Other · Ofsted report

Elm Grove Primary School, Worthing

Inspected — · published 19 Sept 2002 · URN 125863

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Summary

No overall grade in this framework

SERCO QAA (lead), Herringston Barn

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Inspectorssingle source
Herringston Barn, Serco QAA
URN verified
125863

Page 1 of 19

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+82Very positivemore positive than 85% of reports of this type

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Praisevery wellimprovedexcellentstrongvery effectiveeffectivecleareffectively

Criticismweaknessespoormissednot effectivenot confidentbelowdisruptionconcerns

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FindingsAbout the inspectionWhat needs to improveLeadership positive critical

Findings2761w+88
Leadership1327w+76
What needs to improve1604w+64

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However, some teachers are not always rigorous about ensuring that pupils behave well. p.14

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Pages: 19
Words of findings: 5,613; longer than usual (typical 1049)
Reading level: Hard; Flesch 49, typical 45
Average sentence: 20 words
Next steps: 8; typical 5
Hedged sentences: 2%; “some”, “not always”, “most”…

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Findings 46%Leadership 22%What needs to improve 27%About the inspection 4%

Full report text

ELM GROVE FIRST SCHOOL

Dates of inspection: 17 th – 18 th June 2002

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ELM GROVE FIRST 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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ELM GROVE FIRST 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. Elm Grove First School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Elm Grove Worthing West Sussex Postcode: BN11 5LQ

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Claire Crone

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 24 th – 28 th November 1997 Elm Grove First School - 4

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Team members

18113 Carrie Branigan Registered inspector 13395 Joanna Illingworth Lay inspector 1224 Graham Todd Team inspector

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Team members

Serco QAA Herringston Barn Herringston Dorchester Dorset DT2 9PU

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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 Elm Grove First School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

Elm Grove First School is situated in a residential area of Worthing. There are 268 pupils on roll with an approximately equal number of boys and girls. The economic background of pupils is generally favourable. Eight per cent of pupils are entitled to free school meals, which is below the national average. When pupils start school in the reception classes their attainment is generally above average. A below average proportion of pupils (18 per cent) have special educational needs (learning difficulties, including dyslexia and autism and emotional and behavioural difficulties). Of these pupils, two have a Statement of Special Educational Need, which is below average. There are 16 pupils from minority ethnic backgrounds (including Black African heritage, Indian, Bangladeshi and Pakistani) and 20 pupils who speak English as an additional language, 11 of whom speak English at an early stage, which is above

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HOW GOOD THE SCHOOL IS

Elm Grove First is an effective school which is very popular and provides good value for money. The headteacher, staff and governors work as a very caring and conscientious team to ensure that pupils’ experiences are constantly enriched. Pupils make a good start to the school and by the time they leave have standards that are above average because of the overall good quality of teaching.

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What the school does well

• The school has been successful in raising standards and improving the quality of teaching because of the very clear leadership and management by the headteacher, who is well supported by staff and governors. • Pupils’ attitudes to the school and their personal development are very good because all staff work very hard to ensure all pupils are very well cared for and included in all activities. • Pupils with special educational needs (SEN) achieve well because of the very good support and attention given to these pupils, particularly when working in their small groups. • The work of the classroom assistants and other support staff is very good. They work as a very effective team with teachers and ensure that pupils’ experiences are matched to individual needs. • The school has successfully created a strong partnership with parents who, as a result, have very positive views about the school.

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What could be improved

• The achievement of the highest attaining pupils in mathematics, although satisfactory, so that it matches their good achievement in reading and writing. • The management of individual pupils’ behaviour, particularly in Year 3, so that lessons are not disrupted. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in November 1997 and has improved well on all the key issues identified:

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

• Teachers’ planning and assessment procedures are now evaluated regularly. • The school development plan is now organised with more manageable priorities for improvement. • The governing body is now clear about planning for future spending. • Teachers now plan more specifically for pupils’ spiritual development. Standards have also improved, from average to above average, since the last inspection and the headteacher has ensured that teaching has improved significantly. There is now no unsatisfactory teaching and the school is very clear about how to make further improvements. Elm Grove First School - 7

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on National Curriculum test results.

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Performance in:

1999 2000 2001 2001 reading A C B B writing A B A A mathematics A C B A

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Key

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

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Key

When pupils start school they attain standards that are just above average; their personal, social and mathematical skills are above average, their writing skills are average and their reading skills are slightly below average. Pupils achieve well overall within the reception classes. The careful attention to pupils’ personal development as well as their reading and writing skills ensures that by the time pupils start in Year 1 they have exceeded the national expectations; the Early Learning Goals.

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Key

By the end of Year 2 pupils’ standards in the 2001 tests were above average in reading and mathematics and well above average in writing against all schools. Against similar schools (based on the percentage of free school meals) pupils’ standards were above average in reading and well above average in writing and mathematics. Pupils’ standards seen in classrooms match the test results and are also above average. Pupils achieve well. The trend in test results over time for pupils in Year 2, although dipping in 2000, is improving better than the national trend because of the school’s continual attention to raising standards and improving teaching. The school’s targets for pupils to reach the national expectation (level 2 and above) in 2002 have been met, although the targets for the higher level (level 3) in reading and writing were set too high.

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Key

Almost all groups of pupils have achieved well at the school and by the time they leave at the end of Year 3 have above average standards overall. Pupils have achieved particularly well in reading and writing because of the school’s successful attention to these areas. Pupils achieve well in mathematics but higher attaining pupils could achieve more.

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Aspect Comment

Attitudes to the school Very good. Pupils are very keen to come to school. They settle quickly to their lessons, enjoy what they do and work very diligently. Behaviour, in and out of classrooms Good. Pupils are polite and show good levels of respect. Pupils’ behaviour can, on occasion, be less than good when teachers do not manage pupils well enough. However, all pupils respond well to any checks on their behaviour. Personal development and relationships Very good. Pupils readily help each other and form very positive relationships. All adults act as very good role models. Attendance Good. Above average.

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

Quality of teaching Good Good Satisfactory 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 Year 3

Teaching and learning are good overall and have significantly improved since the last inspection; all teaching is now satisfactory or better. Three out of four lessons seen were good or better with one in four lessons very good or excellent, particularly in Year 2. Teaching is good overall in English and mathematics, which has had a good impact on improving pupils’ standards and achievement since the last inspection. Pupils’ literacy and numeracy skills are taught well and are used by pupils appropriately in other subjects, such as science.

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

Teachers are very well prepared for lessons and classroom assistants are very clear about their work with pupils. All staff ensure that all pupils are included in lessons and adapt the work for pupils where necessary. Pupils with special educational needs (SEN), gifted and talented pupils and English as an additional language (EAL) are well supported and higher attainers are suitably challenged except in some mathematics lessons. Pupils are very keen to learn. They concentrate well and respond particularly well to the school’s ‘active learning’ and ‘brain gym’ initiatives. Where teaching is satisfactory, particularly in Year 3, teacher’s insecure management of some pupils in lessons can cause a disruption to other pupils’ learning.

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Aspect Comment

The quality and range of the curriculum Good. The school provides a good range of experiences for pupils, including visits and visitors. The ‘active learning’ initiative, recognised positively by parents, has a very good impact on pupils’ learning.

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Aspect Comment

Provision for pupils with special educational needs Very good. Pupils are well supported in lessons by staff. When pupils are withdrawn from lessons the quality of teaching for these small groups, by the special educational needs co-ordinator (SENCO) , is outstanding.

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Aspect Comment

Provision for pupils with English as an additional language Good. Pupils are well supported in lessons and the work they are given is matched well to their individual needs.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. Pupils are taught well about the difference between right and wrong and have many opportunities for interacting socially with others in a variety of ways. The school plans well for pupils’ spiritual development, in lessons and in assemblies, and prepares pupils well for a culturally diverse society.

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Aspect Comment

How well the school cares for its pupils Very good. All staff know pupils very well and work as a strong team to support individual pupils’ needs. The ‘breakfast’ and ‘after school’ clubs support pupils very well. Elm Grove First School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very good. The headteacher and deputy headteacher form a very strong partnership and have carefully steered the improvements in standards and teaching. They are effectively supported by other key staff.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governors are very well led by the new Chair of Governors, have a good understanding of the school’s strengths and weaknesses and are increasingly effective in their role.

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Aspect Comment

The school’s evaluation of its performance Very good. The school is very clear about its performance through closely monitoring pupils’ standards and the quality of teaching. As a result, the school knows how well it is performing and the school development plan recognises where further improvements need to be made.

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Aspect Comment

The strategic use of resources Good. The school clearly understands and applies the principles of ‘best value’ when analysing spending and its effects on standards and teaching.

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What pleases parents most What parents would like to see improved

• The school is well led and approachable; their child is very happy to come to school. • The school provides a good range of experiences and parents appreciate the new initiatives introduced by the school. • Their child achieves well because the school expects the best. • The school works well with parents and their child gets about the right amount of work to do at home. • A minority of parents in the questionnaire and at the meeting felt that they would like more information about what their child is doing in school and how their child is making progress.

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What pleases parents most What parents would like to see improved

The inspection findings agree with the very positive views made by parents. The school is very popular and the inspection findings show that it works hard to ensure that parents are kept fully informed about their child’s experiences and progress in school. Elm Grove First School - 10

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because of the very clear leadership and management by the headteacher, who is well

1. Since the last inspection the school has improved well because of the very clear direction of the headteacher for improving pupils’ standards and experiences. There is now no unsatisfactory teaching and the proportion of good and better teaching has improved significantly; the amount of very good and excellent teaching is now one in four lessons. By evaluating teaching on a regular basis the headteacher has successfully begun to establish ways of making further improvements, such as using members of staff to train others; the deputy headteacher is a significant role model.

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because of the very clear leadership and management by the headteacher, who is well

2. The headteacher has also been proactive in the introduction of new initiatives such as ‘active learning’ and ‘brain gym’. In the ‘active learning’ approach to teaching, which has been established across the school, teachers use a variety of teaching methods, such as drama, to stimulate pupils’ thinking across different subjects. For example, the story of The Lighthouse Keeper’s Lunch was used very effectively in Year 2 to provide the context linking a variety of lessons. Through role play the teacher had established herself as the Lighthouse Keeper very successfully and pupils showed excellent levels of empathy with the lighthouse keeper’s problems. A very good literacy lesson provided a very effective opportunity for pupils to write letters to inspectors from ‘Oflight’ in support of the work of the lighthouse keeper. This was followed by an excellent lesson in mathematics where pupils were asked to calculate the

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because of the very clear leadership and management by the headteacher, who is well

differences between prices of cleaning materials for the lighthouse. In each lesson pupils were able to work at their own appropriate level with the common aim of helping the lighthouse keeper. As a result, pupils purposefully settled to their tasks, concentrated very well and helped each other when necessary.

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because of the very clear leadership and management by the headteacher, who is well

3. The ‘active learning’ initiative has been recognised very positively by parents. They readily gave examples during the parents’ meeting of how their children were fully involved in a variety of activities such as ‘book week’ and the activities related to the Romans (such as the battle against the Romans and the Celts) and life during World War 2. Parents appreciated the way in which their children were openly working together in their classrooms and across year groups.

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because of the very clear leadership and management by the headteacher, who is well

4. The headteacher, supported very well by the deputy headteacher, has provided staff with a clear incentive to continually improve pupils’ experiences. As a result, staff are willing to try new ideas and work effectively with each other. For example, the ‘brain gym’ initiative, at the beginning of the day, is used to calm pupils using simple exercises. The exercises, involving all staff and pupils, are carefully planned as a developing routine which pupils clearly recognise and follow confidently. The exercises are particularly effective for the youngest pupils in the school, in the reception classes, because of the need for following instructions and controlled body movements such as balance. The routine, including having drinking water available, is consistent across the school, but, on occasion, it can be rushed and the overall benefits missed. The headteacher recognises the need now to formalise such initiatives so that everyone

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because of the very clear leadership and management by the headteacher, who is well

is clear about the purpose and procedures of each approach.

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because of the very clear leadership and management by the headteacher, who is well

5. Pupils have a good start in the school because of the strong team of teachers and support staff, effectively led by the early years co-ordinator. The team of staff clearly focus on ensuring pupils relate very well to each other and settle well to the variety of activities planned. One particularly successful area is pupils’ very good achievement in reading because of the very clear support they are given. For example, in a very good session on reading in a Year R class the teacher worked with individual pupils and very purposefully ensured that each pupil paid attention to letter sounds, the meaning of words and any clues from pictures so that they were gaining very good levels of confidence in how they approached a variety of books. As a result of the individual attention each pupil was very pleased with their success. Elm Grove First School - 11 6. Standards by the end of Year 2 in the previous inspection were average. Standards have

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because of the very clear leadership and management by the headteacher, who is well

improved well and are now above average in reading and mathematics and well above average in writing. The school improvement focus on writing has been very successful, as have the initiatives to support pupils’ reading, and particularly boys’ reading. The most recent, currently unvalidated, test results show that pupils’ high standards in writing have been maintained and that there are no significant differences between the standards reached by boys and girls. The school recognises the need to focus its attention on pupils’ work in mathematics, and particularly the achievement of the higher attaining pupils.

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because of the very clear leadership and management by the headteacher, who is well

7. The records kept on pupils’ standards over time have improved since the last inspection. For example, the use of ‘continuum’ sheets in English and mathematics allows the school to examine how well individual pupils are achieving over time as well as groups of pupils, such as pupils with special educational needs and those with English as an additional language. The records for pupils in the reception classes are being reviewed and the early years co-ordinator correctly recognises how they need to be made more consistent with the national ‘stepping stones’ to make them become even more effective in tracking progress.

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because of the very clear leadership and management by the headteacher, who is well

8. The very strong team spirit permeates throughout the school and all staff and governors share a very explicit belief in wanting to make improvements. Governors are very well led by the new Chair of Governors, who has clearly established a very good relationship with the headteacher and deputy headteacher. Governors are confident about the strengths and weaknesses of the school through, for example, planned visits and analyses of the school’s test data and other assessments. Governors are increasingly clear about their responsibilities and are developing more formal procedures to evaluate spending and its effects on standards. Consequently, their contribution has improved well since the previous inspection, when they were not effective in planning strategically for the use of the school’s finances.

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Pupils’ attitudes to the school and their personal development are very good because all staff

work very hard to ensure all pupils are very well cared for and included in all activities.

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Pupils’ attitudes to the school and their personal development are very good because all staff

9. The school has worked hard to provide pupils with a good range of experiences, including visits, visitors and clubs, such as the ‘breakfast’ and ‘after school’ clubs. As a result, pupils enjoy coming to school and are generally very keen to learn. Pupils respond very well to teachers and other members of staff, particularly when the activities they do are stimulating or challenging; for example, in the ‘active learning’ sessions.

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Pupils’ attitudes to the school and their personal development are very good because all staff

10. Staff organise a good variety of activities at playtimes and pupils play together very well. Pupils enjoy responsibility and those that participate in the school council actively support each other very well by, for example, ensuring that their friends are fully included in games at playtimes using the ‘friendship bench’ procedure.

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Pupils’ attitudes to the school and their personal development are very good because all staff

11. Pupils themselves recognise how behaviour has improved within the school because of the range of interesting activities they are able to be involved in. The school has been successful in improving the environment for pupils and parents have helped provide a very attractive outdoor ‘millennium’ garden, which is well maintained. The playground space is a little restrictive but the school has ensured that the split playtimes and very good levels of supervision ensure that playtimes are happy and safe. The dinner time supervisors are effective in supervising and keeping pupils active and have responded positively to the training and development organised by the deputy headteacher. Relationships between pupils and between adults and pupils are very good and pupils respond well to adults if any behaviour needs to be checked.

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Pupils’ attitudes to the school and their personal development are very good because all staff

12. Pupils show good levels of maturity and are very willing to organise themselves independently, including the youngest pupils in the reception classes. For example, during the afternoon activity sessions pupils readily select activities from a wide range and know how to use or collect the necessary equipment with confidence, such as paint and paint brushes. The activity sessions are well planned and teachers readily demonstrate role play situations to ensure pupils are confident in playing together and in using their imagination. During these activity Elm Grove First School - 12 sessions, pupils move easily between each room so that they are able to mix with other pupils. They work and play very well together and help each other where necessary.

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Pupils with special educational needs (SEN) achieve well overall because of the very good

support and attention given to these pupils, particularly when working in their small groups.

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Pupils with special educational needs (SEN) achieve well overall because of the very good

13. Parents very positively recognise the work the school does to support their child with SEN. All staff know pupils well and work as a very effective team to ensure that all pupils are included in lessons. For example, the special educational needs co-ordinator (SENCO) works very effectively alongside teachers to organise the teaching of SEN pupils within lessons and when they are withdrawn from class lessons. In these small groups the provision for these pupils is outstanding as the SENCO ensures that the work pupils do is very individual but consistent with the class lesson, including any drama or role play aspects. As a result, pupils gain very good levels of confidence and are very motivated by the individual attention they receive.

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Pupils with special educational needs (SEN) achieve well overall because of the very good

14. Throughout the school pupils with SEN are very well supported for their individual need, including learning and behavioural difficulties. Pupils with emotional and behavioural difficulties are given the attention they need without distracting other pupils because of the class teachers’ and classroom assistants’ calm and deliberate manner. Staff are also very well supported by the headteacher who will, on the rare occasion, remove a pupil momentarily from the lesson.

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Pupils with special educational needs (SEN) achieve well overall because of the very good

15. Teachers and support staff conscientiously adapt the way they explain to pupils the activities they are doing, such as supporting individual pupils’ writing by sounding out the letters in words using humour and questions to support pupils’ efforts. As a result, pupils understand and succeed well in what they do. Each pupil’s individual education plan (IEP) is of good quality and teachers successfully refer to the IEPs in their teaching so that pupils’ specific learning needs are planned for and supported. Classroom assistants who work specifically with individual or groups of pupils with SEN make very good detailed records about each pupil’s success using a ‘liaison sheet’. The liaison sheet acts as a very good lesson plan and record sheet shared between the teacher and classroom assistant. As a result, pupils’ learning is very carefully monitored and recorded.

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Pupils with special educational needs (SEN) achieve well overall because of the very good

16. The provision for SEN is very well led and managed by the special needs co-ordinator (SENCO) who works effectively with the early years co-ordinator in identifying pupils who need extra help early on when they start school. Pupils’ progress is then recorded appropriately and the SENCO keeps careful track of all pupils on the SEN register and ensures that each pupil is monitored closely and parents are kept regularly and fully informed.

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effective team with teachers and ensure that pupils’ experiences are matched to individual

17. The school’s support staff, including classroom assistants, administrative and caretaking staff, work as a very strong and supportive team to ensure that the school is very welcoming and very well maintained. The support staff are very well trained in a range of areas, such as behaviour management, welfare issues and literacy and are therefore very well placed to support teachers and individual pupils.

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effective team with teachers and ensure that pupils’ experiences are matched to individual

18. The classroom assistants attend staff meetings and are kept very well informed of the work of the school, particularly any new initiatives. As a result, they work very knowledgeably alongside teachers in a variety of lessons. In supporting pupils with English as an additional language (EAL) and SEN pupils classroom assistants are very careful to ensure that pupils are confident in what they need to do, and with higher attaining pupils they ensure that pupils are provided with the necessary challenge. In a ‘phonics’ session in YR/Y1, for example, the classroom assistant helped pupils anticipate which words could be linked by letter changes, such as ‘flap’, ‘slap’ and ‘slack’. As a result, the pupils were enthusiastic and concentrated very well on the combinations produced. Elm Grove First School - 13 19. The classroom assistants are very openly supportive of each other and pass on ideas and information informally to ensure that they are clear about their work and the support they can

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effective team with teachers and ensure that pupils’ experiences are matched to individual

give to teachers. Any specifically planned support given to individual pupils, such as those who are gifted and talented, is very good and the individuals show very good levels of confidence and enjoyment in their learning.

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The school has successfully created a strong partnership with parents who, as a result, have

20. The school is very popular. Parents are very appreciative of the way the school cares for their children; for example, when their child has difficulties with another child or has particular needs. Other examples were given at the parents’ meeting, such as the school providing fruit for each child and the opportunities for their child to work alongside others in different year groups during ‘active learning’ sessions.

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The school has successfully created a strong partnership with parents who, as a result, have

21. Parents feel that the school is approachable and are happy to talk to teachers if they have any concerns, and feel that any problems will be treated seriously and improved as quickly as possible. A significant example of the way the school is seen as approachable is the opportunity that parents have each morning to come into classrooms to ensure their child has settled. The teachers are then available for any informal discussions.

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The school has successfully created a strong partnership with parents who, as a result, have

22. Parents and members of the community work regularly in the school helping pupils, for example, with art and design and reading. They are confident about what they have to do because of the clear guidance given to them by the teacher.

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The school has successfully created a strong partnership with parents who, as a result, have

23. The school keeps parents well informed about their child’s progress through parents’ evenings, termly curriculum newsletters and reports showing their child’s targets for improvement and level of attainment. Parents are also consulted regularly, for example, about writing and residential trips, and as a result, they feel that the school has successfully established a good working relationship with them.

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The school has successfully created a strong partnership with parents who, as a result, have

24. The school provides a good range of meetings for parents that are well attended, such as the curriculum evenings held for Literacy and mathematics and the meetings associated with children who have special educational needs. The early years co-ordinator has also established reading and writing sessions for new parents so that they are clear about how their child is taught in these areas. The school is constantly seeking new ways of ensuring that parents are fully informed about the work of the school.

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The achievement of the highest attaining pupils in mathematics, although satisfactory, so that

it matches their good achievement in reading and writing.

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The achievement of the highest attaining pupils in mathematics, although satisfactory, so that

25. Like the teaching of English, the teaching of mathematics is good overall and most pupils achieve well. However, pupils’ achievement in mathematics is not consistent throughout the school in the same way as in reading and writing; the higher attaining pupils in mathematics in some classes could do better. This aspect of mathematics is recognised by the school as an area for improvement. However, pupils who are identified as having a special talent in mathematics are achieving well because of the careful attention to their learning by the teacher and classroom assistants. The challenges and extended work provided for these pupils is very well planned and adapted.

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The achievement of the highest attaining pupils in mathematics, although satisfactory, so that

26. In lessons where the quality of teaching in mathematics is good or better, all pupils learn well and are confident in what they do. Teachers in these lessons carefully design work that interests the higher attaining pupils, such as by giving the pupils harder problems to solve or by asking them to explain to another pupil how to calculate a particular sum. As a result, the higher attaining pupils are able to talk openly about how they work something out and clearly understand how to correct any mistakes they make. For example, a pupil in Year 2 recognised Elm Grove First School - 14 the mistake she had made in mentally calculating the difference between amounts of money, over one pound, because she carefully used ‘counting on’ in units and tens to correct her mistake and then explained how she reached the answer to another pupil. The satisfaction in understanding her own learning was very clear.

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The achievement of the highest attaining pupils in mathematics, although satisfactory, so that

27. Where teaching is satisfactory, the higher attaining pupils are either doing work that is too easy for them or are not fully confident in what they are doing. In a Year 2 lesson, for example, the higher attaining pupils had difficulty in selecting the appropriate operation (i.e. add, subtract or multiply) to help them solve a series of problems because they were not fully confident in interpreting what the problem was asking them to do. As a result, the pupils began to guess what they needed to do rather than choose the correct operation from knowledge and experience.

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The management of individual pupils’ behaviour, particularly in Year 3, so that lessons are not

28. The school has worked hard to improve pupils’ behaviour, which has improved since the last inspection from satisfactory to good. Parents are very positive about the initiatives established in the school to promote good behaviour, such as the use of the ‘Golden Tree’, and recognise how playtimes have improved because of the variety of activities available for pupils. Staff, including the headteacher, support each other very well to ensure that any disruptive behaviour is very calmly and quickly stopped.

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The management of individual pupils’ behaviour, particularly in Year 3, so that lessons are not

29. However, some teachers are not always rigorous about ensuring that pupils behave well. For example, pupils are allowed to talk and chatter during registration times and their behaviour continues to be unchecked during lessons and when leaving the room. On these occasions pupils disrupt the lesson for others and the overall quality of pupils’ learning is slowed. It is a significant issue in Year 3 where the quality of teaching is satisfactory overall because of a lack of rigour in the management of pupils’ behaviour.

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The management of individual pupils’ behaviour, particularly in Year 3, so that lessons are not

30. There are examples of very secure management of pupils’ behaviour in lessons throughout the school in the way pupils interact with each other or follow established routines. For example, in a ‘circle time’ observed in YR where pupils were required to take turns in speaking when holding the ‘teddy’. During this effective session if a pupil began to talk when they are not required to, the teacher firmly and confidently reminded them that it is was not their turn to speak. As a result, the individual pupil quietly and patiently waited until it was their turn to discuss the class topic. In addition, and as part of the normal routines in the day, pupils are clearly reminded to follow established classroom routines such as lining up quietly. The teacher or classroom assistant on these occasions carefully monitors the pupils to ensure that they follow instructions. As a result, pupils sensibly and quietly move around the school.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

31. To raise further the standards of work and the good quality of provision in many aspects of the school, the headteacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve the achievement of higher attaining pupils in mathematics by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• reviewing the school’s planning and teaching of mathematics to ensure that higher attaining pupils are suitably challenged and are able to use their mathematical skills confidently in problem solving activities.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve teachers’ management of pupils’ behaviour by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensuring that, drawing on the work of more effective teachers, there is a more consistent approach to managing pupils’ behaviour across the school.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

These points have already been recognised by the school as areas for improvement. Elm Grove First School - 16

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