St Anne's CofE Primary School

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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PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: 208 St Ann’s Hill Wandsworth London

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: The Reverend Gordon Jeanes

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 13 -16 October 1997 St. Anne’s C of E Primary School - 4

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Team members

22476 Mrs Sue Vale Registered inspector 9835 Mrs Glenda Spencer Lay inspector 25787 Mr Edmond Morris Team inspector

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Team members

360 Lee Valley Technopark Ashley Road London N17 9LN

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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 St. Anne’s C of E 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

St. Anne’s Church of England Primary School is situated right in the centre of Wandsworth catering for pupils aged between three and 11 years of age. There are currently 205 pupils on roll, 102 boys and 103 girls including 28 children in the Reception class and 33 children in Nursery. This is just below the national average. One hundred and twenty five (59 per cent) of these pupils are supported through a government grant to support the achievement of ethnic minority pupils. There is a diverse social mix, with some pupils coming from the local ’high-rise’ council flats and others living in the large local Victorian houses. Overall, 14 per cent are eligible for free school meals, which is below average. Pupils speaking English as an additional language account for 39 per cent of the school which is very high when compared to other schools. Twenty three per cent of pupils are on the school’s special educational needs register, above the national average. Fewer than one

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INFORMATION ABOUT THE SCHOOL

per cent of pupils have statements of special educational need, this is below the national average. Overall, children enter the school at average standards for their age, although they show a broad range of ability.

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HOW GOOD THE SCHOOL IS

This is a very good school. Strong clear leadership and very good management means that teaching is also very good. This results in high standards, particularly in English and mathematics. The school gives very good value for money.

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What the school does well

• Pupils make very good progress and reach high standards in English, mathematics and science. • Teaching is very good. Teachers always expect the most from their pupils and make work interesting and challenging. • The strong clear leadership of the headteacher, the very good teamwork of the staff and the very good support of governors ensure high standards and continued improvement. • Pupils’ work is planned very well and there are careful checks on their progress. This helps teachers to identify pupils’ needs and plan challenging work so that high standards are achieved. • Relationships, and pupils’ personal development are very good: pupils apply themselves to their work with enthusiasm and interest and work alongside each other in racial harmony.

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What could be improved

• There are no features that require significant improvement. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made considerable improvement since its last inspection in October 1997 and shows a continued commitment to improve still further. By the end of Year 6 pupils continue to reach above average standards in the national tests. The quality of teaching, which was a strength at the last inspection, has improved still further. The key issues for action identified by the last inspection have, overall, been well addressed: for example, raising standards of attainment in geography, and music. There has been particular improvement in information and communication technology (ICT) where standards are now good. The cultural aspect of the life of the school was unsatisfactory but has greatly improved and is now very good. There are policies and schemes of work for all subjects, with a more thorough involvement of curriculum coordinators. The governing body has been re-organised since the last inspection and all governors now have curriculum areas

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

St. Anne’s C of E Primary School - 7 of responsibility and make at least annual visits to the school. They are more fully involved in the school since the last inspection, through careful monitoring and close contact between the headteacher and the chair of governors. Planning for school improvement is also better with the full involvement of both staff and governors. Attendance has also improved due to better and improved strategies to monitor absence.

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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

1999 2000 2001 2001 English A* B A A well above average above average A B mathematics A C A A average below average C D science B C B B well below average E

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Key

The findings of this inspection agree with the school’s test results and judge standards in English, including literacy, mathematics, including numeracy and science, to be well above average. The rate of improvement over the last four years remains stable. The school sets demanding targets to maintain and improve standards and these were met in last year’s tests. In English standards are particularly high in speaking, listening and reading. In mathematics pupils are very good at mental calculations and problem solving. Pupils throughout the school reach high standards in information and communication technology because of the school’s improved provision. Children by the end of reception reach very high standards in all aspects of their learning. Throughout the school pupils with special educational needs make very good progress and reach high standards for their capabilities. Higher achieving and gifted and talented pupils also make very good progress overall.

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Aspect Comment

Attitudes to the school Pupils are very keen to come to school and take a pride in their work. This helps them to make very good progress. Behaviour, in and out of classrooms Good. Pupils behave well, are polite and treat each other with respect. This is particularly noticeable in the playground. Personal development and relationships Excellent. All members of the school community work and play together in racial harmony. Attendance Good.

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Aspect Comment

All these factors contribute to the good achievement and progress which pupils make. St. Anne’s C of E Primary School - 8

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Years 1 – 2 Years 3 – 6

Quality of teaching Very good Very good Very good

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Years 1 – 2 Years 3 – 6

The quality of teaching and learning is very good throughout the school. High quality teaching of English and mathematics, including literacy and numeracy, enables pupils to make good progress. Teachers have very good knowledge of these subjects. They use good question and answer sessions to make the pupils think and to ensure their learning takes place. They have high expectations of the standards that the pupils can achieve and motivate them to do their best. This means that the pace in lessons is brisk, that work is demanding and that pupils are fully engaged with their work. Teachers’ plan lessons very thoroughly and ensure that all pupils are fully included in the lessons.

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Aspect Comment

The quality and range of the curriculum Very good. The curriculum is well organised and encourages pupils’ learning. The range and number of activities on offer to pupils outside the school day are very good.

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Aspect Comment

Provision for pupils with special educational needs Very good. Procedures for identifying and supporting pupils with special educational needs are very good and have very good access to the school’s curriculum. As a result pupils are well supported and make good progress towards their targets.

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Aspect Comment

Provision for pupils with English as an additional language Provision is very effective and allows all pupils equal access to the curriculum: as a result, pupils with English as an additional language make very good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school’s close connection with the Church of England promotes pupils’ spiritual development well and encourages very good moral and social values. Provision for pupils’ understanding of the multi-cultural nature of British society is also very good and encourages the involvement of all faiths and cultures.

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Aspect Comment

How well the school cares for its pupils Very good. Assessment is very thorough with pupils being individually tracked throughout the school.

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Aspect Comment

Many parents help in classes on a regular basis. Parents support the school’s work well, and are actively involved in the life of the school. These good links with parents help to raise standards St. Anne’s C of E Primary School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher gives the school very clear and purposeful leadership. This results in very effective teamwork by the staff and a joint commitment to high standards, despite the fact that many staff are new to the school. Staff with subject responsibilities carry out their roles well and play an active part in developing the school improvement plan. How well the governors fulfil their responsibilities Very good. The governing body fulfils its responsibilities very well. It take an active role in monitoring the school’s finances, standards and the curriculum. This gives them a good knowledge of the school and allows them to support it well. The school’s evaluation of its performance Excellent. The school analyses the results of annual tests carefully to ensure that high standards are maintained. There is very good monitoring of teaching by the headteacher, senior

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Aspect Comment

managers and the LEA. The school knows exactly what to do to continue its very good improvement. The strategic use of resources Very good. The school’s resources are used very well to promote pupils’ learning. Improvements to the building, for example the new ICT suite and the start of the building works for the new classrooms, are carefully costed and governors receive regular reports to enable them to judge the effectiveness of their spending.

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Aspect Comment

The school applies the principles of best value well and is careful not to become complacent. It compares itself against others and challenges its own effectiveness. The school makes very good use of local Beacon schools to support its own development.

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What pleases parents most What parents would like to see improved

• Their children like school • The approachability of the staff • The leadership and management of the school • The standards of work their children achieve • They are kept well informed about how their child is doing • Their children are helped to become mature and responsible • The school provides an interesting range of activities both in and outside of lessons • Behaviour, particularly within Years 2 and 4. • How the school deals with poor behaviour.

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What pleases parents most What parents would like to see improved

The findings of the inspection support the positive views of parents. At the parents’ meeting some of the 15 parents present expressed concerns about the behaviour of children in Years 2 and 4. The inspection found that the behaviour in these classes was satisfactory overall, although there is a small number of pupils who have an immature attitude to their learning, mainly due to a lack of self-esteem and belief in their own ability. However, behaviour out of lessons, for example, at playtimes, was very good and showed all pupils actively involved in playing together in complete racial harmony. St. Anne’s C of E Primary School - 10

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Pupils make very good progress and reach high standards in English, mathematics and

1. The school’s performance in the 2001 National Curriculum tests at the end of Year 6 was very high and much higher than that for similar schools. In English and mathematics the results were well above the national average and in science they were above. All pupils reached or exceeded the nationally accepted level in English and mathematics, putting the school in the top five per cent of all schools in the country. This also indicates how well the school is providing for pupils with special educational needs and those with English as an additional language. They also provide very well for pupils who are gifted in certain subjects, for example, allowing a pupil from Year 3 to work in the Year 6 maths group, so that she is sufficiently challenged. Achievements in English are particularly good with pupils making rapid progress and being almost three terms ahead of the average. Taking all three subjects together, pupils are about two terms ahead of the average

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Pupils make very good progress and reach high standards in English, mathematics and

showing that the school is successfully educating all its pupils. Over the five years 1997 – 2001, test results have remained consistently above the national average, keeping pace with the rise in standards nationally.

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Pupils make very good progress and reach high standards in English, mathematics and

2. Evidence from the inspection shows that in Year 6 lessons, pupils’ standards remain very high especially in English and mathematics. Higher attaining pupils are well catered for and are constantly challenged to achieve as well as they possibly can. They, and other pupils, know exactly what they need to do to improve in all aspects of their work. Because of the very good quality of teaching, standards in the end of year tests in English, mathematics and science are set to remain high. For example, in a Year 6 mathematics lesson, the rate of learning was tremendous as the pupils were constantly challenged in their thinking. They were calculating percentages of sums of money and worked extremely well independently and in pairs, using a wide range of strategies and mathematical knowledge to find the correct answers. During this lesson the teacher drew on the very secure mathematical knowledge the pupils had built up over the years and encouraged them to

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Pupils make very good progress and reach high standards in English, mathematics and

think for themselves. This they did with confidence and by the end of the lesson all knew how to find a given percentage and their attainment was well above that expected for their age.

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Pupils make very good progress and reach high standards in English, mathematics and

3. Learning was also particularly good in an English lesson in Year 6 where pupils were analysing how paragraphs are constructed and their use. Again, the very good quality of teaching enabled pupils to learn very effectively during the course of the lesson. Pupils were able to say exactly what they thought an author was implying in a paragraph and compare paragraphs by different authors to assess the differences in impact they made on the reader. Because pupils’ reading skills were so good, they were able to cope with this demanding work confidently. By the end of the lesson achievement was high and pupils had a very good understanding of how paragraphs are used in writing.

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Teaching is very good. Teachers always expect the most from their pupils and make work

4. In 100 per cent of lessons teaching is satisfactory or better, in 80 per cent it is good or better and in 35 per cent it is very good with a further 15 per cent being excellent. Teaching is very good throughout the school and this is why standards are so high by the time the pupils leave at the age of 11. Pupils get a good start in the nursery and reception classes and the effective teaching they receive as they move through the school has a very positive impact on the progress they make and their attainment. This is true for pupils of all abilities as can clearly be seen from the Year 6 national test results in which all pupils reached at least the accepted levels in English and mathematics with many exceeding this. 5. Teaching is very good for a number of reasons. Teachers have a very good knowledge St. Anne’s C of E Primary School - 11 and understanding of subjects and this helps them to set challenging and interesting work. For

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Teaching is very good. Teachers always expect the most from their pupils and make work

example, in a Year 3 history lesson the teacher’s excellent knowledge of Tudor times was used exceptionally well to lead a discussion about the compatibility between Henry VIII and Anne of Cleaves. Pupils were highly motivated and joined in making many relevant and perceptive comments showing their own understanding of both the period and human relationships. They then worked in pairs to analyse text and pictures to write a character profile. With other pupils they then made a joint decision about whether or not Henry and Anne would be a good match. Well- organised activities, such as those seen in the reception class, help pupils to learn most effectively. By having the children in groups rotating around three activity areas, the time was used extremely well and the levels of concentration and interest maintained. By the end of the lesson the children could identify rhyming words, add two digits to make six and show good standards of speaking and

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Teaching is very good. Teachers always expect the most from their pupils and make work

listening in imaginative role-play based on a café.

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Teaching is very good. Teachers always expect the most from their pupils and make work

6. Imaginative and interesting work is a strong feature of many lessons. Teachers prepare some very good resources to stimulate pupils’ interest and help them concentrate on their work. For instance, in a Year 1 science lesson the teacher had a super collection of light sources and reflective materials for pupils to investigate. All were fascinated by these and learned a great deal about light in the course of the lesson. The care teachers take in preparing their lessons means that pupils are never bored and are always eager to be involved and learn more.

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Teaching is very good. Teachers always expect the most from their pupils and make work

7. Another, and very important factor in the very good teaching is that teachers manage pupils very well by always expecting the best of them and being sensitive to their needs. This is not always easy as some pupils, particularly in Years 2 and 4, have low self-esteem and have to be constantly encouraged by their teachers to bring out the best in them. The good behaviour and enthusiasm of pupils to their learning is a direct result of the good relationships they have with their teachers and the atmosphere of mutual trust and respect seen in many classes. This was illustrated well in a Year 5 dance lesson in which all pupils joined in with boundless enthusiasm and were extremely, and justifiably, proud of their efforts.

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The strong clear leadership of the headteacher, the very good teamwork of the staff and

the very good support of governors ensure high standards and continuing improvement.

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The strong clear leadership of the headteacher, the very good teamwork of the staff and

8. The headteacher has clear values and ideals which he shares effectively with his staff and governing body. The positive role model provided by the Head teacher in his relationships with pupils encourages them to react well to one another and to value each other’s views and opinions. The more clearly defined role of the subject co-ordinators ensures that each curriculum subject area is well led, raising standards of attainment across the whole curriculum. Teachers with subject responsibilities fulfil their roles very well by planning for and monitoring development and their work feeds into the school’s three-year school improvement plan. This means that the provision for pupils continues to improve, as seen with the development of the information technology suite.

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The strong clear leadership of the headteacher, the very good teamwork of the staff and

9. The headteacher and staff work very well with governors to ensure that they receive relevant information about the curriculum which enables them to monitor it effectively and focus their spending on improving the quality of education for the pupils, hence the start of the building works for the two new classes.

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The strong clear leadership of the headteacher, the very good teamwork of the staff and

10. Each governor takes a special interest in one subject with regular visits; this ensures that they have extensive knowledge of the school’s work. They have spent funds wisely in improving provision of information and communication technology and this has resulted in raising standards of attainment since the last inspection report.

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helps teachers to identify pupils’ needs and plan challenging work so that high standards

are achieved. St. Anne’s C of E Primary School - 12 11. Lesson planning is very thorough. Teachers not only plan for lessons very carefully by relating what they are going to teach with their medium and long term plans, but they also run through what they will do with the pupils to check that everything is working well and that they are using resources to their best possible effect.

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helps teachers to identify pupils’ needs and plan challenging work so that high standards

12. Medium and short-term plan’s which organise how each subject is to be taught have been developed and refined a great deal since the last inspection. These give teachers very good guidance in some detail about what the lessons should contain and when certain topics will be covered. Short term plans, for example, all follow an agreed shape and include information about what is to be learnt in the lesson, the activities pupils will do, and how these are to be made challenging enough for everyone in the class. They also include clear plans on how pupils with special educational needs will be supported in their learning. These plans are closely monitored by co-ordinators to ensure that pupils receive the best possible curriculum.

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helps teachers to identify pupils’ needs and plan challenging work so that high standards

13. Teaching is also carefully monitored by the headteacher and senior staff. This also ensures that pupils receive the best possible standards of teaching available and hence ensures that standards remain high. The thorough assessment of pupils’ work means that teachers are able to target support where needed, and provide work that is closely matched to pupils’ needs. Individual learning targets are set and pupils are well aware of what their targets and learning objectives for each lesson are. This has a positive effect on improving pupils’ learning. The school has clear and concise strategies in place for assessment. The information on each pupil’s progress and attainment is fully shared with parents and allows them a very clear understanding of exactly where their children are in their standards of learning.

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Relationships and pupils’ personal development are very good: pupils apply themselves to

their work with enthusiasm and interest and work alongside each other in racial harmony.

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Relationships and pupils’ personal development are very good: pupils apply themselves to

14. A very good aspect of St. Anne’s school is the way it encourages pupils to work and play together. The warm caring atmosphere shows the respect which is held by both teachers and pupils alike. For example in Year 5 and Year 6 literacy lesson the very good relationships between pupils and teachers help to maintain the very high standards of behaviour which are seen.

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Relationships and pupils’ personal development are very good: pupils apply themselves to

15. The headteacher and staff know their pupils very well and show great concern for their personal as well as academic development.

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Relationships and pupils’ personal development are very good: pupils apply themselves to

16. The majority of pupils respond well to their teachers in lessons. They are polite and show respect for each other’s feelings. This is very noticeable during playtimes and lunch times, where there is excellent racial harmony when pupils play together. For example, younger children play football with older children, both boys and girls playing together in the same match. Also excellent examples of imaginative role play were seen at lunchtime involving pupils from all different cultures.

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Relationships and pupils’ personal development are very good: pupils apply themselves to

17. The youngest pupils settle quickly to their work and are attentive mainly because of the teachers’ clear expectations and well-established routines. Older pupils are given responsibilities, such as having ‘buddies’ to support, and they help with the arrangements for assemblies. One reward which older pupils can aim for is to be allowed to help with the younger pupils. This shows a mutual respect for different age groups within St. Anne’s.

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Relationships and pupils’ personal development are very good: pupils apply themselves to

18. One aspect of personal development which is not so well established is the promoting of pupils’ self-esteem in Year 2 and Year 4. Whilst respect for the individual is evident in much of the work of the school, through its celebration and promotion of Christian values, there is a small but significant number of pupils who lack self-esteem. An example of this seen during a Year 4 history lesson was when a group of pupils were given due praise for their work and yet they were unable to accept or acknowledge themselves that they were doing well. St. Anne’s C of E Primary School - 13

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WHAT COULD BE IMPROVED

19. There are no significant areas for improvement.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

20. Continue the very good work, and make sure that they do not become complacent. St. Anne’s C of E Primary School - 14 PART C: SCHOOL DATA AND INDICATORS

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Summary of the sources of evidence for the inspection

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of discussions with staff, governors, other adults and pupils 14

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Summary of teaching observed during the inspection

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than five.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Pupils on the school’s roll Nursery YR-Y6

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils on the school’s roll (FTE for part-time pupils) 33 205

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of full-time pupils known to be eligible for free school meals 14%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Special educational needs Nursery YR– Y6

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils with statements of special educational needs 3

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils on the school’s special educational needs register 47

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

English as an additional language No of pupils

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils with English as an additional language 67

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Pupil mobility in the last school year No of pupils

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Pupils who joined the school other than at the usual time of first admission 21

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Pupils who left the school other than at the usual time of leaving 35

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

National comparative data 5.6 National comparative data 0.5

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St. Anne’s C of E Primary School - 15 Attainment at the end of Key Stage 1 (Year 2) Year Boys Girls Total

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 11 15 26

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

National Curriculum Test/Task Results Reading Writing Mathematics

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Boys 10 9 11 Numbers of pupils at NC level 2 and above Girls 15 15 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of pupils School 96 (73) 92 (58) 100 (88) at NC level 2 or above National 84(83) 86 (84) 91 (90)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Teachers’ Assessments English Mathematics Science

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Boys 10 10 11 Numbers of pupils at NC level 2 and above Girls 15 15 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of pupils School 96 (69) 96 (69) 100 (77) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 6 8 14

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

National Curriculum Test/Task Results English Mathematics Science

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Boys 6 6 6 Numbers of pupils at NC level 4 and above Girls 8 8 7

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of pupils School 100 (73) 100 (73) 93 (82) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Teachers’ Assessments English Mathematics Science

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Boys 6 6 6 Numbers of pupils at NC level 4 and above Girls 7 8 8

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of pupils School 93 (73) 100 (91) 100 (82) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentages in brackets refer to the year before the latest reporting year. St. Anne’s C of E Primary School - 16 Ethnic background of pupils Exclusions in the last school year

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Black – Caribbean heritage 28 Black – Caribbean heritage

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Black – African heritage 17 Black – African heritage

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Any other minority ethnic group 3 Other minority ethnic groups

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Teachers and classes Financial information

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total number of qualified teachers (FTE) 7 Financial year 2000

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils per qualified teacher 21.9

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Education support staff: YR-Y6 Total income 570,736

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total number of education support staff 8 Total expenditure 563,590

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total aggregate hours worked per week 240 Expenditure per pupil 2,905

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Qualified teachers and support staff: nursery Balance brought forward from previous year 27,477

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 34,623

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils per qualified teacher 22.5 This balance is to be used towards the cost of the two new classrooms which are being built.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total number of education support staff 3

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total aggregate hours worked per week 240

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of teachers who left the school during the last two years 6

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of teachers appointed to the school during the last two years 5

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total number of vacant teaching posts (FTE) 0

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 St. Anne’s C of E Primary School - 17 FTE means full-time equivalent. St. Anne’s C of E Primary School - 18 Results of the survey of parents and carers

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of responses in each category

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

My child is making good progress in school. 48 46 4 0 2

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Behaviour in the school is good. 36 38 9 14 4

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

My child gets the right amount of work to do at home. 34 41 13 0 13

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

I am kept well informed about how my child is getting on. 50 38 11 2 0

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

I would feel comfortable about approaching the school with questions or a problem. 61 29 7 2 2

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school expects my child to work hard and achieve his or her best. 66 29 2 0 4

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school works closely with parents. 59 27 13 0 2

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school is well led and managed. 61 20 11 5 4

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school is helping my child become mature and responsible. 57 30 5 0 7

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school provides an interesting range of activities outside lessons. 29 45 14 5 7

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