Bentley West Primary School Additionally Resourced for Hearing Impaired

BENTLEY WEST PRIMARY SCHOOL

Dates of inspection: 15 - 17 January 2001

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BENTLEY WEST PRIMARY SCHOOL

Inspection number: 197743 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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BENTLEY WEST 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. Bentley West Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Monmouth Road Bentley Walsall West Midlands

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 29 September 1997 Bentley West Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

2758 Ian Jones Registered inspector 8971 Judith Hesslewood Lay inspector 21581 Mary Speakman Team inspector 18152 Jill Palmer Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Mr I H Jones Kingston Centre Fairway Stafford ST16 3TW

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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 Bentley West Primary School - 5

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REPORT CONTENTS

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

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REPORT CONTENTS

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 20

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REPORT CONTENTS

PART C: SCHOOL DATA AND INDICATORS 21 Bentley West Primary School - 6

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INFORMATION ABOUT THE SCHOOL

Bentley West Primary School is situated on the outskirts of Walsall in the West Midlands. There are currently three hundred and fifty-two pupils attending the school, plus a nursery catering for forty part-time children. Children are admitted into the nursery in the term after their third birthday and commence full-time education in the September following their fifth birthday. The number of pupils attending this larger than average school has remained stable over recent years. However, there is considerable movement of pupils into and away from the school. Consequently, nearly forty per cent of the pupils in Year 6 did not start their schooling at Bentley West. The school mainly serves a large local authority housing estate. The school’s intake reflects the predominantly white population of the area. A higher than average proportion of the community is unemployed. The percentage of pupils known to be

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INFORMATION ABOUT THE SCHOOL

eligible for free school meals is above the national average. The attainment of most pupils on entry to the school is well below that found nationally, with their personal and social development and communication skills being particularly poor . Nearly a quarter of the pupils attending the school require additional support because of their special educational needs, which is above the national average. The percentage of pupils with statements of special educational needs is also higher than the national average. The school has additional resources for teaching pupils who are profoundly deaf.

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HOW GOOD THE SCHOOL IS

This is an effective school. The overall attainment of the children is particularly low when they start at the school. However, the attainment of pupils when they transfer to secondary education at eleven years of age has improved significantly in recent years, particularly in mathematics and science. Although attainment in English has remained well below average, especially for pupils at the end of their primary schooling (Year 6), this is an area now showing signs of considerable improvement. Teaching in the school is currently good and pupils of all abilities now make good progress as they move through the school. The personal and social development of the pupils is very good. The leadership and management of the school are effective and efficient and have a clear focus on the specific learning and social needs of the pupils. Given the strengths and context of the school, it provides value for

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What the school does well

 The quality of teaching and learning is good.  Standards of attainment are improving, particularly in science and mathematics.  The attitudes, behaviour and personal development of the pupils are very good overall.  The school is well led and managed by the headteacher who is supported by highly effective senior staff and governing body.

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What could be improved

 The standards achieved in English in Years 3 to 6.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan. Bentley West Primary School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The overall development since the last inspection in September 1997 has been good. The school has raised the standards of attainment in all areas of the curriculum. In mathematics and science attainment has risen from well below to well above the average compared with similar schools nationally. Curriculum policies and guidelines are now in place for all areas of the curriculum. The school has introduced procedures and practices for developing the teaching skills of the staff. These strategies have been successful with the result that the quality and effectiveness of the teaching have improved since the last inspection. The school has recently created a computer room with networked computers to enhance the pupils’ learning opportunities in information and communication technology.

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STANDARDS

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

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Key

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

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Key

The standards attained in the school have improved significantly in mathematics and science over the last three years and are now above the average when compared with all primary schools nationally. This represents a considerable achievement as many of the pupils start from a very low level when they first join the school. Attainment in English for the older pupils has not improved at the same rate and remains well below the standards achieved nationally. The pupils’ current work in English is showing clear signs of improvement, but standards still remain below the level expected for pupils of their age.

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Key

The school sets targets for pupils to achieve in their academic work. These targets do move the pupils on in their learning, particularly in science and mathematics, but in English they are sometimes insufficiently challenging.

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Aspect Comment

Attitudes to the school Pupils have a very good attitude towards all aspects of their school life. They are enthusiastic about their work and enjoy the wide range of opportunities provided by the school.

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Aspect Comment

Behaviour, in and out of classrooms Good. The behaviour of the pupils is generally calm and co- operative.

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Aspect Comment

Personal development and relationships Personal development and relationships are very good. Pupils work well together, support one another in their learning and demonstrate good social skills.

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Aspect Comment

Attendance The school works hard to encourage regular attendance. Most pupils do attend regularly, but absences are above the national average.

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Aspect Comment

The personal, social and emotional development of the pupils is considered a priority by the school. The provision for this aspect of the pupils’ development is very effective and helps them to make good overall progress, socially and academically.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Lessons seen overall Good Very 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. For this short inspection, the inspectors visited the school for two days and observed the teaching of twenty-two lessons. The teaching of English and mathematics was observed throughout the school and included pupils from the full age range. Although this is a small overall sample for a school of this size, it does provide an overview of the quality of teaching in the school. The quality of teaching observed ranged from excellent to unsatisfactory. In ninety-five per cent of lessons seen (twenty-one lessons), the teaching was satisfactory or better. In sixty-five per cent of lessons (fourteen lessons) teaching was good or better, and in twenty-eight per

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

cent (six lessons) it was very good or better. In one lesson (less than five per cent of the sample) teaching was judged to be unsatisfactory. The overall good teaching observed throughout the school is effective in supporting and guiding pupils’ learning so that they make good overall progress. The skills of literacy and numeracy are currently well taught and have resulted in the standards of attainment in mathematics rising significantly and the attainment in English showing clear signs of improvement. The teaching of pupils with special educational needs is consistently very good. Overall, the school is effective in meeting the needs of all the pupils.

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Aspect Comment

The quality and range of the curriculum The curriculum is broad, appropriately includes all subjects of the National Curriculum and is enhanced by a wide range of extra- curricular activities.

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Aspect Comment

Provision for pupils with special educational needs The school’s provision and its procedures for pupils with special educational needs are very good.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. There are many opportunities for pupils to reflect upon their actions and thoughts and the impact that their actions have on others. Their understanding of other cultures is developed through all areas of the curriculum. The school plans carefully for the social and moral development of each pupil, particularly in the nursery and Reception.

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Aspect Comment

How well the school cares for its pupils Very good. The school has very effective child protection arrangements and procedures for ensuring pupils’ welfare. The teachers know individual pupils very well and are able to monitor effectively their development and provide necessary support and guidance.

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Aspect Comment

The school’s curriculum is well planned and provides all pupils, irrespective of their specific learning needs or background, with appropriate experiences that move them on in their learning at a good pace. However, sometimes the expectations for the pupils’ work in English in Years 3 to 6 are too low. The school effectively cares for its pupils. The teachers carefully monitor the pupils’ academic and personal development and, where necessary, appropriate support and guidance is provided.

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Aspect Comment

Leadership and management by the headteacher and other key staff The school is effectively and efficiently led and managed by the headteacher and senior staff, who are well supported by all members of staff. The headteacher has a clear perception of what constitutes excellence in education and uses her very wide professional expertise to move the school forward. She has a clear and accurate view of the school’s strengths and weaknesses.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is fully and very effectively involved in the work of the school. Its members work very hard to support the school and fulfil their statutory responsibilities.

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Aspect Comment

The school’s evaluation of its The school effectively evaluates its own performance. It Bentley West Primary School - 10 performance has a realistic understanding of its strengths and weaknesses and has in place long-term strategies for its improvement. The school makes good use of the analysis of assessment results to identify area for improvement.

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Aspect Comment

The strategic use of resources The governing body and the headteacher have a clear view of where the school is heading. The governors have made perceptive and accurate assessments of the school’s long- term needs and put in place plans to support its priorities through careful financial planning. The school effectively employs the principles of best value.

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Aspect Comment

The school is well led and managed by the headteacher, the senior staff and the governing body. These judgements by the inspectors reflect the views of the parents who consider that the school is effectively led and managed.

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What pleases parents most What parents would like to see improved

 Teaching is good.  The pupils are expected to work hard and achieve their best.  Children like school.  The school is well led and managed.  Pupils are encouraged to become mature and responsible.  The amount and regularity of homework.

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What pleases parents most What parents would like to see improved

The inspectors fully support the very positive views of the parents, but also found that there was some variation in the setting of homework from class to class. Bentley West Primary School - 11

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WHAT THE SCHOOL DOES WELL

The quality of teaching and learning is good.

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WHAT THE SCHOOL DOES WELL

1. This is a larger than average sized primary school. There are two parallel classes for each year group. In total, including the nursery, there are sixteen classes taught in two separate buildings on one campus. The school received a short inspection and the inspectors visited the school for two days. In the limited time available, the inspectors focused on the teaching of English and mathematics throughout the school. Overall, twenty-two lessons were observed, which is a small sample for a school of this size. However, it does provide a good overview of the quality of teaching in the school.

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WHAT THE SCHOOL DOES WELL

2. The overall quality of the teaching seen during the inspection was good. It ranged from excellent to unsatisfactory. In ninety-five percent of the lessons seen (twenty- one lessons) teaching was satisfactory or better. In sixty-five per cent (fourteen lessons) teaching was good or better, and in twenty-eight per cent (six lessons) it was very good or better. In one lesson (less than five per cent of the sample) teaching was judged to be unsatisfactory. The overall judgement by the inspectors that the quality of teaching in the school is good is fully supported by the parents in their questionnaire responses and their comments at the meeting with the registered inspector.

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WHAT THE SCHOOL DOES WELL

3. The quality of the teaching seen in the Early Years Unit (Nursery and Reception) was good overall. It ranged from satisfactory to good. The lessons were generally well planned and reflected the curriculum guidance for the Foundation Stage that is recommended nationally for children of this age. The children were involved in experiences that built on what they already knew and could do. This helped to ensure that all children, irrespective of their individual stage of development, were able to make good progress.

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WHAT THE SCHOOL DOES WELL

4. In the best lessons, the teachers made sure that all children were fully involved in the activities. Teachers were skilful in using questions to ensure that each child’s learning needs were effectively met. Teaching strategies were varied and modified to respond to the interests and concentration spans of the children. For example, in a Reception class lesson, the teacher used a teddy bear to focus the children’s attention and to motivate them to join in the discussion. Only the child holding the bear was empowered to speak; this encouraged the children to take turns and to listen to each other. The bear was passed around in such a way that the teacher was able to ensure that each child had an opportunity to speak. The children and the teacher listened with interest to what each child had to say. This encouraged the children to speak out with confidence, feeling that what they had to say was valued by the rest of the class.

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WHAT THE SCHOOL DOES WELL

The Early Years Unit generally had a calm, purposeful atmosphere which encouraged the children to settle to their activities quietly and quickly. On the few occasions when children started to become difficult or uncooperative, the teachers managed them with patience, perseverance and great skill. Bentley West Primary School - 12 5. Where teaching was judged to be satisfactory as opposed to good, it was mainly the result of the activities planned for the children being insufficiently well defined and purposeful. In addition, the routines for children and their parents at the end of the morning and afternoon sessions were unclear. For example, on one occasion, parents arrived early to collect their children and came into the classroom. This resulted in the lesson petering out in some confusion rather than as a pleasant, calm and well- organised end to a good and enjoyable session.

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WHAT THE SCHOOL DOES WELL

6. The teaching staff and nursery nurses work well together as an effective team. They all have a clear understanding about how young children learn and a common expectation of how children should behave. The staff responded sensitively to children who were upset or creating disruption. The consistent approach by the staff is an important factor in the successful promotion of the children’s personal, social and emotional development.

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WHAT THE SCHOOL DOES WELL

7. At Key Stage 1, (Infant Years 1 and 2), a total of six lessons were observed, comprising two English, two mathematics one geography and one science. The quality of teaching overall was very good. All but one lesson was good or better. Four of the six lessons were very good or excellent.

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WHAT THE SCHOOL DOES WELL

8. The quality of English teaching at Key Stage 1 was consistently very good. The lessons were carefully planned and were guided by the recommended National Literacy Strategy. Teachers set work that varied in difficulty and complexity to ensure that the specific learning needs of individual and groups of pupils were met. Consequently, what was taught built effectively upon previously acquired knowledge and skills and was, in part, responsible for the very good progress made in the lessons. Similarly, in the two mathematics lessons seen in Key Stage 1, the work set was demanding, but carefully varied to target the specific needs of the ability range within the classes. For example, in a Year 2 mathematics lesson the teacher introduced the work to the whole class, ensuring that all pupils understood clearly what they were expected to do. The teacher used skilful questioning to target the specific needs of

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WHAT THE SCHOOL DOES WELL

each pupil. Following this lively introductory session, the pupils divided into groups where they undertook work that was set at different levels to take into account their different stages of learning. This promoted effective learning for all pupils.

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WHAT THE SCHOOL DOES WELL

9. In the very best lessons, the teachers were well organised, had high expectations of what the pupils could achieve, moved the lessons on at a brisk, purposeful pace and made learning an enjoyable experience. Where teaching was less successful, the lesson content included aspects that were too complex and did not capture the pupils’ interest fully throughout the lesson. This resulted in some pupils losing concentration and the activities being undertaken in a noisy atmosphere that distracted pupils from their work.

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WHAT THE SCHOOL DOES WELL

Teaching in the Junior Years Bentley West Primary School - 13 10 At Key Stage 2, (Junior Years 3 to 6), the overall quality of teaching was good, ranging from satisfactory to very good. In total, the teaching and learning was observed in twelve lessons in the junior classes. The observations included six English, three mathematics, two history and one information and communication technology lesson.

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WHAT THE SCHOOL DOES WELL

11. Lessons were generally well planned, with teachers of parallel classes planning together the work for the year group for which they were responsible. This helped pupils in the same school year, but in different classes, to cover similar work and experience similar activities.

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WHAT THE SCHOOL DOES WELL

12. Where the teaching was judged to be very good at Key Stage 2, the lesson planning and management were of high quality. The pupils knew exactly what they had to achieve by the end of the lesson, they were clear that only their best work would be acceptable and that they had no time to waste on unrelated activities. The pupils’ sense of purpose and determination to achieve well was a direct result of the teacher’s high expectations, exemplified through clearly stated and understood learning targets for each lesson, and a tenacious approach to moving the pupils forward in their learning. In these lessons, the very good management of the pupils and their work, the support staff and the resources helped to ensure that the lessons were calm and pleasurable experience for all concerned and highly effective in promoting pupils’ learning.

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WHAT THE SCHOOL DOES WELL

13. In lessons that were satisfactory as opposed to being very good, there was a lesser sense of urgency, purpose and challenge. The work set did not sufficiently challenge all the pupils and some were slow to produce work that was consequently of a standard below their best.

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WHAT THE SCHOOL DOES WELL

14. The teaching of English and mathematics at Key Stage 2 was good overall. The school has tried different ways of organising the teaching of these subjects at Key Stage 2 in an endeavour to raise the standards achieved. Currently, the pupils in Year 6 are taught English in two classes; one for boys and one for girls. This is the school’s response to boys failing to achieve as well as girls. The quality of teaching of these classes was at least satisfactory and was targeting the specific learning needs of the pupils.

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WHAT THE SCHOOL DOES WELL

The teaching of pupils with special educational needs

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WHAT THE SCHOOL DOES WELL

15 The teaching of pupils throughout the school with special educational needs was very good. Pupils with hearing difficulties are particularly well supported by an experienced team of teachers and assistants. All pupils, irrespective of their learning and development needs, are fully included in the work and life of the school. Pupils with statements of special educational needs, including those attending the hearing impaired unit, are fully and successfully integrated into the main school classes.

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WHAT THE SCHOOL DOES WELL

Teaching literacy and numeracy skills Bentley West Primary School - 14 16. The teaching of the skills of literacy and numeracy throughout the school is good and pupils make good progress. However, this is not yet reflected in the attainment of pupils in English when they leave the school at the age of eleven to transfer to secondary education. This is due in part to the high number of pupils with special educational needs attending the school and to the high turnover of pupils. Nearly forty per cent of the pupils who are currently assessed through the national tests at eleven years of age did not start their education at the school. The teaching staff has worked hard to introduce strategies to raise the standards of achievement of the large number of pupils who join the school during the junior years. They have been very successful over the last two years in raising standards in mathematics and science, and

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WHAT THE SCHOOL DOES WELL

there are now clear signs of improvement in English, especially where teachers are setting very demanding targets.

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WHAT THE SCHOOL DOES WELL

Standards of attainment are improving, particularly in science and mathematics.

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WHAT THE SCHOOL DOES WELL

17. The standards of achievement in mathematics and science have improved considerably in recent years throughout the school.

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WHAT THE SCHOOL DOES WELL

18. At the end of Key Stage 1, the infant years, the pupils achieved below the national average in the national tests in mathematics in 1997 and 1999 compared with pupils of their age nationally. In 1998, the pupils achieved the national average. In the year 2000 national tests, the pupils’ performance was well above the national average. When these results are compared with schools that are similar in context, (having a similar number of pupils eligible for free school meals), the results were also well above average. In science, the teachers’ assessments indicate that pupils are now achieving above the national average.

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WHAT THE SCHOOL DOES WELL

19. The pupils’ work seen by the inspectors during the inspection confirmed that overall the standards achieved at Key Stage 1 in science and mathematics are improving. The inspectors also noted that at Key Stage 1, the standards achieved in reading and writing are also improving. In reading, pupils performed well below the national average compared with pupils of their age nationally from 1997 to 1999. In the year 2000, there was an improvement. However, the results remained below the national average compared with all pupils of their age nationally, but were average when compared with similar schools. In writing, the pupils have made considerable improvement since 1997 when they were well below the national average. In the year 2000, their performance had improved so that they were above the national average and well above the average for similar schools. This improvement in writing was evident in the standard of work seen during the inspection.

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WHAT THE SCHOOL DOES WELL

20. The recent national test results and the standard of work seen during the inspection are very encouraging and clearly indicate that the standards achieved by pupils at Key Stage 1 are improving. These achievements are even more commendable when the low standards of attainment of children on entry into the nursery, the high percentage of pupils with special educational needs and the considerable movement of pupils both to and from the school are taken into account.

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WHAT THE SCHOOL DOES WELL

21. Standards of attainment for pupils at the end of Key Stage 2 in 1998 were well below the average when compared with all primary schools nationally in English, Bentley West Primary School - 15 mathematics and science. By the year 2000, the pupils’ performance in mathematics and science had improved significantly and was above the national average. These results are well above the average achieved by pupils attending similar schools. Improvements in English have been less dramatic and are considered in more detail in the section of this report ‘what could be improved’.

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WHAT THE SCHOOL DOES WELL

22. The examination by the inspectors of the Key Stage 2 pupils’ work provided a clear indication of the systematic approach to the teaching of mathematics and science and the resulting improvement in the standards achieved.

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WHAT THE SCHOOL DOES WELL

23. Pupils with special educational needs are provided with very good support by teachers and classroom assistants and are fully integrated into the normal classroom work. The combination of the extra adult support, the stimulation and resulting motivation created by being included in the mainstream classes and the availability of appropriate resources helps these pupils to make very good progress and achieve well in the national tests.

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WHAT THE SCHOOL DOES WELL

24. Parents of pupils attending the school consider that their children are making good progress and that the school expects that all pupils will achieve their very best.

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WHAT THE SCHOOL DOES WELL

25. These commendable improvements result from the effect of strong, informed leadership, which has correctly identified where standards are too low and has then taken appropriate, determined action to improve these low standards by targeting specific resources in areas of need and providing extra professional support and guidance for both teachers and pupils. In addition, a well structured and systematic approach to curriculum planning and the good quality teaching currently evident throughout the school have been key elements in raising standards.

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WHAT THE SCHOOL DOES WELL

The attitudes, behaviour and personal development of the pupils are very good overall.

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WHAT THE SCHOOL DOES WELL

26. The attainment of most children on entry to the nursery is typically well below that found nationally, with their personal and social development and communication skills being particularly poor.

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WHAT THE SCHOOL DOES WELL

27. The school has correctly identified the children’s personal social and emotional development as one of its highest priorities. The staff has been very successful in raising the children’s attainment in this area from a very low starting point. Progress has been very good. The very good progress that has been made is a direct result of the consistent, calm and skilled work of the members of staff.

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WHAT THE SCHOOL DOES WELL

28. The school has been effective in developing the children’s personal, social and emotional skills. At the time of the inspection, most children in the nursery were starting to show some independence in selecting and carrying out activities. They were able to leave their main adult carer with confidence and were starting to understand the routines of the Early Years Unit. The children felt safe and secure and were prepared to play with each other without conflict. They were starting to build good relationships with each other and work harmoniously together. The children had formed trusting, positive relationships with the staff, and in particular with their key carer. Bentley West Primary School - 16 29. The pupils throughout the school have a very positive attitude towards their work and life at school. They were keen to discuss the school with inspectors and were proud of its achievements. The pupils showed a clear interest in the content of the lessons and

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WHAT THE SCHOOL DOES WELL

were very willing and eager to contribute to discussions and participate in the activities provided.

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WHAT THE SCHOOL DOES WELL

30. This positive attitude is a direct result of the enthusiasm of the teachers and their skills of planning activities which both interest the pupils and move them on in their learning at a good pace, without undermining their confidence and motivation. In a Year 4 history lesson, for example, the teacher had invited a man to talk about his life at school in the 1930s. The pupils were totally fascinated by the stories of his childhood. They were keen to ask questions and listened intently to his responses. The teacher managed the lesson well and ensured that all pupils, including those with special educational needs, were able to learn from this first-hand experience. The visitor and the pupils were so involved in the discussion, enjoying the experience, that they totally forgot that the lesson needed to come to an end as it was time to go home. The pupils were polite and well behaved and treated the visitor with respect and

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WHAT THE SCHOOL DOES WELL

31. The school provides a good range of extra-curricular activities, some of which take place during the lunch period. These clubs are well attended and provide the pupils with an opportunity to develop new skills, such as playing a musical instrument. The school also runs a parent and toddler group. As part of the school’s programme to raise attainment, it runs an exercise class each morning. Exercises are directed by an occupation therapist, supported by school staff, and are designed to improve pupils’ skills of movement and co-ordination. The class is funded in partnership with two local health authorities and, as it takes place before school begins, children are provided with breakfast.

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WHAT THE SCHOOL DOES WELL

32. The behaviour of the pupils is good overall. In lessons and generally when moving around the school the pupils conduct themselves in a sensible and considerate manner. This good behaviour has a very positive effect upon the work activities the pupils can be given and upon the progress they make. The school takes the behaviour of the pupils very seriously. Teachers and classroom assistants have a commonly agreed strategy for managing behaviour. This ensures a consistent approach throughout the school. Pupils are very clear about what is acceptable and unacceptable behaviour. Parents consider that the behaviour in the school is good. A few concerns were raised with inspectors about the conduct of some pupils at lunchtimes and the level of supervision. The school is aware of these concerns and, at the time of the inspection, was reviewing the arrangements.

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WHAT THE SCHOOL DOES WELL

33. The inspectors found the pupils to be most polite and helpful. In discussions with inspectors about their life at school, they made pleasant company and were at all times courteous and friendly.

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WHAT THE SCHOOL DOES WELL

34. The school’s provision to support the personal and social development of the pupils is very good. From a very low starting point, the pupils make very good progress and become mature and responsible. The school provides many opportunities for the pupils to take initiative and manage their own time. For example, in a Year 5 English Bentley West Primary School - 17 lesson, the pupils worked in pairs and were encouraged to share ideas through group discussions and determine co-operatively how to respond to the writing activity. During this session, they worked together well, learning from each other and devising ways of tackling the task. In many lessons throughout the school, there was evidence of pupils working and playing harmoniously together. Pupils with specific learning difficulties or from different backgrounds were fully included into all aspects of the work, including group and paired activities.

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WHAT THE SCHOOL DOES WELL

35. As they move up through the school, the pupils become more confident and more aware of the effect that their actions have on others. Parents consider that the school is very effective in helping their children to develop into competent and responsible young people.

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WHAT THE SCHOOL DOES WELL

36. The school has been highly successful in supporting the social and personal development of the pupils and in creating an ethos in which good and respectful behaviour is effectively promoted.

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The school is well led and managed by the headteacher who is supported by highly

effective senior staff and governing body.

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The school is well led and managed by the headteacher who is supported by highly

37. The school is well led and managed by the headteacher, the senior staff and the governing body. These judgements by the inspectors reflect the views of the parents who consider that the school is effectively led and managed.

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The school is well led and managed by the headteacher who is supported by highly

38. The headteacher provides strong, well-informed leadership. She is an effective manager who is well supported by all members of staff. The headteacher has a very clear perception of what constitutes excellence in education and uses her very wide professional expertise to move the school forward. She has a clear and accurate view of the school’s strengths and weaknesses and a determination to raise significantly the standards achieved by all pupils attending the school. Specific aspects of the school’s management are appropriately and effectively delegated to senior members of staff. Through this process of delegation, a strong management team has been created which plays a most important role in the efficient running of the school.

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The school is well led and managed by the headteacher who is supported by highly

39. Under the leadership of the headteacher, the school has made considerable improvements over recent years. Standards of attainment are rising, and there has been considerable improvement in the quality of teaching and the pupils’ behaviour and attitudes. These are clear and commendable achievements.

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The school is well led and managed by the headteacher who is supported by highly

40. The governing body is fully and effectively involved in the work of the school. It fulfils its statutory responsibilities and takes a keen interest in the life and work of the school. Individual governors spend considerable time in the school working with the pupils. The governing body is very supportive and works closely with the headteacher and senior staff to improve the educational provision and to raise standards. The governors have a clear understanding of the school’s strengths and weaknesses and how well it is performing in comparison with other schools. The governing body has in place long-term strategies for the school’s improvement.

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The school is well led and managed by the headteacher who is supported by highly

41. The full governing body sets the school’s budget. Money is appropriately spent on Bentley West Primary School - 18 teaching staff, learning resources and maintaining the building and services. The school monitors expenditure carefully and employs the principles of best value when making management decisions.

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The school is well led and managed by the headteacher who is supported by highly

42. The overall monitoring of the school’s performance is good. The school makes good use of the analysis of assessment results and comparative data to evaluate its own performance and to identify aspects to be improved. Where the school finds areas for improvement, it takes decisive action. For example, the most recent Year 6 English test results showed that the performance of boys was significantly below that of the girls. The school reviewed the way it organised the teaching of English and divided the Year 6 pupils into two classes; one for boys and one for girls. Through this method, the school is endeavouring to target the specific needs of the pupils and to raise the standards achieved. At the time of the inspection, it was too early in the process to determine the full effect of the changes.

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The school is well led and managed by the headteacher who is supported by highly

43. The staff is well deployed, making the best use of the specific expertise of individuals. Resources for learning are used effectively by teachers to support pupils’ learning. The available accommodation is well used.

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The school is well led and managed by the headteacher who is supported by highly

44. The day-to-day management and administration of the school are effective and efficient and do not distract the teachers from their role of teaching.

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WHAT COULD BE IMPROVED

The standards achieved in English in Years 3 to 6.

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WHAT COULD BE IMPROVED

45. The standards achieved in English at Key Stage 1, the Infant Years 1 and 2, have improved considerably in recent years. Standards in writing have improved at a much better rate than in reading. At Key Stage 2, the Junior Years 3 to 6, the standards achieved in the national tests in English in Year 6 remain well below the average when compared with all schools nationally and with similar schools. However, a greater percentage of pupils achieved Level 4, the expected level for Year 6 pupils, in 2000 than in 1999. This improvement in pupils’ attainment in English was evident in the work of the current Year 6 pupils seen during the inspection week. However, standards remain below that expected for pupils of their age. Parents consider that their children make good progress in English and they are generally happy with the standards that are achieved. This reflects the confidence of the parents in the efforts

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WHAT COULD BE IMPROVED

of the school to improve the standards achieved in all subjects and particularly in English.

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WHAT COULD BE IMPROVED

46. In the Key Stage 2 national tests in 2000, the boys achieved overall better than in the last five years. However, their performance remained below the national average. The girls also performed better in the 2000 national tests and overall achieved above the national average. This represents a considerable improvement. The performance of boys in the national tests in Key Stage 2, when combined with the performance of the girls, had the effect of reducing the overall school performance to well below the average of all schools and similar school nationally. The test results of the boys had a Bentley West Primary School - 19 disproportionate effect on the overall school’s performance because there were twenty-five boys compared with just nine girls in the Year 6 group of pupils.

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WHAT COULD BE IMPROVED

47. The main area of weakness within English is concerned with writing. The quality of handwriting and presentation seen by the inspectors in workbooks of the older junior pupils was very variable. For example, the handwriting of one girl in Year 6 was neat in a well-formed joined-up style for some pieces of work but became erratically formed printing of changing size for other pieces of work. Some work demonstrated great care in its presentation, whilst other work in the same book lacked care and included work scribbled out. There were many examples of unfinished work. The best work of this pupil was at least in line with that expected for her age with some examples at a higher than average level.

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WHAT COULD BE IMPROVED

48. Overall, some good examples of creative writing were seen, where punctuation was used accurately and most words were spelt correctly. Examples of different forms of writing were seen, including letters, poems, stories and drafting. However, writing rarely extended beyond half a page in length and too often showed a lack of care in presentation and handwriting. Boys, particularly, found writing challenging with work that was brief, used a limited vocabulary and was poorly presented.

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WHAT COULD BE IMPROVED

49. The teachers use the nationally recommended literacy strategy effectively to help pupils to develop their literacy skills. They plan the pupils’ work carefully to help each child build on what has been previously learned. This good practice is limited in its overall effect because of a number of factors, particularly the very high turnover of pupils. Nearly forty per cent of the pupils in Year 6 did not start their education at the school. Most joined during the Junior Years 3 to 6. Many of these pupils join the school with levels of attainment well below that expected for their age. This presents the school with the considerable task of helping these pupils to catch up. The school has been most successful in achieving this in mathematics and science, but has found it more difficult in aspects of English because of the pupils’ poor command of the subject. Whereas, the majority of pupils who have spent all their school life at

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WHAT COULD BE IMPROVED

Bentley West School achieve at least the level expected for their age. Writing, especially creative and descriptive, presents the pupils with particular difficulties. Many have acquired careless habits in their handwriting and presentation, which are difficult to rectify in the time available. In addition, many of the pupils attending the school do not gain positive and rich experiences of the English language out of school. The higher than average number of pupils attending the school with special learning needs, many who join the school in the Junior Years 3 to 6, are fully included in the activities of each class, are extremely well supported and make very good progress. However, these pupils do not in general achieve the levels expected for their age in the national tests.

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WHAT COULD BE IMPROVED

50. The school has identified the need to raise the standards of attainment in English for all pupils. It has, over recent years, introduced a number of initiatives to support pupils’ learning. The setting of pupils in Years 5 and 6 for English and mathematics was piloted three years ago. The school introduced the National Literacy Strategy one year early to support the teaching of English. This has proved effective in developing pupils’ literacy skills. Currently boys and girls in Year 6 are taught English Bentley West Primary School - 20 separately. This organisation has been introduced this year to enable the teachers to focus more closely on the specific learning needs of the boys and the girls. It was too early in the process at the time of the inspection to determine the effectiveness of this approach.

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WHAT COULD BE IMPROVED

51. The school is clearly working hard to raise the standards achieved by all pupils. The inspectors found the greatest success was where: i. teachers had high expectations of what the pupils should achieve; ii. the pupils had a clear understanding of what standards were expected and knew that their second best would never be accepted; iii. the work set by the teachers was challenging and built upon what pupils already knew and could do; iv. academic targets that were set for individual pupils were demanding, but achievable with effort; v. there was a determination and commitment from all partners in the learning process to raise standards.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

52. The school’s first and most pressing priority is to raise the standards of attainment in English. This is particularly important for pupils in Key Stage 2, and especially so for the boys. The school is fully aware of the need to raise standards of attainment in English and is currently taking clear and focused action to address the issue. Bentley West Primary School - 21

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Summary of the sources of evidence for the inspection

Number of lessons observed 22 Number of discussions with staff, governors, other adults and pupils 42

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 5 23 36 32 5 0 0

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y7 Number of pupils on the school’s roll (FTE for part-time pupils) 40 352 Number of full-time pupils eligible for free school meals N/A 66

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Information about the school’s pupils

Special educational needs Nursery YR – Y7 Number of pupils with statements of special educational needs 0 19 Number of pupils on the school’s special educational needs register 7 85

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Information about the school’s pupils

English as an additional language No of 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 Pupils who joined the school other than at the usual time of first admission 22 Pupils who left the school other than at the usual time of leaving 33 Bentley West Primary School - 22

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Attendance

Authorised absence % Unauthorised absence % School data 6.3 School data 0 National comparative data 5.2 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.

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 25 30 55

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at Girls 25 29 29 NC level 2 and above Total 43 51 52

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 78 (64) 93 (82) 95 (84) at NC level 2 or above National 84 (82) 85 (83) 90 (87)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at Girls 27 29 29 NC level 2 and above Total 47 52 52

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 85 (74) 95 (84) 95 (82) at NC level 2 or above National 84 (82) 88 (86) [88 (87)

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Teachers’ Assessments English Mathematics Science

Percentages in brackets refer to the year before the latest reporting year. Bentley West Primary School - 23

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 25 9 34

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National Curriculum Test/Task Results English Mathematics Science

Numbers of pupils at Girls 7 7 8 NC level 4 and above Total 21 26 31

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National Curriculum Test/Task Results English Mathematics Science

Percentage of pupils School 62 (50) 79 (54) 91 (81) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at Girls 7 7 8 NC level 4 and above Total 24 23 30

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 71 (52) 68 (56) 88 (72) at NC level 4 or above National 70 (68) 72 (69) 80 (75)

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Teachers’ Assessments English Mathematics Science

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

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Teachers’ Assessments English Mathematics Science

Ethnic background of pupils Exclusions in the last school year

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Teachers’ Assessments English Mathematics Science

No of pupils Fixed period Permanent Black – Caribbean heritage 7 Black – Caribbean heritage 0 0 Black – African heritage 0 Black – African heritage 0 0 Black – other 35 Black – other 0 0 Indian 8 Indian 0 0 Pakistani 19 Pakistani 0 0 Bangladeshi 0 Bangladeshi 0 0 Chinese 0 Chinese 0 0 White 283 White 4 0 Any other minority ethnic group 0 Other minority ethnic groups 0 0

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Teachers’ Assessments English Mathematics Science

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. Bentley West Primary School - 24

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Qualified teachers and classes: YR –Y7

Total number of qualified teachers (FTE) 19 Financial year 1999 - 2000 Number of pupils per qualified teacher 22 Average class size 29.3 £ Total income 612,435 Education support staff: YR – Y7 Total expenditure 603,898 Total number of education support staff 21 Expenditure per pupil 1,741 Total aggregate hours worked per week 125 Balance brought forward from previous year 2,474

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Qualified teachers and classes: YR –Y7

Balance carried forward to next year 11,011

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Qualified teachers and classes: YR –Y7

Qualified teachers and support staff: nursery Total number of qualified teachers (FTE) 0 Number of pupils per qualified teacher 0

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Qualified teachers and classes: YR –Y7

Total number of education support staff 5 Total aggregate hours worked per week 65

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Qualified teachers and classes: YR –Y7

Number of pupils per FTE adult 4 FTE means full-time equivalent. Bentley West Primary School - 25

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 51 44 2 2 2

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Percentage of responses in each category

Behaviour in the school is good. 54 39 2 0 5

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Percentage of responses in each category

My child gets the right amount of work to do at home. 40 35 24 0 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 49 41 8 2 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 64 33 3 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 72 28 0 0 0

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Percentage of responses in each category

The school works closely with parents. 36 54 8 2 0

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Percentage of responses in each category

The school is well led and managed. 46 49 2 0 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 57 41 2 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 25 56 15 2 2

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