St Lucia's CofE Primary School & Nursery

ST LUCIA’S CE PRIMARY SCHOOL

Dates of inspection: 15 th – 17 th April 2002

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ST LUCIA’S CE PRIMARY SCHOOL

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

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ST LUCIA’S CE PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Upton Magna Shrewsbury Shropshire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 20 October 1997 St Lucia’s CE Primary School - 4

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Team members

19178 Mrs P C Cox Registered inspector 19664 Mr J Bayliss Lay inspector 22856 Mrs K Campbell Team inspector

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Team members

Criterion School Inspections Juniper House 23 Abbots View Abbotswood Cinderford Gloucestershire GL14 3EG

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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 Lucia’s 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? 14

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PART B: COMMENTARY

PART C: SCHOOL DATA AND INDICATORS 15-18 St Lucia’s CE Primary School - 6

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INFORMATION ABOUT THE SCHOOL

St Lucia’s CE Primary School is a small primary school situated in the village of Upton Magna to the east of Shrewsbury. There are 130 pupils in the school, between the ages of 4 and 11, of whom 60 per cent are boys. Almost all are of white ethnic heritage and all have English as their first language. Seven per cent of pupils are entitled to free school meals, a proportion that is below the national average and reflects the mainly advantageous home circumstances of the pupils. Twenty-two per cent of the pupils are identified as having special educational needs, one having a Statement of special educational needs. The majority of these pupils have specific learning difficulties. The proportion of pupils with special education needs is broadly average. Children’s attainment when they start school varies from year to year, as is common with many small schools, but, overall, it is average for their age.

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INFORMATION ABOUT THE SCHOOL

The school received a School Achievement Award for 2000-01. A separate inspection of provision for collective worship will be carried out by a diocesan inspector.

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HOW GOOD THE SCHOOL IS

St Lucia’s provides a sound education for its pupils. The pupils are achieving satisfactorily and are reaching average standards in English and mathematics. They do well in science and their attainment is above average. Teaching is always at least satisfactory and is good in the junior classes. Leadership and management are satisfactory. The pupils have very positive attitudes to school and behave very well. Taking all these factors into account, the school provides satisfactory value for money.

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What the school does well

• Standards in science are above average in the infant and junior classes. • The teaching in the junior classes is good. • The school makes very good provision for pupils’ moral and social development and, consequently, they have very positive attitudes to school and behave very well. • The provision for the pupils with special educational needs is good and, therefore, these pupils make good progress.

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What could be improved

• The curriculum is not balanced well enough for the children in reception, and pupils in the infants and juniors. • The assessment procedures are inconsistent and do not ensure that pupils’ progress is recorded and the results used effectively. • Staff responsibilities are inequitable and teachers are not given enough responsibility for evaluating the school’s performance. The areas for improvement will form the basis of the governors’ action plan, which will be sent to the parents and carers of all pupils in the school.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was previously inspected in October 1997 and, at that time, many strengths were identified. The school was an improving one; teaching was good and there was a wide range of extra-curricular activities. Provision for pupils’ spiritual, moral, social and cultural development was strong and the pupils responded very well to school. Since the time of that inspection, satisfactory progress has been made and the strengths have been maintained. Standards are similar to those in 1997 and have kept pace with the national trend. The quality of teaching is comparable to that found at the time of the previous inspection and the unsatisfactory teaching has been eliminated. Pupils continue to behave very well and enjoy coming to school.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The progress made in addressing the previous areas for development has been somewhat patchy, but adequate overall. Some areas have been tackled in full. Child protection procedures have been implemented fully, and the school has worked very hard to ensure that the accommodation provides a sound learning environment for the pupils. Teachers’ lesson planning has improved and is now appropriate. However, while there has been some progress in providing a suitable curriculum for the children in reception, further work is required to ensure that it meets their needs. Policies and schemes of work have been developed for some subjects, but not all. The school has developed basic St Lucia’s CE Primary School - 7 systems of assessment in order to measure and track the pupils’ progress from year to year, but has few consistent procedures to do so during the year. St Lucia’s CE Primary School - 8

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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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schools 1

English A A A A well above average above average A B

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schools 1

Mathematics A A B C average below average C D

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schools 1

Science A* B A C well below average very low E E*

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schools 1

The results of the national tests in 2001, taken by pupils at the end of Year 6, were well above the national average in English and science and above average in mathematics. Compared with similar schools, the results were well above average in English and average in science and mathematics. The results suggest that standards have, overall, been well above the national average for some years, although, as is usual with small schools, the results have varied from year to year. The trend of improvement in results is broadly in line with the national trend. The range of attainment of the pupils presently in Year 6 is broadly average in English and mathematics and their achievement is sound. Test results are likely to be lower this year than in previous years because there is a higher proportion of pupils with special educational needs. The school has set challenging but appropriate targets for this group of pupils.

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schools 1

The national test results in 2001, taken by pupils at the end of Year 2, were above the national average in writing, average in mathematics, but below average in reading. Compared with similar schools, the results were average in writing, but below average in mathematics and well below in reading. This reflects the high proportion of pupils with special educational needs in the group who took those tests. The teachers’ assessments in science indicated that pupils’ attainment was above average. The pupils presently in Year 2 are working at an average level in English and mathematics. Pupils at the end of both Years 2 and 6 are doing well in science and their standards are above average. Girls and boys achieve comparably throughout the school.

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schools 1

The children currently in the reception class entered school with a range of attainment that was typical for their age. Their achievement in communication, language and literacy, and in mathematical development, is satisfactory and most are on course to reach the expected standards for their age by the time they enter Year 1.

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Aspect Comment

Attitudes to the school Very good. The pupils enjoy coming to school and are enthusiastic about all their activities. They are keen to do well and eager to contribute in class.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils are obedient in class and usually respond very well to instructions from teachers and other adults. They show respect for the property of others and the school’s resources. The playground is a peaceful environment where oppressive behaviour is rare.

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Aspect Comment

Personal development and relationships Good. Relationships between pupils and with adults are very positive and pupils behave in a mature way. They take responsibility well when given the opportunity.

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Aspect Comment

Attendance Very good. Attendance rates are very high when compared with the national average.

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Aspect Comment

1 ‘Similar schools’ are defined by the proportion of pupils eligible for free school meals; this measure has been found to be significantly related to the levels of attainment normally found in schools nationally. St Lucia’s CE Primary School - 9

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

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

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

Seventeen lessons were observed during the inspection, and teaching was at least satisfactory in all of them. In two thirds of these lessons, the teaching was good, and sometimes very good. There are particular strengths in teaching in the junior classes, although there has been some disruption for the oldest pupils during the year due to turnover of staff. English and mathematics are taught well in both the infant and junior classes and, therefore, the pupils acquire the basic skills securely. In reception, children are taught the skills of communication, language and literacy, and mathematical development effectively.

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

In all the lessons observed there were very positive relationships between teachers and pupils and teachers demonstrated secure, but relaxed, control of their classes. Teachers use humour well and engage their pupils in the lessons, through an interesting use of resources and an enthusiastic manner. Teachers’ high expectations are reflected in the challenging work they often set. Consequently, most lessons move at a brisk pace and it is rare for the flow of a lesson to be disturbed by pupils’ inappropriate behaviour. Although the school has a preponderance of boys, teachers are careful to ensure that boys do not dominate the classes. When the teaching is at its best, the work set for pupils builds well on their previous knowledge and skills, catering for the range of age and ability in the class. Introductions are clear, so that the pupils know precisely what they have to do. Teachers use a good range of

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

teaching techniques and involve the pupils through thought-provoking questions and practical work. In the junior classes, the teachers demonstrate secure knowledge and understanding and use a particularly effective range of teaching strategies. Support staff make a good contribution to classes through their work with individuals and groups. However, their time is not used well during the introductions to many lessons.

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Aspect Comment

The quality and range of the curriculum Unsatisfactory. Although all the subjects of the curriculum are taught, the time they receive is not balanced well enough to ensure that pupils receive an adequate experience in all of them. Although there are schemes of work that guide the teachers in planning for some subjects, there is too little guidance in others. Time is not used efficiently. The curriculum for the children in reception does not meet the guidance of the Foundation Stage 2 curriculum. There is a good range of extra-curricular activities, and the curriculum is enlivened by interesting educational visits. The school provides a particularly wide range of residential visits to enrich the experience of the pupils in the juniors.

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Aspect Comment

Provision for pupils with special educational needs Good. These pupils receive a high level of support and the work they receive is usually pitched at an appropriate level to enable them to make good progress towards their individual targets.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. The provision for the pupils’ moral and social development is very good. The school works hard to ensure that all pupils behave well and form positive relationships. Provision for pupils’ spiritual and cultural development is satisfactory. The school is aware that education for life in a multicultural society is an area in need of development.

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Aspect Comment

How well the school cares for its pupils Good. The school takes very good care of pupils’ physical and emotional needs, ensuring their health, safety and well-being. The procedures for assessing the attainment of children on entry to the school work well. However, the arrangements for assessing their academic and personal progress and those of other pupils throughout the school, and the use of this information, are unsatisfactory.

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Aspect Comment

2 The Foundation Stage applies to children from the age of three to the end of the reception year. St Lucia’s CE Primary School - 10 St Lucia’s CE Primary School - 11

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Aspect Comment

Leadership and management by the headteacher and other key staff Satisfactory. The headteacher provides strong leadership and ensures that the school runs smoothly. Effective action is taken to bring about the improvements that have been planned. However, the priorities identified for development do not always focus on those areas where improvement is needed most, such as the shortcomings in the curriculum. Responsibilities are not distributed equitably and too few staff are involved in taking responsibility for school improvement.

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Aspect Comment

How well the governors fulfil their responsibilities Satisfactory. The governors are committed to the school and fulfil their statutory duties. They are appropriately involved in the planning for development and reviewing the progress being made with these plans.

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Aspect Comment

The school’s evaluation of its performance Satisfactory. Teaching is monitored and evaluations have led to improvements in quality. The school uses the information from tests well, to measure the effectiveness of its provision in English, mathematics and science. However, there has not been a sufficient emphasis on evaluating the school’s full curricular provision.

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Aspect Comment

The strategic use of resources Satisfactory. The priorities that have been identified are funded appropriately. The school uses most of its resources efficiently, although time and staff are not always used well.

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Aspect Comment

The school has adequate procedures for ensuring that it receives good value for the decisions it makes and the service it provides.

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What pleases parents most What parents would like to see improved

• Their children like school. • The pupils behave well. • The teaching is good. • The school is very approachable and parents can air any concerns or questions. • Teachers have high expectations. • The school is led and managed well. • Their children are supported to become mature and responsible. • Parents at the meeting were very positive about the values and attitudes that the school promotes. • Some parents had concerns about the consistency of homework and teaching when some classes were being taught by temporary teachers. • A few parents commented that their children were taught by a number of teachers during the week and this caused some worry. • Many parents who attended the meeting felt that they did not receive sufficient information about the curriculum their children were to study.

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What pleases parents most What parents would like to see improved

A meeting with inspectors, held before the inspection, was attended by 14 parents and 55 returned a pre-inspection questionnaire. Most responses were very positive. The inspection team agrees with the parents’ positive views, although they found leadership and management to be satisfactory. There was some interruption to the consistency of homework for the class where there has been a disruption in teaching, but all classes now receive an appropriate amount. It was not possible to judge the consistency of teaching and provision, where two teachers share the teaching of classes, as some teachers were not observed teaching. However, it is apparent that the arrangements for grouping the pupils in the junior classes for lessons in English and mathematics work satisfactorily. The school accepts that parents do not receive information about the curriculum and plans to provide this in the very near future.

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WHAT THE SCHOOL DOES WELL

Standards in science are above average in the infant and junior classes.

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WHAT THE SCHOOL DOES WELL

1. The school provides clear guidance on the teaching of science and has put a strong emphasis on developing the pupils’ skills of scientific enquiry. Consequently, almost all pupils are attaining the expected level in science and in many aspects they do better. Pupils in Year 2 demonstrate a good understanding of the uses of electricity and write detailed accounts of electrical circuits. During discussions, one pupil explained how a switch worked by stating ‘It (the electricity) stops going round because the batteries are blocked.’ In Years 3 and 4, pupils discovered that there were different ways of classifying animals, depending on what questions were asked, and developed some thoughtful methods of inquiry. Pupils in Year 6 gave clear and detailed explanations of the formation of shadows and showed a good understanding of the process of dissolving and evaporation. The pupils use a range of recording methods well to show the results

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WHAT THE SCHOOL DOES WELL

2. Pupils do well in scientific enquiry because teachers promote thinking well, for example, by asking pupils in Year 6 very challenging questions, such as, ‘How can we find out what factors affect the rate of evaporation?’ The most able pupils were catered for very well by this challenge and, after discussion and thought, developed a range of questions they could answer and methods they could use. This enabled the pupils to discuss and refine their ideas and challenged them to think deeply about the differences between solids, liquids and gases. The teacher encouraged the pupils to ask their own questions and to answer those of others, developing their confidence and independence. The pupils were totally involved in the activity, eager to develop their understanding and to contribute to the lesson. This enthusiasm produced some interesting suggestions, one pupil asking, ‘Do ultraviolet rays affect the rate of evaporation?’ All pupils talked

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WHAT THE SCHOOL DOES WELL

naturally of factors they need to change in experiments and those that must be controlled.

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WHAT THE SCHOOL DOES WELL

The teaching in the junior classes is good.

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WHAT THE SCHOOL DOES WELL

3. Teaching in the junior classes was good in seven out of ten lessons observed and very good in two. This is a higher proportion of good teaching than that seen during the previous inspection and is supported by other inspection evidence, such as the scrutiny of pupils’ work and discussions with pupils. The teachers have secure subject knowledge and plan their lessons very well. They manage and organise their pupils effectively. The teachers have a very clear idea of what they want their pupils to learn and set tasks which are well designed to achieve their objectives. Their high expectations are demonstrated by the challenging and interesting work they set for their pupils and the brisk pace at which lessons proceed. In a very effective mathematics lesson with the oldest pupils, the teacher gave a very clear explanation of the activity and challenged the pupils to respond, as quickly as they could, to many different methods of

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WHAT THE SCHOOL DOES WELL

measuring. The task developed pupils’ accuracy of measurement rapidly because the activities they were given demanded close attention to precision. Pupils responded with great enthusiasm and attention to the interesting variety of activities and maintained their concentration throughout, eager to do their best.

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WHAT THE SCHOOL DOES WELL

4. Pupils’ behaviour is managed in a positive and relaxed way. Humour is used well and relationships reflect a high level of respect. The teachers demonstrate secure expertise in the subjects they teach. They establish a good learning atmosphere in their classrooms and pupils are encouraged to adopt a very positive attitude to learning. Teachers plan work that builds on what they already know and understand and often set different levels of work for pupils of different ages and levels of attainment in English and mathematics. This was evident in a lively English lesson with the pupils in Years 3 and 4. The teacher’s explanations were clear and the pupils knew precisely what they had to do. Pupils were grouped by attainment and the tasks were St Lucia’s CE Primary School - 13 challenging and matched to the level at which they were working. The preliminary discussion was very thorough, those who needed support received it, and the teacher monitored the progress

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WHAT THE SCHOOL DOES WELL

being made. Consequently, the pupils were able to make a well-informed précis to present to the class.

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WHAT THE SCHOOL DOES WELL

5. In one very successful science lesson with the middle junior class, the pupils were encouraged to use and develop their knowledge of animals’ characteristics through the making of keys to sort them. The teacher’s very high expectations of work were reflected in the quality, interest and challenge of the work. The question and answer session was used very well to probe and develop pupils’ learning. The teacher’s clear explanations, well-chosen resources, and use of humour, made the lesson come alive for pupils, who responded with enthusiasm. The teacher employed a range of teaching methods that were matched well to the needs of pupils. The grouping of pupils ensured that the activity proceeded with a high level of discussion and co- operation. This was particularly the case when the animals to be sorted were very closely related, such as the cat and lion, or the eagle and hawk. The pupils were swept along by the activity so

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WHAT THE SCHOOL DOES WELL

that they began to ask themselves deeper questions such as ‘Can we sort these in a different way?’

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WHAT THE SCHOOL DOES WELL

6. Support assistants make a good contribution to the school through their work with individuals and groups. They are involved carefully in the activities, but their time is not often used well at the beginning of lessons. Although some make valuable interventions to maintain discipline, these staff usually sit unoccupied during the whole-class teaching parts of the lesson.

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The school makes very good provision for pupils’ moral and social development and,

consequently, they have very positive attitudes to school and behave very well.

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The school makes very good provision for pupils’ moral and social development and,

7. The school has a clear code of behaviour that is applied consistently so that the pupils know what is expected of them throughout the school. All adults in the school promote pupils’ understanding of the difference between right and wrong and expect them to make the correct decision themselves. Consequently, the school is a quiet and orderly place, where pupils enjoy themselves. Pupils are enthusiastic about coming to school and taking part in their lessons, and their workbooks display a high level of care.

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The school makes very good provision for pupils’ moral and social development and,

8. Behaviour is very good in almost all lessons. Bullying and antisocial behaviour are unusual events and parents report that, on the rare occasions they occur, the school deals with the problem swiftly and sensitively. Behaviour around school and in the playground is very good. Pupils play together well and respond politely to the instructions given by the lunchtime supervisors. Lunchtime is a pleasant, social occasion, where staff enjoy a relaxed and informal time with the pupils.

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The school makes very good provision for pupils’ moral and social development and,

9. Pupils, particularly the juniors, are encouraged to work together constructively and co-operatively. For instance, in Years 4 and 5 pupils did so very well when asked to work in groups to classify animals, paying close attention to each other, respecting others’ ideas and negotiating their views well. In reception, the children worked together well when drawing their imaginary maps, discussing the position of different features. In Year 6, pupils co-operated closely when working in pairs at the computers, talking through and agreeing the features of their stories before writing them. They very much enjoyed firing ideas off one another, making imaginative suggestions to improve the language being used. The school provides extensive opportunities for the pupils to experience residential visits throughout the juniors and these make a significant contribution to their social development.

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The school makes very good provision for pupils’ moral and social development and,

10. The pupils support each other with their work and co-operate well when writing together. They share resources and discuss their findings sensibly in science. Pupils take turns well and are sensitive to the younger ones in the playground. The pupils in Year 6 are given the responsibility of caring for the youngest children returning to class from assembly and they carry out this role with diligence and sensitivity. St Lucia’s CE Primary School - 14

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The provision for the pupils with special educational needs is good and, therefore, these pupils

11. The teaching of pupils with special educational needs is good in many lessons, particularly in English and mathematics. The teachers are mainly consistent in their planning of activities that are matched to these pupils’ abilities and this helps pupils to be productive in their work. Classroom assistants make a valuable contribution to pupils’ learning throughout the school. They know pupils well and help them to work carefully towards the targets in their individual education plans. Effective judgements are made about the level of intervention in pupils’ learning; when necessary, classroom assistants provide teachers’ explanations with further advice, but on other occasions, pupils are allowed to develop their ability to learn independently. Consequently, the pupils with special educational needs make good progress, particularly in the development of their social and literacy skills.

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The provision for the pupils with special educational needs is good and, therefore, these pupils

12. The two special educational needs co-ordinators make a good contribution to the arrangements for pupils. There is a thorough policy, which has been updated to take into account the recommendations of the new Code of Practice. There are sensible references to the importance of ensuring that pupils are included in the full range of curriculum opportunities. The co-ordinators maintain very good links with class teachers and there are frequent informal and more formal meetings to review pupils’ progress. Records are organised well and are up-to-date. Procedures for identifying pupils needing support and identifying the level of support required work well.

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The provision for the pupils with special educational needs is good and, therefore, these pupils

13. Pupils’ individual education plans are of good quality. Targets are clear and relate closely to weaknesses in pupils’ learning. They help to provide pupils with better access to opportunities in class. In the planning of literacy and numeracy, good account is taken of the range of special educational needs in each year group. In other subjects, however, there is less evidence of planning taking account of special educational needs.

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The provision for the pupils with special educational needs is good and, therefore, these pupils

14. Pupils with special educational needs are included in almost all whole-class activities. Special sessions, when pupils are taken out of class to focus on key areas, such as reading and writing, are relatively short to make sure that pupils seldom miss the entire lesson. Good arrangements are in place to help the pupils to catch up on any missed learning. Staff monitor pupils’ welfare well. Classroom assistants are knowledgeable about pupils’ difficulties and are quick to recognise when they might be struggling. There is regular assessment of pupils’ progress towards the targets in their individual education plans. Class teachers liaise well with the special educational needs co-ordinators and the arrangements for the review of targets are good. The headteacher takes a particular interest in special educational needs, which has been a high priority recently.

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The curriculum is not balanced well enough for the children in reception, and pupils in the

15. The school has a commitment to the continuous maintenance of standards in the core subjects of English, mathematics and science and in this it has been successful. The recent emphasis on art and design and physical education has ensured that the pupils are making satisfactory progress in these subjects and reaching standards similar to those in other schools. Standards are rising in information and communication technology because the school has concentrated on improving the resources and teachers’ expertise in the subject. However, the needs of other subjects have received too little attention and, consequently, the pupils are not doing as well as they could in geography, history, design and technology or music. The school has not yet developed schemes of work in these subjects and teachers have insufficient guidance on which skills should be taught in each year. This creates considerable work for teachers when they need

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The curriculum is not balanced well enough for the children in reception, and pupils in the

to plan for their classes at the beginning of a term. St Lucia’s CE Primary School - 15 16. The time allocation for these subjects is inadequate to provide the pupils with a worthwhile experience and to build on their knowledge and skills consistently. Conversely, the school allocates over two hours a week to reading sessions in the junior classes, without identifying what is to be achieved during these sessions or evaluating their effectiveness. History and geography are not given sufficient time in the junior classes, where they are taught during only one term each year, with the result that pupils’ memories fade and considerable work has to be done to reinforce that which was taught previously. The curriculum is not balanced well enough within many of these subjects, and there is too little emphasis on the development of specific skills; for example, in design and technology the pupils have some experience of designing and making artefacts, but

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The curriculum is not balanced well enough for the children in reception, and pupils in the

have little knowledge of mechanisms. The school provides a wide range of instrumental tuition for individual pupils, and those who are involved reach high standards. However, the experience of the majority is more limited.

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The curriculum is not balanced well enough for the children in reception, and pupils in the

17. The school has developed its curriculum for the children in reception but the arrangements do not meet the requirements of the Foundation Stage curriculum. Although planning is thought through very carefully, activities do not always provide the children with a rich enough variety or balance of experiences and do not adhere sufficiently to the six areas of learning for this age group. The literacy and numeracy sessions are lengthy. For some children, particularly those who lack maturity and concentration, the structure of these lessons is inappropriate. There are also too few opportunities for the children of reception age to explore and investigate for themselves. There is no Foundation Stage policy or scheme of work to support the teachers in their planning. Although the school is developing a designated outside area for the children, this is not large enough for the children to use large wheeled vehicles. Their access to a number of play activities,

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The curriculum is not balanced well enough for the children in reception, and pupils in the

such as water and sand, is limited by the way in which the accommodation is arranged.

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The assessment procedures are inconsistent and do not ensure that pupils’ progress is

18. The teachers in reception have well-established procedures for assessing children’s attainment when they first start and the school is beginning to use these appropriately to measure pupils’ progress to the end of the infant stage. All pupils are tested in the basic skills in English and mathematics at the end of each year and these results, and those of the national tests are analysed to identify areas of strength and weakness. These appropriate systems are used to distinguish pupils who require further support and to group and set pupils for work in English and mathematics in the junior classes. The school is beginning to use this data more fully as a tool for evaluating the effectiveness of the provision but target setting is at an early stage. Pupils are set targets for attainment in writing and mathematics for the year at the end of the previous year. However, these targets tend to be very general and are rarely referred to in marking or in setting

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The assessment procedures are inconsistent and do not ensure that pupils’ progress is

work for pupils. The teachers do not always note when these targets have been achieved or set further ones for the pupils to achieve during the year. The older pupils are encouraged to write their own targets for their progress in writing at the beginning of the year. Many of these are precise and detailed but are not referred to subsequently, so that their usefulness is limited.

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The assessment procedures are inconsistent and do not ensure that pupils’ progress is

19. The assessment policy is imprecise, giving insufficient guidance to teachers. There is no common system for recording assessments against key statements, other than in English. There are suggested systems for recording pupils’ progress during the year but their use is patchy. Records are kept of pupils’ reading but, in other areas, assessment is inconsistent and dependent on the priorities of the individual teachers. The use of the teachers’ day-to-day assessments is also erratic; it is evident that some teachers use these to adjust their lesson planning, but this is not firmly established. Although the teachers use their marking well, particularly in the reception and Year 1 class, to show where learning has occurred and development is needed, there are no methods to keep central records of these assessments. Consequently, many teachers have few written records on which to base their planning for

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The assessment procedures are inconsistent and do not ensure that pupils’ progress is

subsequent lessons and to provide different levels of work for the different levels of attainment in their classes. In addition, there is little detailed information to support teachers who are new to the school. St Lucia’s CE Primary School - 16

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Staff responsibilities are inequitable and teachers are not given enough responsibility for

20. The standard of subject leadership and management throughout the school is inconsistent and does not operate effectively. Responsibilities are allocated inequitably, so that some teachers have heavier duties than others, not all teachers have been given an area to lead and there are no co-ordinators for some subjects such as history and geography. The role of subject co-ordinators is not yet sufficiently developed. Senior staff monitor teaching and planning in English, mathematics and science, where there are detailed guidelines for teachers to plan their work. The school recently focused on art and design and two teachers took temporary responsibility for leading improvements, with successful results.

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Staff responsibilities are inequitable and teachers are not given enough responsibility for

21. However, co-ordinators do not monitor teaching in other subjects or scrutinise pupils’ work to gain an accurate view of standards. They do not prepare their own action plans to bring about improvement or carry out planned developments. Consequently, the school does not have sufficient knowledge about whether the pupils are doing well enough in some subjects and there is no clear rationale for identifying those that should take priority for improvement. Most teachers are not sufficiently involved in monitoring and evaluating the work of the school or for taking responsibility for raising standards.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

22. The governors, in partnership with the headteacher and staff, should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

K Provide an effective curriculum throughout the school by ensuring that:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ teachers have specific and detailed guidance on what is to be taught in each subject for each year group; ♦ the curriculum for the children in reception is matched closely to the requirements of the Foundation Stage curriculum; ♦ all subjects receive sufficient time to provide a worthwhile experience for all pupils. (Paragraphs 15-17)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

K Develop assessment procedures to ensure that:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ teachers assess and record pupils’ progress in all subjects through the year; ♦ the resulting information is used to plan for the next stages of work; ♦ the information is used to set targets for pupils’ progress in English, mathematics and science. (Paragraphs 18 and 19)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

K Improve the leadership and management of the school, by ensuring that staff responsibilities are equitable and that all take responsibility for:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ evaluating the school’s performance; ♦ identifying the priorities for improvement with greater precision; ♦ planning and carrying out action to bring about the required improvement. (Paragraphs 20 and 21) St Lucia’s CE Primary School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 22

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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 five 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) 130

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 9

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1

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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 0

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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 7

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 4

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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. St Lucia’s 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 8 8 16

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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* - - - Numbers of pupils at NC level 2 and above Girls* - - -

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

Percentage of pupils School 75 (87) 88 (96) 94 (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* - - - Numbers of pupils at NC level 2 and above Girls* - - -

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

Percentage of pupils School 88 (91) 94 (96) 94 (91) 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. *The number of boys and girls has been omitted, as there were ten or fewer in each group.

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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 9 14 23

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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* - - - Numbers of pupils at NC level 4 and above Girls* - - -

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

Percentage of pupils School 87 (90) 83 (76) 100 (95) 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* - - - Numbers of pupils at NC level 4 and above Girls* - - -

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

Percentage of pupils School 91 (86) 83 (85) 100 (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.

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

*The number of boys and girls has been omitted, as there were ten or fewer in one group. St Lucia’s 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

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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) 6 Financial year 2000/01

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Teachers and classes Financial information

Number of pupils per qualified teacher 21.7

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 271,888

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Teachers and classes Financial information

Total number of education support staff 6 Total expenditure 266,362

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Teachers and classes Financial information

Total aggregate hours worked per week 44 Expenditure per pupil 2,003

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Teachers and classes Financial information

Balance brought forward from previous year 8,037

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Teachers and classes Financial information

Balance carried forward to next year 13,563

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Recruitment of teachers

Number of teachers who left the school during the last two years 0

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 0

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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) 0.5

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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. St Lucia’s CE Primary School - 20

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Questionnaire return rate

Percentage of questionnaires returned 35

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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. 65 29 2 0 4

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Percentage of responses in each category

Behaviour in the school is good. 58 38 0 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 38 45 15 0 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 44 45 11 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 80 11 2 7 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. 71 27 0 0 2

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Percentage of responses in each category

The school works closely with parents. 49 40 4 5 2

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Percentage of responses in each category

The school is well led and managed. 73 16 4 5 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 69 25 0 2 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 45 40 9 4 2

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