Myrtle Park Primary

MYRTLE PARK PRIMARY SCHOOL

Dates of inspection: 7 th – 8 th May 2002

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MYRTLE PARK 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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MYRTLE PARK 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. Myrtle Park Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Ash Terrace Bingley West Yorkshire

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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 S Heaton

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 7 th October 1996 Myrtle Park Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members 21069 Mr P. Edwards Registered inspector 31753 Mrs D. Thomas Lay inspector 21020 Mrs T. Galvin Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Lynrose Marketing Ltd Bungalow Farmhouse Six Mile Bottom Newmarket Suffolk CB8 0TU

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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 Myrtle Park Primary School - 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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INFORMATION ABOUT THE SCHOOL

Myrtle Park is an averaged sized primary school catering for pupils aged three to eleven. There are 248 full-time pupils (114 girls and 109 boys) on roll which is a considerable increase since the previous inspection. There is also a Nursery which accommodates 23 children in the morning and 26 in the afternoon. The school, which is situated in Bingley, is popular and frequently over-subscribed. At the time of the last inspection the school was a First School but it now caters for children through to the age of eleven. Around nine per cent of the pupils are eligible for free school meals which is well below the national average. Most pupils are from white ethnic background and there are none at an early stage of learning English as an additional language. The proportion of pupils on the school’s register of special educational needs (14.4%) is below the national average but the proportion with a statement

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INFORMATION ABOUT THE SCHOOL

of special educational need is average. Additional classrooms have recently been added and further building work is planned to cater for the increased number of pupils. The school has recently been awarded Investors in People status. The children’s attainment on entry to the school is broadly average.

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HOW GOOD THE SCHOOL IS

Myrtle Park is an effective school that gives good value for money. Funding for the school is average, but with strong, effective leadership and good teaching, the pupils make good progress and achieve above average standards in English, mathematics and science by the end of Key Stage 2.

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What the school does well

• The pupils achieve standards that are well above the national average in English, mathematics and science by the end of Key Stage 2. • There is some very good teaching in the core subjects of English, mathematics and science in some classes. • The children receive a very good start to their education in the Nursery. • The behaviour of the pupils is very good as are their attitudes towards schoolwork. Relationships between pupils and between staff and pupils are very good. • Parents’ views of the school are very good and parents work hard to support their children’s learning. • The headteacher gives a clear direction for the school and provides very good leadership.

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What could be improved

• The time and emphasis placed on history, geography and religious education and the standards achieved by the pupils in these subjects. • The role of the subject co-ordinator • Standards in mathematics at the end of Key Stage 1. The areas for improvement will form the basis of the governors’ action plan. Myrtle Park Primary School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

When it was inspected in October 1996, Myrtle Park First School was enabling pupils to achieve good educational standards in English, mathematics and science. Since that time, the school has gone through a period of disruption with the absence of a permanent headteacher and standards at the end of Key Stage 1 declined. Standards have begun to rise again at Key Stage 1 and at the end of Key Stage 2 they are well above average. The issue highlighted in the last report regarding cultural development has been addressed successfully but insufficient progress has been made in improving the provision for religious education. Progress overall has been satisfactory.

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STANDARDS

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

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schools

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

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schools

The table shows that in the 2001 National Curriculum tests, the pupils achieved standards that were well above the national average in English, mathematics and science. The proportion of pupils attaining the average level (Level 4) is well above average in all three subjects, as is the proportion attaining the higher level (level 5). No trends can be ascertained because 2001 was the first year that Year 6 pupils took the National Curriculum tests. However, based on their performance when they took the National Curriculum tests in Year 2, the data indicate that the pupils made satisfactory progress in English and mathematics. The results show that attainment by the boys was better than that of the girls, which was due to a particularly able group of boys. The results of the 2001 national tests at the end of Key Stage 1 show attainment in reading and writing to be well above the national average and average in

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schools

mathematics. From 1997 there was a downward trend in performance but the situation has now improved. The results in reading and writing are better than the previous year and standards have been maintained in mathematics.

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schools

Inspection evidence shows that attainment at the end of both key stages is similar to that indicated by the tests. Attainment on entry to the school is broadly average and, overall, the pupils make good progress throughout the school. In Key Stage 1, in mathematics, there is an overuse of mundane worksheets that do not challenge the pupils sufficiently and the pupils do not always achieve as well as they should. Progress is particularly good towards the end of Key Stage 2 because of the good teaching which targets key literacy and numeracy skills. The teaching enables all pupils to achieve well, particularly the more able, who achieve their potential. Pupils with special educational needs are very well supported and these pupils Myrtle Park Primary School - 8 make good progress in all year groups. The school has been set challenging targets in literacy and numeracy and is on course to achieve them.

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schools

Standards in history, geography and religious education are not as high as they should be in both key stages. Too little time is devoted to some aspects and pupils do not make enough progress, with teachers not planning work based on what the pupils know and can do. Regular and good teaching of information and communication technology skills is enabling the pupils to achieve standards in line with national expectations.

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schools

By the time they enter Year 1, most children are achieving the Early Learning Goals in all areas of learning. They make particularly good progress in the Nursery because of the high standards of teaching, the well-planned curriculum and the good level of resources available to them. Progress in the Reception class is satisfactory overall but the restricted access to outdoor play equipment inhibits the children’s progress in this aspect of the curriculum. This shortfall is being rectified with a major building project, which is to commence shortly.

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Aspect Comment

Attitudes to the school Very good. The pupils’ attitudes towards school are very good. They like school, are very well motivated and keen to do their best. They show very good levels of concentration and high levels of interest.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Behaviour in lessons and around the school is very good.

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Aspect Comment

Personal development and relationships Very good. Relationships throughout the school are of a high standard. Pupils co-operate enthusiastically with their peers and respond very well to the staff. Pupils are encouraged to take on more responsibility for their own learning as they move through the school.

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Aspect Comment

Attendance Good. Attendance is good and is higher than the national average.

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Aspect Comment

The quality of relationships between staff and pupils is a strength of the school.

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Years 1 – 2 Years 3 – 6

Quality of teaching 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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Years 1 – 2 Years 3 – 6

Teaching in the Foundation Stage is good overall. In the Nursery, children are settled well into the school routines and the very good teaching of basic skills and all other areas of the Early Years curriculum is strong, ensuring the children get a very good start to their education. In Myrtle Park Primary School - 9 the Reception class, the teaching is satisfactory overall but the children’s learning is inhibited because of the more limited range of resources and experiences available to them. Throughout the rest of the school, the teaching is generally good although it varies from very good to satisfactory. All of the pupils, including those with special educational needs, generally make good progress because the work is matched to their ability. The more able pupils are well catered for, particularly towards the end of Key Stage 2 where the activities are challenging and demanding, ensuring that the pupils achieve very well. English and

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Years 1 – 2 Years 3 – 6

mathematics are generally well taught and there is a rigour to the teaching, which means that learning moves forward at a good pace and no time is wasted. Teachers are quick to get the lessons off to a brisk start. They question the pupils effectively to find out how much the pupils have remembered from previous lessons, and they continually check what pupils are learning. Basic skills of literacy and numeracy are properly taught so that the pupils’ learning progresses well. There are occasions when the teachers underestimate what the pupils are capable of doing and mundane worksheets do not demand sufficient of the pupils. The teaching of some subjects, other than English, mathematics and science is not as strong and pupils do not achieve as well in these subjects.

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Aspect Comment

The quality and range of the curriculum Satisfactory. The children in the Nursery are provided with a rich and varied curriculum. The Reception class does not have access to the same curriculum but it is satisfactory overall. In Key Stage 1 and 2 all of the required subjects are taught but too little time is devoted to some subjects and pupils do not make enough progress in these. The school has produced a comprehensive whole school curriculum plan but it has yet to impact on the work of teachers in all classes. There is a good range of out of school activities that enhance the curriculum. Provision for pupils with special educational needs Very good. Pupils are well supported and they make good progress towards achieving their targets.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. There is very good provision for the pupils’ moral and social development. They clearly know right from wrong. The provision for the pupils’ spiritual development is satisfactory. Their understanding of their own culture, as well as other cultures, is satisfactory.

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Aspect Comment

How well the school cares for its pupils Satisfactory. There are appropriate procedures in place for child protection and for ensuring the pupils’ welfare. Procedures for monitoring the pupils’ progress in English, mathematics and science are good but they are less well-developed for other subjects.

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Aspect Comment

Parents are fully involved in all aspects of school life and they appreciate this. Myrtle Park Primary School - 10

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides very good leadership. The headteacher has a clear vision for the school and provides, through his partnership with the staff, a clear educational direction for the school. Some co-ordinators are new to their roles and as a result there are weakness in the management of the curriculum.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governors work effectively through a good partnership with the headteacher and staff and fulfil their responsibilities well.

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Aspect Comment

The school’s evaluation of its performance Good. National Curriculum test results are analysed and optional tests are applied to ensure that pupils are making appropriate progress.

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Aspect Comment

The strategic use of resources Very good. Financial and human resources are very well deployed to ensure that the school provides the best opportunities for the pupils. The school achieves good value for money.

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Aspect Comment

The headteacher manages the school very well. Through the school improvement plan, priorities are identified and action plans appropriately carried out. The roles of senior staff have been re-defined and new co-ordinator posts established. The move from a first to a primary school has resulted in some co-ordinators not being fully effective. The Chair of Governors has a very good professional partnership with the school. Governors are well informed and apply the principles of best value as they consult with staff, compare performance and strive to improve the learning environment for the pupils.

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What pleases parents most What parents would like to see improved

• The good standards their children achieve through the good teaching. • The very good ethos. • How well the school cares for their children. • That their children are encouraged to become responsible. • The good quality of leadership and management of the school. • The information about how their children are progressing. • How closely the school works with parents. • The number and range of out of school activities.

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What pleases parents most What parents would like to see improved

The inspection team agree with the parents’ positive comments. The reports to parents outlining pupils’ progress are satisfactory but the school has adopted a new format for future reports. There are good opportunities for the parents to help within school and offers of parental help are welcomed. There are a number of clubs that take place at lunchtimes and after school and the range of out of school activities is good overall. Myrtle Park Primary School - 11

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The pupils achieve standards that are well above the national average in

English, mathematics and science by the end of Key Stage 2.

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The pupils achieve standards that are well above the national average in

1. The National Curriculum test results for 2001 at the end of Key Stage 2 show the pupils achieve standards that are well above the national average in English, mathematics and science. The change in status from a first to a primary school makes it impossible to determine trends over time, but comparisons of the results of the Key Stage 1 tests taken by the Year 6 pupils show they have made at least satisfactory progress in English and mathematics. The proportion of pupils achieving the higher level (Level 5) in the tests is well above average in all three subjects and shows that the work is well matched to the pupils’ level of ability.

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The pupils achieve standards that are well above the national average in

2. By the end of Year 6, most pupils read fluently and show good levels of comprehension. They remember in detail what they have read and effectively use higher order reading skills of prediction, inference and deduction. Pupils enjoy reading and show preferences for their favourite books and authors and are able to justify their views. Their reading, although influenced by current popular fiction, is extended across a good range of genres, both fiction and non-fiction. They have a good understanding of library classification systems, which is developed through their use of the school and the local library, and they locate information efficiently for personal research. The reading skills of less able pupils are enhanced through a reading partnership whereby trained staff from a local building society help them on a regular basis before and during school time. Pupils study the techniques and styles of authors and poets to extend their

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The pupils achieve standards that are well above the national average in

own writing. For example, ‘Mercy’ by Kit Wright was used to improve the pupils’ understanding of personification. As a result of the opportunities to practise different styles of writing, the pupils’ fiction writing is interesting and lively. They have a very good grasp of punctuation and grammar, using appropriate nouns, verbs and adjectives to make their work more exciting. Most pupils spell simple words accurately and have a good range of strategies for checking more complex words. Handwriting is of a good standard, with many pupils beginning to develop an individual style.

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The pupils achieve standards that are well above the national average in

3. Mathematical skills are developed well in Key Stage 2 and, by the age of eleven, pupils have a very good understanding of number, including decimals, fractions and percentages. Most have good mental arithmetic skills, which they use effectively when solving numerical problems. The pupils show good skills in solving complex problems and calculations involving all four rules of number. Most pupils demonstrate a good range of strategies to help with addition and subtraction, such as halving and doubling and this enables them to calculate speedily and accurately. They have a good understanding of shape and space and calculate perimeters and areas accurately, using formulae for the simple shapes. They measure and calculate the sizes of angles, estimating with reasonable accuracy and using protractors for precision. Data handling skills are secure. Pupils collect and tabulate their own data and display patterns and

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The pupils achieve standards that are well above the national average in

relationships through graphs and charts. For example, pupils in Year 5 produced a line graph based on the temperatures they had charted. Pupils have begun to use computers well to support their work in mathematics and are confident in handling databases.

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The pupils achieve standards that are well above the national average in

4. By the end of Year 6, most pupils attain standards that are above average in science. By the time they are eleven, the pupils carry out their own investigations independently and write their own conclusions, for example, on the separation of mixtures in liquids, Myrtle Park Primary School - 12 learning about dissolving and suspension of different materials. Almost all have built up a good body of knowledge and understanding on the aspects they have studied.

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There is some very good teaching in the core subjects of English,

mathematics and science in some classes.

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There is some very good teaching in the core subjects of English,

5. The quality of teaching is good throughout the school. It is occasionally very good and is never less than satisfactory. The strength of the teaching is in the core subjects of English, mathematics and science in Key Stage 2. The school has rightly focused on these subjects over the last two years, during which time the school has changed from being a first school to a primary school. The teaching is particularly successful in the latter stages of Key Stage 2 and the pupils are very well prepared for National Curriculum tests. The teachers are conscientious and expect the pupils to do their best. An industrious atmosphere is evident throughout the school and this encourages the pupils’ enthusiasm for learning. Of those returning the parent questionnaires, the overwhelming majority felt the teaching was good and that their children were expected to work hard and do their best.

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There is some very good teaching in the core subjects of English,

6. Teachers have a very good understanding of the most effective ways to teach literacy and numeracy and are very successful in supporting pupils to develop skills in these areas. Most lessons are well planned and there is a good pace to learning and high expectations of what the pupils will achieve. Those pupils with special educational needs are given good support to enable them to take a full part in all areas of the curriculum. The teachers work very effectively with learning support assistants and the special educational needs co-ordinator, planning work that is well matched to the needs of these pupils. The additional support they receive, both in class and during withdrawal sessions, enable them to make the progress of which they are capable. The teachers have learned effectively to manage and plan for the range of learning disabilities, including autism and dyslexia and ensure that there is minimum disruption for all pupils.

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There is some very good teaching in the core subjects of English,

7. Throughout the school, teachers make it clear to the pupils what is to be learned. This sharing of lesson objectives gives a clear focus to the lessons and the end of lesson discussion enables the teachers to clear up any misunderstanding or misconceptions, and also to celebrate the pupils’ achievements. Teachers note any difficulties that arise and some make very effective use of learning support assistants in assessing how well the pupils understand what is being taught. Lesson preparation is mostly good with carefully chosen resources well organised and readily to hand. Classroom routines are firmly established. This ensures that the best use is made of the lesson time and makes a significant contribution to the standards achieved.

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There is some very good teaching in the core subjects of English,

8. A particular strength of the teaching in Key Stage 2 is the challenging work given to the more able pupils, particularly towards the end of Key Stage 2. For example, in a good Year 6 lesson, the mental arithmetic activity was a quick fire mental addition of decimal fractions and required the pupils to think and respond swiftly. The main activity required the pupils to plot co-ordinates in all four quadrants and was the result of the teacher’s assessment that the pupils were not secure in the activity. As a result of clear explanations, the pupils made good progress in all aspects of the lesson. The pupils make equally good progress in developing language skills because of the teacher’s good questioning and his encouragement of pupils to question their own understanding.

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There is some very good teaching in the core subjects of English,

9. The teaching in the Nursery is very good overall. The strength of the teaching is due to the excellent teamwork between the teacher and the nursery nurse, which results in the pupils making very good progress in all areas of learning. Myrtle Park Primary School - 13 The children receive a very good start to their education in the Nursery.

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There is some very good teaching in the core subjects of English,

10. The quality of teaching in the Nursery is very good and this results in the pupils receiving a very good start to their education. The children attend the Nursery part-time, with 23 children in the morning and 26 in the afternoon. The staff provide a very calm and relaxed atmosphere where the children feel confident to talk to adults, including visitors. The staff provide a very good range of interesting activities and resources that gain the children’s interest and motivate them to learn. For example, their mathematical vocabulary is developed effectively through the use of model snakes and they begin to understand ‘long’, ‘longer’, ‘longest’, ‘short’, ‘shorter’ and ‘shortest’. The staff explain the tasks very carefully to the children so that they know what to do and no time is wasted.

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There is some very good teaching in the core subjects of English,

11. There is a good range of teacher directed activities and the staff also provide the children with good opportunities to initiate activities for themselves, thereby enhancing their personal development. The staff know when to stand back and let the children explore for themselves and when to interact and give support so that the children’s learning moves on at a good pace. The children concentrate well and show very good independence when choosing and they share tools and equipment and talk amicably to each other and to adults. The staff concentrate on the teaching of basic skills and the children begin to learn about capital letters and initial letter sounds through ‘bingo’ games that make the learning more interesting.

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There is some very good teaching in the core subjects of English,

12. Early writing skills are developed well and many children recognise their own name and can write it. Many children have excellent imaginations and draw on their feelings when talking about events and their work. Mathematics is enjoyed and most pupils are achieving the expected standards for their age. All of the children are curious about the world around them and are aware that there are different stages in the life cycle of a frog and have the opportunity to observe plants growing in the classroom. Most are competent in using the computer and links with a local building site have provided the children with excellent opportunities to observe a large crane in operation and to use two-way radios to communicate with the crane driver.

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There is some very good teaching in the core subjects of English,

13. The staff assess the achievements of the pupils very effectively. These ongoing assessments are used to plan following sessions and activities are therefore very well matched to the children’s level of ability. All staff and parent helpers contribute to the assessments and this ensures all staff know the children well. All adults work very well together and are very well briefed by the teacher. They use the good range of resources very effectively, particularly the outside play equipment, and this enables the children to make very good gains in their learning.

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work. Relationships between pupils and between staff and pupils are very

14. Children and pupils enjoy coming to school. The quality of their behaviour is very good. In classes and around school, the large majority of pupils are well behaved. In lessons, most pupils have positive attitudes towards learning. From the Nursery class, through to Year 6, the pupils work willingly and with enthusiasm and perseverance. They are proud of their achievements and like to talk about them with visitors. Relationships between pupils and between pupils and staff are very good. The high standards of behaviour and good quality of relationships help to provide a good learning environment. Myrtle Park Primary School - 14 Instances of disagreements or bullying are rare and such incidents are dealt with very effectively and this supports the high standards being achieved. There have been no exclusions from school in recent times. The attendance of most pupils is good, as is their punctuality. This regular and good attendance supports the pupils’ learning

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work. Relationships between pupils and between staff and pupils are very

effectively. Pupils show respect in the manner in which they receive visitors, congratulate the success of others, care for their environment and accept differing values and beliefs.

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work. Relationships between pupils and between staff and pupils are very

15. The provision for the pupils’ moral and social development is good. During the inspection, good opportunities were taken by the staff to support the moral and social development of the pupils. The pupils clearly understand the difference between right and wrong. In many lessons the pupils are encouraged to take responsibility for their work and behaviour. The planned group and pair work provides good opportunities to develop social skills and the pupils enjoy these opportunities. Opportunities for pupils to work together in lessons are very well controlled and the pupils listen well to each other. They share ideas and resources well. Pupils respond well to opportunities to exercise responsibility. They take advantage of the extra-curricular activities, which provide them with opportunities to mix socially and work together across the age range. These opportunities, which enrich the curriculum, include residential and day visits, visitors,

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work. Relationships between pupils and between staff and pupils are very

school productions, cycling proficiency, sporting and musical activities.

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Parental views of the school are very good and parents work hard to support

16. The school has a very effective partnership with parents, who are very supportive of the school. A number of parents help in the school and there is a very active Parent Teacher Association, which organises many social and fund-raising events. Parents, quite rightly, recognise that the school is promoting and achieving high standards of work and behaviour. Parents receive information about the school and their children’s progress. However, they would like to be better informed about the topics being covered by their children in class in order that they can support them at home. They also indicated that they would appreciate more information about how their children are progressing. Parents are supportive with homework and are very supportive of the school’s events. They feel that the school is very approachable and makes them feel welcome. The partnership with parents is a strength of the school and makes a

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Parental views of the school are very good and parents work hard to support

considerable contribution to the pupils’ progress.

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The headteacher gives a clear direction for the school and provides very

17. The school has been through a difficult period during which the lack of a permanent headteacher resulted in a very unsettling time, when National Curriculum test results declined and teachers’ morale diminished. Since the arrival of the permanent headteacher, morale has improved significantly and the ethos of the school is very warm, with a sense that all staff are working together very effectively.

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The headteacher gives a clear direction for the school and provides very

18. The headteacher has identified clearly what the school is doing well and what needs to be improved. The change in status from a first to a primary school, at a time when there was no permanent headteacher in post, placed a considerable burden on the staff who found it difficult to adapt to a primary curriculum without appropriate guidance. The current leadership is providing this guidance, although it is recognised that there is some work to do to make sure the curriculum is fully in place. The headteacher has a Myrtle Park Primary School - 15 very clear vision for the development of the school and these long-term goals are set out in the school improvement plan which is a very detailed, but clear document.

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The headteacher gives a clear direction for the school and provides very

19. Effective systems are in place to monitor the pupils’ progress in English, mathematics and science through the school and to enable challenging targets to be set for them on a year-by-year basis. This process provides challenge for the teachers as well as for the pupils. The deputy headteacher is directly responsible for this target-setting and any potential difficulties in achieving targets are recognised and additional support is provided where necessary. She works with each class teacher to set targets and to analyse pupil data. In this context, additional literacy and numeracy support is provided for pupils in certain year groups.

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The headteacher gives a clear direction for the school and provides very

20. The problems associated with increased pupil numbers were apparent to the headteacher on his arrival at the school. His determination to improve the quality of the accommodation, with the support of staff and governors, has resulted in plans which are well on their way to fruition. He has been successful in securing additional grants which have helped to improve resources, particularly for improved information and communication technology.

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The headteacher gives a clear direction for the school and provides very

21. The headteacher has taken good steps to improve the teachers’ expertise. Effective links have been established with secondary schools. Collaboration with a Sports College, initiated by the Local Education Authority, has resulted in specialist provision for the pupils and improved staff expertise in physical education. Science and technology teaching has been developed through the involvement of upper school specialists and improved provision for the most able pupils is being provided through pupils attending extension sessions at a nearby secondary school.

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The headteacher gives a clear direction for the school and provides very

22. The parents appreciate the leadership that is now being provided. In the questionnaire, no parent indicated any dissatisfaction with the leadership and management of the school. It is evident from discussions with governors, parents, staff and pupils that the headteacher is respected and that he is moving the school forward.

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The time and emphasis placed on history, geography and religious education

and the standards achieved by the pupils in these subjects.

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The time and emphasis placed on history, geography and religious education

23. During its change from a first to a primary school, much emphasis was placed on maintaining and improving standards in the core subjects of English, mathematics and science. The school has been successful in this goal. A good curriculum map has been produced by the deputy headteacher following extensive consultation, indicating how and when other subjects should be taught throughout the year. Some teachers have placed less emphasis on some aspects of the curriculum and it has been difficult for teachers to plan work that builds on the skills the pupils have previously learned. Discussions with pupils show that their knowledge of history, geography and religious education facts are below what one might expect for their age. With respect to religious education, there has been good progress over the last year, but more remains to be done for the older pupils. Some teachers are making effective use of literacy time to

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The time and emphasis placed on history, geography and religious education

teach key skills in these subjects but this process is not used effectively by all teachers.

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The time and emphasis placed on history, geography and religious education

The role of the subject co-ordinator. Myrtle Park Primary School - 16 24. Some co-ordinators are new to their role and are not yet fully effective in managing their curriculum areas. The school has commenced training programmes for co-ordinators, particularly for those with less experience of the primary curriculum. However, there has been insufficient time for the training to have a significant impact on the way the co- ordinators manage their subjects. As a result, standards in some subjects are not as high as they might be and the pupils do not make the progress of which they are capable.

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Standards in mathematics at the end of Key Stage 1

25. In comparison with similar schools, attainment in reading and writing at the end of Key Stage 1 is well above average and also well above the national average. However, attainment in mathematics is only average when compared with the national average and also similar schools and the pupils could achieve higher standards. There is an over-reliance on mundane worksheets which occasionally lack challenge. The use of these worksheets also make it difficult for the teachers and co-ordinator to monitor the progress made by the pupils over time as they are frequently not dated. The school recognises the need to monitor the use of worksheets more effectively.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

26. The headteacher, staff and governors should now:

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(1) raise standards in history, geography and religious education by;

• ensuring an appropriate amount of time is devoted to these subjects; • ensuring the teachers follow the guidance and directions contained within the school’s curriculum map; • enabling subject leaders to monitor the quality of teaching and learning in these subjects;

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(2) develop the role of the co-ordinator by;

• continuing with the co-ordinator training programme.

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(3) raise standards in mathematics at the end of Key Stage 1 by;

• reducing the use of mundane and unchallenging worksheets. Myrtle Park Primary School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 10

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 25 248

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 15

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 2 43

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 3

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 7

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 4

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Attendance

School data 4.6 School data 0.0 Myrtle Park Primary School - 18 National comparative data 5.6 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Myrtle Park Primary School - 19

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 20 18 38

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

National Curriculum Test/Task Results Reading Writing Mathematics

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

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

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

Percentage of pupils School 92 (79) 92 (93) 95 (93) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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

Teachers’ Assessments English Mathematics Science

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

Boys 17 18 19 Numbers of pupils at NC level 2 and above Girls 18 18 18

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

Percentage of pupils School 92 (72) 95 (72) 97 (90) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 17 17 34

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 15 16 17 Numbers of pupils at NC level 4 and above Girls 15 14 16

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

Percentage of pupils School 88 (n/a) 88 (n/a) 97 (n/a) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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

Teachers’ Assessments English Mathematics Science

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

Boys 13 16 15 Numbers of pupils at NC level 4 and above Girls 15 14 15

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

Percentage of pupils School 82 (n/a) 88 (n/a) 88 (n/a) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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

Percentages in brackets refer to the year before the latest reporting year. Myrtle Park Primary School - 20

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 2 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

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

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Teachers and classes Financial information

Number of pupils per qualified teacher 23

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 532,690

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Teachers and classes Financial information

Total number of education support staff 7 Total expenditure 533,354

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Teachers and classes Financial information

Total aggregate hours worked per week 242 Expenditure per pupil 2,154

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 56,778

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 56,114

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Teachers and classes Financial information

Number of pupils per qualified teacher 26

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Teachers and classes Financial information

Total number of education support staff 1.5

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Teachers and classes Financial information

Total aggregate hours worked per week 45

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Recruitment of teachers

Number of teachers who left the school during the last two years 3

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 6

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0 Myrtle Park Primary School - 21 Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Recruitment of teachers

FTE means full-time equivalent. Myrtle Park Primary School - 22

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 52 43 0 0 5

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Results of the survey of parents and carers

Behaviour in the school is good. 50 45 4 0 1

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 35 51 8 0 6

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 40 41 16 1 2

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 58 35 2 4 1

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 61 37 2 0 0

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Results of the survey of parents and carers

The school works closely with parents. 41 39 11 5 4

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Results of the survey of parents and carers

The school is well led and managed. 58 32 0 0 10

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 55 41 1 0 3

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 26 26 22 13 13

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