fully develop their skills and unsatisfactory resources also limit their achievements.

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The school’s results and pupils’ achievements

12. Standards in religious education meet the expected levels of the locally agreed syllabus. By the end of the Key Stage 1, most pupils have a satisfactory recall of Bible stories. They also understand the underlying meaning of these. Key Stage 2 pupils have a good knowledge of the early life of Jesus. Most have a deep sense of awe and wonder about the nature of spiritual power, while being able to think rationally about religious issues. Pupils in Year 4 can explain similarities and differences between aspects of Christianity and those of other major world Alexander First - 12 religions. Through posing deep and relevant questions, some are gaining an awareness of what faith means for believers of different religions.

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The school’s results and pupils’ achievements

13. It was not possible to make a secure judgement about standards or achievement in design and technology. Standards and achievement in other subjects are satisfactory overall. Achievement is sometimes limited in subjects such as art and geography as teachers do not always build on what has gone before. Where assessment is underdeveloped this also limits the planning of activities to ensure the progressive development of knowledge and skills. In physical education pupils show good agility and co-ordination and some develop above the expected level in ball skills and movement. However, their ability to evaluate their own performance and that of others is under developed.

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Pupils’ attitudes, values and personal development

14. Pupils have good attitudes to learning that promote attainment and progress. Their behaviour is good and the school is an orderly community. Pupils’ personal development is satisfactory. Standards have improved significantly since the last inspection, when there was some unsatisfactory behaviour in more than one in ten lessons. Overall, pupils with special educational needs have a good attitude towards their learning and towards others. Pupils in the resource unit integrate well with their mainstream classes and share a good level of mutual respect with the other pupils.

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Pupils’ attitudes, values and personal development

15. Children of all ages like coming to school, with no significant differences in attitudes according to key stage. In all year groups the majority of pupils are keen to learn and show interest in their work. In lessons they follow their teachers’ instructions and keep on task during individual and group activities. They enjoy answering questions, but are sometimes reluctant to listen to one another. On occasions pupils are impatient, calling out in class without waiting their turn to speak. In a minority of lessons they are noisy and slow to settle down. Pupils in the nursery are very enthusiastic and eager to join in activities. Some get over excited, but in general are co-operative and well behaved. Pupils with special educational needs are also positive about their learning. Attitudes are best when the quality of teaching is good. Where lessons have good pace and teachers set challenging tasks, pupils concentrate well and work hard. In the

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Pupils’ attitudes, values and personal development

few lessons in which plenary sessions are overlong or activities undemanding, pupils lose interest, do not listen to instructions, and become restless and chatty.

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Pupils’ attitudes, values and personal development

16. The quality of pupils’ personal development is satisfactory. The programme of activities for children in the nursery helps them to acquire social skills and become more independent and confident. Pupils in the main school generally organise themselves well for lessons and are ready with the correct books and equipment. Older children take on certain duties outside the classroom. Pupils in Years 3 and 4 are given jobs such as preparing the hall for assemblies and collecting vouchers for the purchase of computers for the school. They also get good opportunities to express their views on the running of the school via the monthly meetings of a pupil forum, known as the “Acorn Group”. The group encourages pupils to put forward ideas for improvements, and they have done so to good effect, as when they requested new playground equipment. Overall, they respond well to what is asked of them, and during their time in school

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Pupils’ attitudes, values and personal development

develop a good sense of personal responsibility. However, they can sometimes show lack of respect for other people’s feelings. On a few occasions during the inspection pupils were seen to act in an immature and inconsiderate way, being discourteous to teachers and making silly and hurtful remarks about each other.

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Pupils’ attitudes, values and personal development

17. Pupils’ behaviour is good, both in lessons and outside the classroom. This is reflected in the rate of exclusion, which has fallen since the last inspection. No pupils have been excluded during the current academic year, and none were excluded in the previous academic year. In general, pupils respect the school’s code of conduct. They are polite, self-disciplined, and handle equipment sensibly. Standards of behaviour are best in lessons where the teaching is good. Where it is stimulating, pupils settle down quickly, sit quietly on the carpet, and do not distract one another by talking out of turn. In lessons where teaching lacks good pace, pupils Alexander First - 13 become fidgety and quarrelsome. The quality of behaviour around the school is good. Pupils move around the building and grounds in an orderly fashion and are quiet and well mannered during lunch. They are very friendly and enjoy talking to visitors to the school. They have

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Pupils’ attitudes, values and personal development

respect for property. Although there is litter around the site, there is no evidence of graffiti, vandalism or theft. Pupils play well together in the playground. There is some boisterous behaviour, but no examples of bullying or aggression were observed during the inspection.

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Pupils’ attitudes, values and personal development

18. Relationships within the school are constructive and harmonious. They encourage children to feel secure and confident, and therefore enhance their well-being and progress. Pupils co- operate well in class, and work successfully together in pairs or small groups. They respect and value each other’s achievements, spontaneously applauding correct answers to teachers’ questions. There are also good relationships between pupils and adults. Children trust members of staff. They are open with them, and when necessary will turn to them for support and guidance.

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Pupils’ attitudes, values and personal development

19. Attendance is below the national average, but only one pupil currently on roll has a poor record of attendance. Unexplained absence and long term absenteeism are not significant problems. Unauthorised absence is broadly in line with the national average. The school has a relatively high rate of authorised absence because a large number of pupils are away for a few days. Illness accounts for most absences, but other factors are also significant. The incidence of holiday leave is high, partly as a result of special circumstances such as fathers’ tours of duty.

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Pupils’ attitudes, values and personal development

20. The inspection supports parents’ opinions of pupils’ attitudes and behaviour. All parents who completed questionnaire said that their children liked school. Almost all said that pupils behave well and become more mature and responsible during their time in school.

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HOW WELL ARE PUPILS TAUGHT?

21. The quality of teaching is good overall both in the foundation stage and for pupils aged five to nine years. There was only one unsatisfactory lesson seen during the inspection, owing to weak management of the pupils. Overall, teaching was very good in 17 per cent of lessons, good in 51 per cent of lessons and satisfactory in 30 per cent. This represents a significant improvement on the findings of the last inspection when teaching in 17 per cent of lessons was unsatisfactory and no very good teaching was seen. The good teaching makes a strong contribution to the achievement of pupils and their improved behaviour. Teaching is benefiting from the school’s more consistent planning of the curriculum and from monitoring, as good practice is being shared across the school. The school’s emphasis on professional development with a strong focus on self-evaluation has been beneficial.

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HOW WELL ARE PUPILS TAUGHT?

22. The quality of teaching is good overall in the foundation stage. In the nursery in particular, it is based on a good understanding of the needs of young children. Planning is thorough and assessment information is used well to inform the children’s work that appropriately includes a good range of first hand experiences. In the reception class, some of the work is challenging and thought provoking, and children are well supported by classroom assistants. The overall learning environment in this classroom, however, is not sufficiently tailored to their needs.

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HOW WELL ARE PUPILS TAUGHT?

23. The teaching of literacy and numeracy is good overall with clear learning objectives. The teaching of English, mathematics and science in Year 2 is very good. Very good teaching was seen in history and religious education in Year 3. This leads to highly effective learning in these subjects. Teaching is also good overall in science and religious education. There was insufficient evidence to make a secure judgement on teaching in design and technology in Key Stage 2 or in geography in Key Stage 1. Although teaching and learning are good overall in science, teachers do not take the pupils’ previous skills and individual levels of understanding sufficiently well into account when planning lessons. The higher attaining pupils have few opportunities to apply more intellectual and scientific understanding to their learning and this limits their achievement. Teachers provide appropriate direct teaching of information and

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HOW WELL ARE PUPILS TAUGHT?

Alexander First - 14 communication technology skills but not all organise practice on computers successfully. The restricted range of available software limits their use of new technology to support some subjects.

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HOW WELL ARE PUPILS TAUGHT?

24. Pupils with special educational needs are taught well, both when being supported in class and when being withdrawn for extra specific teaching. Work is mostly well matched to their needs and addresses the targets set out on their individual education plans. The good quality and experience of the classroom assistants enables them to work in close partnership with teachers and promote learning effectively across the curriculum for many pupils. Though usually briefed well by the teachers, on a few occasions they were not used efficiently, for example, during introductions to lessons. Teaching of pupils in the resource unit is very good, especially when they are withdrawn for individual support from the co-ordinator for special educational needs.

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HOW WELL ARE PUPILS TAUGHT?

25. Teachers have suitably high expectations for most aspects of their pupils’ learning. This results in the good level of challenge they often provide. For example, in Key Stage 2 religious education and personal and social education pupils were encouraged to think deeply and so made mature responses. Most mental work in mathematics also challenges pupils to consider the strategies they are using. Expectation for presentation of work is not always high enough, such as for good quality diagrams in science.

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HOW WELL ARE PUPILS TAUGHT?

26. The teaching of literacy is good in both key stages. Teachers across the school have a good understanding of how to teach reading and writing. They ensure that pupils know what they are expected to learn. Teachers use an appropriate range of strategies to teach reading and introduce pupils to a wide range of books, through for example, attractive displays of books in the classroom that support their studies in other subjects. Teachers encourage pupils to write for a variety of purposes in English lessons and satisfactorily support this with writing in other subjects such as religious education and history. However, there is too much reliance in some lessons on the use of commercially produced worksheets that limits the development of writing skills and good presentation. Teachers are beginning to make use of new technology to increase the ways pupils present their work.

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HOW WELL ARE PUPILS TAUGHT?

27. The teaching of numeracy is also good in both key stages. Teachers make mathematics relevant to pupils and this leads to considerable interest, enthusiasm and high levels of concentration that contribute significantly to the pace of learning and their good levels of achievement. Teachers further promote the teaching of numeracy through good use of subject specific vocabulary, through using measures accurately in science, by exploring pattern in art and design and direction in physical education and geography. A weakness identified previously was the lack of the consistent development of the investigational skills of pupils. Teachers now give regular opportunities for pupils to explore mathematics in this way and seek to further improve their practice in this area.

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HOW WELL ARE PUPILS TAUGHT?

28. Teachers structure lessons and organise purposeful practical work well, making good use of well-prepared resources to stimulate pupils’ interest. An example was seen in a Year 3 history lesson where good exposition also captured the pupils’ interest. However, not all teachers ensure pupils have sufficient time to practise computer skills. Teachers have a good knowledge and understanding of most subjects but are less skilled and confident about teaching music. They provide good review sessions at the end of most lessons to reinforce and consolidate the learning that has taken place. This evaluation involving pupils is a feature in many lessons and is an improvement since the last inspection. However, it is not yet well developed in physical education lessons.

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HOW WELL ARE PUPILS TAUGHT?

29. Teachers’ sound management in nearly all lessons ensures that they proceed at a good pace that promotes concentration and learning. Pupils are well used to routines and being ready quickly to start work. Teachers have appropriate expectations of pupils’ behaviour and of their ability to apply themselves to work. Where management and discipline is very good, as in some Year 2 lessons, very good use is made of time and pupils’ rate of learning is enhanced. In a few lessons, where oral work continues for too long or where the teacher does not Alexander First - 15 sufficiently reinforce expectation of behaviour, pupils are inattentive, some become restless and learning is interrupted. Teachers communicate effectively with the pupils, encouraging their efforts, so that there is a pleasant and purposeful atmosphere in lessons that promotes good relationships. The pupils feel confident enough to contribute their ideas freely and to undertake

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HOW WELL ARE PUPILS TAUGHT?

new tasks. Good questioning strategies are used to check on understanding and to consolidate learning. Teachers understand the personal development and needs of their pupils well and use this to good effect. Teachers mark work conscientiously but do not often make constructive comments in pupils’ books to help improvement. The regular homework the teachers give provides satisfactory support for learning.

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PUPILS OR STUDENTS?

30. The school provides a full and balanced curriculum overall that includes all the subjects of the National Curriculum and religious education, and fully meets statutory requirements. Appropriate provision is made for teaching personal, social and health education through science, specially designated lessons and as part of topics such as ‘Ourselves’. Drugs misuse and sex education are also addressed when appropriate.

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PUPILS OR STUDENTS?

31. Since the time of the last inspection, planning procedures have improved. An appropriate structure of long, medium and short-term planning ensures that pupils’ skills and knowledge are progressively developed as they proceed through the school. In both key stages planning is largely subject based. The school allocates an appropriate amount of time to literacy and numeracy, and has soundly introduced the relevant national strategies to teach these basic skills. The implementation of the literacy and numeracy hours supports the consistency of teaching, and pupils’ rates of learning. The school has completed a number of schemes of work since the time of the last inspection. However, these are at various stages of development. Some are recent and detailed. Others are superficial, or are in the process of being updated in line with national initiatives.

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PUPILS OR STUDENTS?

32. There is good provision for children in the nursery. The detailed planning takes full account of the designated areas of learning of the foundation stage. Staff link planning well, through a two- year cycle, to appropriate topics, such as ‘People who help us’. They place a strong emphasis on providing practical first hand experiences of quality and on helping the children gain appropriate language and number skills. They also give a suitable emphasis to creative activities, and many of the children produce paintings and drawings that are of relatively good quality for their ages. There is a small number of reception-aged children in a largely Year 1 class. Although some regard is given to their particular needs, planning is insufficiently based on the recommended curriculum for the foundation stage. It is also not linked closely enough to the planning and provision for the foundation stage children in the nursery.

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PUPILS OR STUDENTS?

33. There is very good provision for pupils with special educational needs. The special education needs co-ordinator, class teachers and assistants support pupils in the resource unit and other pupils on the register for special educational needs very well. These pupils have full access to the curriculum and all aspects of school life. There is also very good planning for pupils with special educational needs. Individual education plans are very detailed, precise and relevant. They are practical working documents that are reviewed and updated at appropriate intervals. All statutory requirements in respect of pupils with statements of special educational need are fully met. Specific provision is also made for some more able pupils. For example, a nursery child who has well developed literacy skills regularly joins a Key Stage 1 class for English lessons.

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PUPILS OR STUDENTS?

34. A number of lunch time clubs satisfactorily support the curriculum and help to raise standards. Currently, these are music, sports, gardening and board games, and are available to pupils at Key Stage 2. The curriculum benefits from the use of outside speakers. For example the commanding officers of local units, members of the Ministry of Defence police and the Alexander First - 16 community police officer come in to talk to pupils. The school makes adequate use of the locality as a subject for educational trips. Pupils have visited the church and local stores, and studied the surrounding area as part of their geography work. The school has satisfactory links with the local community. Its contacts with local agencies and businesses serve to broaden its curriculum and improve resources for learning. Lego has provided new equipment, and the school has been able to install new computers thanks to support from the British Airways

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PUPILS OR STUDENTS?

35. There is good liaison with partner organisations. The local education authority’s officers provide support and advice on matters such as special educational needs. It is difficult to maintain on- going links with partner schools, given the high degree of pupil mobility. Nevertheless, the school works hard to develop effective links with them regarding the transfer of pupils. It has exchanged long term curricular plans with schools in Northern Ireland in order to strengthen continuity of learning for the large number of pupils about to transfer there during the impending unit move.

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PUPILS OR STUDENTS?

36. The school makes good provision for pupils’ personal development. The importance of spiritual, moral, social and cultural education is implicitly recognised in its aims of providing a happy and secure environment, and promoting respect and consideration for others. These aims underpin all its detailed policies and procedures, such as the code of conduct and system of rewards,

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PUPILS OR STUDENTS?

37. Provision for pupils’ spiritual development is satisfactory. The school has a good formal policy on collective worship, which it implements through a well-planned programme of assemblies. Themes are co-ordinated with the Christian religious calendar, but also include contemplation of festivals of other faiths and cultures, for example Diwali and the Chinese New Year. The assemblies observed during the inspection fulfilled statutory requirements. They included prayers and silent reflection, although the time given to the latter was brief. There was satisfactory use of music to enhance the sense of occasion, and hymn singing gave all pupils an opportunity to play an active part in the assembly. Religious education effectively promotes pupils’ spiritual development, but the contribution of art, music and other National Curriculum subjects to the pupils’ spiritual development is limited.

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PUPILS OR STUDENTS?

38. The school makes good provision for moral education. Pupils are taught how to distinguish right from wrong through the code of conduct, which is clearly displayed throughout the school. It is also encapsulated in the home/school agreement, to which pupils are a party. Moral themes are examined in assemblies and discussed in personal and social education lessons. Teachers provide good role models and have appropriately high expectations regarding behaviour. From the nursery unit upwards, children learn the value of fairness, honesty and mutual trust in their dealings with others. They are taught what is and is not acceptable behaviour, and this is reflected in their good conduct in and around school.

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PUPILS OR STUDENTS?

39. Pupils’ social development is well promoted through measures that seek to enhance social skills and foster good relationships within the school. Members of staff encourage children of all ages to work co-operatively in lessons and to appreciate one another’s achievements. The programme of personal and social education encourages pupils to be open about their problems and to attempt to solve them through discussion and negotiation. The school actively promotes concepts of good citizenship. Pupils are encouraged to think of people who are less fortunate than they are, as for example when they collect money for charity. They are given good opportunities to serve the school community. They carry out errands for members of staff in lessons and in the case of Years 3 and 4 take on significant responsibilities outside the classroom. The last inspection report said that there were not enough planned opportunities for

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PUPILS OR STUDENTS?

pupils to put forward their suggestions for improvements to the school. This matter has been addressed and effectively remedied. The “Acorn Group” now provides pupils with an official forum for expressing their views on the running of the school.

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PUPILS OR STUDENTS?

40. Provision for pupils’ cultural development is satisfactory. They learn to understand and value their own cultural traditions through collective worship in assemblies and topics in National Alexander First - 17 Curriculum subjects, as when younger children study the local area as part of their geography work. The school takes pupils to the local church, and to museums and art galleries further afield in order to widen their experience of culture, but its programme of trips does not include visits to theatres. Pupils acquire some understanding of the beliefs and ceremonies of other faiths through assemblies and religious education lessons, but receive relatively limited opportunities to develop their knowledge of non-European cultures. This is reflected in the displays of pupils’ work around the school, which make little reference to multicultural education. The school does not yet pay sufficient attention to developing the pupils’

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PUPILS OR STUDENTS?

understanding of life in multicultural Britain.

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PUPILS OR STUDENTS?

41. Overall, the school has made satisfactory progress in promoting pupils’ personal development since the last inspection. Pupils now have a formal means of putting forward their views, and have the chance to go on visits that deepen their understanding of their own culture.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The quality of pastoral care is good and this has a positive effect on pupils’ achievements. The school provides a safe environment and pupils are well looked after by staff who know them well as individuals. There has been good progress since the inspection in 1997. At that time there were concerns over the adequacy of signs for emergency evacuations, and regarding procedures for risk assessment and child protection. The school has dealt with these weaknesses and they are no longer issues.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Arrangements for promoting pupils’ general welfare are good. Much work is done informally; the quality of this informal care is enhanced by the good relationships that prevail within the school. Members of staff are approachable and are always willing to make time to see pupils. Pupils know this and therefore feel able to turn to adults in the school for help and guidance. Induction procedures and transfer arrangements are thorough, and are appropriate to a school that has an abnormally high turnover of pupils. Much work is done to minimise the disruption to children’s lives, including the development of good links with sending and receiving schools. For example, in preparation for a unit move, headteachers from Northern Ireland have come to Alexander First School to talk to children and to reassure them about the transfer to schools over there. Support and guidance are also enhanced by links with the “Learning through

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Action” charity. Members of this organisation work with pupils and try to help them cope with feelings of insecurity arising from another change of school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. There are good formal procedures for ensuring the health and safety of pupils, staff and visitors. The school now has a detailed policy for child protection and gives staff good guidance and training in the issue. There are sound arrangements for first aid and for the completion of risk assessments. The school’s health and safety policy is clear and comprehensive, and hazards that existed at the time of the last inspection have been eliminated, with the exception of the nursery room’s sliding entrance doors. These are still very heavy and difficult to open quickly.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The school has implemented successfully a wide range of assessment procedures. This is a significant improvement since the last inspection. Strategies include baseline assessment, regular reading tests and non-statutory national tests at Key Stage 2. Teachers collect appropriately annotated samples of pupils’ work in English, mathematics and science and use these to measure individual progress. There is also target setting and the prediction of likely progress in the key subjects. Suitable arrangements are in place for assessing pupils who enter the school part way through their education. These include specially purchased diagnostic tests in English and mathematics. The school carries out statutory assessments as required at the end of Key Stage 1.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. Assessment of children in the nursery is good and staff use the results well to inform planning at both the long term and daily levels. For example, they evaluate each lesson in terms of group and individual progress and the information forms the basis of the following day’s work. Alexander First - 18 Staff know the children very well and the welfare and guidance of each individual is their prime concern. The arrangements for the assessment and identification of pupils with special educational needs, including those in the resource unit, are very good and are being implemented in accordance with the Code of Practice. The co-ordinator for special educational needs and other staff support pupils in the resource unit very well. They help them to meet targets in behaviour and learning through well-structured programmes, that they review regularly. Specialist teachers from the local authority who provide guidance on relevant

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

teaching and provision appropriately assess on entry the occasional pupil whose home language is not English, and subsequently monitor progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. The school uses assessment data effectively at a strategic level. The information gained informs the school development plan. For example, weaknesses in reading comprehension and investigative mathematics identified last year are being addressed. The school plots data from reading tests using it to identify individual weaknesses. While teachers use assessment information successfully to group pupils in some lessons, including literacy and numeracy, this is not universally the case. In some subjects, including science, the failure to use assessment to fully inform planning means that the work set for pupils is not matched closely enough to the needs and aptitudes of different ability groups within a class. This has an adverse effect on their achievement. Also, assessment in religious education and some foundation subjects is still largely informal.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The school has effective procedures for encouraging pupils to attend school regularly and punctually. There is a good formal policy on attendance which gives teachers includes clear guidance on marking and maintaining registers. Registrations comply with legal requirements, as do arrangements for reporting attendance statistics. The school monitors pupils’ attendance carefully, and analyses and evaluates trends. All instances of unauthorised or prolonged absence are properly followed up. There is good liaison with the education welfare officer who visits the school on a regular basis. The Army’s Families Office will also investigate some cases of absence at the request of the headteacher.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. The school’s procedures for monitoring pupils’ behaviour and promoting high standards have been strengthened since the last inspection. The school’s policies have clear and appropriate aims, and give staff good guidance on classroom management and the need to keep parents well informed of policies and any actual incidents. There are good systems for recording inappropriate behaviour by pupils and taking steps to modify it. Members of staff use sanctions and rewards effectively, with emphasis on praise and celebration of achievements. The school has established good strategies for dealing with and, as far as possible, eliminating bullying and aggression. Pupils are well supervised during breaks and the lunch hour, which limits opportunities for boisterous or oppressive behaviour. There is a formal anti-bullying policy. This adopts a “no blame” approach in line with recommendations of the behaviour support team of

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

the Royal Borough of Windsor and Maidenhead.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. There are satisfactory arrangements for monitoring and promoting pupils’ personal development. Members of staff are able to track pupils’ progress through attendance records, incident report forms and the use of awards for good work and behaviour. The school uses this information effectively to support further development. It sets personal targets for pupils, which it fully shares with them. These are reviewed at the beginning of every term and are amended by mutual agreement in the light of the pupils’ progress.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. Parents have very positive views of the school. Responses to the inspection survey showed a high level of satisfaction with nearly all aspects of its work. Parents are very pleased with the progress that their children make and with standards of behaviour. Nearly all think that the school helps pupils to become more mature and responsible and expects them to work hard. They are also happy with the quality of teaching and the leadership and management of the Alexander First - 19 school. The area of greatest concern to parents is extra-curricular activities. The majority of those who completed the survey feel that the school does not provide an interesting range of activities outside lessons. Their views are not supported by the inspection, which judges that provision is satisfactory overall, although it acknowledges that there are relatively few opportunities for younger pupils.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. Parents are satisfied with home/school links. The majority say that the school works closely with them and keeps them well informed about their children’s progress. Almost all parents say that they feel comfortable about approaching members of staff over problems and queries. They are less happy with the work that pupils are expected to do at home. 20 per cent of respondents to the questionnaire said that their child did not get the right amount of homework. The inspection evidence supports parents’ views on their partnership with the school. Links are satisfactory overall. They make a positive contribution to learning and progress, but are unavoidably restricted by the unusually high mobility of pupils and their families.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. The quality of information for parents is good. The school brochure is a useful information pack. For example, it provides parents with good advice on how they can help children to settle in and encourage them to read. The annual report of the governing body, on the other hand, does not include the required statement on the progress of the action plan resulting from the last inspection. Nor does it report adequately on the success of its policy and provision for pupils with special educational needs. The school publishes a very good brochure for the parents of children in the nursery unit. It encourages parents to become partners in their children’s learning by reading to them and by teaching them traditional nursery rhymes.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. The quality of information on pupils’ progress is good. Reading records provide on-going information on what pupils are learning, and can also be used for dialogue between parents and teachers. The school makes effective arrangements for consultation evenings and has consulted parents in order to discover what best suits them. If they are unable to attend, they have many opportunities to discuss their child’s progress with teachers at other times. They may if they wish see members of staff informally at the end of the school day. Children’s individual targets are shared with parents, and this is something that they greatly appreciate. The annual reports provide information on all subjects but do not sufficiently explain to what extent the children are reaching the appropriate standard for their age. The school intends to improve reports by including individual targets. Parents are kept well informed about more

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

general matters. There are briefing sessions for parents on the curriculum and national tests. Regular newsletters keep them in touch with the latest developments in school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. The school values its partnership with parents. It has taken steps to improve home/school links and involve parents more extensively in their children’s learning. It has introduced home/school contracts and established a policy that every child shall receive regular homework. The school’s efforts are having a positive effect. Overall, parents’ contribution is satisfactory and promotes attainment and progress. For example, reading records and conversation with pupils show that most parents hear their children read at home. There is an active parent teacher association, known as the Home School Group, and parents give very good support to school plays. On the other hand, consultation evenings on pupils’ progress are only moderately well attended. There are very few parent helpers in school, although many more are willing to act as extra supervisors on school trips. Most parents are supportive when

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

there are problems concerning a child’s behaviour or attendance. However, a significant number of parents take pupils out of school for family holidays and special treats, which can have an adverse effect on attainment and progress, particularly during preparation for national tests.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

56. As a result of firm management and the clear educational direction given by the headteacher the school has built very well on the changes being put into place at the time of the last Alexander First - 20 inspection. All teaching staff carry considerable responsibilities for managing subjects, including financial responsibility. The school has addressed successfully the weakness in management identified in the last inspection and now has an improved management structure with a deputy headteacher working in close partnership with the headteacher. Most subject co- ordinators have established a very consistent pattern of leading and supporting colleagues.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The management of the provision for special educational needs is very good. Funding is administered appropriately to provide staffing and resources for these pupils. The co-ordinator for special educational needs is very committed and well informed. She has built up a substantial collection of information and resources that is appropriately available to support the work of other staff. She regularly meets with the headteacher and the designated governor to discuss issues related to special educational needs. All documentation is thorough and fully complies with statutory requirements. The accommodation available for individual and group teaching is warm and attractive, while the supply of quality resources to support the teaching and learning of pupils with special educational needs is good.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The school has pursued successfully its long-term improvement plan and has addressed rigorously the weaknesses identified by the previous inspection, at the same time responding to new national initiatives. For example, good quality subject policies provide a common structure for planning, monitoring and co-ordinating the curriculum and pupils make better progress in developing skills of investigation. Assessment is good in the core subjects and is now used well to monitor the school’s performance and to set appropriate targets. The school has, in addition, soundly introduced the National Literacy and Numeracy Strategies. As a result, the school is maintaining and improving standards despite the high turnover of pupils. The school is well aware of the work that still needs to be done. Subject co-ordinators construct an action plan from notes and observations they make over time and these are used

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HOW WELL IS THE SCHOOL LED AND MANAGED?

to inform the school’s rolling improvement plan that is reviewed on a regular basis. Although appropriate success criteria are in place for developments, the school as yet, has no formal means for evaluating impact on standards.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The school has had some difficulty in recruiting governors but now has a full complement apart from one minor authority representative. Although relatively inexperienced, the governors are well organised, supportive and enjoy good relationships with the school. The chair of governors meets regularly with the headteacher and governors appreciate the good guidance she gives them. This advice, together with local authority training, is helping them to fulfil their roles and responsibilities with increasing confidence.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

60. The school’s financial management and control are good with a clear timetable for action during the year. Within the difficult situation of uncertainty about the likely number of pupils on roll the headteacher and financial officer are skilful at constructing a range of strategic plans and budget plans to support these. These enable the governors’ finance committee to advise the governing body on the best option for fulfilling its priorities. These include maintaining generous staffing levels to provide the extra support needed in times of considerable change and funding to support curricular development. The school uses its funding for special educational needs and for staff training appropriately. It also has a long-term programme for improving accommodation as funds allow. Developments so far, such as the new Year 4 classroom, new staffroom and new fencing, are enhancing the general environment and

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HOW WELL IS THE SCHOOL LED AND MANAGED?

increasing security. Displays of pupils’ work and interesting artefacts provide a stimulating environment for learning in nearly all classrooms. There was a very large surplus planned into last year’s budget. This was retained specifically to meet returns brought about by a falling roll and to prevent the school going into deficit.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

61. The governors and headteacher are appropriately aware of the importance of following the principles of best value when managing and allocating school funds. They are collecting data about the school’s performance to compare it with other schools and identify trends, so as to take action to raise standards. Where possible, they consult with parents and maintain a good liaison with army personnel to aid planning. An improvement since the last inspection is the move from a manual to a computerised system of accounting. The school is planning to Alexander First - 21 improve its use of new technology further by computerised management of attendance and assessment data.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

62. Although the governing body has a curriculum committee that considers developments, the governing body has yet to develop a range of means of informing itself about the quality of the curriculum provided by the school. The school meets most statutory requirements, apart from two minor omissions in the governors’ annual report to parents.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

63. The school has a generous number of teaching and support staff and there is a strong commitment to collaborative working. This is particularly effective in the nursery and for pupils with special educational needs. Classroom assistants work well in partnership with the teachers, usually know exactly what is expected and play a valuable role in supporting children’s learning. In a few instances, their time is not used efficiently when under occupied during introductions to lessons. A well-designed staff handbook provides all staff with clear and accessible guidelines for all their responsibilities. The school has introduced a rigorous programme for monitoring teaching by the headteacher and subject co-ordinators; this is supplemented by local authority support. This, together with the staff development programme linked well to the school improvement plan, is having a positive impact on the quality of

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HOW WELL IS THE SCHOOL LED AND MANAGED?

teaching. Governors have formulated a good quality performance management policy and this is being implemented with targets in place.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

64. Learning resources are satisfactory overall, well organised and accessible. Subject co- ordinators are well aware where they need to focus their spending in order to maintain and improve provision. Teachers make very good use of resources in many lessons to stimulate pupils’ interest. The school now has an attractive and well-organised library that is used well. It contains a satisfactory range of fiction and non-fiction good quality books. Resources for information and communication technology, however, are unsatisfactory and are constraining achievement in some instances. The school is aware of this and currently considering ways of improving the situation.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

65. The school has succeeded in developing a very positive ethos for learning and a common purpose in order to fulfil its aims and it has a very good capacity to continue its development. Alexander First - 22

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

66. To further raise standards of work the headteacher, staff and the governing body should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Ensure consistent provision all children in the Foundation Stage by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• developing the Foundation Stage curriculum; *** • relating the planning of lessons for children in the Year 1 class more consistently to the objectives specified in the national guidance for the Early Learning Goals; • giving more consideration to the needs of children in the Foundation Stage when planning the environment of the Year 1 classroom;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Complete schemes of work in all subjects in accordance with national guidelines to assist teachers’ planning and improve the progression in pupils’ learning;***

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(paras; 31, 104, 108, 113, 116, 122, 130)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Further improve the assessment of pupils’ achievements by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• using information from the school’s good assessment procedures in the core subjects, to match work more closely to the needs of all pupils in science, particularly the more able; • developing assessment procedures for the foundation subjects

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(paras; 47, 95, 104, 108, 116, 122, 130, 133)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

67. In addition to the main items above, the following area for improvement should be considered for inclusion in the action plan:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improving the resources for the teaching of information and communication technology

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Considering ways of improving pupils’ multicultural awareness

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

*** items already under consideration by the school Alexander First - 23

p.22