Shustoke CofE Primary School

SHUSTOKE CE PRIMARY SCHOOL

Dates of inspection: 28 th and 29 th January 2002

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SHUSTOKE CE PRIMARY SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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SHUSTOKE CE 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. Shustoke CE Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Forge Road Shustoke Nr Coleshill Warwickshire Postcode: B46 2AU

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1997 Shustoke CE Primary School - 4

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Team members

2766] Rashida Spencer Registered inspector 14178 Patricia Willman Lay inspector 17454 Brian Aldridge Team inspector

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Team members

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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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Shustoke CE Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

Shustoke Primary is a village school located near Coleshill, Warwickshire. Of the 187 pupils on roll (109 boys and 78 girls), over a half travel to school by bus. Pupils are drawn from a wide range of backgrounds but both the proportion of pupils with special educational need (80) and with statements (5) is well above the average. However, socio-economic indicators are favourable; only two pupils are eligible for free school meals. Two pupils speak English as an additional language and both are fluent English speakers. Attainment on entry is broadly average. There is significant mobility, particularly at Key Stage 2. The number on roll is rising and class sizes in Key Stage 2 are big even though the school accommodation has been extended. A new Year 6 classroom and an information and communication technology suite have been built since the last inspection. It is a popular rural school recognised by the local education authority as a centre of excellence.

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HOW GOOD THE SCHOOL IS

This is an exciting, lively school that very effectively promotes positive attitudes to learning and behaviour. Pupils achieve high standards because teaching is of high quality. Leadership and management are exemplary. Parents and the community value the school’s work highly. Very good value for money is provided.

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What the school does well

• At age eleven, pupils achieve high standards in English and science because of high quality teaching. • Leadership and management are outstanding. • The curriculum is well designed and provides pupils with an excellent and enjoyable range of learning opportunities.

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What could be improved

• Standards in mathematics at the end of Key Stage 1. 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 was last inspected in October 1997 and was judged to be effective. Improvement has been very good and the school’s high standards in national tests have been maintained. The last inspection’s key issues have been addressed successfully. Accommodation has been extended and is now very good, particularly for information and communication technology. Approaches to teaching have been continuously developed and the proportion of very good and excellent teaching has doubled since the last inspection. The curriculum plans have improved significantly; they are now of high quality and make a positive impact on pupils' learning. Partnership with parents has improved and is now excellent. The pace and expectation of learning at the end of Key Stage 1 have improved but can be accentuated further. Shustoke CE Primary School - 7

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STANDARDS

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

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Key

English B A A A Well above average Above average A B mathematics A A B C Average Below average C D science A* A A A well below average E

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Key

The school consistently achieves standards in the national tests for eleven-year-olds in English and science that are well above average and above average in mathematics. The standards of the current Year 6 are in line with these results. Lesson observations and scrutiny of pupils’ work show that a significant number of pupils are working towards Level 5. The test results for seven-year-olds and inspection observations indicate that standards in writing are well above average, in reading they are average and in mathematics they are below average. Standards in mathematics in Year 2 are not as high as they should be and have not improved over time. The weaknesses in mathematics are due to lower expectations in matching pupils’ work to the wide range of abilities represented in the year group. The school sets and achieves appropriate targets for performance in national tests in the core subjects. Pupils in the reception year make very good progress in language,

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Key

mathematics and the science elements of knowledge and understanding of the world. They are taught very well and by the end of the reception year should exceed the expected standards in all areas of learning. From Year R to Year 6 pupils who are high attainers and pupils with special educational needs achieve very well.

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Aspect Comment

Attitudes to the school Very good. Pupils love the school and are excited about learning. They work hard, maintain a good level of concentration and take pride in their work.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Behaviour at lunchtime, playtime and assembly is exemplary.

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Aspect Comment

Personal development and relationships Excellent. Pupils are developing as highly responsible and mature citizens of their school community.

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Aspect Comment

Pupils strive to do well. They show respect for each other’s work. Not being able to come to school is seen as a punishment. Shustoke CE Primary School - 8

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

Quality of teaching Very good Satisfactory Very 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 – 6

The teaching observed during the inspection was very good or sometimes excellent in just over half of lessons. Reading, writing and handwriting are taught very well and these skills help pupils to achieve high standards. The teaching of mental mathematics, at the beginning of numeracy lessons, is increasing the pupils’ recall and accuracy throughout the school. Most lessons are well structured and paced, and basic skills in handwriting and presentation are exceptionally well taught. A particular strength in the teaching is the success teachers have in helping pupils to use their literacy and numeracy skills in all other subjects. In most classes the work is expertly matched to the wide range of pupils’ needs. Analytical assessment and regular marking further support and extend pupils’ learning. Effective teaching is characterised by high expectations throughout the lesson and a brisk pace when teaching the whole class. Questioning of high quality and teacher intervention to support pupils

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

are both judged astutely. Consequently, the challenge offered to above average pupils and pupils with special educational needs is high and both groups of pupils make very good progress. Overall, pupils’ learning is very good. It is at its best in the youngest and the oldest two classes. In some years, particularly 2 and 3, the pace of learning, though never unsatisfactory, slows sometimes during mathematics lessons and some writing activities.

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Aspect Comment

The quality and range of the curriculum Very good. Cross-curricular planning is a strength. Key features are that planning is based on exceptionally good knowledge and understanding of subject requirements, and of how basic skills in literacy and numeracy can enhance the pupils’ knowledge and understanding of each subject.

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Aspect Comment

Provision for pupils with special educational needs Very good. Individual education plans are tightly structured with clear challenging targets.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Excellent. Art, music and science all prompt awe and wonder; teaching enhances and uplifts pupils’ spiritual awareness. Pupils are taught the knowledge and understanding necessary to live in a culturally diverse society. They are encouraged to develop a clear sense of right and wrong and consequently they become responsible members of the school community.

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Aspect Comment

How well the school cares for its pupils Very good. The well being of pupils is accorded the highest priority. School staff know the strengths and weaknesses of each pupil based on very thorough assessment and knowledge of prior learning. Shustoke CE Primary School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent. The headteacher offers outstanding leadership and is clear about what needs to be done next. School developments are appropriately focused on raising standards.

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Aspect Comment

How well the governors fulfil their responsibilities Excellent. The governors’ work is exemplary. Their approach to monitoring, their understanding of the school’s strengths and weaknesses and their involvement in putting the school at the heart of the local community are models of good practice.

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Aspect Comment

The school’s evaluation of its performance Excellent. The practices of analysing pupils’ performance, setting targets for each staff member as part of their performance management, monitoring the quality of teaching and reporting to the staff in a supportive and constructive way have been recognised as exemplary. The school has been correctly identified as a centre of excellence.

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Aspect Comment

The strategic use of resources Excellent. There are very effective systems for developing resources and tailoring finances to meet the school’s aim of raising standards.

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Aspect Comment

The school's external and internal environment is very attractive and reflects the high aims the school has for each pupil. The headteacher and governors apply the principles of best value exceptionally well.

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improved

• All parents think that the headteacher provides excellent leadership. • Pupils love the school and attend enthusiastically • Teaching is very good and children are expected to work hard. • Behaviour is very good and children are helped to become responsible. • Communication is very good. • Homework set is challenging. • School could offer more competitive games.

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improved

The inspection team endorses parents’ positive views. The school provides a good range of physical activities. Shustoke CE Primary School - 10

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high quality teaching

1. Compared to all school and to schools with similar intakes, last year’s National Curriculum test results for eleven-year-olds were well above the average in English and science. Taking the three years 1999-2001 together, results show that standards remain consistently high in English and science. The proportion of pupils achieving the higher Level 5 in these two subjects makes a significant contribution to the very high standards.

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high quality teaching

2. The quality of teaching is very good overall. Excellent teaching was observed in the early years and in the top junior classes. High quality teaching explains why all pupils, including the high attainers and pupils with special educational needs, make very good progress overall. There are a number of key elements of the teaching that help explain why such high quality learning is evident in so many classes. Teachers: • have high expectations; • possess secure subject knowledge; • intelligently plan a very good range of challenging learning opportunities, and • bring a sense of excitement to their work.

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high quality teaching

3. The teaching of literacy is well focused. Speaking, listening, reading, writing and handwriting are taught with great thoroughness. Pupils articulate words clearly, speak confidently and share their opinions and ideas willingly. Pupils have highly developed reading skills by the end of Year 6. They are confident and mature, appreciating the author’s humour and skills in depicting characters and events. All read with very good expression, and with good understanding of punctuation and how writing is structured. They involve the listener fully and communicate their enjoyment expertly. Pupils offer thoughtful explanations as to why they prefer certain books and styles of fiction. They enjoy both reading and writing poetry, and talk knowledgeably about authors and poets. Higher attaining pupils can select specific paragraphs and sentences to illustrate their preferences. They understand how to use books and other sources, such as

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high quality teaching

historical documents and the Internet, for research purposes. Throughout the juniors pupils learn well how to plan their writing. They are capable of writing in a wide range of forms and accurately select6 the most appropriate. These include poetry, narrative prose and historical accounts, and records of scientific experiments and observations. Examples of very good writing were seen in Year 5 work on Shakespeare’s Midsummer Night’s Dream. It showed they understood how Shakespeare uses meaning to convey a powerful message. Their understanding of his humour and verses, such as ‘ Our beautiful queen is enamoured of a hairy beast ’, or Bottom saying to Titania, ‘ Thy ears so cute, are as sweet as my heart’ , illustrate how well their skills have been developed. Pupils are successfully taught to give explanations for their opinions and to interpret the meaning of text. Examples of interesting comments on the personality of characters are found in many books. For example, pupils gave

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high quality teaching

their opinion of a character called Maxwell – ‘ Maxwell is big headed and bossy. He tells us he speaks in a ‘commanding tone’. He never listens to people wiser than him and he is arrogant ’.

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high quality teaching

4. Most pupils have mastered technical skills, such as handwriting, spelling and grammar. Their work is beautifully presented in all subjects and, even in draft form, pupils take very good care to ensure that work is neat and improvements made are clearly delineated. Drawings and diagrams Shustoke CE Primary School - 11 in mathematics, science and design and technology are meticulously executed and labelled correctly.

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high quality teaching

5. Expert and effective teaching makes a very strong impact on the pupils’ learning and the progress they make. Pupils’ learning is greatly assisted by the high expectations teachers have for all pupils including high attainers and pupils with special educational needs. Teachers’ marking is a strength. All work, including homework, is carefully marked. Each week teachers agree in advance what particular aspect of learning needs a critical focus. This is explained to the children so that they are also aware of it. The pace of lessons is brisk; the structure of the lesson is carefully tailored to deliver the content of the subject and literacy strategy expectations are implemented appropriately. Plenaries at the end of the lesson are used very well, especially when teacher and pupils discuss what has been learnt.

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high quality teaching

6. This was exemplified in an excellent English lesson in Year 6 on journalism. This lesson demonstrated the exceptional skills of the teacher who unfolded step-by-step how journalists use language and layout to attract the attention of the reader. Her challenging questions about the differences between tabloids and broadsheets led to a lively discussion and improved the pupils’ understanding of how information can be presented in different ways. The teacher challenged the pupils further by asking them to explain why the headline ‘Oarsome’ was used to describe a lone yachtswoman and her journey. She was able to explain why and when writers used puns. Teaching specific language conventions in context rather than in isolated exercises enables pupils to make important links. Pupils were challenged to identify how many facts are hidden in five headline words and, when they offered an explanation of words such as ‘exalted’ as

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high quality teaching

‘happy’ these suggestions were rejected because they did not convey exact meanings. Not a single pupil’s attention was diverted for 65 minutes. They debated and laughed, and they were competitive and enthusiastic.

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high quality teaching

7. Progress in scientific knowledge, understanding and investigation is very good throughout the school. Science is taught expertly as part of the cross-curricular approach. The school promotes very effectively the teaching of science through first hand investigations. This was well demonstrated in a science lesson with younger pupils when the teacher asked them to look carefully at two parcels of different size. Pupils were asked to estimate the weight and suggest what might be in them. There was great excitement when the very large parcel, containing a huge wasp’s nest, was found to be lighter than the smaller one. Pupils learnt that mass is not related to size. Amazement followed as pupils overcame their initial reluctance to hold the nest and examined it very closely with magnifying glasses. Very cleverly the teacher drew out similarities and differences between how wasps make their nest by using plant material and how

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high quality teaching

wet sand is used to make a flower pot and how both form a clear, strong construction.

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high quality teaching

8. High standards in science are partly attributable to the skilful integration of subjects and the widespread use of first hand experience linked to problem solving. These qualities are exemplified in the school’s use of its wildlife area which contributes to pupils’ good understanding of life processes and living things. Pupils in the Year 3 class studied birds, their diet and their habitat. They made bird seed cakes and hung them outside. They observed which birds were attracted and recorded their findings. The following day, in their literacy lesson, they recorded their observations again but this time using the past tense. They discussed in their PSHE lesson the value and importance of environmental conservation.

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Leadership and management are outstanding

Shustoke CE Primary School - 12 9. The headteacher offers outstanding leadership and is clear about what needs to be done next. She is also an excellent teacher. This exceptionally talented headteacher understand how pupils learn, how assessment helps to improve planning and how to evaluate the impact of teaching on learning and standards. The headteacher has a clear vision for the continuous professional development of teachers. Teachers have good opportunities to develop and refresh their skills, including time away from full-time teaching. The headteacher monitors the teaching, provides written feedback, which is constructive, team-teaches and sets individual performance targets linked to the overall targets set for the school. The individual needs of teachers and the corporate needs of the school are clearly identified, balanced and met well. Teachers speak enthusiastically of how well they are supported. This school provides a model of good practice

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Leadership and management are outstanding

for performance management and appraisal and the school is recognised by the local education authority as a centre of excellence in this regard.

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Leadership and management are outstanding

10. The headteacher scrutinises pupils’ work systematically. She analyses assessment diagnostically, ably supported in this area by the deputy headteacher. Her knowledge of each teacher’s strengths and weaknesses, and her own understanding of how the curriculum can be planned as a result of her analysis, enables her to meet her high standards and expectations. She knows how to teach exceptionally well and knows how pupils can learn and can take risks. All these elements explain why this school provides an excellent education for pupils.

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Leadership and management are outstanding

11. The work of the governors is exemplary. They are fully involved in the school’s development planning, have an accurate knowledge and understanding of its strengths and weaknesses and act as challenging, critical friends. Their own processes of monitoring particular subjects and aspects are well mapped and closely followed. The headteacher keeps the governing body well informed and helps it to further develop and enhance its skills in monitoring and evaluation.

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of learning opportunities

12. The school’s medium-term plans now show skilful and methodical planning that integrates the teaching of skills and the teaching of knowledge and understanding from different foundation subjects into a series of linked lessons. Plans are designed, in particular, to apply to other subjects and consolidate pupils’ literacy, numeracy and information and communication technology (ICT) skills. Topics, which include contributions from a range of foundation subjects, are allocated substantial blocks of time, which enables a range of different investigations to be started and completed. In the reception class, the planning shows a careful balance between teaching children the basic skills of speaking, listening, reading, writing and number and experiences which help them learn about the wider world and different cultures, as well as develop their creative and physical skills. For example, in one lesson children thought about the

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of learning opportunities

forthcoming Chinese New Year celebrations. In a varied and dynamic lesson all the children practised their counting skills, talked about what they had learnt about the Chinese New Year, solved the problems that arose during their work and listened well to each other as they discussed how to solve a problem of posting an A4 envelope. They wrote a letter and addressed an envelope with names that were recognisable in text with well-formed letters and numbers. The ‘Post Office workers’ stamped and posted the letter but the A4 envelope would not fit through the slot! After some discussion, which was very well led in a subtle and discreet fashion by the teacher, the children folded the envelope and popped it into the box.

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of learning opportunities

13. Pupils are encouraged from an early age to make choices and to explain them. Therefore, some groups talked about the type of paste they selected and used to stick newspapers onto their large-scale model of a dragon’s head, complete with bulging eyes and horns. Another child Shustoke CE Primary School - 13 loaded a painting program onto the computer and drew a finer breathing dragon with skill and dexterity. Some made cards to celebrate the Chinese New Year. When asked if it mattered that cards were made back to front, the reply was; ‘That’s how Chinese make their books ’. Children made very good progress in this lesson; they increased their independence and learnt new information, they tasted new food and they were involved. Their behaviour was excellent. Their attitude to learning was positive because it was based on enjoyment and fun.

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of learning opportunities

14. Because pupils can see links between subjects learning is usually very effective. Teachers are able to help pupils make these links because they plan meticulously, have very secure subject knowledge and understand how pupils learning can be facilitated. Pupils, in turn, remember and recall facts quickly and accurately because both teaching and learning are done in a context. They then begin to apply their learning and skills in different contexts themselves. Again, this was well exemplified in a Year 4 ICT lesson. Pupils used computers to explore respiration systems and answered complex questions on how lungs work. Their work was researched well. They used their skimming and scanning skills to locate information from an Internet site. They answered questions by using correct scientific vocabulary, such as oxygen, carbon dioxide and alveoli. Their subject knowledge is well above average and they work well together. They learn

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of learning opportunities

how the blood transfers oxygen from the lungs to all parts of the body. In each theme pupils learn to make connections. Hence, when pupils are learning about rivers in geography, they also conduct scientific investigations into how minerals dissolve in water and the effect of evaporation and condensation.

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of learning opportunities

15. In Year 5, pupils employed their research skills by using reference books to look for Tudor motifs before planning their designs, which were to be realised in marzipan. As in all classes, pupils work diligently and set up their design with a straightforward simplicity, which could be easily transferred to the almond paste. In another lesson in the same year group, pupils composed tunes for verses from A Midsummer Night’s Dream. Pupils worked extremely well, focused on the task of using chords and repeated patterns of notes, and musical notation to record their compositions.

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of learning opportunities

16. The quality of art and design and music is very high and pupils reach very high standards. Artwork is displayed throughout the school to a very high standard. Pencil drawings of habitats found in a pond, as part of the science lesson, are accurately and beautifully drawn. Singing in assemblies is delightful and uplifting. Pupils enjoy singing and often the choir acts as a counterpoint for the hymns. In a sensitive and imaginative arrangement of the Lord’s Prayer, the choir sang as other people listened with reverence. The curriculum is planned so carefully that not a single opportunity is lost to enhance pupils’ learning.

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Standards in mathematics at the end of Key Stage 1

17. Both inspection evidence and the results of last year’s national tests for seven-year-olds indicate that standards in mathematics, at the end of Key Stage 1, are below average. They are well below those of school’s with a similar intake and have not improved over time. Progress at the end of Key Stage 1 is satisfactory rather than good, because the pace of lessons is slow and a little ponderous. Explanations take too much time and at times the mathematical point is missed. For example, ‘near doubling’ was illustrated by the number statement 4+5=9 rather than 4+4=8 and 8+1=9, thus building on pupils’ knowledge of doubles. Expectations are not sufficiently high. Scrutiny of pupils’ work in Year 1 shows work which covers a wide range of topics; pupils attempting to add and subtract in two-digit figures, simple problem-solving using time and money, Shustoke CE Primary School - 14 and recognising fractions, such as whole, half and quarter. The quality and quantity is good.

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Standards in mathematics at the end of Key Stage 1

Pupils make good progress, however, there is little evidence to suggest that pupils’ learning is consistently built on their prior knowledge and understanding. The planning for lessons was not always as well matched as it should have been to the wide range of ability represented in the class and pupils who learn faster than others had the task of colouring shapes when they could have been asked to work faster at more challenging work. The three parts of the lesson identified in the national numeracy strategy are not always well differentiated and the plenary session does not identify what has been learned and consolidate learning effectively.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

18. The headteacher, governors and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Raise standards in mathematics at the end of Key Stage 1 by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• providing more inspiring lessons which increase the pace of learning;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improving the quality and focus of daily lesson plans;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• implementing the numeracy strategy fully. Shustoke CE Primary School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 18

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. [When the total number is substantially less than 100, add] Care should be taken when interpreting these percentages as each lesson represents more than one [two, three, etc] percentage point[s]. [Where the total is close to or greater than 100, use only the first sentence.]

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 187

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 2

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Information about the school’s pupils

Number of pupils with statements of special educational needs 5

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 80

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 1

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 6

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 5

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Attendance

% % Shustoke CE Primary School - 16 School data 4.7 School data 0.0

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Attendance

National comparative data 5.6 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Shustoke CE Primary School - 17

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 17 9 26

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

National Curriculum Test/Task Results Reading Writing Mathematics

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

Boys 16 16 16 Numbers of pupils at NC level 2 and above Girls 8 9 8

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

Percentage of pupils School 92 (84) 96 (84) 92 (80) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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

Teachers’ Assessments English Mathematics Science

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

Boys 15 16 16 Numbers of pupils at NC level 2 and above Girls 8 8 8

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

Percentage of pupils School 88 (84) 92 (80) 92 (96) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 16 15 31

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 14 15 16 Numbers of pupils at NC level 4 and above Girls 15 11 15

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

Percentage of pupils School 94 (96) 84 (93) 100 (100) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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

Teachers’ Assessments English Mathematics Science

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

Boys 13 14 15 Numbers of pupils at NC level 4 and above Girls 13 11 15

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

Percentage of pupils School 84 (86) 81 (93) 97 (89) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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

Percentages in brackets refer to the year before the latest reporting year. Shustoke CE Primary School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 1 Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.2 Financial year 2000/2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 22.8

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 424,303

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Teachers and classes Financial information

Total number of education support staff 8 Total expenditure 404,474

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Teachers and classes Financial information

Total aggregate hours worked per week 149 Expenditure per pupil 2,141

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Teachers and classes Financial information

Balance brought forward from previous year 15,513

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Teachers and classes Financial information

Balance carried forward to next year 35,342

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Recruitment of teachers

Number of teachers who left the school during the last two years 4.1

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 5.6

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Recruitment of teachers

FTE means full-time equivalent. Shustoke CE Primary School - 19

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 59 38 0 0 3

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Percentage of responses in each category

Behaviour in the school is good. 77 23 0 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 42 41 8 6 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 55 34 11 0 0

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Percentage of responses in each category

I would feel comfortable approaching the school with questions or a problem. 84 16 0 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 82 18 0 0 0

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Percentage of responses in each category

The school works closely with parents. 59 40 1 0 0

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Percentage of responses in each category

The school is well led and managed. 90 10 0 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 77 23 0 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 55 36 5 4 0

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