Coalbrookdale and Ironbridge CofE Primary School

CE (VA) PRIMARY SCHOOL

Dates of inspection: 16-17 th April 2002

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CE (VA) PRIMARY SCHOOL

Inspection number: 198855 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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CE (VA) 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. Coalbrookdale and Ironbridge CE Primary School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Dale End Coalbrookdale Telford

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr D J Simkin

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: December 1997 Coalbrookdale and Ironbridge CE Primary School - 5

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INFORMATION ABOUT THE INSPECTION TEAM

Team members 3639 A C Davies Registered inspector 19431 J Holmes Lay inspector 12908 D Halford Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Focus Education 113-115 High Street Uppermill Oldham OL3 6 BD

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INFORMATION ABOUT THE INSPECTION TEAM

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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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Coalbrookdale and Ironbridge CE Primary School - 6

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PART A: SUMMARY OF THE REPORT 6-10

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 C: SCHOOL DATA AND INDICATORS 20-23

Coalbrookdale and Ironbridge CE Primary School - 7

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INFORMATION ABOUT THE SCHOOL

The school is situated in a delightful area and housed in an attractive Edwardian building. There are 219 pupils on roll aged 4 to 11. Reception-aged children start at one of the three points in the school year according to their age. All attending speak English as their main language. An above average percentage of pupils are on the special educational needs register with four having statements to help cope with their specific needs. The number eligible for school meals free of charge is just over 9 per cent, which is below the national average. When children first start school they have a wide range of academic and personal skills but overall the majority match the skill level expected for their age.

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HOW GOOD THE SCHOOL IS

This is a very effective school where the strengths far outweigh any minor weaknesses. The headteacher ensures that all staff are focused on raising, or maintaining, high standards. Standards are very high for 11-year-olds with good and very good teaching evident for older pupils. The school provides very good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • The headteacher provides very strong leadership, allowing all staff to flourish and play a significant role in the development of the school. • Pupils in Years 3 to 6 achieve to their full potential because the teaching they receive is challenging and supportive. • The school provides pupils with a very rich and inspiring curriculum. • Pupils have a wide and varied vocabulary, which they use to good effect in all their written work across all subjects. • Pupils display mature attitudes and take on added responsibility in all aspects of school life. • The school successfully develops positive relationships with parents and there is much mutual appreciation for the part each play in supporting pupils’ learning.

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HOW GOOD THE SCHOOL IS

What could be improved There are no key issues for the school to deal with. However, it needs to continue to review and develop work in these three areas: • Improving standards in reading for pupils aged 5 to 7. • Considering if the deployment of classroom assistants is having maximum impact on standards and provision. • Making the learning targets provided for pupils in literacy and numeracy more specific. 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 December 1997 and it has made good progress since that time and has the capacity to improve still further. The three main issues identified at the time of the previous inspection have been dealt with effectively. Provision for information and communication technology (ICT) is now having an impact on improving standards across the curriculum. The teaching is now much better with no unsatisfactory teaching apparent compared with one in six lessons at the time of Coalbrookdale and Ironbridge CE Primary School - 8 the previous inspection. The improvements in the leadership have ensured that teaching in all subjects is now being carefully checked.

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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. compared with

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

The standards attained by 11-year-olds have been very high for a number of years in each of the three core subjects of English, mathematics and science. In 2001, for example, the school’s English and mathematics results were in the top 5 per cent nationally. When taking account of schools in similar circumstances the results for English, mathematics and science were all in the top 5 per cent. The present Year 6 is maintaining this position. Pupils make very effective use of their wide, oral vocabulary when they write. This results in stories having outstanding descriptive passages. Older pupils also make use of their good reading skills when researching work in other subjects. Standards in mathematics are very good with older pupils being able to solve problems taking advantage of their secure knowledge of basic number when doing so.

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STANDARDS

Standards attained by 7-year-olds have been above the national average for the past few years with the exception of 2001. In 2001, reading results fell to well below the national average. This was in part due to a number of pupils in this cohort having significant learning difficulties. The school has responded positively to the situation with much attention being given to examining different reading methods. This has resulted in higher standards of attainment being achieved by the current Year 2.

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STANDARDS

When the majority of children first start school they display personal and academic skills that match the expectations for their age. During their time in the reception class they make satisfactory progress overall, with good progress evident in personal and social development and communication. As they move through Years 1 and 2 all pupils achieve appropriately and make satisfactory progress. At this age pupils are beginning to make effective use of their literacy and numeracy skills in other subjects. Older pupils in Years 3 to 6 benefit from the solid start that they have earlier in the school and make very good progress, especially in English and mathematics. More able pupils, in particular, achieve well and produce some outstanding pieces of work. This results in a very high percentage of 11-year-olds attaining the higher level (level 5) in the national tests. Pupils with special educational needs are well

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STANDARDS

supported, resulting in very few not attaining the expected level for their age by the age of 11.

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STANDARDS

Improved provision for ICT has resulted in standards being appropriate and all curriculum subjects benefiting from pupils’ newly acquired skills in this area. Throughout the school there is good use made of pupils’ literacy, numeracy and ICT skills in other subjects. Coalbrookdale and Ironbridge CE Primary School - 9

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Pupils have positive attitudes to all aspects of school life and this is a significant factor in the way they learn.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Behaviour is good both in and out of the classroom. Pupils move around school in an orderly manner and have respect for the school environment and the people within it.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Pupils are encouraged to take on responsibilities for their actions, both in and out of the classroom. There is a strong culture of mutual support between pupils, which has a positive impact on their learning.

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PUPILS’ ATTITUDES AND VALUES

Attendance This is above the national average.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

The teaching is having a very positive impact on learning in Years 3 to 6 with the teaching of English and mathematics being very good. The teaching of basic skills is very secure throughout the school. This has resulted in older pupils, in particular, being able to take on in-depth research and solve problems effectively. The main difference between the quality of teaching for younger and older pupils is that the pace of the lesson is more brisk for older pupils resulting in greater degrees of challenge for the more able.

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TEACHING AND LEARNING

The children in the reception class benefit from the attention given to help them develop their personal and social skills. This is helping them to settle quickly into school routines and raising their confidence levels. Older pupils are therefore eager to participate in lessons and provide clear explanations when answering questions. Throughout the school the teachers are keen to ensure that pupils use their literacy, numeracy and ICT skills in all subjects. Dedicated classroom assistants support the teachers, in almost all classes. In the main, they are used to support pupils who require additional attention. However, there are occasions when more effective use could be made of this resource, especially at the beginning of lessons.

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TEACHING AND LEARNING

Teachers are using a system of target-setting to help pupils understand what they need to do next to improve their work. This is proving to be successful but needs to be further developed so that the targets are more specific. The needs of more able pupils are well addressed in Years 3 to 6, with appropriate demands being made on their ability to use their extensive oral vocabulary in their written responses.

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OTHER ASPECTS OF THE SCHOOL

Aspect Comment Coalbrookdale and Ironbridge CE Primary School - 10 The quality and range of the curriculum The school makes the most of its location using the local environment, where possible, to support work in several subjects. This helps pupils to be motivated and excited about learning.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs A range of effective methods is employed to help most pupils with learning difficulties attain the level expected for their age by the time they leave the school.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Pupils are made aware of the differences between their lives and those of others living in different parts of the world. They also are helped to consider the way they conduct themselves both in and out of school. The school has strong connections with the local community, including the Church, which results in pupils reflecting on many local and international issues affecting their lives.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school keeps a careful check on the academic progress made by individual pupils. All pupils are well known to all staff and this results in pupils feeling safe and secure.

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OTHER ASPECTS OF THE SCHOOL

Parents play an important role in the education lives of their children. They are welcomed into school and their talents are used to good effect in several projects that the school is engaged with. Parents, in turn, feel well informed about what is happening in school and value the standard of education provided for their children.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Very good. The headteacher is very clear about what he wants the school to achieve. He empowers and enables his staff so that they share his vision. He is particularly good at involving all interested parties in school improvement.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Good. A very knowledgeable group of governors helps the school to focus attention on raising and maintaining high standards.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Very good. The school successfully uses its test results and information gained from checking on the quality of teaching as a pinnacle part of its school improvement procedures.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Very good. The way that school is beginning to explore the impact of classroom assistants on standards is one example of the school checking that it is getting the best possible value from its resources.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The pupil/teacher ratio is higher than for most schools. The school has recently opened a new computer suite which is already having a very positive impact on the standards attained in that subject and on the learning in others. The accommodation is very good with a recent extension adding much to the school’s learning environment. Coalbrookdale and Ironbridge CE Primary School - 11

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Strong community feeling. • Pleasant environment. • High standards being attained by pupils. • Children treated as individuals. • Staff have time for them and their children. • Would like to see water bottles being available to all pupils.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection agrees with all the positive points made and note that water is likely to be made available to all children in each class in the near future. Coalbrookdale and Ironbridge CE Primary School - 12

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WHAT THE SCHOOL DOES WELL

• The headteacher provides very strong leadership, allowing all staff to flourish and play a significant role in the development of the school.

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WHAT THE SCHOOL DOES WELL

1 The headteacher is a very committed and industrious individual. He has put a great deal of effort into ensuring that issues raised at the time of the previous inspection have been dealt with thoroughly. He is a meticulous worker, leaving no stone unturned as he pursues school improvement. He is very well respected by the parents with the vast majority strongly agreeing with the statement that the school was well led and managed. During the pre-inspection meeting with parents the parents pointed out that he was always at school and they respected his dedication.

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WHAT THE SCHOOL DOES WELL

2 The headteacher has a very thorough and comprehensive system in place to analyse test results. Test results are used as a basis for checking on whole-school strengths and weaknesses. Importantly, action is taken when the evaluation throws up areas that require attention. This is seen in the way the school has responded to disappointing test results in reading in the National Curriculum tests for 7-year-olds. A deep analysis of reading methods has resulted in changes being introduced to the school’s phonics programme. In the same way apparent strengths are looked at so that high standards are maintained. The school has embraced the methods used for ensuring that writing standards for older pupils remain at the same high level as they have been for the past few years.

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WHAT THE SCHOOL DOES WELL

3 One of the key strengths of the school’s leadership is the way the headteacher is able to motivate individuals. He is a very effective communicator and all staff feel well informed about what is going on in the school. There is a strong sense of a shared commitment to a common goal in the school. The headteacher shares his vision with his colleagues in a number of formal and informal ways. The atmosphere of care and respect that everyone has for pupils and adults is underpinned by the way the headteacher treats pupils and adults. He shows respect and consideration and this results in pupils responding maturely and in adults respecting his views. He gets his point across in a more formal way when sharing up-to-date information with his staff and governors.

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WHAT THE SCHOOL DOES WELL

4 The school’s improvement plan is a true reflection of all parties who have an interest in the school working to a common purpose. The headteacher and deputy headteacher play a pivotal role but all staff and governors are very involved. Interested parents and pupils also have an important say. Governors are well informed about the school’s strengths and weaknesses and they are therefore in a strong position to make informed comments about future intentions. Proforma are produced which are different in style and content for different parties. There is genuine intention of seeking views from as many different people as is possible. For example, the views of pupils on the school council are gathered and valued. The views of different groups are put alongside the analysis of the school’s results and the evaluation of teaching strengths and weaknesses. The previous year’s targets are then analysed. From this position

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WHAT THE SCHOOL DOES WELL

the headteacher with support from the senior management team is able to produce a first draft of the school improvement plan. This is then taken to the staff and governors and shared with the parents. The whole process is an excellent model to help ensure that there is a shared commitment to school improvement. Coalbrookdale and Ironbridge CE Primary School - 13 5 All teachers have responsibility for at least one major area, usually as subject leader. They are helped to develop their role by being provided with appropriate opportunities to undertake training. There is a strong commitment to sharing good practice. In this way many subject leaders have had lessons observed by their colleagues or had opportunities to observe their colleagues at work. The process has been significant in helping to raise the quality of teaching for individual subjects. The support provided for subject leaders has been important in

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WHAT THE SCHOOL DOES WELL

empowering individual teachers and in raising their confidence levels.

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WHAT THE SCHOOL DOES WELL

• Pupils in Years 3 to 6 achieve to their full potential because the teaching they receive is challenging and supportive.

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WHAT THE SCHOOL DOES WELL

6 National Curriculum test results for 7 and 11-year-olds reveal that pupils aged 7 to 11 are making very good progress over time. This is a position that has been maintained for several years. With relatively little mobility apparent it is reasonably easy to check on the attainment of pupils at the age of 11 and compare it with their attainment at the age of 7. Parents are quick to point out that the pupils make good progress and that they attain high standards.

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WHAT THE SCHOOL DOES WELL

7 In English and mathematics, the number of pupils attaining the higher levels (Level 5) at the age of 11 compares very favourably with the number attaining the higher levels (Level 3) in reading, writing and mathematics four years previously at the age of 7. This shows that more able pupils have made good ground during the four years in Years 3 to 6. This is confirmed in the lessons seen for older pupils. In these lessons the teachers work at demanding rates and the pupils respond well showing high levels of motivation. In a Year 4 numeracy lesson for example, the more able pupils are moved on to a system of problem solving reasonably quickly without having to spend too long going through work that they had covered previously. In this lesson, as with many others, the objective was made very clear to the pupils from early on and the teacher continually checked on how the pupils were making progress towards this

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WHAT THE SCHOOL DOES WELL

8 There are very few pupils who are not attaining the level expected for their age in the National Curriculum tests for 11-year-olds. This compares very favourably with the number who are not attaining at the level expected in the National Curriculum tests for 7-year-olds. This shows that lower attaining pupils are making good progress as they move through Years 3 to 6. In each lesson observed with older pupils there was careful consideration given to the support required for lower attaining pupils. In some cases this was as a result of good deployment of classroom assistants. In other cases, it was as a result of the teacher being very alert to the need to involve lower attaining pupils very early in the process.

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WHAT THE SCHOOL DOES WELL

9 In a Year 4 literacy lesson lower attaining pupils were helped to participate in the whole class part of the lesson by being given explanations, which helped them to understand the new terminology being introduced. There was good reference to pupils’ own experiences to help deepen this understanding. In another lesson, Year 6 pupils were well supported during a numeracy lesson with the teacher being quick to use assessment techniques to pick up any misconception on behalf of individuals.

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WHAT THE SCHOOL DOES WELL

10 In each lesson, the planning gave clear indication that the needs of pupils of different ability were taken into consideration. The planning was matched by good practice, which saw tasks being organised appropriately for different pupils and support being available for those who needed it. The more able pupils were frequently challenged and given good attention. Discussions with these pupils revealed that they felt they had to work hard to keep up with their friends. Coalbrookdale and Ironbridge CE Primary School - 14 • The school provides pupils with a very rich and inspiring curriculum.

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WHAT THE SCHOOL DOES WELL

11 The school is situated in a very rich geographical area. There are good examples of geographical features around the immediate environment and the area also offers many historical opportunities for in-depth study. The school is situated in the midst of the Ironbridge Gorge, surrounded by museums, parks, woodlands, historical buildings and monuments. The school takes full advantage of these. The curriculum framework used by the school shows how they rely heavily on the environment immediately surrounding the school. Staff provide pupils with opportunities to visit places of interest, such as, the museum associated with the iron works and bridge building.

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WHAT THE SCHOOL DOES WELL

12 The school’s policy is underpinned by the desire to provide pupils with first-hand experiences whenever possible. The school is therefore able to take advantage of the wonderful environment to help it achieve its aims. The school has established strong links with local organisations such as Coalport China Museum, Jackfield Tile Museum, the Museum of Iron and Ironbridge Power Station. The pupils are able to make frequent visits to these places and by doing so enrich their knowledge and understanding of art, design and technology, geography, history and science. The impact of these links is seen in many aspects of the school’s work. For example, the older pupils have been involved in a project with the Jackfield Tile Museum to create a large mural to celebrate the new millennium.

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WHAT THE SCHOOL DOES WELL

13 In addition to the use made of the immediate environment the pupils have opportunities to have first hand experience of other places of interest, which are situated a little further away from the school. Visits to places such as those associated with the Shropshire Wildlife Trust, the Severn Gorge Countryside Trust and Greenwood Trust add to the pupils’ knowledge. The school also organises an annual 5-day residential adventure course for older pupils. This visit helps pupils to develop their social as well as cultural skills.

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WHAT THE SCHOOL DOES WELL

14 Pupils’ spiritual and moral development is enhanced by the links that the school has established with the local churches and local community. Local organisations are frequently involved with school activities. The pupils have benefited from their involvement with different groups when planning and preparing the new school eco-garden and preparing a time capsule for a new museum. Key people from the community are often invited into school to give talks or to work alongside pupils. This adds to the pupils’ local knowledge and deepens their understanding and respect for their local environment.

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WHAT THE SCHOOL DOES WELL

15 All teaching staff organise and run weekly clubs which are well attended by the pupils. These clubs include sports, music, drama, environment and cycle training. Other organisations offer pupils opportunities to be involved in activities such as, the French club and sports training. The school also has a choir and a band. As a community centre, the school also offers pupils opportunities to attend clubs during evenings and weekends. The school’s ‘Kids Club’ provides organised activities and projects for up to 32 pupils before and after school every day. Each of these activities adds to the pupils’ lives and provides richness to the curriculum being offered. According to the pre-inspection questionnaires, a very large percentage of parents agree that their children are provided with a range of interesting activities outside the lessons. Coalbrookdale and Ironbridge CE Primary School - 15 16 Within the foundation stage of learning the practitioners give careful thought and consideration

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WHAT THE SCHOOL DOES WELL

to the way the new guidelines for young children are implemented. They ensure curriculum richness by the way they maximise opportunities for pupils to participate in many visits and in the way they invite people into the classroom to talk to them about their work. This has ensured that the policy of curriculum enrichment begins as soon as children start school.

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WHAT THE SCHOOL DOES WELL

• Pupils have a wide and varied vocabulary, which they use to good effect in all their written work across all subjects.

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WHAT THE SCHOOL DOES WELL

17 The scrutiny of pupils’ work reveals that pupils are writing for a range of purposes and making the most of their wide and varied vocabulary. Examples of persuasive writing are very prominent with pupils setting out arguments for and against many issues. These include, ‘Should mobile phones be allowed in schools?’ and ‘Animals should not be allowed to perform in circuses.’ In each example the Year 6 pupils were able to make many pertinent points either for or against the issue raised. They showed good awareness of the audience and used many examples that had touched them personally. There are also examples of pupils using story- writing in different contexts. Pupils had written mystery stories, stories set in different historical times and they had retold familiar stories from different perspectives.

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WHAT THE SCHOOL DOES WELL

18 More able pupils, in particular, show good evidence of opening stories with action, dialogue or description. Their own vocabulary, being wide, comes in very useful as they explore different ways of ensuring their openings grab hold of the reader and quickly lets the reader know a little about the characters in the story. For example, ‘Make me some toast would you?, Nick said to Alex grumpily.’ There are also examples that indicate the pupils’ depth of language. For example, ‘Alex was resigned to doing things for Nick.’ In other examples the terminology used helps the writer to set the scene. For example, ‘…who had a menacing look in his eyes.’ The descriptive language used is most impressive and has a depth that belies the pupils’ age. For example, in one scene based on a familiar story a pupil writes, ‘He finally got to sleep leaving his thoughts behind him.’ There is also a mature use of dialect to help the reader find

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WHAT THE SCHOOL DOES WELL

out more about the character being described. In one extract a pupil uses the phrase, ‘Wake up, Darn’ it.’ The scrutiny of older pupils’ work confirms why it is that so many are attaining at levels beyond those expected for their age and why this standard has been maintained for several years.

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WHAT THE SCHOOL DOES WELL

19 The older pupils in particular, write extensively in many subjects across the curriculum. For example, in Year 6 pupils have to carry out in-depth research in science and they are required to write up notes and then use these notes to help them set out factual extracts. They use good descriptive language as they write about the heart and its function or as they describe the impact of different forces on the body. In history and geography one pupil studying the importance of the Nile to the Egyptian people writes, ‘The Nile is truly the river of life.’ Pupils in this class go on to show that they have read a great deal and one pupil sets out clearly what they have learnt. ‘Until the Aswan Dam was built 4 per cent of Egypt was being cultivated, this has now expanded to 6 per cent.’

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WHAT THE SCHOOL DOES WELL

20 The use of powerful vocabulary is evident amongst younger pupils. In Year 4, for example, stories include words such as, ‘transformed’ or, ‘astonished’. Many sentences start with, ‘Suddenly’ or, ‘Eventually’. Pupils have given much thought to the plot, main characters and settings of their stories. There is consistent good use of punctuation and long stories are written that have clear sequences and lively and imaginative plots. In Year 2 there are good examples of pupils using their wide vocabulary as they write about what it must have been like to live in a house in about 1900. They demonstrate that they can write with clarity and set out Coalbrookdale and Ironbridge CE Primary School - 16 their thoughts clearly. One example shows that the pupils have carried out effective research and then come to appropriate conclusions, ‘In the olden days, like the Victorian times, your teacher would be really strict.’

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WHAT THE SCHOOL DOES WELL

• Pupils display mature attitudes and take on added responsibility in all aspects of school life.

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WHAT THE SCHOOL DOES WELL

21 The standard of behaviour throughout the school is good. This is helped by the very positive attitudes pupils have to school and by the mature way they conduct themselves. The parents in their questionnaire replies overwhelmingly agree that the school contributes greatly to their children’s maturity. They also agree that behaviour is good. All pupils spoken to expressed positive views about the school and they thoroughly enjoy attending.

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WHAT THE SCHOOL DOES WELL

22 There is a well-established school council with pupils of different ages representing their class. The pupils involved in discussions with the inspection team agreed that all the suggestions put forward by the school council were sensible. They were mostly taken up and if they were not there were reasonable explanations given to the pupils. All pupils felt that the school council was there for them to express their views. They all felt happy that they did have a say about what was happening in their school. There is also a process of class monitors in place. The monitors have specific tasks and they take their responsibilities seriously. The ‘gold star’ system is appreciated by the pupils. They feel it gives them an added incentive to work hard and behave well. The system does help to promote good attitudes. However, for many pupils they feel proud of their achievement and whilst they enjoy the acknowledgement that comes

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WHAT THE SCHOOL DOES WELL

with the award they express that it is the ‘inner- pride’ that motivates them.

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WHAT THE SCHOOL DOES WELL

23 In all the lessons observed the pupils’ positive attitudes made a good contribution to their learning. The pupils respect each other’s views and support each other well. When asked to work co-operatively they do so without any fuss. This was seen at its best when Year 6 pupils were carrying out tasks on the computer and when Year 4 pupils were working together on the historical topic of the Ancient Egyptians. The staff feel confident that pupils will conduct themselves sensibly when taking them out of school and are therefore able to organise visits with the belief that the pupils will learn a great deal.

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WHAT THE SCHOOL DOES WELL

24 Pupils are very polite, well-mannered and courteous. They display good levels of maturity when they sit together in the dining room at lunchtimes. They display good eating habits but are still able to carry out conversations maturely without allowing the noise to rise to unacceptable levels. The pupils who conducted an inspector around the school’s eco-garden were filled with pride and gave a very clear and informed description about its concept. During assemblies pupils enter the hall in a sensible way and quickly display respect for the person taking the assembly and for the event itself.

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WHAT THE SCHOOL DOES WELL

• The school successfully develops positive relationships with parents and there is much mutual appreciation for the part each play in supporting pupils’ learning. Coalbrookdale and Ironbridge CE Primary School - 17 25 There is a thriving ‘Friends of the School’ organisation in place, which helps the school raise additional funds for a number of resources. The organisation is very well supported. It has up to four events annually but each is well attended. For example, most parents attend the annual barbeque. However, the ‘Friends of the School’ organisation is only one aspect of the school’s positive partnership with parents. Parents are regularly in school helping out and a large number have been directly involved with specific projects, like the creation of the eco-garden.

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WHAT THE SCHOOL DOES WELL

26 The positive responses from the parents’ questionnaire are indicators that the school works well with its parent body. Almost all parents believe that the school works closely with them and an exceptionally high percentage strongly agree that they would feel comfortable about approaching the school with an issue. The parents who attended the pre-inspection meeting were quick to appreciate the hard work that the staff put in and there was a strong endorsement of the way the school was helping their children to make academic and personal progress. Parents know that if they want to discuss an issue with a member of staff or with the headteacher they can do so quickly and have easy access to members of staff.

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WHAT THE SCHOOL DOES WELL

27 There is also much appreciation by the staff and governors for the part that parents play. There is a positive homework system in place with staff believing that parents are supportive. They appreciate that the vast majority of parents provide appropriate opportunities and space for their children to work at home. Reports to parents are of a good standard and meet the statutory requirements. They make it clear what it is the pupils do well and what they need to do next to improve. There are targets set although sometimes these are not clearly stated as such. However, parents are appreciative of the format and the thoroughness of these reports. Coalbrookdale and Ironbridge CE Primary School - 18

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WHAT COULD BE IMPROVED

There are no key issues for the school to deal with. However, it needs to continue to review and develop work in these three areas:

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WHAT COULD BE IMPROVED

§ Improving standards in reading for pupils aged 5 to 7.

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WHAT COULD BE IMPROVED

28 The 2001 National Curriculum test results in reading for 7-year-olds were very disappointing. The school’s results were well below the national average after previously being well above the national average in 1998 and 1999. The main issue surrounded the very large percentage of pupils who failed to attain the expected level for their age. The school was expecting this dip because the 2001 cohort had a much larger than normal percentage of pupils with learning difficulties. However, the school was not content to explain the disappointing results away lightly.

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WHAT COULD BE IMPROVED

29 As a result of the analysis that took place the school became proactive in looking at the methods used for teaching reading in Years 1 and 2. They have changed the way they work so that more attention is given to phonics and greater support is provided for pupils who struggle with reading. For example, there is more ‘one-to-one’ reading support provided for these pupils. The reading standards was a focus of the school improvement plan and all staff were involved in discussions and additional training related to the teaching of reading during the last academic year.

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WHAT COULD BE IMPROVED

30 The teacher assessments for the present Year 2 cohort show that reading standards match the standards attained in 1998 and 1999. This is confirmed by the observations made during the inspection and by listening to pupils read. There is little doubt that pupils, throughout the school, enjoy reading and by Year 2 most have already developed positive reading habits. Most can talk fondly of favourite authors and many are reading at levels that are far in advance of their age. There is also a sense of enjoyment in the reading. Pupils can identify with different characters from a range of books and empathise with the situations they find themselves in.

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WHAT COULD BE IMPROVED

31 The school has reacted appropriately to the disappointing reading results in 2001 and now needs to analyse the impact the changes made for this academic year has had on reading standards. This evaluation should give further clarifications for teachers and other adults working with pupils about the methods used in the school for promoting good reading habits. The school needs to continue to focus on reading until it is secure that new methods adopted are working effectively.

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WHAT COULD BE IMPROVED

§ Considering if the deployment of classroom assistants is having maximum impact on standards and provision.

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WHAT COULD BE IMPROVED

32 The school’s classroom assistants are very experienced and committed individuals. They provide the school with valuable support. They have developed strength in their understanding of the National Literacy and Numeracy Strategies. In each class they provide much valued support to the teacher and particularly to pupils who require additional help with their learning. They have a good range of expertise and are able to work effectively with small groups, especially those who need additional support in English or mathematics. Coalbrookdale and Ironbridge CE Primary School - 19 33 The issue for the school to address is the impact their deployment is having on the achievement of different groups of pupils. There are occasions when the teachers are not getting the most of this additional support during the first part of the Literacy and Numeracy lesson. The school has already started to address this issue and is beginning to review the

p.18

WHAT COULD BE IMPROVED

present practice. It needs to give further consideration to this issue and to involve all staff in deeper discussions about the way that this valuable resource is deployed.

p.19

WHAT COULD BE IMPROVED

§ Making the learning targets provided for pupils in literacy and numeracy more specific. 34 The pupils do have individual learning targets for literacy, which are used to help them focus on what they need to do next in order to improve. These are very prominent in classrooms and are referred to frequently by the pupils. The teachers give good attention to the targets and use their marking to re-inforce points arising from them. In this respect the school is further on than most in using targets to help pupils learn. In order for the target setting process to maximise impact on learning the school needs to continue to develop the statements used so that they are more ‘child-friendly’.

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WHAT COULD BE IMPROVED

35 Although the targets, in their present form, are very helpful some of the written statements are not specific enough. Some of the present learning targets could be used with different age groups and with pupils of different ability. Statements such as, ‘I will make my openings more interesting’ are quite helpful as reminders but too generic to help the pupils understand what it is they specifically need to work on.

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WHAT COULD BE IMPROVED

36 The learning objective for each lesson is ‘child-friendly’ and does convey clearly to the pupils what it is they are to learn. There is therefore a need to consider making the statements for the learning targets equally as ‘child-friendly’ and consider adopting a process that does not add to the teachers’ administration burden.

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WHAT COULD BE IMPROVED

. Coalbrookdale and Ironbridge CE Primary School - 20

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

37 There are no key issues for the school to deal with as a result of the inspection. However, in order to maintain the high standard being attained by pupils throughout the school and to ensure that pupils of different ability are continuing to achieve well, the school headteacher, staff and governors need to continue to look at the following minor issues:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improving standards in reading for pupils aged 5 to 7 , (Paragraphs 30 –33) and

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Review the impact of classroom assistants on the achievement of different groups of

p.20

lessons. (Paragraphs 28 and 29)

• Making the learning targets provided for pupils in literacy and numeracy more

p.20

specific. (Paragraphs 34-36)

Coalbrookdale and Ironbridge CE Primary School - 21

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Summary of the sources of evidence for the inspection

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

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 219

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 20

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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 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 39

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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 nil

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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 14

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 15

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Attendance

% % Coalbrookdale and Ironbridge CE Primary School - 22 School data 5.0 School data 0.0

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Attendance

National comparative data 5.6 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Coalbrookdale and Ironbridge CE Primary School - 23

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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 16 18 34

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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 10 16 16 Numbers of pupils at NC level 2 and above Girls 14 16 17

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

Percentage of pupils School 71 (88) 94 (81) 97 (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 11 15 16 Numbers of pupils at NC level 2 and above Girls 15 16 18

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

Percentage of pupils School 76 (85) 91 (92) 100 (88) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 12 19 31

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 11 12 12 Numbers of pupils at NC level 4 and above Girls 19 19 19

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

Percentage of pupils School 97 (97) 91 (92) 100 (100) at NC level 4 or above National 75 (75) 89 (88) 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 n/a n/a n/a Numbers of pupils at NC level 4 and above Girls n/a n/a n/a

p.23

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

Percentage of pupils School 83 (88) 87 (91) 100 (100) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

p.23

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

Percentages in brackets refer to the year before the latest reporting year. Coalbrookdale and Ironbridge CE Primary School - 24

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 4 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.

p.24

Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.0 Financial year 2001/2

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Teachers and classes Financial information

Number of pupils per qualified teacher 27.6

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 401,713

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Teachers and classes Financial information

Total number of education support staff 9 Total expenditure 414,783

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Teachers and classes Financial information

Total aggregate hours worked per week 119 Expenditure per pupil 1,876.85

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 32,924

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Teachers and classes Financial information

Total number of qualified teachers (FTE) n/a Balance carried forward to next year 19,854

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Teachers and classes Financial information

Number of pupils per qualified teacher n/a

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Teachers and classes Financial information

Total number of education support staff n/a

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Teachers and classes Financial information

Total aggregate hours worked per week n/a

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Recruitment of teachers

Number of teachers who left the school during the last two years 5

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Recruitment of teachers

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

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

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

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 Coalbrookdale and Ironbridge CE Primary School - 25 FTE means full-time equivalent. Coalbrookdale and Ironbridge CE Primary School - 26

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Results of the survey of parents and carers

Percentage of responses in each category

p.26

Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 69 29 2 0 0

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Results of the survey of parents and carers

Behaviour in the school is good. 56 42 2 0 0

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 58 30 12 0 0

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 58 42 0 0 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 92 8 0 0 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 74 24 2 0 0

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Results of the survey of parents and carers

The school works closely with parents. 48 50 2 0 0

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Results of the survey of parents and carers

The school is well led and managed. 76 18 4 2 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 82 16 0 0 2

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 64 32 4 0 2

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