Other · Ofsted report

Hopton Church of England Voluntary Controlled Primary School

Inspected — · published 27 Feb 2002 · URN 124703

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Full report text

HOPTON CE (VC) PRIMARY SCHOOL

Dates of inspection: 12 th – 14 th November 2001

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HOPTON 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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HOPTON 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. Hopton CE (VC) Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Thelnetham Road Hopton Diss Norfolk

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Mark Pritchard

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 29 September 1997 Hopton CE (VC) Primary School - 4

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Aspect responsibilities

19834 Michael Allcock Registered inspector Mathematics; history; physical education; religious education What sort of school is it? What should the school do to improve further? The school’s results and achievements. How well are pupils taught? 19727 Eric Langford Lay inspector Pupils’ attitudes, values and personal development. How well does the school care for its pupils? How well does the school work in partnership with parents? 23483 Enid Rice Team inspector English; information and communication technology; design and technology; geography; equal opportunities; special educational needs How well is the school led and managed?

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Aspect responsibilities

15666 Kath Oram Team inspector Science; art and design; music; foundation stage How good are the curricular and other opportunities offered to pupils?

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Aspect responsibilities

Serco QAA Herringston Barn Herringston Dorchester Dorset DT2 9PU

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Aspect responsibilities

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

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Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Hopton CE (VC) Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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HOW HIGH ARE STANDARDS? 10

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

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INFORMATION ABOUT THE SCHOOL

Hopton Church of England Voluntary Controlled Primary is a four-class school with the equivalent of 89 full-time pupils on roll, so is smaller than average. It serves the village and surrounding area but a significant proportion of pupils travel from outside the catchment area, due to the school’s popularity. About three per cent of pupils come from ethnic minorities but none has English as an additional language, which is low. About 12 per cent of pupils are known to be eligible for free school meals, broadly average. Twenty per cent of pupils are on the register of special educational needs, which is below the national average. No pupil has a statement of special educational need. Children enter the Foundation Stage in the reception class with above average attainments, as measured by the local education authority’s baseline assessment procedures.

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HOW GOOD THE SCHOOL IS

Hopton Primary is an effective school, with many good and very good features. The pupils reach above average standards and achieve well by the time they leave the school at the end of Year 4. This is due to good teaching of a well-planned, relevant curriculum and pupils’ positive attitudes to their learning, and good behaviour. The headteacher provides clear educational direction for the school. She is well supported by the staff, governors and parents, who have very positive views of their school. The school has high running costs, as with all small schools, but still provides sound value for money.

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What the school does well

• Standards in English, mathematics and information and communication technology are above average and pupils achieve well. • Children get a good start to their education in the reception class. • The quality of teaching is good or better in three out of four lessons, promoting effective learning by the pupils. • The headteacher provides strong leadership, with very good support from the governing body, ensuring that the school is well managed. • Pupils behave well, work hard and have constructive relationships with adults and classmates, promoting very good personal development and high academic standards. • There is a well-designed curriculum made very accessible to pupils by the good level of practical activities, visits and visitors they enjoy.

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What could be improved

• Teachers should build more systematically into planning, opportunities for all pupils, especially the higher attaining, to evaluate and modify their own work. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good progress since it was last inspected in October 1997. Action points identified were quickly addressed in full. High standards and good achievement by the time pupils leave the school have been maintained. Standards in the reception class have improved considerably since the last inspection, when it had just opened. The curriculum for these young learners is now very good, with some excellent features. The quality of teaching in the school is higher overall. There is more very good practice and no unsatisfactory lessons were seen. The proportion of good or better lessons has gone up from one out of two to three out of four. Attendance is very good. Provision for pupils’ social development is now very good; for their spiritual development it is now good. The partnership with parents is closer. The school is reflective, focusing clearly on improvement. There is a strong determination to continue to raise standards across all aspects of the school’s work. This is shown in

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

challenging targets for Year 2 test results, largely met year on year, leading to an upward trend in Hopton CE (VC) Primary School - 7 standards, above that seen nationally. Governors work hard to ensure that spending decisions they make are cost effective.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on average point scores in National Curriculum tests.

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Key

Reading B C C C well above average above average A B Writing C B B B average below average C D Mathematics C B A A well below average E

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Key

Standards attained by pupils at the end of Year 2 in 2001 were well above the national average and that of schools with similar levels of free school meals in mathematics, above average in writing and close to the average in reading. In recent years, trends in standards have been upward, especially in mathematics, with the usual fluctuations seen in all small schools. Children enter the reception class with above average attainments overall. They make good or better progress in all areas of learning. They attain very high standards in their personal, social and emotional development and mathematical development and good standards in all other areas, showing good achievement by the time they enter Year 1. The standards seen during the inspection indicate that the current Year 2 pupils are attaining broadly average standards in reading and writing but that they are above average in speaking and listening. Standards in mathematics are above average and in science close to those expected.

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Key

Achievement is satisfactory during Key Stage 1.

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Key

By the end of Year 4, pupils reach above average standards in English, mathematics, science, information and communication technology, design and technology, history, geography, music and physical education, achieving well in all these subjects. Teaching is stimulating, ensuring a positive learning response from pupils. Standards are close to the average in art and religious education, with sound achievement made. Pupils with special educational needs are effectively supported and achieve well compared to their prior attainment.

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Aspect Comment

Attitudes to the school Very positive. Pupils come to their lessons very keen to take part and learn. They work hard in them.

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Aspect Comment

Behaviour, in and out of classrooms Good throughout the school and in the playground. No exclusions in recent years.

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Aspect Comment

Personal development and relationships Very good. Relationships are very constructive. The school curriculum promotes personal development very effectively.

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Aspect Comment

Attendance Very good. Attendance rate well above the national average, unauthorised absence below.

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 4

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

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 4

The quality of teaching is good overall. During the inspection, teaching was satisfactory or better in all lessons seen. It was good or better in three out of four and very good in one out of ten lessons. This shows improvement on the high standards already seen at the time of the last inspection and promotes good learning by the pupils.

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 4

Teaching is a strong feature in all areas of learning in reception. It is good overall in English and mathematics, promoting effective learning of the key skills of literacy and numeracy, including by those pupils who have special educational needs. They are well supported in lessons and make steady progress, achieving well over time. Teaching is very effective in music, promoting very good learning and high standards from pupils. Teaching and learning are also good in information and communication technology, history and physical education. Teaching was at least satisfactory in all subjects where sufficient evidence was obtained to make judgements. Pupils show interest and enthusiasm for their learning and concentrate well, so that they acquire skills and understanding readily.

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Aspect Comment

The quality and range of the curriculum Good overall. Very good in the Foundation Stage, with excellent features. Made relevant and accessible to all pupils.

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Aspect Comment

Provision for pupils with special educational needs Good. The needs of these pupils are accurately assessed and their progress is carefully monitored.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural, development Good overall. Very good provision for pupils’ social development, including through the effective personal, social and health education programme. Good provision for spiritual and moral development. Sound provision for cultural development.

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Aspect Comment

How well the school cares for its pupils Very good overall. Very effective procedures in place to ensure most elements of pupils’ welfare. Pupils’ academic progress is not supported well enough by ongoing assessment and marking.

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Aspect Comment

Leadership and management by the headteacher and other key staff Good. Strong leadership is provided by the headteacher. Very good levels of delegation to the committed staff team.

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Aspect Comment

How well the governors fulfil their responsibilities Very good. Governors are very knowledgeable and effective. All statutory requirements are fully met.

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Aspect Comment

The school’s evaluation of Good. Data are carefully analysed to set challenging targets and plan Hopton CE (VC) Primary School - 9 its performance strategically. Teaching is monitored effectively.

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Aspect Comment

The strategic use of resources Good. Available money is well used to support agreed priorities on the school development plan, applying well the principles of best value.

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Aspect Comment

There is a good number of appropriately qualified staff to meet the needs of the school’s curriculum. Good levels of training support teachers in their diverse management roles. The accommodation is satisfactory overall but ranges from very good for outdoor provision, including the swimming pool, to unsatisfactory in the temporary classroom, where the temperature is very difficult to regulate and which lacks lavatories. Learning resources are good overall.

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What pleases parents most What parents would like to see improved

• High expectations that their children will work hard and make rapid progress. • Good behaviour, which means that their children enjoy coming to school and are becoming good citizens of tomorrow. • The good quality of teaching, which ensures high standards in lessons and tests. • The school is well led and managed. • They appreciate the accessibility and responsiveness of teachers. • Information they receive about children’s progress. • The amount and consistency of homework set. • Activities provided by the school outside lessons.

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What pleases parents most What parents would like to see improved

Inspection findings fully support the many very positive views parents have of the school. The school provides many opportunities for parents to find out about their children’s progress. Most are effective and helpful. However, inspectors agree that annual reports are too general and give insufficient information about how pupils are doing against national expectations or what they should do to improve further. The amount of homework set and followed up is appropriate. Some parents would value more guidance, including confirmation of the school’s homework policy. There are satisfactory levels of extra-curricular provision, commensurate with the school being a four-class rural first school. Pupils go on a good number of relevant educational visits to support work within the curriculum. Hopton CE (VC) Primary School - 10

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The school’s results and pupils’ achievements

1. Standards in English, mathematics and science, the core subjects assessed at the end of Year 2, have been broadly maintained since the last inspection. In that time there has been a revision to the way schools are compared. Previously, judgements about results in national tests were based on the proportion of pupils attaining the expected Level 2 or above. Now, points are allocated to the levels attained by pupils and schools’ average points compared. By the end of Year 2, results in reading have been about average over the last four years. Those in writing have been average or above and those in mathematics above average. In the 2001 National Curriculum tests when compared to all schools and to those with similar levels of free school meals, pupils’ standards were well above average in mathematics, above average in writing and close to the national average in reading. Results of teacher assessments in science, when compared to all schools at

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The school’s results and pupils’ achievements

the expected Level 2 and above, were average but at the higher Level 3 and above they were well above average.

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The school’s results and pupils’ achievements

2. Results over the last three years show that girls outperform boys in reading and writing but that boys do better than girls in mathematics. Both girls and boys have a three-year average higher than the national average for their gender in all three subjects. Although the small numbers sometimes seen in the individual year groups for the school make statistical comparison more risky, trends over time in all three subjects are upward. In writing and mathematics particularly, the upward trend is above that seen nationally.

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The school’s results and pupils’ achievements

3. The school analyses results and other data at its disposal carefully. The local education authority actively supports this process with helpful analytical material on results and trends of which the school makes good use. For example, the improved reading result in 2001 came about, in part, as a result of recent school targets to improve provision, particularly for boys. Individual targets for older pupils and challenging targets for groups of Year 2 pupils in the core subjects, particularly in reading and spelling, based on accurate analysis of the abilities and needs of individuals and cohorts, are aimed to raise standards further.

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The school’s results and pupils’ achievements

4. Children entered the reception class in all recent years with above average attainments, as measured by the local authority’s baseline assessment procedures. The present Foundation Stage children are no exception, nor were the current Year 3 pupils, who achieved the 2001 National Curriculum results at the end of Year 2. Children in reception are making a flying start to their formal schooling and the majority are attaining well above average standards in their personal, social and emotional development and mathematical development. Standards in communication, language and literacy, knowledge and understanding of the world, physical and creative development are above average. Children in reception achieve well overall but achievement is very good in personal, social and emotional development and mathematical development. The vast majority are on course to attain all the early learning goals by the time they enter Year 1 and to be

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The school’s results and pupils’ achievements

well prepared for the start of the National Curriculum.

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The school’s results and pupils’ achievements

5. Progress slows in Years 1 and 2. Teaching is satisfactory overall. However, good teaching is seen in the Foundation Stage and Years 3 and 4 and this is reflected in the brisker progress made in lessons and greater achievement made over time. Inspection evidence indicates that pupils presently in Year 2 will attain broadly similar results in 2002 National Curriculum tests as have occurred recently. As these pupils entered school with above average attainment, this represents satisfactory achievement during Years 1 and 2. The school devotes below average time to English on its timetable. It may wish to reappraise time allocations or give a greater focus to teaching literacy across the curriculum.

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The school’s results and pupils’ achievements

6. By the time they leave the school at the end of Year 4, pupils’ standards are above average in English, mathematics and science. Inspection evidence agrees with end of Year 4 teacher assessments produced for partner middle schools, optional standard attainment test scores and Hopton CE (VC) Primary School - 11 local authority reading and mathematics test results provided by the school and analysed. Achievement is good in all three core subjects in Years 3 and 4 due to effective teaching of a well- planned curriculum. However, standards might be still higher if individual lesson planning, particularly as pupils from more than one year group are in the same class, was focused more carefully on individuals or smaller groups. For example, in a Class 4 mathematics lesson with 26 pupils present, the middle group of 13 was working from the same page of a commercial scheme text book, including the higher attaining Year 3 pupils, who in a previous lesson observed had

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The school’s results and pupils’ achievements

outperformed all but the ablest Year 4 pupils. By the end of the activity the higher attaining members of this broad band had completed the task, the lower attaining had barely started.

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The school’s results and pupils’ achievements

7. Achievement overall is good. In subjects other than the assessed core subjects of English, mathematics and science, pupils attain at least average and often above average standards, achieving well in most by the time they leave the school. By the end of Year 2, standards are above average in history and music with pupils achieving well. Standards are average in information and communication technology (ICT), religious education, art and design, design and technology and physical education. Pupils’ achievement in these subjects is satisfactory. Insufficient evidence was available to assess standards in geography. By the end of Year 4, pupils’ standards in ICT, design and technology, geography, history, music and physical education are above average, with pupils showing good achievement. Standards in art and design and religious education are average with satisfactory achievement made.

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The school’s results and pupils’ achievements

8. By the time they leave the school at the end of Year 4, pupils have above average standards in all aspects of English and achieve well. Standards of literacy are high. Teachers plan well for literacy skills to be rehearsed and applied by pupils in lessons widely across the curriculum. By the end of Year 4, pupils’ standards are above average in speaking and listening. Pupils are confident when speaking before their classes and in assemblies, most fluently linking ideas into complex sentences. They listen carefully to teachers and classmates before answering. Teachers plan carefully so that pupils have ample opportunity to develop oracy skills further. By Year 2, pupils have positive attitudes to reading and discuss their current books enthusiastically. They recognise known words in familiar texts and use an appropriate range of strategies to try to read unknown words. By Year 4, pupils discuss favourite authors and styles avidly. They read widely with fluency

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The school’s results and pupils’ achievements

and expression. Strong home-school links help promote improving achievement in reading as pupils move through the school. Year 2 pupils write short pieces in logically arranged sentences, confident enough to attempt unknown spellings and using appropriate punctuation. By the end of Year 4, pupils write for a range of purposes, using increasingly complex vocabulary to give their output interest and vigour. Spelling is secure and grammar accurate.

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The school’s results and pupils’ achievements

9. Standards are above average at the end of Year 2 and Year 4 in all aspects of mathematics, including numeracy. Pupils achieve well throughout the school. Pupils in Year 2 have secure knowledge of appropriate mathematical language and use number bonds and early table knowledge effectively in their work. Most pupils add and subtract small numbers, the higher attaining working with three digit numbers, showing good understanding of place value. They know the names and properties of common two-dimensional shapes and simple solids. Year 4 pupils develop place value further in work with four digit numbers, the higher attaining using multiplication and division of smaller numbers. They confidently work out the perimeters of regular and irregular shapes. Mental agility and facility with number is effectively promoted by the use of regular speed tests involving tables, sequences and patterns. Numeracy is well used across the curriculum,

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The school’s results and pupils’ achievements

10. By the time they leave the school, pupils attain above average standards in science. Year 2 pupils show growing understanding of the concept of designing and carrying out fair tests. They use appropriate scientific terminology in discussions and in their reports. Year 4 pupils display developing understanding of some of the major concerns facing scientists today. They write detailed reports, often using computers to aid their work. They are increasingly confident and independent in their practical work, due to the extended lessons teachers plan, which give pupils time to experience the good range of resources deployed for their use. Achievement in science is good. Hopton CE (VC) Primary School - 12 11. By the end of Year 4, pupils have above average attainment in information and communication technology (ICT). Achievement is good. By the end of Year 2, pupils have developed a sound range of ICT skills. They use mouse and keyboard accurately and most save and retrieve their work

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The school’s results and pupils’ achievements

without help. Year 4 pupils use ICT, often independently, widely across the curriculum. They mix text and graphics when making presentations as part of their current topic. They are well aware of the power of ICT and its increasing use in the home and the world of work.

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The school’s results and pupils’ achievements

12. Pupils’ standards in religious education meet the expectations of the locally agreed syllabus at the end of both Year 2 and Year 4. Pupils achieve satisfactorily. Pupils in Year 1 and 2 understand that certain occasions are special and that some have particular symbols or clothing to help us celebrate them. The higher attaining pupils realise that some, for instance Mothers’ Day and weddings, take place in church and that some, like Remembrance Day and Red Nose Day, have national significance. Year 2 pupils make good progress in work on Christianity, based on the stories Jesus told and the special festivals celebrated by Christians. Year 4 pupils recognise the need for rules within society. They distinguish between rules and customs, giving examples of each, including those customs that are special to their own family.

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The school’s results and pupils’ achievements

13. Pupils with special educational needs achieve well, especially in literacy. Pupils are regularly monitored by the special needs co-ordinator, teachers and support assistants, so that clear targets are set for each pupil. In group or individual work, pupils are usually on task and respond well. Learning support assistants liaise readily with class teachers in order to monitor achievement and plan new work. More able pupils achieve well in lessons that are well planned and structured to their particular needs.

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Pupils’ attitudes, values and personal development

14. The attitudes, values and personal development of pupils in and around the school are very good and have been maintained since the last Ofsted inspection in 1997. Pupils of all ages and abilities are keen to come into school and quickly settle down to their work. The great majority of pupils demonstrate good listening and speaking skills, which enable them to take an active part in lessons and make a valuable contribution to class and group discussions. Pupils demonstrate high levels of commitment to their work and most are highly motivated and enthusiastic learners. Many are able to sustain good levels of concentration during their lessons and collaborate well with each other in both group and paired activities.

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Pupils’ attitudes, values and personal development

15. The level of good behaviour and discipline in school serves to enhance the very positive relationships that exist between staff and pupils. The good, sometimes very good, behaviour seen in the classroom is very much the result of the good teaching and the consistency with which teachers manage and monitor behaviour. However, there are a minority of pupils who occasionally indulge in silly behaviour and fidgeting during lessons and need time to settle and concentrate on their learning. The recently revised system of behaviour rewards and consequences is clearly understood by pupils. It is proving to be effective in supporting the ongoing development of the good behaviour and discipline to be seen in and around the school. A number of parents expressed great satisfaction with the significant improvements in behaviour achieved by their children since the new behaviour procedures were implemented.

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Pupils’ attitudes, values and personal development

16. The school is rightly proud of the fact that there have been no exclusions over the last decade. No evidence of any poor behaviour was seen during the inspection. An anti-bullying culture is actively and successfully promoted within the school. Parents and pupils agree that any incidents of inappropriate behaviour, such as occasional name-calling, are swiftly and effectively dealt with by staff to the benefit of all involved.

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Pupils’ attitudes, values and personal development

17. A feature of the school, and an area of improvement since the last Ofsted inspection, is the very good relationships that exist between pupils and between pupils and adults. Many pupils from all age groups display a natural sensitivity and awareness of the needs of others. Many examples were seen in the school, and in the playground, of unsolicited help and support being offered to other pupils and adults alike. Examples include pupils in Class 2 helping each other with their spelling and a boy in the music club, volunteering to play the piano. Pupils are friendly and polite Hopton CE (VC) Primary School - 13 to each other and willingly share and treat property and learning resources with care. Pupils with special educational needs have a good attitude to their learning and to school generally. Their relationships with teachers, support assistants and other pupils are good. Most pupils mix well

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Pupils’ attitudes, values and personal development

with others in the playground. The school has a policy to include pupils in lessons and in every aspect of school life. All pupils are valued. As a result pupils with special educational needs work with confidence, playing a full part in the school community.

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Pupils’ attitudes, values and personal development

18. Worthy of note are the high expectations of the reception teacher and the significant impact this has in promoting the very good attitudes and relationships to be found in the reception class. These young learners are actively encouraged from an early age to consider the needs of others, to show initiative and take responsibility for their own learning and personal development.

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Pupils’ attitudes, values and personal development

19. The school provides pupils with a very good range of opportunities to promote their personal development. From the reception class onwards, pupils are continually encouraged to take responsibility for aspects of their own learning. Pupils respond well to these opportunities and willingly accept and undertake their assigned responsibilities in school with vigour and pride. These include helping the teacher to get out and put away learning resources in class and using their initiative to take off and put on their coats at the beginning and end of lessons. Of worthy note is the wide range of whole school duties assigned to the Class 4 pupils. The level of commitment and dedication shown in performing these duties is commendable. A good example is the role of lunchtime table leader, which has a significant impact on involving pupils in the development of their own social skills and the management of their own behaviour. Staff within the school provide

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Pupils’ attitudes, values and personal development

good role models for the pupils and a welcoming and warm family atmosphere of consideration, care and tolerance of others permeates the whole school.

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Pupils’ attitudes, values and personal development

20. Pupil attendance at school is very good and represents an improvement since the last Ofsted inspection in 1997. Pupils enjoy coming to school and there is very little late arrival recorded. Punctuality within school is good and lessons were seen to start on time during the inspection week. There was no unauthorised absence recorded during the last school year.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. The quality of teaching is good overall. It contributes significantly to the effective learning seen in the school. Teaching was good or better in three in four lessons seen during the inspection and very good in about one in ten of them. No unsatisfactory teaching was seen. This shows improvement since the last inspection when less good or better teaching was seen and some unsatisfactory teaching was reported. The school has targeted areas for development following its comprehensive monitoring programme and supported teachers with both additional training and enhanced resources to improve standards of teaching and learning. This has been particularly successful in the reception class, where a key issue was identified in the previous report. Now, no lesson was judged other than good for teaching with many very good features noted. Inspection judgements support parents’ views about the quality of teaching in the school, which was almost

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. Teaching is good for children in the reception class, where a very productive start to formal education is made. Children acquire effective work habits. They are sensitively allowed both time and space to become independent and take responsibility for their own learning. They soon become accustomed to changing for physical development lessons unaided and select for themselves resources they need for their classroom activities. The class teacher shows effective understanding of their learning needs, plans their work carefully and has very high expectations of the standards they should attain and the way they should behave. The children respond very well to her gentle but very effective organisational and management style and get off to a flying start to their school career. Children enter the school with broadly above average attainment. The good progress they make, due to the good teaching they receive in the Foundation Stage, means that

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

most children are achieving well and are attaining well above average standards in some areas of learning by the time they enter Year 1. Hopton CE (VC) Primary School - 14 23. Teaching is satisfactory overall in Years 1 and 2, with many good features. Planning is detailed and is rooted in a secure knowledge and understanding of the National Curriculum. Resources are carefully prepared and well deployed, so that pupils get the maximum benefit from them, including human resources, as in an effective history lesson where a volunteer helper, in period costume and in role, explained the physical demands and drudgery of the Victorian washday.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. Teaching is good for pupils in Years 3 and 4. All the very good teaching was given by teachers working in these year groups. Lively and challenging lessons of good pace stimulate pupils. They are motivated by the tasks they are given and respond well. They learn quickly, following interests generated by their lessons, often by personal research at home or in school. They concentrate well, often during lessons of considerable length. The school plans extended sessions, knowing its pupils have the capacity for sustained effort in such subjects as art, design and technology, history or geography, which can last for most of the afternoon.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25. The teaching of literacy and numeracy skills is good. It has a substantial impact on the progress pupils make in lessons and the way they achieve over time, especially in mathematics. The school has worked hard to plan and implement the National Literacy and Numeracy Strategies consistently, helping pupils build securely on previous learning. Teachers plan opportunities effectively across the curriculum to help pupils to make use of both their literacy and numeracy skills. Work is not always sufficiently well matched to the needs of individuals in terms of the different levels of activities set. Often, large numbers of pupils from across the ability spectrum are expected to attempt the same activity, with differing outcomes or with additional support. This means that some pupils will attempt several pages of the work set, others struggle with the first few examples. This is highlighted further when pupils from different age groups but within the same

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

class are attempting the same activities.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

26. Teaching in the core subjects is good overall in English and mathematics but it is better in Years 3 and 4 than for Years 1 and 2 pupils. It is sound overall in science. The quality of music teaching is very good throughout the school, promoting high standards of learning and pupil attainment. Teaching is good in history, physical education and information and communication technology (ICT). Most teachers are confident and competent users of ICT promoting good attitudes to the subject and above average skills in the pupils by the end of Year 4. Insufficient evidence was available to judge overall teaching standards in other subjects, though teaching was good in Year 3 and 4 in design and technology. The quality of teaching reflects the teachers’ good subject knowledge and understanding seen in lessons.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

27. In almost all lessons there are strong features, which help create the positive ethos and effective working environment in the school. This contributes to the good achievements of pupils and their open response to their learning. Planning is thorough and effective organisation carries it out well in practice. Good relationships make overt classroom discipline rarely necessary but almost all teachers are effective managers, should the need arise. In lessons, teachers interact regularly with individuals or groups of pupils to assess understanding. However, the quality of direct feedback pupils are given to move their learning on is variable. Marking and the level of critical comment, intended to show pupils clearly what they must do next to improve, is inconsistent. The review session at the end of lessons is sometimes too brief to reinforce learning and allow pupils time to evaluate the activities they have undertaken. Parents’ responses to the level of homework set also

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

varied. However, inspectors found it to be consistent with that seen in first schools and satisfactory overall. It was good for children in the Foundation Stage.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

28. The teaching of pupils with special educational needs is good. Support assistants work closely with class teachers to promote pupils’ understanding and encourage them to persevere. Where pupils are withdrawn for individual or group activities, work is well matched to the targets on individual education plans. Through clear questioning and explanations, teachers and support staff are able to evaluate pupils’ learning, making every effort to help them gain independence. Hopton CE (VC) Primary School - 15

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STUDENTS?

29. The quality of the curriculum is good and meets statutory requirements. It is sufficiently broad and balanced, with all the subjects represented on a regular basis, including personal, social and health provision. The high quality curriculum provision has been maintained in Years 1 to 4 since the last inspection. The curriculum for the youngest children in the Foundation Stage has improved since that time. There are now excellent opportunities planned for children to learn through all areas of the curriculum. The curriculum is carefully planned to provide a range of activities of a suitable practical nature which are linked across all areas of learning, helping to make their learning make sense to children. The National Literacy and Numeracy Strategy have been successfully implemented. The school has given careful consideration to how the curriculum is planned and made good use of national guidelines alongside their own planning. This helps ensure

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STUDENTS?

pupils have a curriculum that builds on previous experience and makes connections between subjects where this is appropriate. This is an improvement from the last inspection where some schemes of work were not in place. There is a good curriculum for personal, social and health education, with lessons planned to a scheme and circle time used effectively to talk about relevant issues.

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STUDENTS?

30. The school has a commitment to good relationships and equality of opportunity, which is reflected in its work. A warm welcome is extended to visitors in the calm working atmosphere, which is evident in the school. Teaching methods take into account pupils’ age, gender and capability. Pupils therefore have equal access to the curriculum and its resources. If the school becomes aware of a particular group with lower attainment, as in reading with boys recently, steps are taken to deal with this issue immediately.

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STUDENTS?

31. The curriculum for pupils with special educational needs is good. Pupils receive good support from teachers and classroom assistants. The planned activities take account of the clear targets in pupils’ individual education plans. Pupils have work appropriately matched to their needs. Pupils withdrawn for work with support assistants are not disadvantaged. Classroom assistants liaise well with class teachers and attend regular meetings to monitor and evaluate achievements. Therefore, all pupils work with confidence and know what is expected. High attaining pupils by Year 4 are challenged and work independently, with interest, at their own rate.

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STUDENTS?

32. Most lessons have a clear sense of purpose where teaching is good and pupils’ needs are met. Staff communicate well showing respect for each other and for all pupils. All teaching staff have management responsibilities and contribute to the curriculum as a whole.

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STUDENTS?

33. Extra-curricular provision is satisfactory. There are clubs for games, skipping, gardening, cycling proficiency and music. It is reported that clubs are well attended. The music club observed during the inspection was of particularly high quality. Some parents said there are insufficient extra- curricular activities. The inspection team consider that given the limited number of staff in the school there is suitable provision. There are a number of visitors who enrich the curriculum. During special events, such as a science and environmental week, a gamekeeper came to talk about his work and other visitors involved the pupils in discussions on protecting wildlife. Arts week also gives children opportunity to work with artists. There is a good range of visits to local places of interest in connection with subjects being studied in school. These include Wroxham Barns, Framlington Castle and Sutton Hoo linked to a history topic.

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STUDENTS?

34. Links with the local community are good. Good use is made of contacts with local business, such as the sugar beet factory, and the village community. There are many visits to the church and surrounding area. People from the community willingly give of their time to help in school. For example, during a history topic a lady from the village dressed in period costume and came in to talk to the children about washing, using original artefacts to explain the process. Year 3 and 4 pupils visit the older villagers at Christmas to sing with them. Close links have been made with the local pre-school playgroups and nurseries. Links with the middle school to which most pupils transfer after Year 4 are very good. They have sensibly agreed about what will be taught in the primary school and how this will connect with the middle school curriculum. Hopton CE (VC) Primary School - 16 35. Pupils’ personal, social and health education is well considered and effectively taught. Pupils have

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STUDENTS?

opportunities to talk in depth about issues important to them such as safe places to play in Years 1 and 2. Citizenship is well developed through discussions with older pupils around the meaning of Remembrance Day and responsibility in the community. Health, including drug education, and sex education is taught through a personal safety programme in Years 1 and 2 and science lessons in Years 3 and 4.

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STUDENTS?

36. The provision for pupils’ personal development is good. This aspect enhances their overall progress and provides a stimulating environment for learning. There have been improvements since the last inspection in providing for pupils’ spiritual development, which is now good and social development is very good. Other areas remain the same as the last inspection with moral development good and cultural development satisfactory.

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STUDENTS?

37. The spiritual dimensions are well developed through assemblies and other aspects of the curriculum. Through assemblies, pupils learn to reflect on issues including caring for others and thinking about those more needy than themselves. There are good opportunities for pupils to experience a sense of wonderment in the world around them through science and art. In Years 3 and 4, pupils collect pictures for their art sketchbooks and a classroom display. They are encouraged to think about the feelings that these stimulating pictures evoke for them. They have other spiritually uplifting learning experiences through listening to and making music together. In the Foundation Stage class, children explore the school wild area collecting conkers and talk about their feelings. In art, pupils draw together in response to hearing a story.

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STUDENTS?

38. Moral provision is good and there is consistent reinforcement of the difference between right and wrong. This is implicit throughout the school day and forms an important part of the school’s ethos. There is an effective system for dealing with unacceptable behaviour, which is well known by pupils. Pupils know how they should behave and remind each other about good attitudes and work habits. Pupils generally have high expectations of themselves and there is a suitable rewards system to encourage improvement and good effort. Circle times and assembly themes help to raise moral issues and instil good values such as fairness, kindness, sharing and happiness.

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STUDENTS?

39. Social development is very good and a high priority is given to developing social skills. In the early years unit, as an important part of their introduction to school, children are guided on how to conform to daily routines, how to be independent and the rules of sharing, taking turns and working co-operatively. They are given time to develop these skills through an excellent low-key, calm approach to managing children by all the staff in this unit. All classes give pupils opportunities to take responsibility for clearing away and actively involve them with routine jobs that help them to take on increasing responsibility as they move up through the school. Lunchtime arrangements contribute well to social development. The family service and special ‘Angel’ table, which has goblets and a tablecloth for the best table from the previous week, are valued by pupils and staff alike.

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STUDENTS?

40. Cultural development is satisfactory overall. The school plans for enrichment through visits to places of interest and through art, music, history and geography. Pupils study different countries, for example in reception children learn about Africa and in Years 3 and 4 pupils study India. In music, pupils learn about non-European music and play instruments, such as when visiting the Suffolk Gamelan. Planning across the curriculum, to further develop tolerance in acknowledging the diversity of the world in which we live, is less secure. The school acknowledges that this is an area for development. The school makes good provision to promote and develop pupils’ understanding of their rich local heritage. This includes good links with visitors to the school and a wide range of visits to extend pupils’ understanding of the local culture.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The provision for the care and welfare of the pupils is very good and a strength of the school. This represents an area of significant improvement since the time of the last inspection in 1997. The Hopton CE (VC) Primary School - 17 support and guidance the school provides for its pupils is effective overall in helping to promote and maintain good achievement.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Very good child protection procedures are in place, which are well understood and acted upon by staff in the best interests of the pupils. Teachers and support staff are aware of, and alert to, the need for vigilance in monitoring the well-being and welfare of the pupils in their care. The very good relationships between staff and pupils mean that pupils are confident about sharing any concerns they may have, knowing staff will respond in a discreet and sensitive manner.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Teachers and support staff know their pupils well and make the best possible provision to support them in their learning and personal development. All staff display high levels of care and concern for the pupils. Good and effective strategies have been established to identify those pupils identified with having special educational needs and for involving parents in agreeing how best to support their child’s learning. The arrangements for assessing and monitoring pupils with special educational needs are good. The co-ordinator meets regularly with teachers to review each pupil’s achievement. Pupil records are kept efficiently; support programmes, targets and subsequent standards are carefully recorded. A particular strength is the system, which enables teaching assistants to liaise closely with teachers to record achievement and evaluate standards attained.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The governors have recently agreed a revised policy for health and safety that includes critical incident reporting. Good health and safety procedures are in place to report on the whole spectrum of the pupils’ time in the school. Pupils and adults in school are aware of the need to work safely and most demonstrated good health and safety practice during the period of the inspection. The school has a good provision of staff trained in first aid and very good arrangements are in place for the effective management and reporting of pupil injuries occurred during the school day. Good management systems are in place for the correct recording, storage and administration of medicines to pupils in school, as and when requested by parents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Regular fire evacuation drills are undertaken and effective arrangements are in place to ensure all certificated annual inspections take place. Governors are involved in the formal twice-yearly health and safety inspection of the school premises and a system of in-term checklist audits are undertaken to record and action any health and safety issues arising. Health and safety reports are a regular feature of governors’ meetings, with recommendations being considered and acted upon by the governors. However, the school has yet to formalise the practice for the recording and reporting of risk assessment in the school. During the inspection a perceived health and safety risk was brought to the attention of the headteacher.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. There are very good standards of catering achieved in the school with a family service menu range providing appetising meals, including multi-cultural food experiences, all of which provide a well- balanced and nutritious diet for the pupils. The involvement of the catering staff in support of pupil development is excellent. There is much evidence of the imaginative use in food presentation by the school cook stimulating the pupils’ learning. The school premises are maintained to a good level of cleanliness, are kept tidy and provide a safe environment for the pupils.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Satisfactory procedures are in place to record and promote pupil attendance and address incidents of pupil absence. However, there is no formal practice to monitor and report pupil absence to governors on a termly basis. The daily registration practice within the school complies with statutory requirements.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Very good and established behaviour management routines help to ensure an overall good standard of behaviour, and to promote the self-image of pupils through positive reinforcement and reward. Great emphasis is placed on promoting good behaviour and the school operates a number of incentives to encourage and reward pupils’ good work and behaviour. The school behaviour policy has been developed following consultation with pupils and parents and is personalised within each classroom to provide each pupil with a meaningful focus of their teacher’s expectations and rewards for good behaviour. The clear, simple and well-documented rewards and consequences are understood by pupils and parents. They are applied in a fair and consistent manner by staff and are successfully used to promote the overall good behaviour to be seen in and Hopton CE (VC) Primary School - 18 around the school. There is no evidence of any oppressive bullying or harassment of pupils and

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

occasional incidents of inappropriate behaviour, such as mild name-calling, are judged by pupils and parents to be swiftly and effectively dealt with by staff. The school presents a warm, family environment where all pupils feel happy and safe.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. The school’s arrangements for the assessment of pupils are good. Standards have been maintained since the last inspection. Procedures are comprehensive and the information gained is well used to plan future learning and organise groups within classes. Good use is made of individual and class records and the comprehensive set of portfolios of work kept on almost all subjects as evidence to support teachers’ judgements. Information gathered from tests and all other data are used effectively to inform targets for school improvement. Monitoring is productively undertaken to identify strengths and weaknesses within subjects, for example reading within English. With the local education authority’s help, national, county and the school’s own data have been analysed to assess levels of value added over time. All this information is effectively shared with governors.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. The use of information gained within lessons is not always used to set sufficiently challenging targets for what pupils, especially the higher attaining, should do next to improve their performance further. Nor is oral feedback to individual pupils during lessons focused clearly enough on raising standards by such statements as “in order to reach Level 3 you will need to…” Marking too does not often give these messages directly enough. Pupils’ own self-assessment skills are not harnessed to help them decide for themselves what they need to do to improve. Not all teachers ask the appropriate questions to involve the pupils in this process.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. In teachers’ marking, comments are often supportive and give praise. However, written comments do not sufficiently offer advice on how pupils might improve their work, nor are they followed up. There is little link between the targets set in literacy and numeracy and agreed with pupils, and the marking of work. At the same time, pupils are not given enough feedback on how well they are doing in comparison with national standards, and what they need to do to achieve higher levels. The whole school marking policy is not effective as a tool for helping pupils know how well they are doing. However, the positive comments teachers make have a beneficial effect on their self- esteem.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. The early years unit makes very good use of ongoing assessment and reports to keep parents informed about their child’s progress. Each term the teacher suggests a range of targets to be worked on with the child, the report sets out what the school is going to do to help the child and what is expected of the parent. Parents have an opportunity to add comments and to meet the teacher at the end of each term to review the progress being made. Reports to parents in the rest of the school are not always so helpful. In Years 1 to 4, they generally give an overview of pupils’ attitudes to learning and some description of areas they have covered. It is less clear what progress the pupils have made against national expectations.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. Parents are very supportive of the school, hold the staff in high regard and believe their children receive a very good quality of care and education during their time in school. The school has worked hard to establish very good links with parents and provides a wide range of opportunities for the parents’ full and regular involvement in all aspects of their children’s education and personal development. This represents an area of improvement since the last inspection.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. Parents are welcomed in school, are consulted about school policies and changes to the curriculum, and actively encouraged to become involved in their children’s learning. The response of the great majority of parents to work as partners with the school has made a positive impact on the progress achieved by pupils. However, there remains a small minority of parents who are either unable or unwilling to work with the school in supporting their child’s learning in the home. A number of parents stated they would like parents to be invited to more school assemblies. Hopton CE (VC) Primary School - 19 55. Teachers appreciate greatly the valuable contribution of some 12 regular parent and community volunteer helpers, who are able to provide a planned weekly input and support to pupils in the classroom. Many more parents willingly volunteer to accompany and support pupils on out of school visits. Home-school agreements are in place and all school-organised meetings are well

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

attended by parents. The close working relationships that exists between a majority of parents and their child’s teacher has a significant impact on the continuity and quality of pupil learning and the good progress they are achieving. The school benefits from a very active parent and teacher association, which organises regular half-termly fund raising social events, all of which are well attended and provide informal opportunities for meetings and communications between teachers and parents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. The quality, timeliness and range of information provided to parents is good and has improved since the last inspection. Parents are kept well informed on a regular basis about all aspects of school life. This quality provision of information is further enriched by the informal opportunities for parents to raise any queries with teachers at the beginning and end of each day. Parents are kept well informed on a regular basis through the monthly school newsletter and regular “Dear parent” letters on all aspects of school life, from school events and pupil activities to school visits and pupils’ achievements. The school prospectus and governors’ annual report are comprehensive publications and viewed by parents as valuable reference documents about all aspects of their child’s time in school. Teachers provide parents with good and appropriate guidance on how to help develop their child’s literacy and numeracy skills in the home and how best to use the “book

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

bags” in support of their child’s learning. Very good use is made of the parent notice board in the school entrance to ensure parents are aware of the full range of information available to them.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57. Termly target sheets and “encouragement” forms are well used by the reception teacher to involve parents in the support and review of progress made by their children. Progress reports produced in the reception class are excellent and provide parents with a clear insight to their child’s achievements and areas for development. However, the progress reports produced for other pupils in the school are less detailed in respect of how well pupils have performed and identifying future learning targets. They fall short of parent expectations.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

58. There is a good practice to provide parents with termly literacy and numeracy targets for their children and to review the progress achieved at the organised teacher and parent consultation meetings. A majority of parents make good use of the home reading diaries to exchange comments with the teacher. However, there remains a minority of parents who show no interest in using this communication medium in support of their child’s learning.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

59. Parents of pupils with special educational needs are fully involved in all aspects of their child’s learning. A close link has been made between school and home, enabling parents to share in their child’s success and contribute to their achievement in school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60. The ongoing development of the school’s partnership arrangements with parents helps to promote the good name of the school. It raises a positive awareness amongst parents of the successes being achieved in raising pupils’ academic standards and provides significant benefits and enrichment to the pupils’ learning and development opportunities.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

61. The headteacher provides a clear educational direction for the school. She has established an effective partnership with the deputy headteacher and other members of staff, the governing body and parents. As a result, they have confidence in the way the school is led and managed, so give active support. There is a strong commitment to good relationships throughout the school and to equality of entitlement for all pupils and staff. The aims of the school are often seen in action in the classrooms. For example, in many lessons pupils show that they are confident learners and that in and outside school they behave in a responsible way. Subject co-ordinators have a positive effect on the standards and the quality of the education provided, as schemes are in place enabling them to monitor teaching and learning. Good communication can be seen within the Hopton CE (VC) Primary School - 20 school and this helps to ensure its smooth operation. Overall, the leadership and management of

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HOW WELL IS THE SCHOOL LED AND MANAGED?

the school are good, maintaining the high standards reported in 1997.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

62. The governing body plays an active role in the management of the school, effectively led by a very able chairman. Governors make regular school visits; some members are able to support teachers in the classroom. In this way, they have first hand experience of the school’s learning environment. Sub-committees are in place dealing with finance, personnel and curriculum and buildings. A governor has been appointed to be responsible for targeting. She attends the annual review with the management team and link adviser from the local education authority. The governing body fulfils its statutory obligations well. They make a positive and significant contribution to the direction of the school. The governors are ably assisted by the headteacher, who keeps them well informed in her regular reports.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

63. The school has good systems in place to monitor and evaluate its performance. Classroom observations are carried out, pupils’ work is examined and National Curriculum test results are analysed. School development planning covers the whole curriculum but certain areas are prioritised for development, for example reading. Longer-term targets are identified but do not appear on the current plan, which addresses one year only. Governors and staff are appropriately involved in the formulation of the school’s development plan. The headteacher has developed good teamwork among teaching and support staff, who work diligently to raise educational standards.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

64. Financial control and management is good. The day-to-day management is good, including effective use of new technologies. A recent auditor’s report found no weaknesses in procedures. The headteacher, administrative assistant and governing body have clear and effective arrangements to monitor spending. The school development plan reflects educational priorities appropriately, apportioning finances according to need. For example, finance has been used from the school budget to increase classroom support, with an aim to raising standards in literacy. Funds raised by parents are used for the benefit of all pupils throughout the year. The strong working partnerships help the school manage the national and local demands upon its time efficiently.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

65. The governing body fulfils its statutory obligations for pupils with special educational needs. A good policy exists, which is well implemented. The special needs co-ordinator is effective, supporting teachers and classroom assistants equally. Spending on special educational needs is used effectively. The role of the special needs co-ordinator is well developed, as the provision for special needs is managed effectively promoting good levels of support and equality of access for pupils. Relationships with staff, parents and outside agencies, who contribute to the writing and reviewing of individual education plans, are good. The co-ordinator allocates time to monitor and evaluate plans and records, working closely with class teachers and support assistants. A link governor is nominated for special educational needs and makes regular visits to school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

66. Taking into account the levels of spending allocated to the school, the standards achieved by pupils by the time they leave Year 4, the quality of teaching and the overall standard of education provided, the school gives satisfactory value for money.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

67. The school has sufficient appropriately qualified and experienced teachers to deliver the curriculum. The staffing ratio is similar to that in the last inspection. The level of educational support staff has improved. As a result, a positive contribution is made to pupils’ learning. Pupils are also well supported by parents, who help in a variety of ways in school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

68. Teachers are hardworking, committed and suitably deployed. Support staff take an active part in school life, so that everyone works together as part of an effective team. The school cook, for example, prepares special meals, involving herself in the topic work of the pupils. Teachers receive effective support from parents, friends and the local community. The National Curriculum is fully covered and staff with subject and aspect responsibilities contribute well to pupils’ learning and achievement. Governors ensure that training is aligned closely to the school development plan. The school is working appropriately with the local education authority to address training needs. Hopton CE (VC) Primary School - 21 Grants are obtained, as in information and communication technology, for whole school training. Targets for performance management are in place.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

69. The quality of the accommodation is satisfactory. All teaching areas are rather cramped but resources are carefully stored. As a result, the best use is made of the accommodation provided. The hall is used daily for assemblies, music and physical education. The outside classroom, for Year 4 pupils, is extremely small. It is difficult to maintain a constant temperature because of lack of space. Consequently, the atmosphere is not conducive to active learning. Governors have applied to have a new classroom and staffroom. They are hoping that the local education authority will recognise their need. The school building is maintained well. Classrooms and other areas within the school are clean and tidy.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

70. Outside provision for pupils is very good. The playground area is generous, leading to extensive playing fields, an adventure playground and nature area. The outdoor swimming pool is well used by pupils when the weather is warm. The school shows its community links by making the pool available out of school hours. Outside areas are well maintained throughout. A new lay-by has been constructed so that pupils, who travel by bus, do so with increased safety.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

71. Learning resources are good. Good provision can be seen in ICT with modern computers, good quality software, a digital camera, and computer microscope . The outside classroom is shortly to join the main building by being linked to the Internet. Sufficient good quality resources are available to cover National Curriculum requirements in other subjects. The central library is a satisfactory resource, but the condition of some of the books indicates that there is no systematic policy of audit and renewal. However, books in classrooms and around the school have been updated and are plentiful and in good condition. Hopton CE (VC) Primary School - 22

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

72. In the context of the school’s many strengths, the headteacher, governors and staff should address the following in their action plan in order to raise standards and the quality of education still further:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Build more systematically into planning opportunities for all pupils, especially the higher attaining, to evaluate and modify their own work by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• providing regular feedback and marking to enable pupils to know and understand clearly what they must do to improve (see paragraphs 27, 50, 51, 98, 104, 108, 114, 128 and 148);

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• allowing pupils to evaluate, explain and develop ideas, promoting self-assessment (see paragraphs 50, 99, 108, 114 and 141);

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• using plenary sessions at the end and opportunities during lessons to review and modify work (see paragraphs 27 and 104).

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to the above, the following points for development should be considered for inclusion in the action plan:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Provide parents with sharper, more focused reports. (See paragraphs 52 and 57.) • Plan more carefully, in subjects across the curriculum, for opportunities for pupils’ cultural, especially multi-cultural, development.* (See paragraphs 40 and 149.) • Bring to the further attention of the local education authority the need to replace the temporary building currently housing Class 4.* (See paragraphs 69 and 71.)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

*Items already identified for improvement by the school. Hopton CE (VC) Primary School - 23

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