Woodchester Endowed Church of England Aided Primary School

Woodchester

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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Woodchester

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. Woodchester Endowed CE Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Church Road North Woodchester Nr Stroud Gloucestershire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs Beverley Butler

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INFORMATION ABOUT THE SCHOOL

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

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Team members

15064 Paul Bamber Registered inspector 11094 Ian Blair Lay inspector 27895 Margaret Skinner Team inspector

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Team members

Open Book Inspections 6 East Point High Street Seal Sevenoaks TN15 0EG

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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 Woodchester Endowed CE Primary School - 5

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REPORT CONTENTS

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

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PART B: COMMENTARY

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 15

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PART B: COMMENTARY

PART C: SCHOOL DATA AND INDICATORS 16 - 20 Woodchester Endowed CE Primary School - 6

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INFORMATION ABOUT THE SCHOOL

Woodchester Endowed Church of England Primary School is located in a village in the southern part of Gloucestershire. Most pupils come from relatively advantaged backgrounds. There are 173 pupils on roll, seven more boys than girls, and 11 pupils are aged under five. Around 16 per cent are registered by the school as having special educational needs, which is below average. Two pupils have Statements of Special Educational Need. A much lower proportion of pupils is entitled to a free school meal than is the average nationally. Around five per cent of pupils of European heritage use English as an additional language, which is higher than is normally found.

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INFORMATION ABOUT THE SCHOOL

Since the last inspection, an increase in the number of pupils on roll has resulted in an extra teacher and a newly created Year 1 class. In addition, a new chair of governors, deputy headteacher and head of the infants department have been appointed, a new information and communication technology suite has been provided and single-age classes in Years R, 1 and 2 have been established. Over the last three years, pupils entered the school with average attainment overall.

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HOW GOOD THE SCHOOL IS

This is an effective school which overtly promotes Christian values. Pupils achieve well and have very positive attitudes to their work and the activities that the school provides. Their personal development is good and they relate well to each other. The quality of teaching is good overall. The well-above average standards in Year 6, apart from in information and communication technology, have been maintained or improved further since the last inspection. The school offers good value for money.

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What the school does well

• In Year 6, pupils attain well above average standards in English, mathematics and science. • Overall, the quality of teaching and learning is good. • Pupils have very positive attitudes to their work and the vast majority behaves well. • The school is well led and managed.

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What could be improved

• The school does not fully teach the National Curriculum in information and communication technology and, as a result, pupils attain below-average standards by the time they leave the school. 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

Overall, the school has improved well since the last inspection in October 1997. Standards in English, mathematics and science have risen. However, standards in information and communication technology have fallen. The quality of teaching and learning, behaviour and leadership and management has been maintained. A smaller majority of parents now view all aspects of the school's work positively. Governors have successfully addressed the key issues identified at the time of the last inspection. Woodchester Endowed 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

High A* well above average A above average B average C below average D well below average E

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Key

Overall, the school's standards are consistently well above average. When compared with those of similar schools, the 2001 results show that standards were well above average in science and above average in English and mathematics. Over the last two years, boys have performed better than girls. This can be explained by the fact that there was a much higher percentage of girls than is the school’s norm with special educational needs in those year groups. Boys in the school have out-performed boys nationally over the last three years. The trend in the school’s improvement in Year 6 national test results has been broadly in line with that nationally.

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Key

The school has set realistic targets for the 2002 Year 6 national tests. The present Year 6 pupils are attaining well above average standards in English, mathematics and science and are in line to achieve the school's targets for them. The school's recent efforts to improve pupils' writing have been successful and pupils now write very well. However, Year 6 and other older pupils in the school attain below-average standards in information and communication technology because the school's provision is at present unsatisfactory.

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Key

The results of the Year 2 2001 national tests show that standards were well above average in reading and mathematics and above average in writing. When compared with similar schools, standards were well above average in reading, above average in mathematics and average in writing. Over the last four years, Year 2 pupils’ standards in reading have been consistently above average. Overall, their standards in writing and mathematics have been above or well above average. Standards in the present Year 2 are generally lower than last year because a much higher proportion of pupils, nearly one third, have special educational needs. This will tend to lower average standards. However, because of the school's successful strategies for improving writing, pupils in Year 2 presently attain above-average standards in this aspect of their work.

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Key

Children in the reception class entered the school with broadly average attainment. The children have made good progress and many are likely to exceed the early learning goals set for them nationally by the time they enter Year 1. Throughout the school, pupils achieve well. This applies equally to pupils with special educational needs, who make good progress overall, and to those pupils who use English as an additional language. Woodchester Endowed CE Primary School - 8

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Aspect Comment

Attitudes to the school Very good. Pupils work hard, persevere with tasks, enjoy learning and take good advantage of the wide range of experiences the school offers.

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Aspect Comment

Behaviour, in and out of classrooms Good. The vast majority of pupils behave sensibly in classrooms and around the school.

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Aspect Comment

Personal development and relationships Good. Pupils relate well to each other and their teachers. They accept responsibilities willingly, and are generally confident and outgoing. Older pupils sensitively take care of younger ones.

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Aspect Comment

Attendance Satisfactory. Rates of attendance are around the average, but more pupils than is normally found are taken on holiday during term time. Pupils are punctual arriving at school and for lessons.

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Aspect Comment

Pupils' attitudes and values are a strength of the school. Pupils are polite and welcoming to visitors. They celebrate each other's successes unreservedly .

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

Quality of teaching 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.

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

The quality of teaching and learning is good overall. During the inspection it ranged from satisfactory to excellent. In the best lessons, teachers use their very good subject knowledge to extend pupils' thinking, set high expectations of the quality of pupils' work, the standards they should attain and their behaviour. In less effective lessons, teachers sometimes talk for too long and do not always manage pupils' behaviour as effectively as they might. The teaching of literacy and numeracy, and for pupils with special educational needs, is good. Strengths in pupils' learning include their ability to apply the skills and knowledge that they acquire to many aspects of the curriculum, the amount of work they produce and their awareness of their own progress. Woodchester Endowed CE Primary School - 9

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Aspect Comment

The quality and range of the curriculum The school does not fully teach all aspects of the information and communication technology National Curriculum. This apart, it offers an enriching range of experiences to pupils.

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Aspect Comment

Provision for pupils with special educational needs Good. Teachers work in close partnership with learning support assistants to ensure that pupils' well-targeted individual education plans are applied appropriately. As a result, these pupils make good progress.

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Aspect Comment

Provision for pupils with English as an additional language Good. Those pupils to whom this presently applies speak English as fluently as their peers. However, the school has effective strategies to support pupils who are in the early stages of learning English.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. Spiritual development is very good and in keeping with the school's denominational status. Pupils' social, moral and cultural development are good.

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Aspect Comment

How well the school cares for its pupils Good. Pupils are well looked after and procedures for child protection and for first aid are secure. Despite the written assurances of the local fire service and the local education authority's health and safety experts, inspectors remain concerned about the lack of an emergency exit from the newly created information and communication technology suite.

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Aspect Comment

The school provides a very good range of extra-curricular activities, particularly for pupils in Years 3 to 6. They have opportunities to participate in sporting, cultural and aesthetic pursuits. Visits that pupils make into the wider community and the visitors who come into the school contribute very well to pupils' intellectual, social, moral and cultural development. Older pupils' participation in the local education authority's Nature Quiz and the Children's Parliament enhance their knowledge of the environment and of their responsibilities as good citizens. Their involvement in the 'Comenius scheme' develops pupils' cultural awareness and their use of the internet.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Good. The headteacher sets a clear vision for the work of the school. The deputy headteacher has contributed well to the analysis of data in order to set targets for improvement.

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Aspect Comment

How well the governors fulfil their responsibilities Good. Governors are very aware of strengths and weaknesses. Many are constructively involved in the day-to-day work of the school. The governing body contributes well to the formulation of the school's improvement plan. Woodchester Endowed CE Primary School - 10 The school’s evaluation of its performance Good. Teaching and learning is monitored and evaluated regularly by the headteacher and his deputy headteacher. Test data is rigorously analysed in order to set targets for improvement in pupils' attainment. Parents are sent questionnaires to comment upon aspects of the school's work. The school is aware of weaknesses in provision for information and communication technology and is taking action to improve standards in this aspect of its work.

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Aspect Comment

The strategic use of resources Good. Funds available to support pupils with special educational needs are effectively used. Financial planning and budget monitoring ensure prudent deployment of resources focused on priorities for improvements in standards, resources and the school's accommodation.

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Aspect Comment

The school's ethos reflects Christian principles well. The school is aware of the principles of best value and applies them well. Governors and the headteacher take effective action to find out how the school community views its work. Aspects of the school's accommodation are unsatisfactory. The size of the hall restricts the range of gymnastics activities which can be taught.

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What pleases parents most What parents would like to see improved

• Behaviour is good. • The school expects pupils to work hard and achieve their best. • Pupils are encouraged to become mature and responsible. • The leadership and management of the school. • The school does not work closely enough with them and they do not feel comfortable approaching the school with questions or a problem. • The right amount of homework is not provided.

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What pleases parents most What parents would like to see improved

Inspectors agree with the parents' positive views. Of the parents who responded to the questionnaire sent to them prior to the inspection, an unusually high proportion expressed concerns about aspects of the school's work. These concerns were further expressed at a meeting held for them and in individual letters sent to the inspection team. Inspectors found little evidence to support the negative views of the parents. Inspectors' responses to these concerns are fully dealt with in Part C of the report. Woodchester Endowed CE Primary School - 11

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In Year 6, pupils attain well above average standards in English, mathematics and

1. A significant strength in pupils' attainment in English throughout the school is their speaking and listening skills. A large majority of pupils speak clearly using a wide range of vocabulary. This contributes well to their achievements in many subjects. For example, in a Year 1 science lesson about electrical circuits, several pupils lucidly explained several reasons why the bulbs in their test circuits were no longer lit.

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In Year 6, pupils attain well above average standards in English, mathematics and

2. Pupils in Year 6 have a very good knowledge of sentence construction which contributes well to their ability to write for different effects. In a Year 6 writing lesson, many pupils identified the difference between main and subordinate clauses and used this knowledge to write complex sentences. In the same lesson, pupils applied their very good understanding of styles of writing to create a feeling of suspense for the reader.

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In Year 6, pupils attain well above average standards in English, mathematics and

3. By the time they leave the school, most pupils read fluently. They are interested in books and read a wide range of literature. Boys' attainment in reading is much higher than found nationally. They enjoy reading and were conspicuous during the inspection, taking delight in reading in front of their classmates in lessons, and in leading prayers in assembly. Reading standards are well above average throughout the school.

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In Year 6, pupils attain well above average standards in English, mathematics and

4. By Year 6 in mathematics, pupils adeptly use a wide range of strategies to calculate mentally. For instance, in a Year 5/6 lesson pupils rapidly worked out three-digit multiples of nine, because they knew that the product's digits would always add to nine or multiples of nine. In the same lesson, most of the class defined square numbers and used their knowledge of number patterns to predict successive triangular numbers.

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In Year 6, pupils attain well above average standards in English, mathematics and

5. Pupils throughout the school have a good knowledge of basic number facts and apply them to solve mental or written problems. In the Year 4/5 class, for example, pupils rapidly realised that to work out the area of a rectangle they did not need to count all the squares inside the rectangle, only to know the number of squares along its width and its length. Many pupils went on to apply the formula (l x w) to work out correctly the areas of irregular shapes.

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In Year 6, pupils attain well above average standards in English, mathematics and

6. In the reception class, pupils also attain above average standards in mathematics. In a lesson about ordering numbers, most pupils knew very well the order of numbers to ten and many to 20.

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In Year 6, pupils attain well above average standards in English, mathematics and

7. In science, pupils have very good knowledge of the principles of scientific enquiry. They ensure that their investigations are fair and take account of variables in order to make the results reliable. Pupils use their very good literacy skills to record their findings clearly, using correct scientific language. They also use tables and graphs well as an alternative method of organising their findings. Pupils have a great enthusiasm for scientific enquiry. This was well illustrated in a Year 5/6 lesson about forces. Whilst carrying out an investigation about the relationships between different Woodchester Endowed CE Primary School - 12 forces, pupils asked perceptive questions and pointed out possible flaws in their findings. In the course of the lesson they applied their knowledge of measurement very well when using a force meter.

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In Year 6, pupils attain well above average standards in English, mathematics and

Overall, the quality of teaching and learning is good.

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In Year 6, pupils attain well above average standards in English, mathematics and

8. Of the 16 lessons observed, three-quarters were good or better and there was no unsatisfactory teaching. Teaching for pupils in the Year 5/6 class was consistently very good or excellent.

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In Year 6, pupils attain well above average standards in English, mathematics and

9. In the best lessons, teachers have very high expectations and use their very good knowledge of pupils' needs to set appropriate and challenging work. In a Year 5/6 literacy lesson, the teacher's very good use of astute questioning provoked much thought amongst all pupils and about the way in which the author of a passage they had read manipulated their emotions. As a result of the discussion which followed, pupils were able to write a paragraph which conveyed menace and suspense.

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In Year 6, pupils attain well above average standards in English, mathematics and

10. In most lessons, teachers manage pupils' behaviour effectively and positively. As a result, relationships between pupils and adults are warm and this contributes well to pupils' ability to achieve their best standards. This was well illustrated in a numeracy lesson in the reception class. The teacher and nursery nurse worked in very close harmony, with much good humour and encouragement, to help children to identify missing numbers in a sequence from zero to ten. Because the pupils felt so valued and the atmosphere was so positive, they rose extremely well to the challenges set for them, delighting in informing their teachers that they could do even more difficult work.

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In Year 6, pupils attain well above average standards in English, mathematics and

11. However, in those lessons which were satisfactory, the management of pupils' behaviour was a relative weakness. This was because the teachers were either rather sharp in the way in which they corrected pupils whose concentration strayed, or were insufficiently rigorous in applying class rules relating to calling out or talking out of turn. As a result, in some lessons, the atmosphere in the class was not wholly positive or some minor disruption to learning took place. In some lessons, teachers' introductions were too long, which caused one or two pupils' attention to wander

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In Year 6, pupils attain well above average standards in English, mathematics and

12. Teachers throughout the school promote pupils' literacy and numeracy skills very effectively. This contributes significantly to the high standards they attain. In a Year 1 science lesson, the teacher intuitively seized the opportunity, provided by a 'glitch' in their investigation, into how long different batteries last, to ask pupils what may have caused the problem. By having to articulate their theories, pupils' speaking skills were very well developed. In a Year 5/6 gymnastics lesson, pupils were required to apply their knowledge of symmetry when they worked in pairs to create barriers and obstacles, which helped to promote both their speaking and numeracy skills.

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In Year 6, pupils attain well above average standards in English, mathematics and

13. Teachers use resources very creatively to make lessons interesting and to clarify concepts. In a Year 4/5 class the teacher used a 'bingo' game to reinforce the pupils' knowledge of square numbers and later in the lesson made creative use of 'post-its' to develop pupils' understanding of area. Pupils' response and commitment were clearly enhanced as a result.

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In Year 6, pupils attain well above average standards in English, mathematics and

Pupils have very positive attitudes to their work and the vast majority behave well.

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In Year 6, pupils attain well above average standards in English, mathematics and

14. A significant factor in the high standards pupils' attain are their very positive attitudes to their work. In discussion with pupils, it was evident that they like the school, enjoy Woodchester Endowed CE Primary School - 13 their lessons and appreciate the wide range of experiences on offer to them.

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In Year 6, pupils attain well above average standards in English, mathematics and

15. Pupils openly and proudly talk, with insight, about their achievements. In the main, their relationships with each other and with adults are very positive. In a Year 4/5 lesson, for instance, pupils showed respect and sympathy for a classmate who felt unwell and in a year 5/6 lesson, pupils worked together very co-operatively to create a sequence of gymnastic movements.

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In Year 6, pupils attain well above average standards in English, mathematics and

16. Older pupils take responsibilities for the youngest ones, especially when they first join the school, in order to help them settle in happily and to feel included in the school community. All pupils are expected to assume responsibilities for each other and for their environment. For the most part, they meet these expectations.

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In Year 6, pupils attain well above average standards in English, mathematics and

17. Because the school promotes pupils' speaking skills very well and provides good opportunities for their personal development, the vast majority of pupils express their feelings openly and without embarrassment. This was evident in a Year 5/6 gymnastics lesson when pupils gave each other constructive feedback about their performance, which they accepted positively and acted upon to help them improve.

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In Year 6, pupils attain well above average standards in English, mathematics and

18. The vast majority of pupils behaves well and conforms to class and playground rules. They enter the hall for assemblies in an orderly manner and move around the school sensibly. In lessons, most listen carefully to teachers' explanations and instructions. This enables them to settle to their work promptly and to know what to do and how to do it.

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In Year 6, pupils attain well above average standards in English, mathematics and

19. Pupils rarely behave less than well. There were, however, one or two examples of pupils not waiting their turn to answer questions or calling out when teachers or other pupils were speaking.

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In Year 6, pupils attain well above average standards in English, mathematics and

20. The school's leadership and management makes a significant contribution to the maintenance of high academic standards and the Christian ethos of the school.

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In Year 6, pupils attain well above average standards in English, mathematics and

21. The headteacher and governing body ensure that there are effective procedures to identify priorities for the school's development. For instance, analysis of test data identified a relative weakness in pupils' attainment in writing. The school introduced successful strategies to address this, including a different method of teaching letter sounds for the younger pupils, and to help older pupils to better organise their writing. As a result, writing standards have risen throughout the school.

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In Year 6, pupils attain well above average standards in English, mathematics and

22. A strength of management is in the involvement of governors in the work of the school. Many are directly involved in helping pupils learn, in and out of the classroom. The governing body is well aware of the school's strengths and weaknesses. For example, a weakness in the provision of information and communication technology was acknowledged and funds allocated for the creation of a dedicated classroom for the teaching of the subject. This promises to raise standards, which at present are too low.

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In Year 6, pupils attain well above average standards in English, mathematics and

23. Procedures for analysing test data and taking effective action to meet the school's targets are very effective. As a result of regular testing of pupils' attainment in English and mathematics, pupils are set appropriate targets to help them make good progress in their learning. The school makes regular assessments of the progress made by pupils with special educational needs in relation to the targets set for them in Woodchester Endowed CE Primary School - 14 their individual education plans and of their reading skills. Evidence from the records of these assessments indicates that they make good progress.

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In Year 6, pupils attain well above average standards in English, mathematics and

24. At the time of the last inspection a weakness in the school's management was the lack of time made available to key staff to carry out managerial duties. This is no longer the case. Governors have provided resources to release the deputy headteacher and subject co-ordinators from classroom teaching duties in order to monitor standards, organise resources and provide support for colleagues. As a result, there have been improvements in the quality of programmes of work, in pupils' attainment and in the systems for tracking and promoting pupils' progress.

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In Year 6, pupils attain well above average standards in English, mathematics and

25. The issue, which remains unresolved for the school's leadership and management is the negativity of the views held by some of parents about aspects of the school's work. This is dealt with fully in Part C of this report.

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communication technology and, as a result, pupils attain below average standards by

26. Pupils leave the school with below average standards in information and communication technology because they have too little time to practise their skills with computers and they are not taught the full curriculum.

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communication technology and, as a result, pupils attain below average standards by

27. Pupils use word processing programs proficiently to edit their work in English and to help improve their spelling. They use the menus and icons on the computer screen to access functions and files, cut and past and combine graphics and texts to enhance stories and poems they write. Many use CD-ROM and the internet to find information to support their learning.

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communication technology and, as a result, pupils attain below average standards by

28. However, older pupils are not presently taught how to create models or how to use control programs to measure or instruct programmable devices.

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communication technology and, as a result, pupils attain below average standards by

29. The new information and communication technology suite is not at present used fully. Many teachers lack the expertise to teach more advanced skills. The school's management is aware of this, but circumstances beyond its control have forced a delay in delivery of the government-funded training designed to provide teachers with the necessary skills and expertise to teach the full curriculum.

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communication technology and, as a result, pupils attain below average standards by

30. Pupils do use the internet. For instance they send and receive e-mail as part of the ‘Comenius’ scheme, which links pupils with schools in France and Italy. Woodchester Endowed CE Primary School - 15 31. Whilst the new information and communication technology suite provides a facility which promises to enhance pupils' opportunities and standards, it is too small to comfortably accommodate classes of over 30 pupils. This applies at present to all pupils in the junior part of the school.

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Improve standards in information and communication technology by:

• Ensuring that the National Curriculum for information and communication technology is fully taught throughout the school; • Providing the training that will enable teachers to acquire the necessary expertise to deliver the full breadth of the information and communication technology curriculum. (Paragraphs 26 – 31) Woodchester Endowed CE Primary School - 16

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 34

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y 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. Care should be taken when interpreting these percentages as each lesson represents more than six percentage points.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 173

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 4

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Information about the school’s pupils

Number of pupils with statements of special educational needs 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 28

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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 11

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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 11

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 3

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Attendance

% % Woodchester Endowed CE Primary School - 17 School data 6.2 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. Woodchester Endowed CE Primary School - 18

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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 7 13 20

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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 6 6 6 Numbers of pupils at NC level 2 and above Girls 13 13 13

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

Percentage of pupils School 95 (96) 95 (96) 95 (96) 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 6 6 6 Numbers of pupils at NC level 2 and above Girls 13 13 13

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

Percentage of pupils School 95 (92) 95 (88) 95 (88) 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 13 12 25

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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 13 13 13 Numbers of pupils at NC level 4 and above Girls 10 7 12

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

Percentage of pupils School 92 (89) 80 (79) 100 (84) 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 13 13 Numbers of pupils at NC level 4 and above Girls 10 7 10

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

Percentage of pupils School 92 (89) 80 (n/a) 92 (95) 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. Woodchester Endowed CE Primary School - 19

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups 0 0

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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) 7 Financial year 2000-2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 23

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 318806

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Teachers and classes Financial information

Total number of education support staff 3 Total expenditure 317192

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Teachers and classes Financial information

Total aggregate hours worked per week 65 Expenditure per pupil 1877

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Teachers and classes Financial information

Balance brought forward from previous Year 1614

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Teachers and classes Financial information

Balance carried forward to next Year 1614

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Recruitment of teachers

Number of teachers who left the school during the last two years 1

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 1

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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. Woodchester Endowed CE Primary School - 20

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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. 34 46 16 0 2

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Percentage of responses in each category

Behaviour in the school is good. 31 56 11 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 24 51 24 0 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 20 54 18 7 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 31 45 22 2 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. 44 53 0 0 4

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Percentage of responses in each category

The school works closely with parents. 20 51 25 0 4

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Percentage of responses in each category

The school is well led and managed. 26 41 31 0 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 31 56 7 0 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 23 47 19 9 2

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responding to the above questionnaire, in letters sent to the registered inspector

and at the meeting held for parents prior to the inspection.

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responding to the above questionnaire, in letters sent to the registered inspector

• Pupils are set homework in accordance with the school’s policy and evidence confirms that in most cases this is checked regularly by teachers.

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responding to the above questionnaire, in letters sent to the registered inspector

• The school provides three formal opportunities each year for parents to discuss their child’s progress with teachers. This is at least in line with the practice in most primary schools. Reports are informative about the progress the pupils make.

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responding to the above questionnaire, in letters sent to the registered inspector

• A particular concern of some parents was that they found the school difficult to approach Woodchester Endowed CE Primary School - 21 with questions and problems. Inspectors cannot comment on individual cases. The school holds a ‘parents’ forum’ at 8.50 am on one Monday each month. The purpose is to invite parents to discuss any issues they have with the headteacher and representatives of the governing body. The school reports that this is not well attended. In addition, some governors report that they are usually available to meet with parents informally on a daily basis, before or after school, to discuss any concerns they may have. Inspectors feel that if the school held at least one in four of the ‘forum’ meetings at a time more convenient for those who work, it would provide more parents with an opportunity to attend. The quality of relationships between the school and those parents who are dissatisfied with aspects

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responding to the above questionnaire, in letters sent to the registered inspector

of the school’s work is far from positive. The school needs to do all it can to improve relationships with these parents and to work more closely with them in the interest of the pupils.

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responding to the above questionnaire, in letters sent to the registered inspector

• Overall, the school is well led and managed. Standards are maintained at a high level and the school’s targets for improvement are based upon effective monitoring and analysis.

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responding to the above questionnaire, in letters sent to the registered inspector

• The range of activities outside lessons provided by the school is similar to that provided by most other similar sized primary schools.

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Other issues raised by parents not covered in the questionnaire

• The concerns about the school’s provision for pupils with special educational needs, expressed by some parents at the meeting held prior to the inspection and in letters sent to the Registered Inspector, are largely unfounded. In the main, pupils’ needs are identified and fully addressed. Overall, they make good progress. The management of the provision for pupils with special educational needs is satisfactory. However, the school acknowledges that in individual cases delays have occurred in the diagnosis of pupils’ needs by outside agencies.

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Other issues raised by parents not covered in the questionnaire

• Some parents were concerned about the number of pupils in mixed-age classes in the junior section. The governors would like to create an extra class but the school does not have any room at present. They have made repeated representations to the local education authority and the local diocese to provide a permanent building, which would both replace the existing quite shabby temporary classrooms and create an extra classroom. The school has already added a classroom in order to ensure that pupils in the infants are taught in single-age classes. Inspectors found no evidence that pupils’ standards or progress were negatively affected as a result of being in mixed-age classes.

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