Other · Ofsted report

Folkestone, St Peter's Church of England Primary School

Inspected — · published 13 Sept 2002 · URN 118676

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No overall grade in this framework

LSU Associates (lead), Upper Shirley

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LSU Associates, Upper Shirley
URN verified
118676

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Full report text

ST PETER’S CE (VC) PRIMARY SCHOOL

Reporting inspector: Dr Melvyn J Bradshaw

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ST PETER’S CE (VC) PRIMARY SCHOOL

Dates of inspection: 27 th to 30 th May 2002

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ST PETER’S CE (VC) PRIMARY 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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ST PETER’S CE (VC) 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. St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 3

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INFORMATION ABOUT THE SCHOOL

School address: The Durlocks Folkestone Kent

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs Lynn West

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 9 June 1997 St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 6169 Dr Melvyn Bradshaw Registered inspector Mathematics Geography History Physical education Religious education What sort of school is it? The school’s results and pupils’ achievements How well are pupils taught? What should the school do to improve further? 8919 Mr John Kerr Lay inspector Pupils’ attitudes, values and personal development How good are the curricular and other opportunities offered to pupils? – SMSC How well does the school care for its pupils? - Care How well does the school work in partnership with parents? How well is the school led and managed? – Staffing, accommodation and learning resources 19983 Mr Haydn Webb Team inspector Science Design and technology Information and communication technology Equal opportunities How good are the curricular and other opportunities offered to pupils? – Curriculum How well does the school care for its pupils? - Assessment

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INFORMATION ABOUT THE INSPECTION TEAM

18706 Mrs Janet Gill Team inspector English Art and design Music Foundation stage Special educational needs English as an additional language How well is the school led and managed? – Leadership and finance

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INFORMATION ABOUT THE INSPECTION TEAM

Dr Melvyn J Bradshaw LSU Associates 185 Wilton Road Upper Shirley Southampton Hants SO15 5HY

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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 St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 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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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 27

St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 6

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INFORMATION ABOUT THE SCHOOL

St. Peter’s CE (VC) Primary School overlooks Folkestone harbour, which helps to emphasise its roots with the former fishing community. It has 117 pupils who attend full-time from Reception to Year 6, two of the children in Reception are not yet of statutory school age. Almost 60 per cent of pupils are boys. Children enter Reception full-time in September. The school’s roll changes significantly during the year; and indications are that this is increasing. All pupils are from a white ethnic background, and they include one refugee. Two pupils, including the refugee, have English as an additional language. Both have made good progress in their time in the school and are fully involved in all the activities available. Forty-five pupils (over 38 per cent) are known to be eligible for free school meals, which is well above the national average. Pupils come from the local area on the eastern side of Folkestone. The socio-

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INFORMATION ABOUT THE SCHOOL

economic background of pupils is well below average overall, with many pupils coming from low cost and social housing, including refuges. The number of pupils identified as having special educational needs is above average; 48 pupils (41 per cent) in Reception to Year 6 are on the register of special educational needs (SEN). Four pupils have a statement of SEN. These figures are based on the new ‘Code of Practice’. Attainment on entry is generally well below average, especially in the areas of language and mathematical development. Children who started in Reception in September are somewhat better than this. The school has experienced a large number of staff changes over the past two years.

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HOW GOOD THE SCHOOL IS

St. Peter’s CE (VC) Primary School provides its pupils with a good quality of education and is very effective. It has improved significantly over the last four years. The headteacher provides excellent leadership and management. The deputy headteacher, staff and governors support her very effectively. Children have excellent attitudes to school and their learning and progress are good, because of mainly good or very good teaching. Attainment has improved and, by Year 6, is usually above the results of similar schools. Teaching observed during in the inspection was good overall, and never less than satisfactory. Assessment of pupils’ progress, and the effective use of the data obtained, help to set appropriate targets for all children. Pupils with SEN are very well supported. The income per pupil is above the average, but reflects the high number of pupils with SEN. The school uses its resources well

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HOW GOOD THE SCHOOL IS

What the school does well • The headteacher provides excellent leadership and management. Teamwork is very good and staff and governors provide very effective support. • Children in the Reception class receive a very good start to their school life. • The quality of teaching is good overall, and was never less than satisfactory in the lessons observed. It is particularly good in Reception and in Years 5 and 6. The use of support staff is very effective and this raises the pace of learning. • Support and care provided for pupils, together with the school’s inclusive ethos, result in pupils’ interest in their learning. They therefore achieve well. • The school provides very well for pupils’ personal development, as a result, children have exceptionally positive attitudes to school and behave very well. • Assessment of pupils’ academic progress, especially in English, mathematics and science, is organised effectively and good use is made of the information gained to plan strategies for further

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HOW GOOD THE SCHOOL IS

improvement. • Pupils with special educational needs are assessed systematically, very well supported and make good progress throughout the school.

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HOW GOOD THE SCHOOL IS

What could be improved • The school’s results in mathematics have not improved at the same rate as those in English and science. • Owing to significant changes in staff, the role of co-ordinators is not developed sufficiently, and too much responsibility rests with the headteacher and the deputy headteacher. The areas for improvement will form the basis of the governors’ action plan. St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

St. Peter’s CE (VC) Primary School was inspected in June, 1997 and found to have a balance of strengths and weaknesses. Very good progress has been made since then. The areas of weakness identified in the previous report have been dealt with, in most cases successfully. Teaching and learning have improved, partly because of more systematic monitoring of pupils’ work. During this inspection, a significant amount of teaching was very good or better, and none was unsatisfactory. This is much better than at the time of the last inspection. Day-to-day assessment and marking are much better, and have contributed to the improvement in teaching. Pupils’ attainment by Year 6 has generally improved at a faster rate than that seen nationally. The role of co-ordinators has improved, but progress has been hampered by the large number of staff changes. There has been a substantial improvement in information and communication technology. Curricular planning has improved, with good schemes of

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

work in place and the appropriate use of national guidance. The governors’ annual report to parents now fully meets statutory requirements.

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

For individual years, the results described in the table are unreliable because of the low number of pupils. Over the period from 1997 to 2001, the school’s results, at the end of Years 2 and 6, have fluctuated, but improved overall at a rate better than the national improvement. By Year 6, the improvement has been strongest in English and science. In Year 6, average results, over this period, were below the national average in English and mathematics, but similar to the average in science. In 2001, the school’s results were above average in science, below average in English, and well below the average in mathematics. In comparison with similar schools, results were above the average in English and science, and similar to the average in mathematics. Pupils also showed good progress compared with their results in Year 2. Taking account of the nature of each group of pupils, the school sets appropriate targets for the proportion of pupils to achieve the expected Level 4 or above in English and

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STANDARDS

mathematics. In 2001, results of pupils in Year 2 were above the national average in mathematics, similar to the average in reading, and below the average in writing. Compared with similar schools, results were well above the average in reading and mathematics, and above the average in writing. Pupils have made good progress since joining the school. The fluctuations from year to year are evident for pupils currently in the school. Pupils in Year 2 are achieving below the average standard in English, about average in mathematics, and above average in science; those in Year 1 are about average. Pupils in Year 6 are not likely to achieve as highly as those of last year. Overall, their attainment is below average in English and well below average in mathematics, but better than this in science. Year 5 pupils, on the other hand, should attain higher standards. In information and communication technology,

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STANDARDS

standards are about average by Years 2 and 6. In other subjects, standards are mostly average, although higher than this in religious education. Children currently in Reception are making good progress and many are likely to attain the standards expected by the time they enter Year 1, except for aspects of English and mathematics. St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 8

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PUPILS’ ATTITUDES AND VALUES

Aspect Comment Attitudes to the school Pupils’ attitudes to school are excellent. They are very enthusiastic, well motivated and keen to be involved. Behaviour, in and out of classrooms Behaviour is very good. Pupils understand why they should behave well.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Pupils’ personal development is very good. They respond very well to the opportunities offered for them to show initiative and take responsibility for their own learning. Relationships are very good and pupils are very respectful of others. Attendance Attendance has improved and is satisfactory.

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PUPILS’ ATTITUDES AND VALUES

Pupils’ personal development is very good. They show initiative and take on responsibility around the school. They are very polite and friendly. There are no significant weaknesses.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

The quality of teaching has improved since the previous inspection. All teaching observed was at least satisfactory, over four fifths was at least good and about two fifths very good or excellent. Teaching was especially good in the Reception/Year 1 and Year 5/6 classes. The teaching of English is good for Years 1 and 2, and very good for older pupils; that for mathematics is good throughout the school. Teachers effectively meet the wide age range of pupils in each class and have high expectations, as a result all pupils show good learning. Other strengths include teachers’ subject knowledge and the very good teaching of the key skills of literacy. The use of numeracy across the curriculum is not developed sufficiently. Planning is detailed and the management of pupils good. The use of support staff is very effective and this raises the pace of learning. Marking is very good, and used consistently to help pupils

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TEACHING AND LEARNING

improve. The good teaching promotes children’s good learning throughout the school and is helping to raise standards. Pupils show interest and concentrate well. Those with special educational needs are well supported by teachers and other staff and, as a result, their progress is good.

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OTHER ASPECTS OF THE SCHOOL

Aspect Comment The quality and range of the curriculum The school provides a good curriculum for its pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs The management and provision for pupils with special educational needs, including assessment, are very good. They are very well supported by all staff and make good progress, both socially and in their learning. Provision for pupils with English as an additional language The two pupils for whom English is an additional language, including a refugee, have made good progress and are fully involved in all lessons.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and The school promotes pupils’ personal development very well. The provision for spiritual, moral and social development is very good. Pupils’ cultural development is well promoted, but there is not sufficient focus on preparing pupils for life within the multicultural society of the United St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 9 cultural development Kingdom. How well the school cares for its pupils The school cares for its pupils very effectively. Staff know the pupils very well and provide them with a very supportive environment for learning. Assessment of pupils, and the use of the data obtained, are good.

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OTHER ASPECTS OF THE SCHOOL

The school involves the community in its provision, and works well with partner institutions. Personal, social and health education is very good and is taught in specific lessons. A very good range of extra- curricular activities enhances the curriculum. The school involves parents in its work effectively, and provides them with good information about their children’s progress, especially in English, mathematics and science. The geography curriculum is not yet organised systematically.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Aspect Comment Leadership and manage- ment by the headteacher and other key staff The headteacher provides excellent leadership. There is a very clear educational direction and a committed team of staff manage the school very effectively. Leadership and management are very good. How well the governors fulfil their responsibilities The governors fulfil their statutory duties well. They are very supportive of the headteacher. They know the school well and are committed to its further development. The school’s evaluation of its performance The school works hard to evaluate its success and weaknesses and is well aware of its overall performance. It uses the results from National Curriculum tests, its own and other assessments very well to track pupils’ progress and its own performance, particularly in English, mathematics and science. The school has taken very good action to improve, and is a now a very effective school.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The school makes good use of all its resources including finance and additional grants.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s aims and values are reflected very well in all its work. The headteacher and deputy headteacher oversee the co-ordination of the foundation subjects, which is an excessive load in a small school. The number and quality of support staff enable pupils to make good progress. The principles of best value are applied well. The accommodation has been improved and is used well. The quality and range of resources are generally satisfactory.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Children like school. • Children’s progress and behaviour are good. • Teaching in the school is good. • The school is approachable. • The school expects children to work hard. • The school works closely with parents. • The school is well led and managed. • Children are helped to become mature and responsible. • The good range of activities outside of lessons. • Children do not get the right amount of work to do at home. • There is not enough information about how well their child is getting on.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors support parents’ positive views of the school. Children do like school, they behave very well and become mature and responsible. Their progress is good because of effective, well-organised teaching. Expectations of pupils are high, and they work hard. Staff are very approachable and work very well with parents. Management and leadership of the school are very good. Inspectors think that the St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 10 school sets suitable homework. In English, mathematics and science, parents receive good information about their children’s progress, but inspectors agree that there is less detail in other subjects.

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The school’s results and pupils’ achievements

1 The number of pupils in each year group is quite small and this makes the data for individual years unreliable. Over the period 1997 to 2001, in National Curriculum tests, at the end of Year 6, pupils’ results have generally been below the national average in English, mathematics and science, but they have improved at a much greater rate than that nationally, especially in English and science. Little improvement has been achieved in mathematics. The results of pupils tested in 2001 showed attainment to be similar to the average in science, below average in English and well below the average in mathematics. Compared with similar schools, results were well above the average in English and science, and similar to the average in mathematics. Compared with their attainment in Year 2, these pupils made good progress. Current pupils’ attainment in Year 6 is below average in English and well below average in

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The school’s results and pupils’ achievements

mathematics, but better than this in science. Indications are that pupils in Year 5 will achieve better than this next year. The targets set for at least Level 4 attainment in English and mathematics reflect accurately individual performances. Taking into account the small numbers of pupils, there is no significant difference between the results of boys and girls.

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The school’s results and pupils’ achievements

2 Over the period 1997 to 2001, in National Curriculum tests, at the end of Year 2, pupils’ average results have improved at a rate better than the national improvement. However, they have tended to remain below average. Last year, pupils’ results were above the average in mathematics, similar to the average in reading and below the average in writing. Although there are a large number of pupils with special educational needs, most pupils now achieve at least the expected Level 2, and an increasing proportion the higher levels. In comparison with similar schools, results are well above the average in reading and mathematics, and above the average in writing. Pupils have made good progress since they joined the school. Teacher assessments in science indicated that, over the last two years, nine tenths of pupils achieved the expected Level 2. Inspection evidence indicates that standards in reading and writing

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The school’s results and pupils’ achievements

are likely to be a little below average, in mathematics they are about average, but better than this in science. Taking into account the small numbers of pupils, there is no significant difference between the results of boys and girls.

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The school’s results and pupils’ achievements

3 The previous report indicated that standards were average in all subjects in both key stages, except for information and communication technology (ICT), where they were below. In 1997, the National Curriculum test results for the pupils involved were less favourable in reading, writing and mathematics for Year 2, and for English, mathematics and science in Year 6. In all cases, results were below or well below average. Attainment by Year 2 is better in most subjects, including ICT where it is above average. In Year 6, attainment in most subjects is better than in 1997, except in mathematics where it is similar.

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The school’s results and pupils’ achievements

4 Attainment on entry to the school is usually well below average, although it fluctuates significantly from year to year. Current Reception children were better than this when they started. Children join Reception full-time in September. These children are taught in a mixed-age class of Reception and younger Year 1 pupils. Children’s progress in Reception is good overall in all areas of learning. Despite this good progress, not all children will achieve the standards expected in communication, language and literacy, and in mathematics, by the time they enter Year 1. In communication, language and St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 11 literacy, children listen and speak satisfactorily. They enjoy looking at books, but their reading and writing skills are below the level expected. Children know their numbers to ten, and sort items into sets, but in most respects they are not attaining the

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The school’s results and pupils’ achievements

expected standard. Children’s knowledge of the world increases well and is likely to be at the expected level by the time they enter Year 1. This is especially true in the areas of science and ICT. Children’s physical development meets the level expected. Children move well, and show good co-ordination. Dexterity when handling small objects develops well. In creative development, children should attain the expected standard by the time they start Year 1. They mix their own colours when painting, and draw appropriate representations of their friends.

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The school’s results and pupils’ achievements

5 Pupils in Year 2 are achieving below average standards in English, about average in mathematics, and above average standards in science, ICT and religious education. Pupils read reasonably accurately, and with a satisfactory expression and understanding of what they have read. Writing skills of pupils are a little below average. They use correct punctuation but spelling is not always accurate. Handwriting is satisfactory, with most letters formed accurately. Speaking and listening skills are average, many pupils are confident to answer questions in class. Pupils’ mathematical knowledge is average, especially in the area of number. The majority accurately add and subtract numbers to 100. Higher attaining pupils are confident with simple multiplication or division. They identify a range of two- dimensional shapes, and measure accurately. Pupils are not always quick with their answers to mental problems. Pupils’ literacy skills are developing well, and they are

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The school’s results and pupils’ achievements

used very well to support learning in other subjects. Less systematic use is made of their numeracy skills. In science, pupils’ attainment is above average by the end of Year 2, in both the development of scientific skills and their acquisition of knowledge. In ICT, pupils’ work is above average. They use the keyboard well to input text, select different icons, control the mouse confidently and program the ‘roamer’ (a programmable toy) to move forwards, backwards and to turn. In religious education, pupils have a good understanding of Judaism and Christianity, and are aware the links between the two religions.

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The school’s results and pupils’ achievements

6 Pupils in Year 6 demonstrate attainment that is below average in English, well below average in mathematics, about average in ICT and above this in science and religious education. In English and mathematics, attainment will not be as high as last year, but should improve next year because the work of pupils currently in Year 5 is similar to that of those in Year 6. Pupils read with satisfactory understanding and accuracy. Their writing is below average, with, on occasions, limited vocabulary and common spelling errors. Handwriting is satisfactory. Speaking and listening skills are satisfactory, but better in Year 5 than Year 6. Pupils’ literacy skills are used very well to support learning in other subjects, and this is helping to improve literacy throughout the school. Pupils’ mathematical knowledge is well below average. They have satisfactory number skills but work is affected by a lack of accuracy when applying

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The school’s results and pupils’ achievements

these skills to problems. Pupils’ mental recall of multiplication facts is sound. They draw and interpret simple block graphs and histograms with accuracy. Numeracy skills are not developed or used sufficiently in other subjects. Pupils’ knowledge of science, and their understanding of scientific skills, is above average. In ICT, attainment is average and has improved well in recent years. Pupils have a good understanding of a wide range of world faiths, and compare their features well.

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The school’s results and pupils’ achievements

7 Throughout the school, pupils achieve at satisfactory standards in other subjects. In art and design, in both key stages, pupils develop satisfactory skills, and use these well to produce, for instance, good bluebell displays in Year 2. The quality of work in design and technology is average, pupils make artefacts well, but the design and evaluation phases are less well developed. In music, standards are average by Year 6. Pupils sing well. In history, pupils’ attainment is about average in Years 2 and 6. They develop a secure understanding that change has occurred over time, recall St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 12 some of the important events of the past and know that information can be gained from different sources. In geography, standards are about average but limited owing to the current organisation of topics. In physical education, pupils in Year 2 attain average standards in the skills of throwing and catching.

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The school’s results and pupils’ achievements

8 Pupils’ achievement during their time in school is good because of the quality of teaching, which was mostly good or better in the lessons observed. Progress throughout the school is good, and it is improving, especially in English, science, ICT and religious education. In the present Reception and Year 1 class, the teacher effectively challenges all children because of careful planning and good adult support. This pattern is mostly repeated in the other mixed age classes. Lessons are usually interesting, and teachers are enthusiastic and knowledgeable; these stimulate pupils’ interest. Pupils with special educational needs, who form a large proportion of the school, make good progress both in lessons and over longer periods of time, and they achieve well. The progress of these pupils is illustrated by the increasing proportion of pupils reaching at least Level 2 in reading, writing, mathematics or science by the end

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The school’s results and pupils’ achievements

of Year 2, and at least Level 3 or the expected Level 4 in English and science by the end of Year 6. These pupils’ good progress is associated with good teaching and well-organised support provided by classroom assistants. Teachers and other adults support those pupils with specific learning programmes very effectively. The two pupils for whom English is an additional language have made good progress during their short time in the school, and are fully involved in all lessons.

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Pupils’ attitudes, values and personal development

9 Pupils have lively and excellent attitudes to their learning. From their early days in school, there is an atmosphere of happy intent in the classrooms. Pupils enjoy learning and become fascinated in aspects of the subjects they are tackling. They rise to a challenge and are extremely enthusiastic to learn something new. As they mature, they become increasingly confident in asking questions to further their knowledge. This confidence also stems from the close relationships pupils have both with their teachers and with each other.

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Pupils’ attitudes, values and personal development

10 Pupils listen carefully to teachers and are very enthusiastic, particularly if a discussion follows, when they will make sensible and relevant observations. Pupils of all ages settle quickly to written work, sustaining concentration and working productively to the completion of their tasks. Pupils will become restless at times with some inattentive chatter, but their enthusiasm resumes as soon as their interest is focussed once more on their learning.

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Pupils’ attitudes, values and personal development

11 Behaviour in and around the school is very good. In the playground, pupils are lively but always good natured in their games and inventive in their activities. As an example, they use the new memorial garden extensively, either drawing in chalk on the tarmac or quietly talking amongst themselves or with adults. Pupils respond well to the staff’s expectations of high standards of behaviour. This significantly helps to promote their social skills. At play and during lunch, the older pupils look after the younger ones. As they mature pupils become ever more self-disciplined and responsible, and show due consideration for others. In discussions with pupils, it is clear that there is rarely any antagonistic behaviour. Should it occur, it is dealt with immediately. There have been two recent exclusions of two boys for a series of unacceptable instances of behaviour. This was an exceptional case.

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Pupils’ attitudes, values and personal development

12 Individually, pupils are allowed to develop at their own pace. Owing to their enthusiasm and attitudes to learning, this development is rarely slow. They feel St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 13 responsible for their own learning, for instance, knowing their strengths and weaknesses, they find the targets set them are a help to plan their progress. They are happy to talk about their work and are quick to praise each other’s efforts. They are always considerate of each other and rarely talk when others are talking. There are few distractions in class and poor behaviour rarely upsets the flow of learning.

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Pupils’ attitudes, values and personal development

13 As they grow older, pupils can be relied upon to take responsibility for various school routines. They make effective, but unassuming, contributions to assemblies and help in the organisation of playtime and lunch. This they do willingly and with the minimum of supervision. Pupils are courteous to adults and to each other, and are welcoming and helpful to visitors. They show respect for other people’s feelings, values and beliefs. The quality of relationships between pupils themselves and between pupils and teachers is exceptional. They often show appreciation for the help given by the classroom assistants. In discussion with a group of pupils, they explained that they had no need for a school council. Groups of pupils will often discuss an idea for improving the school with their class teacher or a member of the senior management.

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Pupils’ attitudes, values and personal development

14 Pupils with special educational needs, and those for whom English is an additional language, are fully included in all aspects of school life. They have positive attitudes to their work and learning, try hard and concentrate at their tasks until they are completed. These pupils settle to work willingly on most occasions, and they relate well to their classmates.

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Pupils’ attitudes, values and personal development

15 Attendance has improved slightly since the last inspection. It is now broadly in line with the national average for similar schools, with unauthorised absence below the average. Punctuality is good and is effectively monitored.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16 Pupils are well taught in the school, this is helping to ensure good achievement and pace of learning. All teaching observed was at least satisfactory, and four fifths was good or better, and two fifths very good or excellent. Teaching was especially good in the Reception/Year 1 and Year 5/6 classes. The quality of teaching is much better than that described in the last inspection report. This is, in part, linked to staff changes, but also to improved planning, higher expectations and very good marking.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17 The teaching for Reception children is very good. They are taught in a class with younger pupils from Year 1. The teacher works closely with the learning support assistant to provide a stimulating learning environment. Detailed planning ensures the needs of all children are met. The work is made interesting and the teacher’s enthusiasm promotes learning very effectively. She does not miss a moment to develop and extend children’s skills, such as when they are encouraged to sing on their walk from the school to the hall for lunch. Children’s personal, social and emotional development is emphasised, with children encouraged to make choices and develop independence. As a result, they are developing confidence and concentration. The teacher provides a wide range of activities, which effectively promotes learning in all areas, with, for instance, challenging scientific work. Good attention is given to the development of early reading, writing and mathematical skills,

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

together with opportunities to use computers. Very good use is made of the assessments made of children shortly after they start in Reception, and those completed during lessons. This helps the teacher and support staff meet children’s needs and deal quickly with any areas of concern. Children concentrate very well. They are interested in the activities and enjoy all that they have to do.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18 The quality of teaching in the remainder of the school is good overall, and none observed was less than satisfactory. The organisation of additional groups, use of St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 14 extra teachers and detailed planning ensure that the needs of all pupils in the mixed age classes are met very effectively. As a result, all pupils make good progress. Teaching of English is good in Years 1 and 2, and very good for older pupils, especially those in Years 5 and 6. Mathematics is taught well throughout the school. In other subjects, teaching in the school is never less than satisfactory, and is good or very good in science, ICT and religious education. Good teaching is also evident in lessons in art and design, geography and history in Years 3 to 6. The strengths of teaching are similar throughout the school; there are few weaknesses. Pupils’ learning in the lessons observed was good or better. This was because of the high

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

proportion of good, or better, quality teaching, which ensures pupils’ good progress as they move through each class in the school. Teachers’ subject knowledge is usually good, and specialist knowledge of staff, in, for instance, religious education, is helping progress. Pupils are challenged very effectively in their work, this is due to very good planning to meet the needs of each group. Literacy is used very well in other subjects, with a good emphasis on writing. The teaching of mathematics is good and the effective use of staff has helped to meet the needs of different pupils in the mixed age classes. Numeracy skills are not developed or used sufficiently in other subjects. Expectations of pupils, in relation to behaviour and the amount of work to be completed, are very high. The management of pupils is usually good or better.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19 Teachers ensure that pupils know what they are to learn and why; this helps to raise pupils’ awareness of what they have learnt, for instance, in mathematics of the methods they have used. Pupils carefully check each other’s work and this helps an understanding of what has been learnt. In Year 3, pupils used protractors to draw angles of a specific size and their work was then checked by their partner. The very good relationships between staff and pupils are strengths of most lessons. The pace of lessons is brisk and pupils are encouraged to complete a significant amount of work, illustrated by the good volume of recorded work in pupils’ books. Teachers know their pupils very well and there are many examples of the effective use of assessment during lessons. The quality of marking is very good and it is used especially well to help pupils understand how they can improve. Homework is organised effectively, covers a wide range of subjects and helps to reinforce what has

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20 Pupils with special educational needs, and those for whom English is an additional language, receive good teaching from classroom teachers and support staff. They work well as a team to support these, and other, pupils. Work is well matched to their needs by careful planning and this helps the pupils to achieve their targets in their group education plans and individual education plans. Classroom assistants are used very well during lessons, for instance to monitor each pupil’s involvement and to assess and record responses. All pupils are included in the wide range of activities offered. The good or better teaching in the school is helping to promote good learning. As a result, most pupils make good progress in each class. Pupils usually concentrate well and work hard. Occasionally, a few pupils are inattentive, particularly in Years 1 to 4, and the teacher does not always deal with this effectively. Acquisition

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

of new skills and knowledge is good across virtually all subjects.

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PUPILS OR STUDENTS?

21 The school fully meets its stated aim in encouraging pupils to achieve their maximum potential through the provision of a broad curriculum. There has been a substantial improvement in the provision of ICT since the last inspection. All pupils have equal access to the curriculum and statutory requirements are now met. St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 15 22 In all four classes pupils are taught in mixed age groups. Different tasks and learning activities allow pupils in these classes to be challenged according to their age and ability. Gifted and talented pupils are now being identified and the school is beginning to make efforts to meet their needs. Literacy and numeracy are taught daily and time allocated to the teaching of these important skills is well used. However opportunities are missed to develop further skills in numeracy in all curricular areas. The curriculum is extended by the inclusion of lessons to develop the skills of speaking and listening

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PUPILS OR STUDENTS?

23 Pupils with special educational needs receive very good provision. Work is planned at different levels for them, and the tasks they are given enable them to make progress towards their targets. Regular assessment informs planning the next stages in learning successfully, particularly in English and mathematics. They are fully included in all activities. Equality of opportunity is good in the school, and pupils have full access to all subjects. The school is particularly inclusive, which is vital, as almost half the pupils in the school have special educational needs. Pupils with statements of special educational need are supported well and make good progress in all subjects. The two pupils with English as an additional language have been well supported and have made good progress during their time in the school.

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PUPILS OR STUDENTS?

24 Homework is set regularly and the parents generally believe that this is time well spent. Additional sessions are provided for pupils where need is identified, these include a breakfast club in thinking skills and an after school club in research skills. The balance of time allocated to the core and foundation subjects is satisfactory and subjects are often linked together under common themes. This enables the pupils to appreciate their common features. Pupils’ skills in using ICT are developed further in this way.

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PUPILS OR STUDENTS?

25 Personal, health and social education is developed in assemblies. All classes have a regular period each week for this aspect of the curriculum. Sex education is taught to the policy agreed by the governing body. This is taught in science and relevant and appropriate issues are also discussed in group time known as “circle time” sessions. Talks are also organised with the school nurse for Year 6. Pupils are made aware of the problems of the misuse of drugs to individuals and the community.

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PUPILS OR STUDENTS?

26 The teachers work together well to provide continuity in learning as pupils move through the school and curricular planning is good. Additional planning for pupils with special educational needs is very good. All pupils are included fully in the curriculum of the school. There are schemes of work to inform teachers what pupils should be learning in all subjects. This is an improvement since the last inspection. The co- ordinators for the core subjects check the schemes of work for their subjects to ensure that it is adjusted to meet the specific learning needs of the pupils and that it meets requirements fully. Teachers plan their lessons well on a daily basis. The school has identified the need to review the geography curriculum, as it does not currently ensure continuity in learning.

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PUPILS OR STUDENTS?

27 Pupils’ learning experience is extended by visits to the Dover Museum, Canterbury Cathedral and other local places of interest. A theatre group, musicians, poets and scientists also visit the school. These activities extend pupils’ learning and bring further interest to the curriculum.

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PUPILS OR STUDENTS?

28 A very good range of extra-curricular activities includes ICT, chess, art, dance and football. Football teams play in local competitions. Sports clubs give pupils opportunities to enter into competitive activities both within school and against other schools. The provision for clubs is largely dependent on the voluntary efforts of teachers, learning support assistants and other helpers, usually parents. These are St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 16 well attended and recognised by parents as a strong feature of the school. These clubs effectively extend pupils’ experiences and enjoyment.

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PUPILS OR STUDENTS?

29 Links with the community, including the church, contribute to learning. Special services are held in the Parish Church adjacent to the school and the artefacts in the church provide valuable visual aids for religious education, and art and design.

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PUPILS OR STUDENTS?

30 The school provides very well for its pupils’ spiritual, moral and social development but slightly less well for their cultural development. This overall provision is a fundamental part of the school’s supportive and inclusive ethos. It also encourages pupils to have very positive attitudes towards the school, to develop lasting relationships and to display high levels of personal development by the time they leave school. The school has suitable procedures to promote social inclusion and racial harmony. However, the school recognises the need to provide more planned opportunities to prepare pupils for a life in Britain’s multicultural society.

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PUPILS OR STUDENTS?

31 The school provides good opportunities to explore their own values and those of others. In addition, the school aims to develop pupils’ self-esteem, their reflective skills and to deal with personal feelings and emotions. The recognition of a Supreme Being is well planned. The contribution of religious education increases pupils’ spiritual awareness. This is coupled with the collective worship where there is close involvement with the church. The school sets out to provide a basic awareness of Christianity for all pupils before leaving school. This it does successfully. In assembly, time for reflection is well observed by pupils who all join together with the Lord’s prayer. Spirituality is seen in many lessons such as science, and as pupils reflect on special moments in their lives in “circle time”.

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PUPILS OR STUDENTS?

32 The school aims to ensure that pupils behave and act in a morally acceptable way. All staff support the school’s strong moral code and the rules that under-pin the code. Staff have high expectations of good behaviour and there are constant expressions of moral values in their teaching. Stories read to pupils have a moral content, which pupils will often discuss. All pupils are given equal opportunities and their personal rights are recognised. They are confident that their views and suggestions will be listened to. Throughout the school, class discussions and assemblies include issues such as honesty, behaviour, bullying and issues raised in the Ten Commandments. Pupils are encouraged to become more responsible as they progress and to increase their self-discipline.

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PUPILS OR STUDENTS?

33 A sense of responsibility for one another is also reflected in the school’s aims for social awareness. Pupils are encouraged to see themselves as members of society as well as the school community. This awareness is promoted through events such as Harvest Festival and through assistance to charities. All pupils are socially included which is very evident in “circle time” when social issues are being explored. The friendly and positive role models of the staff lead to the very good relationships within the school. Older pupils tend for the younger ones at playtime and at lunch. Pupils show a genuine interest in visitors to the school. 34 The provision for pupils’ cultural development is good. The school aims to provide an understanding of pupils’ own cultural traditions as well as the cultural diversity in the community. This is done well, for instance classroom studies in Years 3 to 6 includes the study of Indian and classical society. There is a strong emphasis on the

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PUPILS OR STUDENTS?

connection between cultural and spiritual elements in the arts. In addition, in religious education pupils study other cultures, relating Christianity to the other main world faiths. Visits are well planned and pupils are made aware of the local culture of the south east of England. Although the multicultural elements in society are promoted, insufficient attention is given to developing pupils’ awareness of the wide diversity of these cultures in Britain, and their contribution to British society. Lessons in French and Spanish help to extend cultural awareness. St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 17

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35 The school makes very good provision for its pupils' protection and welfare. The very good relationships between teachers and pupils mean that pupils find their teachers very helpful if they have a concern about their work or of a pastoral nature. The system for dealing with instances of unacceptable behaviour is very effective. Teachers can rely on pupils' responsible attitudes so they more often admonish rather than punish. Pupils respond well to praise and awards, which are given for diligence, interesting contributions to learning, as well as non-academic achievement. As was reported at the time of the last inspection, the support provided for pupils’ personal development and welfare continues to be a strength of the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36 Attendance is regularly monitored. The same day telephone contact with a parent, whose child is absent, is seen to be having an improving effect on rates of attendance. This is particularly the case with the few families whose children are poor attenders. The Education Welfare Officer provides the school with a valuable service if families need to be visited about attendance or any other matter.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37 The school’s high expectations of good behaviour are established as soon as pupils start school and contribute enormously to the teaching outcomes. Any instance of antagonistic behaviour is quickly and effectively dealt with. The unusual case of two temporary exclusions resulted from a series of misdemeanours culminating in physical violence and verbal abuse. A cooling off period, to benefit all parties including the boys’ class, was given. The Family Liaison Officer (FLO) makes a significant contribution to the support of pupils who may be having difficulties in school as a result of family upsets. This is done in a quiet and sympathetic way to benefit the needs of each particular child.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38 Child protection procedures follow local education authority guidelines. The headteacher takes a strong lead in these matters and ensures that all staff, including those new to the school, are fully aware of their responsibilities and their training is up to date. The health and safety policy of the school is thorough. Staff and governors complete routine checks of the premises and equipment and defects are dealt with swiftly. Accidents and injuries are treated promptly, records are kept and parents informed.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39 Pupils' personal and health education is covered in a well-devised programme, which includes sex education, drug awareness and an introduction to citizenship. Pupils throughout the school are encouraged to discuss matters concerning their health, safety and, for older children, life after primary school. Pupils are well cared for at the points of transition through strong links with the main feeder and secondary schools.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40 The school has a clear policy for assessment and statutory requirements are met. The assessment of pupils in English, mathematics, science and ICT is very good. This is a significant improvement since the last inspection. The tests taken by pupils at the end of Years 2 and 6 are analysed to identify further learning needs. The school has identified the need to be more rigorous in this analysis, especially in mathematics. The pupils are also regularly assessed in the foundation subjects and their achievements matched to National Curriculum levels of attainment. Assessment in these subjects enables teachers' plans to be adjusted in response to the pupils' achievements and difficulties. Although procedures are well established, the level of detail varies from class to class, and between subjects. St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 18 41 The school's procedures for assessing and identifying pupils with special educational

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

needs are effective and consistent. Statements of special educational needs and reviews are up-to-date. Very good support is provided for pupils with special educational needs. There is very good liaison with specific agencies in the area and outside agencies to support pupils with statements and specific difficulties. This includes the FLO who works very closely with the special educational needs coordinator (SENCO) and pupils’ families who have particular ongoing needs or are in crisis situations. She also works in the school with groups of pupils and in the ‘Rainforest Retreat’ with parents and carers. The headteacher, SENCO, teachers and support staff work closely together to make sure that work is pitched at the right levels. Regular assessments monitor pupils’ academic progress and their achievements. Teachers monitor the personal development of pupils informally and other adults, such as classroom assistants, know the pupils very well. Accurate

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

records enable all staff to track pupils’ performance from Reception through the school’s entry assessments and ‘baseline’ assessment.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42 The school continues to maintain very good relationships with parents. Parents are supportive of the school and appreciate the efforts made to involve them in their children’s education. There is a strong sense of community, which was seen during inspection week as the parents and school jointly prepared for the Golden Jubilee Celebrations.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43 The quality of information for parents is good. The governors’ annual report, which now meets statutory requirements, is detailed and interesting and parents find the general newsletters excellent. Parents coming into school, either for formal review evenings or in preparation for National Curriculum tests, are well informed of their children’s progress. Not all parents make use of these meetings and therefore miss the opportunity to discuss with teachers how best to support their children’s progress. Parents appreciate the accessibility of the staff and teachers’ knowledge of their children. The annual reports to parents are personal and give details of what pupils know and can do. They are particularly detailed in English, mathematics and science, and include targets for improvement which parents find very helpful. There is less detail though in other subjects and parents were not as happy about this.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

44 The introduction of the FLO has helped parents, who find it hard to come into school, to become involved in their children’s education. This has been a very effective initiative, it is discreet and those parents who have worked with the school have already seen the benefit. Parents find it easier to support the school at social events than the meetings organised by the school to inform them about the curriculum or in preparation of their children for National Curriculum tests. The school can rely on a core of parents who volunteer to help in school and on visits. Parent volunteers helped build a memorial garden over Easter, which is well used by the children. The support parents give to their children’s learning at home and school is satisfactory.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

45 Good links are established with parents of children before they start, and while they are in the Reception class. Positive links have been established with the parents through daily contact and a good induction programme prior to the children coming to school. There are very good links with the parents of pupils with special educational needs. Partnership with parents is very good with the headteacher, SENCO and FLO working closely together to support families. Parents have been informed of the new Code of Practice, either in a formal meeting held or informally on an individual basis. Parents are kept fully informed of their child’s progress and achievements. They attend regular meetings and the staff are always available to discuss any problems St Peter’s CE (VC) Primary School, Folkestone, May 2002 - 19 that may arise. This enables parents to help and support their children’s learning and social integration.

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