Other · Ofsted report

St Leonards, Heath and Reach, VA Lower School

Inspected — · published 18 Jul 2001 · URN 109618

Original PDF ↗

Summary

No overall grade in this framework

What we read, and from where

Click a reading to see it highlighted in the report.

URN verified
109618

Page 1 of 40

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+34Mostly positivemore positive than 42% of reports of this type

In line with other reports of this type.

Praiseimprovedeffectivemake good progressstrongconfidentsuccessfullypositivestrengths

Criticismlowerpoorweaknessesinsufficienttoo fewconcernslownot always

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improve positive critical

Findings18904w+35
What needs to improve1031w+19

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 40
Words of findings: 19,716; longer than usual (typical 1049)
Reading level: Fairly hard; Flesch 53, typical 45
Average sentence: 18 words
Next steps: 8; typical 5
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 93%What needs to improve 5%About the inspection 2%

Full report text

VOLUNTARY AIDED LOWER SCHOOL

Dates of inspection: 30 th April – 2 nd May 2001

p.1

VOLUNTARY AIDED LOWER SCHOOL

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.

p.1

VOLUNTARY AIDED LOWER SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St Leonard’s, Heath and Reach (VA) Lower School- 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Thrift Road Heath and Reach Leighton Buzzard Befordshire

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Rev. David Ridgeway

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: September 1997 St Leonard’s, Heath and Reach (VA) Lower School- 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Rachael Andrew Registered inspector Mathematics Science Information and communication technology Art and design Design and technology Music Physical education Results and achievements Equal opportunities Teaching and learning Leadership and management

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Christopher Farris Lay inspector Support, guidance and welfare Partnership with parents Heather Toynbee Team inspector English Geography History Special educational needs Under fives Pupils' attitudes, values, personal development and attendance The curriculum and other opportunities offered to pupils

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Schoolhaus Ltd Suite 17, BPS Business Centre Brake Lane Walesby Nottinghamshire NG22 9HQ

p.4

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:

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE St Leonard’s, Heath and Reach (VA) Lower School- 5

p.4

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

p.5

HOW HIGH ARE STANDARDS? 10

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

p.5

AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 27

St Leonard’s, Heath and Reach (VA) Lower School- 6

p.6

INFORMATION ABOUT THE SCHOOL

St. Leonard's is a voluntary aided first school. It draws its pupils from the immediate rural area and from further afield as a result of parent choice. It is smaller than most schools. There are currently 88 pupils on roll, boys and girls, of whom 23 are under five in the reception class. Pupils come from a wide range of backgrounds. Eligibility for free school meals is, at seven per cent, below the national average. Very few pupils are from ethnic minority backgrounds and none of them speaks English as an additional language. The proportion of pupils on the school's special educational needs register (11 per cent) is below the national average and no pupil has a statement of special educational needs. The pupils' attainment on entry is average overall, although there is a very wide range. At the time of the last inspection the headteacher's teaching commitment was small. She now teaches almost full time.

p.6

HOW GOOD THE SCHOOL IS

This is an effective school. There is good leadership and sound management. The quality of teaching is good and results in productive learning. Standards are high and pupils' achievements are good, except in spelling and handwriting. Expenditure per pupil is high, largely because of the school's small size, but the school provides satisfactory value for money.

p.6

HOW GOOD THE SCHOOL IS

What the school does well • Pupils' achievements are good in speaking and listening, reading, mathematics and science. • The quality of teaching and learning is good. • Children in the reception class have a good start to their school lives. • The pupils are keen to come to school, interested in all the school provides and co-operate well with each other. • The headteacher has built a strong staff team that has been successful in moving the school forward.

p.6

HOW GOOD THE SCHOOL IS

What could be improved • Standards of handwriting, punctuation and spelling and the pupils' presentation of their work. • The identification of how pupils could do better in subjects other than in mathematics and English. • The amount of release time provided for the headteacher to carry out her management responsibilities and move forward on important developments. The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in September 1997. Since that time there have been good improvements in the school's overall performance and on most of the key issues identified in the last report. The quality of teaching and learning has improved overall. High standards have been maintained over four years in speaking and listening, reading, mathematics and science. There has been insufficient improvement in the standard of pupils' writing. The pupils' good attitudes and standards of behaviour have been maintained. The teaching of information and communication technology has improved substantially and standards have risen to average levels. Planning for all the subjects of the curriculum has improved but further work is still required in ensuring quality and coverage throughout the school. The ways in which the school checks on pupils' progress and the information it provides about how pupils are getting on, although improved, still does not indicate clearly enough how pupils

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

could do better. St Leonard’s, Heath and Reach (VA) Lower School- 7

p.6

STANDARDS

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

p.7

STANDARDS

Performance in: all schools similar schools Key

p.7

STANDARDS

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

p.7

STANDARDS

The high standards achieved by seven year olds in 2000 in reading and mathematics are the result of good teaching. Standards in writing, although broadly average, are much lower and not as good as in other similar schools. Inspection findings reflect these results. Pupils' achievements are generally good, but inaccurate spelling and untidy handwriting spoil pupils' writing. Not all pupils use punctuation to show sentence structure. Teachers' expectations of the quality of pupils' writing are not high enough. In 1999, half of the pupils taking the national tests in this small year group had special educational needs and this shows itself in the well below average results. The E* indicates that the results for reading were in the lowest five per cent nationally. These pupils are now the oldest in the school and their standards in mathematics, reading and writing remain below average. Their achievements over time are satisfactory although progress in writing is slower than in reading or

p.7

STANDARDS

mathematics. Standards in science at both key stages are good and pupils make good progress. Standards in information and communication technology have improved significantly since the last inspection and are now similar to those found in most schools. Standards in all other subjects inspected are similar to those found in most schools but there are some weaknesses within subjects, for example pupils' recording of science, design drawings and use of sketchbooks at Key Stage 2.

p.7

STANDARDS

Results fluctuate from year to year. This can be expected where, in the smallest year group, one pupil represents almost eight per cent of the total. Over four years, the school has maintained high standards in mathematics and reading but writing standards remain much the same and could be higher. The school sets appropriately challenging yearly targets based on pupils' attainment when they start school and provides work that enables pupils of different attainment to make good progress except in writing. Achievement at the Foundation Stage is good overall but the children's progress in writing is slower than in the other areas of learning.

p.7

PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Pupils have positive attitudes to school, show interest in all the school provides and work hard. They take care of school property. Children in the reception class settle quickly into school routines. Pupils with special educational needs have a confident approach to learning.

p.7

PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Pupils behave well in lessons and at play. They co-operate well when they work in groups or pairs. They are polite and courteous. They are trustworthy and show a respect for property.

p.7

PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Pupils respond well to the warmth and respect shown to them by all adults who work in the school. They learn to treat each other in a similar way. There are too few opportunities for pupils to show initiative.

p.7

PUPILS’ ATTITUDES AND VALUES

Attendance Attendance is satisfactory. St Leonard’s, Heath and Reach (VA) Lower School- 8

p.7

TEACHING AND LEARNING

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

p.8

TEACHING AND LEARNING

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

p.8

TEACHING AND LEARNING

The quality of teaching is good. During the inspection all the teaching was satisfactory or better. Half of this was good and almost a quarter very good. Teachers regularly involve pupils in discussions and question them closely. This develops high standards of speaking and listening and extends pupils' understanding well. Reading is taught well and so pupils quickly become fluent and this enables them to gain information from books in other subjects and to read independently for pleasure. In English, pupils are taught well to record their ideas in many different ways. They use words well but teachers are not sufficiently demanding about neat handwriting and accurate spelling and punctuation and this is not picked up with sufficient rigour in their marking. As a result, pupils take insufficient care and the work is often not the best they can do. There is good teaching of mathematics, particularly numeracy skills. As a result many pupils calculate quickly and

p.8

TEACHING AND LEARNING

accurately. Higher attaining pupils occasionally complete written calculations that are too easy for them. Science, particularly investigative work, is taught well and this leads to pupils who think for themselves and have a good understanding of the work undertaken. Teachers are careful to consider pupils' different needs when they work with them in groups or explain new work to the class.

p.8

OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum is broad and relevant to the pupils' needs and interests. There is an appropriate emphasis on English and mathematics. Better links could be made between subjects to make the most of the time available. Time for science is low for older pupils and restricts the development of recording skills.

p.8

OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Provision for pupils with special educational needs is satisfactory. Individual education plans help teachers to focus on pupils' particular difficulties and help them to overcome them.

p.8

OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural, development This is good overall. Provision for pupils' moral and social development is the stronger element. The school's personal and social education programme promotes moral and social issues well. The residential visit encourages older pupils to become independent.

p.8

OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school knows individual pupils well and provides good personal support and guidance for them, relevant to their varied needs. Arrangements made for their welfare are satisfactory. There are too few checks made on the quality of pupils' work and their progress in subjects other than English and mathematics.

p.8

OTHER ASPECTS OF THE SCHOOL

The school works well with parents to benefit pupils' learning. The school arranges many activities out of school time that extend pupils skills, provide enjoyment and promote good relationships. St Leonard’s, Heath and Reach (VA) Lower School- 9

p.8

HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The headteacher has developed a successful teaching team with a strong commitment to moving the school forwards. Appropriate areas for improvement are identified and the headteacher and key staff have taken effective action on those they consider most important. Management is satisfactory overall. The headteacher's ability to manage the school is undermined by the small amount of release time available to her and this is hindering further improvements to standards of work.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The governors fulfil their responsibilities well. They have become better informed about the work of the school, its strengths and areas for improvement. They support the school well.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The monitoring of teaching has been successful in identifying where improvements can be made and in taking effective action. It is limited to English and mathematics and does not yet provide an overview of strengths and weaknesses in other subjects. The analysis of results is at an early stage but is already providing useful information about the progress pupils make.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Staff, learning resources and funds are used well to support pupils' learning. The school is efficient in considering how to obtain best value when making spending decisions.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

There is a good balance of expertise, experience and new ideas on the staff. The accommodation and learning resources are adequate for the demands of the curriculum.

p.9

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Children like school. • The teaching is good. • Parents feel comfortable about approaching the school. • The school expects children to work hard and achieve their best. • The school is well led and managed. • The school is helping children to become mature and responsible. • A few parents would like more information about how pupils are getting on. • A few parents would like out of school clubs to be open to pupils in the youngest classes. • A few parents are unhappy about the progress their children make.

p.9

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection team agrees with parents’ positive views. Although information to parents has improved since the last inspection, there is still room for further information about how individual pupils could do better. There is too little guidance, about how pupils could improve, provided for parents through reading diaries, the homework book and annual reports. Younger pupils than in many other schools attend extra-curricular activities. Progress is at least sound and often good. St Leonard’s, Heath and Reach (VA) Lower School- 10

p.9

The school’s results and achievements

1. The results of National Curriculum tests for seven year olds in 2000 show that standards were:-

p.10

The school’s results and achievements

• well above the national average in reading and mathematics and in line with the national average in writing; • well above average in reading, above average in mathematics and below average in writing in comparison with similar schools.

p.10

The school’s results and achievements

2. Girls did better than boys but with only seven boys in the year group comparisons are unreliable. Standards show some variation from year to year. In 1999 for example, when a year group including a high proportion of pupils with special educational needs took the test, results fell sharply. Results show that high standards have been maintained in reading and mathematics over the last three years but there has been no overall improvement in the relatively low standards in writing.

p.10

The school’s results and achievements

3. The findings of the inspection indicate that standards for seven year olds are high in reading and speaking and listening, above average in mathematics and broadly average in writing. Results in national tests are likely to be slightly, but not significantly, lower than last year. The school's predictions for these pupils, based on their attainment on entry to the reception class, support this judgement. Pupils' achievements at Key Stage 1, and the progress that they have made since they started school, are good. Most pupils are capable readers and this allows them to use information books to advantage from an early age. High standards in speaking and listening allow teachers to extend pupils' understanding though discussion and questioning. There are good examples of demanding work of this kind throughout the key stage. Pupils write well enough to record their thoughts and ideas in simple sentences. Higher

p.10

The school’s results and achievements

attaining pupils write at greater length and with a wider vocabulary but, for most pupils, spelling and punctuation could be better and handwriting is often untidy. Standards of presentation, including handwriting and spelling, are low and detract from the quality of the learning in the classroom. Pupils show a good grasp of different ways of calculating and use this effectively to find answers quickly. The few very able pupils are provided with challenging work in mathematics that keeps up the rate of their progress.

p.10

The school’s results and achievements

4. The school is likely to meet the current year’s targets because these are based on a sound knowledge of pupils' capabilities and a careful check has been kept of their progress towards the targets.

p.10

The school’s results and achievements

5. Standards at the end of Year 4 are below average. This is the same year group whose results were low at the end of Key Stage1 in 1999. Although standards are low most pupils have made satisfactory progress in English and mathematics since that time. The teachers at Key Stage 2 provide different groups of pupils with work pitched at a level where all can move on. Speaking and listening skills are good and most pupils are able to talk in some detail about their work. About half the pupils read accurately, fluently and expressively. They enjoy reading and their skills are such that they are able to use a range of non-fiction books to find information easily. Lower attaining pupils read mostly accurately, but hesitantly and with little expression. Their skills are good enough to read material provided in the classroom. Higher attaining pupils show a wealth of ideas and adventurous vocabulary in their writing. Most other

p.10

The school’s results and achievements

pupils write rather laboriously. All but a few pupils make frequent spelling errors and use only basic punctuation, and their handwriting is untidy. In mathematics all pupils are making good progress in mental work and show growing confidence when calculating. Their work on shape shows good levels of achievement but about half the pupils are working at a low level in St Leonard’s, Heath and Reach (VA) Lower School- 11 mathematics. The work is occasionally undemanding in mathematics for the higher attaining pupils. When they complete similar tasks to average pupils before going on to extension work their progress is slower than it might be.

p.10

The school’s results and achievements

6. Pupils in Year 3 are split by age between two classes. Their progress in each subject is much the same as other pupils in the class, although there are a few occasions where work in mathematics could be more demanding. For example, higher attaining pupils in the Year 2/3 class are capable of working with bigger numbers.

p.11

The school’s results and achievements

7. Over half the pupils in Year 4 have special educational needs. The percentage is much smaller in other classes throughout the school. Teachers use a variety of methods to boost their confidence and raise their achievements, particularly in the core subjects. Overall, pupils with special educational needs make satisfactory progress throughout the school and achieve in line with their capabilities. Their progress is good when they are the focus of adult support.

p.11

The school’s results and achievements

8. Standards in science are good for seven year olds but below average for the oldest pupils. Again, most pupils make good gains in learning over time. The work is demanding and attention is paid to the needs of the least able and the few talented pupils. There are good opportunities for investigative work and pupils' skills and knowledge are developed well. At Key Stage 2, pupils' recording of their work is not often completed with sufficient care.

p.11

The school’s results and achievements

9. Standards in information and communication technology (ICT) are now broadly average throughout the school. ICT has been a focus in the school's development since the last inspection when standards were reported to be low. The use of the co-ordinator to teach throughout the school has had a marked impact on the improvement in pupils' skills, as have the new computers and software. Standards of word processing show particular improvement. Those pupils who have computers at home have passed on their confidence to others so that pupils are no longer afraid to save, retrieve and print their work.

p.11

The school’s results and achievements

10. Standards in all other subjects inspected are broadly average. An exception to this is the high standard achieved in art by pupils in Year 1. Although no teaching of art was seen, a good range of quality work is displayed in the classroom and elsewhere. It can be safely assumed that good teaching contributes to these standards. Pupils could record their work to a higher standard, for example in history and geography, use sketchbooks more productively in art and produce more carefully considered design drawings in preparation for making in design and technology. As this is a voluntary aided Church of England School, religious education was inspected by a person appointed by the St. Albans’ diocese.

p.11

The school’s results and achievements

11. Children enter the reception class with a wide range of attainments but standards are average overall. By the end of the Foundation Stage, attainment is good in all areas of learning and most pupils have begun aspects of the National Curriculum. Children's attainments in reading, speaking and listening are particularly good. The school has maintained the good provision seen in the last inspection. In the last inspection the children had poor computer skills but these are now good for this age group. Children make progress through the stepping stones in most early learning goals. As the children approach the end of the school year, there are insufficient opportunities to prepare them for the more formal structure of the numeracy and literacy strategies in Year 1. For example, there is too little teacher-led group work, especially in writing, to build on new learning in whole-class sessions. This results in

p.11

The school’s results and achievements

slower progress in writing than in reading, as there are too few occasions when writing is the teacher's focus for small group work. St Leonard’s, Heath and Reach (VA) Lower School- 12

p.11

Pupils’ attitudes, values and personal development

12. All pupils have good attitudes to learning and are keen to come to school. This has a very positive impact on their achievement. Children in the reception class settle quickly into school routines and happily leave their parents or carers at the start of each day. They are enthusiastic about their work and soon begin to develop some independence and initiative. Pupils in Key Stages 1 and 2 are interested and motivated in lessons, make sensible contributions to discussions, listen well to each other and confidently share ideas. They all enjoy reading and many are keen to stay behind after school to take part in extra-curricular activities. Pupils with special educational needs have a positive self-image and a confident approach to their work, due to the fact that they are fully integrated into the life of the school.

p.12

Pupils’ attitudes, values and personal development

13. Pupils’ behaviour, both in and out of class, is good. Pupils in all classes respond readily to the requests and instructions of teachers, support assistants and mid-day supervisors. They are usually polite and courteous to each other and always to teachers, other staff and visitors. They are trustworthy and show respect for property, treating the resources they use with care. The school places a great emphasis on rewarding good behaviour and does not use sanctions, such as withdrawal of privileges, lightly. Inspection findings confirm the view of virtually all parents that behaviour in and around the school is good. No oppressive behaviour, such as bullying or name-calling, was observed during the inspection.

p.12

Pupils’ attitudes, values and personal development

14. Pupils’ personal development is very good. The pupils are treated in a positive and mature manner by the staff and they respond in a similar vein. Most have very good relationships with their schoolmates and adults, built on tolerance and respect for the work, ideas, beliefs and values of others. The pupils work well individually and co-operatively in pairs or small groups. From reception onwards they learn to take turns, be kind and help one another. Pupils support charities through fund-raising activities and sponsorship and run a stall at the school fete. In a Year 1 personal and social education session, pupils’ knowledge of their own worth was very well supported by written work about their good points. The residential trip to Wales in Year 4 is the first time that many of the oldest pupils experience being away from their parents or carers and leads to a growing independence. There are good opportunities provided for pupils

p.12

Pupils’ attitudes, values and personal development

to take responsibility as monitors and helpers in their classrooms and around the school, but fewer for them to use their own initiative in their work. This limits their ability to make choices and decisions and to organise their own work.

p.12

HOW WELL ARE PUPILS TAUGHT?

15. The quality of teaching is good at both key stages. In the lessons observed, all the teaching was satisfactory or better. Half of these lessons were good and almost a quarter very good. This is an improvement since the last inspection when one in ten lessons was reported to be unsatisfactory. The National Literacy and Numeracy Strategies and the school's monitoring of English and mathematics have contributed to improvements in teaching in these subjects. Teaching by music and ICT co-ordinators, in their own specialisms, has improved the teaching and learning in these subjects. The school's focus on improving standards in ICT, including the effective use of National Grid for Learning funds for upgrading resources and training, has improved the skill and confidence of all teachers.

p.12

HOW WELL ARE PUPILS TAUGHT?

16. Basic skills of reading are taught well and pupils make good progress. They learn letter sounds thoroughly and how to build words. Punctuation is studied carefully to identify where the natural breaks come in the text, where people are speaking and where there are questions or exclamations. Teachers emphasise the importance of expression to bring the text alive and set good examples themselves. As a result, pupils read with enthusiasm and understanding. Their skills in reading allow them to benefit from using information books from an early age. Teachers skilfully develop pupils' ideas and vocabulary for writing and the content of their work reflects their knowledge of books. The school has adopted new ways of teaching spelling in response to concerns about standards. Pupils work from lists of common St Leonard’s, Heath and Reach (VA) Lower School- 13 words and those they spell inaccurately in their own writing. This now occupies a regular

p.12

HOW WELL ARE PUPILS TAUGHT?

place in the literacy hour and pupils try hard. Joined handwriting is taught from an early age and pupils soon develop a fluent style. However, teachers accept work that is not as neat as pupils are capable of and work is often untidy and spelt inaccurately. Pupils do not routinely check their work or identify for themselves how they could improve. Teachers' expectations of accuracy in spelling, punctuation and careful handwriting are not high enough. This is hampering progress in writing.

p.13

HOW WELL ARE PUPILS TAUGHT?

17. Numeracy skills are taught well. Pupils learn to look for different methods to calculate and to choose the quickest. They are taught multiplication tables and number pairs that make ten and 20. They learn to look for number patterns, for example by repeatedly adding ten or five, and use what they know about number facts from tables and from pairs of numbers that make ten. They develop a range of useful skills and make good progress in mental work. Occasionally the starting point of tasks set for higher attaining pupils is too easy. Although the work then becomes more difficult, pupils have already spent time going over work they already know.

p.13

HOW WELL ARE PUPILS TAUGHT?

18. Teachers ask searching questions that develop pupils' thinking skills. They pitch these at appropriate levels for pupils of different attainment to ensure the right level of challenge. They generally adapt tasks well so that they are not too difficult for lower attaining pupils or too easy for higher attaining pupils. They provide many valuable opportunities for pupils to talk about their work and to ask questions of their own; consequently many pupils become confident and articulate speakers.

p.13

HOW WELL ARE PUPILS TAUGHT?

19. Pupils are rapidly developing their capabilities on the computer as a result of the sharp focus on the teaching of skills. Each class has a weekly lesson with the co-ordinator and regular opportunities during work in many subjects to put their skills into practice. The music specialist is helping pupils to become more proficient performers by concentrating on listening skills. Pupils are developing a good sense of rhythm, pitch and tone in their singing.

p.13

HOW WELL ARE PUPILS TAUGHT?

20. Science is well taught. All teachers have a good, working knowledge of the subject and teach investigative skills well so that pupils learn to observe carefully, to predict what might happen and to describe and explain their findings. They make good gains in knowledge from thorough discussions, questions and answers and from information books. Insufficient attention is given to the need to record the work accurately and older pupils' written reports are of a poor standard.

p.13

HOW WELL ARE PUPILS TAUGHT?

21. Teaching in other subjects is satisfactory overall with examples of geography being taught well in the two older classes during the inspection and evidence from completed work that art is taught well in Year 1. In many subjects the quality of pupils' learning observed in lessons is not evident in their written records of work done in class, as insufficient care and attention is given to this task. Work is often done on sheets of paper and stored in a way that does not help pupils to look back and learn from earlier work. It is difficult for them, and for teachers and parents, to identify areas for improvement or to see progress.

p.13

HOW WELL ARE PUPILS TAUGHT?

22. Teachers explain new work well to pupils and make it clear at the start of each lesson what pupils are to learn. They use resources well and provide interesting and varied activities. As a result, pupils are keen to learn and try hard to succeed. A good example of this was observed in geography in the Year 3/4 class. A good range of maps, aerial photographs and computer mapping programs was used to develop pupils' understanding of routes. Pupils worked enthusiastically to draw routes of their own because they were clear about what was expected and were prepared well for the task through looking at a range of maps.

p.13

HOW WELL ARE PUPILS TAUGHT?

23. Teachers manage pupils well, treat pupils fairly and make their expectations for behaviour clear. This leads to open and trusting relationships in classrooms, co-operative pupils and lessons uninterrupted by the need to keep order. It results in pupils who concentrate and generally complete the tasks in hand. St Leonard’s, Heath and Reach (VA) Lower School- 14 24. The teaching of pupils with special educational needs is good. In almost all lessons there is a good match of follow-up work or recording strategies to their individual needs. When pupils are given individual or small group help in class and when they are withdrawn for specific skills teaching they make good progress. Teachers deploy the help of students well and often use them to draw out ideas and thoughts from groups of lower attaining pupils and help them to record these in appropriate ways. Teachers use praise well to build all pupils’ self-esteem.

p.13

HOW WELL ARE PUPILS TAUGHT?

For example, in a Year 3/4 lesson in which they were controlling objects through simple computer instructions, pupils with special educational needs were given much encouragement and this led to good progress being made. The pupils’ confidence allows them to join in class discussions and answer questions and this enables them to take a full part in class activities. Targeted support, as in one Year 2/3 mathematics lesson on place value, ensures that they have a secure grasp of one operation before moving on to the next.

p.14

HOW WELL ARE PUPILS TAUGHT?

25. Homework is used well especially in English and mathematics. It gives pupils valuable opportunities to practise new skills and extends the work done in lessons. It contributes effectively to pupils' progress. Both teachers and parents miss opportunities to comment, in homework books and reading diaries, on how pupils could improve or to note particular achievements.

p.14

HOW WELL ARE PUPILS TAUGHT?

26. The teaching of pupils at the Foundation Stage in the reception class is good in all six areas of learning. A significant amount of very good teaching was observed during the inspection. There is particularly good teamwork between the teacher and nursery nurse, which contributes strongly to children's learning. Work placement students are deployed well to give children effective extra support. However, there is insufficient follow up work in teacher-led groups after the whole-class literacy and numeracy sessions. This results in pupils writing skills developing slowly. The children are encouraged to write over the teacher’s own writing rather than having a go for themselves.

p.14

PUPILS?

27. The school provides a satisfactorily broad range of activities for pupils at Key Stages 1 and 2. This covers all subjects and is relevant to the age and interest of the pupils. National guidelines that provide a step-by-step approach to pupils' learning are now in place for all subjects. This is an improvement since the last inspection. Statutory requirements with regard to the National Curriculum are fully met. However, the lack of a whole-school plan, giving a clear overview of what is being taught to each year group over a two-year period, makes it difficult for the school to be confident that all areas are covered adequately in mixed- age classes. It hinders the identification of cross-curricular links to prevent the relatively short amount of time available for subjects other than English and mathematics from being eroded further. For example, when pupils practised giving instructions to a robotic toy, their work was

p.14

PUPILS?

slowed when time was given to consolidating their understanding of left and right and moving through different degrees of turn. This could more easily have been accomplished in a physical education lesson.

p.14

PUPILS?

28. There is a strong emphasis on literacy and numeracy. The literacy strategy has been satisfactorily introduced and more time than the national average is spent on literacy lessons. Opportunities are often missed to incorporate writing in support of other subjects into the literacy hour. For example, in a history lesson the oldest pupils wrote a formal letter to the headteacher at Eyam asking for information about the village. The school has recognised the need to improve spelling, handwriting and presentation, in order to raise standards in written work. Numeracy strategies have been implemented well. Pupils are articulate and have a good grasp of the language of mathematics. This helps them to explain and develop their mathematical strategies clearly. St Leonard’s, Heath and Reach (VA) Lower School- 15 29. The good quality and range of the curriculum for children under five have been maintained

p.14

PUPILS?

since the last inspection. The teacher and nursery nurse provide children with a very caring environment and daily routines have been firmly established. Good induction procedures are organised at the beginning of the year so that parents are confident about leaving their children and children settle well. Both teacher and nursery nurse are involved in home and school visits. A wide-ranging curriculum is planned to meet the recommended early learning goals for children of this age, with good opportunities for children’s intellectual, social, physical and creative development. High quality role-play areas are provided and these stimulate and extend the children’s early language, imaginative and social skills. However, for this time in the academic year, the provision has not been sufficiently developed to allow for more focused work to take place with groups of children, especially with writing, after initial whole-

p.15

PUPILS?

class sessions. As a result children's progress in writing is slower than it might be and the children are not being fully prepared for the more formal structure of the literacy and numeracy lessons in Year 1.

p.15

PUPILS?

30. Some parents feel that the provision for extra-curricular activities could be improved, but the inspection team’s findings are that the provision for extra-curricular activities is good for a school of this size and age group. There is a good range of after-school clubs, including chess, choir, computers and country dancing and the opportunity for all pupils in Year 4 to experience a residential trip to Wales. With the support of a peripatetic teacher, a few children are learning to play the violin. The curriculum is also enhanced by visits to local and other sites of special interest, including St. Albans’ cathedral and Woburn Abbey. There are regular visits by a history expert who brings different periods to life by dressing up as a Viking or Roman.

p.15

PUPILS?

31. The school ensures that all pupils have equal access to the curriculum and the opportunity to take part in all lessons, whatever their ability. The provision made for pupils with special educational needs is sound. The school’s arrangements meet the requirements of the current special educational needs Code of Practice. Procedures for identifying and reviewing pupils’ needs are thorough and secure. Pupils’ individual education plans specify clear, manageable targets that are carefully matched to identified needs. The planning in most lessons makes sure that follow-up or group work is pitched at the correct level for each set of pupils. A classroom assistant is deployed well giving extra help in classrooms and working with a few individual pupils on a withdrawal basis.

p.15

PUPILS?

32. There is good provision for pupils’ personal, social and health education, and suitable policies for sex education and drug misuse. These aspects are mainly taught through science and personal, social and health education. Teachers discuss, with the children in their classes, issues such as friendship, keeping safe and fairness. The warm and constructive relationships that prevail in all areas of the school make a strong contribution to this aspect of the pupils’ education.

p.15

PUPILS?

33. The school has established good links with the local community, particularly the church. The children take part in village events, running in the local pancake race and country dancing at the church fair. The pupils serve tea to senior citizens, who are invited to the school on a regular basis. They have planted seeds in the churchyard and talk to older inhabitants about their memories of life in the village and their days in the original school. The school has constructive links with the middle school, to which most of the pupils transfer when they are nine, and these procedures are helpful in smoothing their transition. In their final term, Year 4 pupils spend a whole day in the school they will be attending in the following September, getting to know their new teachers and routines. Useful discussion takes place, and agreement is reached, with staff from other local lower schools and the middle school about

p.15

PUPILS?

coverage of areas of the curriculum. This ensures, for example, that the study of a period in history is not repeated. The school applies to different local and national organisations for support in its various initiatives and makes good use of the funds raised in this way. St Leonard’s, Heath and Reach (VA) Lower School- 16 34. Overall, the provision for the pupils’ spiritual, moral, social and cultural development is good. As befits a church school there is a wide range of opportunities for pupils to reflect on their own beliefs and gain a knowledge and understanding of those of others in religious education. Opportunities for pupils to develop a feeling of awe and wonder about the world around them are provided in science, art, geography and history. Pupils experience a sense of shared enjoyment when they sing and dance together.

p.15

PUPILS?

35. The school makes good provision for pupils’ moral and social development. All the members of staff provide very good role models and show consistent care, kindness and courtesy to the pupils and each other. The pupils’ responses, and their good behaviour around the school, shows that the great majority have a clear sense of right and wrong. The school provides a strong moral code, which permeates everything it does. For example, the pupils write their own class rules and these are prominently displayed. This encourages pupils to take responsibility and to develop an understanding of living in a community. The very good relationships in the school are a crucial factor in forming pupils’ attitudes. Issues are discussed sensitively in personal and social education sessions as well as with individual children. The pupils are aware of environmental issues and keep the school grounds litter free. Pupils relate comfortably to each other and often work well in pairs and small groups.

p.16

PUPILS?

Most pupils are able to work responsibly and without direct supervision in lessons, such as those for literacy and numeracy, when the teacher is working with another group. There are some opportunities for pupils, particularly those in Year 4, to show initiative both within classrooms and around the school, but this aspect is currently underdeveloped. It limits the pupils' ability to organise their own work and to make choices and decisions about their learning, where this is appropriate.

p.16

PUPILS?

36. The provision for cultural development is sound. The school is good at promoting pupils’ awareness of their own rich heritage and cultural traditions through visits and visitors. A good example of this, is the study of the local village by Year 3 and 4 pupils. Christian religious festivals are strongly emphasised, as one would expect in a church school. There is some recognition of those celebrated by other faiths, supported by a good range of artefacts. The pupils learn about, and can recognise, the work and style of a range of artists and composers, but these are mainly from the western world. Their knowledge and understanding of non-European cultures and, in particular, less economically developed countries are more limited and the school could do more to raise pupils' awareness especially through geography.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. Overall, the school cares for the pupils well and there are appropriate procedures in place to ensure their safety and well-being. There are several strengths but also a few weaknesses. At a practical level, the school is a warm and friendly place in which pupils are happy and secure and able to learn without fear in a caring environment. The care provided by all staff is good and they know pupils well. They provide appropriate support for their various needs. Pupils are able to talk to staff about any worries they may have and the relationship between adults and pupils is relaxed. This is a similar picture to that at the time of the previous inspection.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. Child protection procedures are satisfactory. The school follows the local area procedures but has no written policy of its own to link into this. The person with responsibility for child protection has had appropriate training, which is then shared with other teachers. Staff are briefed on any concerns.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The management of health and safety, on a practical basis, is satisfactory but there are a few shortcomings. A governor has responsibility for health and safety that will lighten the load on the headteacher. The school’s policy for health and safety is out of date and needs to be reviewed. Safety issues are dealt with as they arise but formal safety inspections have not taken place frequently and the recording of concerns has slipped during the last two years. Some risk assessment has been carried out and action taken. Fire drills are held regularly St Leonard’s, Heath and Reach (VA) Lower School- 17 and fire appliances are serviced, with the next service now slightly overdue. The fire alarm is tested regularly and this is logged, but the frequency of this is less than is recommended. Testing of portable electrical appliances is up to date and appliances are marked accordingly. First aid procedures are good. All accidents are recorded and parents receive a confirmatory

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. There are good procedures for monitoring and promoting attendance. Unexplained absences are followed up. The school uses incentives to encourage good attendance, with individual and class rewards for good attendance and punctuality. This motivates the pupils well. The importance of regular attendance is emphasised to parents and the range of activities offered by the school makes the pupils keen to attend.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school’s management of behaviour is good and this results in the high standard of pupils' behaviour both in and out of lessons. There are few formal rules but these, together with the excellent role models provided by all staff and their high expectations, lead to an environment that is conducive to effective learning. Pupils know what is expected of them and for most it is second nature to conform. Pupils of all ages mix together well and oppressive or aggressive behaviour rarely takes place and when it does is dealt with effectively.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Overall, the school’s procedures for assessing, monitoring and supporting pupils’ attainment and progress are sound. In the reception class, there are good assessment procedures. Staff build on information gained from parents and carers about what their children can do when they start school. Together with formal testing soon after entry, they are able to track individual children’s development in all six areas of learning and gauge their progress in these over time. Each small step is noted and both the teacher and nursery nurse have a good knowledge of what every child can do.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. In Key Stages 1 and 2, pupils’ progress is monitored well in aspects of English and mathematics and this is an improvement since the last inspection. Reading ability is gauged using a published test. The end of Year 2 national test results are looked at carefully to see where improvements to the curriculum can be made and followed by further published tests in the juniors. Information thus gathered has led to the present strong emphasis on improving spelling throughout the school. Assessment in the other subjects is not so well developed and is slowing improvements in standards. Apart from giving valuable factual information about pupils at the school, the present usefulness of pupils' record folders is doubtful. Some of the pupils’ work in these is undated, or has not been added to recently. The school has recognised the need to improve procedures for gathering assessment data and the compilation of useful tracking spreadsheets has begun. These provide good visual

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

information, both hand-written and computerised, from which quick deductions about pupils’ progress can be made. They have begun to be used to identify underachievement and to take action to improve progress.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Good use is made of assessment to identify pupils with special educational needs at an early stage and to provide appropriate work for them. Individual education plans for these pupils identify specific learning targets and pupils’ work is generally well matched to these. Good records are kept of the steps each pupil takes towards successfully meeting their targets. The procedures for monitoring and supporting the personal development of pupils with special education needs are good. Whenever necessary, external help and advice is sought and given, for instance by the school psychologist or the speech therapist.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The school's support for the pupils’ personal development is good. Teachers know the pupils well and any concern over a pupil’s development is quickly recognised and followed up, with parents involved at an early stage. Such concerns are recorded. There is a good programme of personal, social and health education, which helps to develop pupils’ self-knowledge and social awareness. This, together with the constant encouragement and support from all staff, helps to build pupils’ independence and self-confidence. This is recognised by parents as a strong feature of the school. St Leonard’s, Heath and Reach (VA) Lower School- 18

p.17

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. The school has established good relationships with the parents and works closely with them to benefit the education of their children. The views of parents, in the questionnaires and during interviews in the inspection week, are strongly supportive of the school. Parents see the school as being well led, easy to approach and having a positive work ethic. They see their children liking school, being well looked after and affectionately guided as they grow and develop. A third of those who responded to the questionnaire were not happy about the range of activities offered outside lesson times and a fifth felt that the information provided on their child’s progress is insufficient. The inspection findings support parents' positive views. It is the view of the inspection team that the range of extra-curricular activities offered, including the residential visit, is good overall for children of this age group.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. The school provides parents with a good level of information about their child’s progress and about general matters. There are newsletters giving general information and the headteacher sends an end of year summary as well as regular letters on specific topics. Such information is also displayed on the parents’ noticeboard. Parents of pupils with special educational needs are alerted early, share problems and information and attend review meetings. There is an open-door policy at the school, so parents often speak to class teachers first about any concerns.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The prospectus and governors' annual report for parents are both informative but omit a few minor items of statutory information. The headteacher has been made aware of these. Pupils’ annual reports give generally good information about attainment and progress although some do not include targets for improvement. There are parents’ consultation meetings each term and in addition there is an open afternoon each term for parents to come into class and see their child working in specific curriculum areas.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. A few parents at the pre-inspection meeting expressed some anxieties about the headteacher having responsibility for a class in addition to managing the school, about pupils' progress and about the number of teachers taking the oldest class. Evidence from the inspection indicates that pupils' progress is at least sound and often good. Some changes of teacher are a result of effective specialist teaching and parents were unaware of this. It is not possible to comment on other arrangements as no other changes occurred during the inspection week. The team shares the parents' concern about the headteacher's workload.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. Parents make a good contribution to the learning of their children and to the life of the school. A few parents help in the classroom and on outside visits and provide valuable help that the school itself could not afford. Parents provide significant help to pupils at home with their reading and other homework. Reading and homework diaries are used to keep track of work done but provide little information about how pupils could improve. The school’s homework policy provides a structured and progressive programme that consolidates work learnt in class and helps pupils develop good learning habits. The school provides helpful information to new parents and staff make home visits. Regular meetings take place with parents of pupils with special needs to review their child’s progress. The parent/teacher association is active and well supported and raises remarkable funds for a school of this size. These are put

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

to good use, making improvements and purchasing resources for the school.

p.18