Swanton Morley VC Primary School

Attainment and progress

Pupils at Key Stage 1 make satisfactory progress in information technology, geography, history, music and physical education. Progress is good in design and technology and art. At Key Stage 2, pupils make satisfactory progress in history, geography and music. Progress is very good in physical education; swimming is a strength of the school. The good progress in design and technology, art and physical education is due to the good quality of the teaching, challenging work and well-planned activities. The limited teaching of composition and pupils’ lack of opportunities to make music limit progress in the subject. In geography, pupils develop a sound understanding of local issues such as the development of leisure centres. In history, good use is made of artefacts and the progress of lighting systems over the years are plotted on a timeline. At the time of the last inspection, the school was a very different

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Attainment and progress

establishment, with no pupils from military families. In general, standards have been at least maintained in most subjects and often improved, although it is difficult to make any accurate comparisons.

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Swanton Morley Primary School

Dates of inspection: 15 - 18 November 1999

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Swanton Morley Primary School

Inspection carried out under Section 10 of the School Inspections Act 1996 Crown Copyright 1999

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Swanton Morley Primary School

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. Further copies of this report are obtainable from the school.

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Swanton Morley Primary School

Under the School Inspections Act 1996, the appropriate authority must provide a copy of this report and/or its summary free of charge to certain categories of people. Every registered parent of a registered pupil at the school should receive a free copy of the summary of the report within ten working days of receipt of the summary by the appropriate authority. A charge not exceeding the cost of supply may be made by the appropriate authority for any other copies of the report and/or its summary provided to any person who asks for one. The appropriate authority should make a copy of the report and the summary available for inspection by members of the public at such times and at such a place as may be reasonable Any enquiries about this legislation should be addressed to the OFSTED Compliance Helpline Tel. 0171421 6567 Swanton Morley Primary School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Manns Lane Swanton Morley Dereham Norfolk NR20 4PX

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Rev. Leslie Wilman

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 18 - 20 March 1996 Swanton Morley Primary School - 5

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Team members Subject responsibilities Aspect responsibilities

John Bishop, RgI Physical education Attainment and progress Under fives Teaching David Ashby, Lay Inspector N/A Attitudes, behaviour and personal development Attendance Support, guidance and pupils' welfare Partnership with parents and the community Staffing, accommodation and learning resources Cecelia Davies Mathematics Curriculum and assessment Design and technology Spiritual, moral, social and cultural development Music Christopher Furniss English Special educational needs Information technology Equal opportunities Religious education Art Carol Slade Science Leadership and management History Efficiency Geography

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Team members Subject responsibilities Aspect responsibilities

Cambridge Education Associates Ltd 51 St Andrew's Road Chesterton Cambridge CB4 1EQ

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Team members Subject responsibilities Aspect responsibilities

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints which are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Swanton Morley Primary School - 6

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MAIN FINDINGS

A high proportion of pupils attend the school for short periods of time. Only one third of the pupils remain at the school for the full seven years. This high pupil turnover renders most performance statistics, such as comparisons with other schools, as unreliable, especially at Key Stage 2 where the effects of mobility are greater.

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What the school does well

• .Swanton Morley is a happy school that offers its pupils a welcoming, secure and caring environment. • .At the end of Key Stage 1, standards in reading and writing are above the national average. • .Pupils make sound progress throughout the school. Progress is good at Key Stage 2 even though many pupils only attend the school for short periods of time. • .Progress in art and design and technology are good throughout. Progress is very good in physical education at Key Stage 2. Standards in swimming are high. • .The school has made very considerable improvements since the last inspection in 1996. • .The headteacher and deputy headteacher, in partnership with the governors, give very positive leadership and educational direction to the school.. • .Pupils with special educational needs receive a high degree of support from classroom assistants, and they make very good progress. • .Teaching is generally good and often very good throughout the school.

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What the school does well

• .Pupils have positive attitudes to learning and enjoy good relationships with staff and with each other. • .Provision for pupils’ social and cultural development is very good. It is good for spiritual and moral development. • .The school provides a rich and varied curriculum. Assessment procedures are good and enable work to be matched to individual needs. There is a good range of extra-curricular activities. • .The school’s partnership with parents and the community is very good. • .Financial planning is very good and the school gives good value for money.

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What the school does well

· Where the school has weaknesses I.Information technology is insufficiently used to support learning in subjects across the curriculum. II.The school has collected good assessment data but does not use this adequately to set targets to help pupils improve. III.There are inconsistencies in the implementation of the school’s marking policy. IV.The school’s portfolio of pupils’ work which assist teachers in measuring standards, is out of date. V.There are too few opportunities to fair test experiments in science.

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The weaknesses are far outweighed by what the school does well, but they will form the basis of the

governors’ action plan, which will be sent to all parents or guardians of pupils at the school.

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The weaknesses are far outweighed by what the school does well, but they will form the basis of the

· How the school has improved since the last inspection

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The weaknesses are far outweighed by what the school does well, but they will form the basis of the

Since the last inspection in 1996, the school has addressed all the identified issues thoroughly and successfully. The amount of time devoted to lessons at Key Stage 2 has been increased to match that which is generally recommended. Teachers’ lesson plans provide for work matched to the attainment of pupils. There are now policies for marking, music and equal opportunities, although the marking policy is sometimes implemented inconsistently. Monitoring and assessment data is well used to inform the planning of future lessons but is not often used to set targets to help pupils improve. The school continues to provide a good quality education and is well placed to make further improvements. · Swanton Morley Primary School - 9

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Standards in subjects

This table shows the standards achieved by 11 year olds in 1999 based on the National Curriculum tests:

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similar schools

well above average A above average B English D D Average C Mathematics D D Below average D Science E D well below average E

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similar schools

These results relate to pupils who left the school in July 1999. The information indicates, for example, that standards in English and mathematics are below the national averages, with standards in science well below at Key Stage 1. The comparisons with similar schools have received some adjustment owing to the high turnover of pupils at Key Stage 2. These charts should be regarded with some caution, as there are no statistics available for schools which have similar ‘turbulence’ factors. Through observing lessons, talking to pupils and looking at their work, the inspectors found that attainment of pupils at the end of Key Stage 1 and Key Stage 2 this year is generally in line with that expected in English, mathematics and science. Pupils’ attainment in information technology is average at both key stages and attainment in religious education reflects that outlined in the agreed syllabus.

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similar schools

· Teaching in Under 5 5 – 7 years 7 – 11 years

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similar schools

English Good Good Good Mathematics Good Good Good Science Good Good Information technology Satisfactory Satisfactory Religious education Good Good Other subjects Good Good Good

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similar schools

The quality of teaching is a strength of the school. It is at least satisfactory in 97 per cent of lessons throughout the school, in almost half of lessons it is good and in one fifth very good. Unsatisfactory teaching was seen in 3 per cent of lessons. This is an improvement on the standards of teaching described in the 1996 inspection report.

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similar schools

Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that strengths outweigh any weaknesses

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Aspect Comment

Behaviour Very good standards of behaviour are seen throughout the school, both in the classrooms and in the playground. The pupils are polite and hard working. Attendance Attendance is very good and the pupils arrive punctually.

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Aspect Comment

Ethos* The very good ethos of the school is reflected in the pupils’ positive attitudes to their work and the good relationships in the school. Staff Swanton Morley Primary School - 10 demonstrate a commitment to raising standards and they work together as an effective team. Leadership and management The headteacher provides very good leadership, in partnership with the governing body. Subject leaders monitor the quality of the pupils’ work well. Curriculum This is good, overall. Links between subjects are strong and good use is made of visits and visitors to the school to enhance pupils’ experiences. There is a wide range of extra-curricular activities Pupils with special educational needs The good support provided enables pupils to make very good progress. Their individual education plans set specific targets against which their progress is measured Spiritual, moral, social & cultural development This is a strength of the school.

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Aspect Comment

Social and cultural development is very good; spiritual and moral development is good. Staffing, resources and accommodation The staff are well qualified with a sound balance of experience. The school is well resourced. The accommodation is spacious and well used. The large playing field is well laid out and the swimming pool is a high class feature. Value for money The school gives good value for money

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Aspect Comment

*Ethos is the climate for learning: attitudes to work, relationships and the commitment to high standards.

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What most parents like about the school What some parents are not happy about

I.The staff are approachable and parents are encouraged to play an active part in the school. They feel valued. II.Complaints and suggestions are listened to and acted upon. III.Children are encouraged to become involved in more than just their daily lessons. IV.The school achieves high standards of behaviour. V.Children enjoy attending school. VI.There are no significant issues.

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What most parents like about the school What some parents are not happy about

Evidence from the inspection supports the parents’ positive views of the school which were expressed at both the meeting and through the questionnaire. The number of parents offering critical views was very low. ·

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KEY ISSUES FOR ACTION

In order to raise standards and improve the quality of education provided, the governing body, headteacher and staff should:

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KEY ISSUES FOR ACTION

Fully implement the marking policy so that all pupils have a clear idea of how they can develop their work. (see paragraphs 36, 46, 107.) Increase the use of information technology in the classroom so that it is used to support subjects across the curriculum. (see paragraphs 19, 117, 128.) Use the information gained through assessment to set targets for pupils in English and mathematics. Swanton Morley Primary School - 11 (see paragraphs 34, 46, 68, 116.) Swanton Morley Primary School - 12 Provide more opportunities for pupils to fair test their scientific experiments. (see paragraphs 18, 120.) Develop teachers’ understanding of pupils’ quality of work by up-dating the school’s portfolio of moderated work. (see paragraphs 46, 117, 124.) · · · INTRODUCTION

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KEY ISSUES FOR ACTION

1. Swanton Morley Primary School is a Church of England Voluntary Controlled School providing education for 249 pupils of both sexes aged from 4 to 11. There are 132 boys on roll and 117 girls. There are 17 children aged under five in the reception class. Since the last inspection, two mobile classrooms have been added and the very large grounds have been further developed with an adventure play area and fitness trail. The school is particularly proud of its library and its swimming pool. The school is much changed since the last inspection when it was a small village school with just 141 pupils on roll. At this time, there were no pupils from the nearby military base.

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KEY ISSUES FOR ACTION

2. The school is situated in the village of Swanton Morley close to Dereham. The most recent census data and information gathered by the school indicates that the socio-economic circumstances of pupils are in line with the national average. The school’s assessment of children on entry to school, together with evidence gained during the inspection, indicates that their attainment in literacy and mathematics is in line with that expected of children of that age. The number of pupils from professional or similar backgrounds is below the national average. The number of children from economically disadvantaged homes is well below average. Just under half (44 per cent) come from families based at a nearby military camp. Of the 34 pupils in Year 6, only eleven have attended this school since the reception year. The constantly changing school population gives cause for concern to the school in that it affects

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KEY ISSUES FOR ACTION

academic achievement, makes target setting difficult and places extra emotional stress on pupils. The recorded number of pupils eligible for free school meals is 9.3 per cent which is below the national average.

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KEY ISSUES FOR ACTION

3. The percentage of pupils speaking English as an additional language (1 per cent) is lower than in most schools. Although the ethnic composition of the school is mostly white, it benefits from teaching pupils who often have a wide experience of other countries.

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KEY ISSUES FOR ACTION

4. Eighteen per cent of pupils are identified as having some degree of special educational need. This figure is in line with the national average. There are five pupils with a statement of special educational need, which is also in line with the national average.

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KEY ISSUES FOR ACTION

I.to achieve the highest standards of personal and academic attainment in relation to age and ability II.to encourage pupils to question, enquire and develop ideas. III.to develop a sense of responsibility to the community.

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KEY ISSUES FOR ACTION

6. The school further aims to create a good ethos by:

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KEY ISSUES FOR ACTION

IV.ensuring all children enjoy their time at school and experience success. V.offering pupils challenge and stimulation. VI.developing self-confidence and self-discipline. Swanton Morley Primary School - 13 VII.become happy, tolerant and well-balanced individuals.

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KEY ISSUES FOR ACTION

1. The headteacher and governing body have indicated that the school’s current priorities are:

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KEY ISSUES FOR ACTION

• .raising standards, especially in literacy, numeracy and science, at the same time as delivering a broad and balanced curriculum. • .a commitment to developing creativity through art and music. • .giving high priority to physical activities, especially swimming. ·

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1

Number of registered pupils in final year of Key Stage 1 Year Boys Girls Total for latest reporting year: 1999 20 19 39

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Results

Number of pupils Boys 18 18 17 at NC Level 2 or Girls 17 17 16 Above Total 35 35 33 Percentage at NC School 90 (80) 89 (98) 85 (93) Level 2 or above National 82 (80) 83 (81) 87 (85)

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8. Teacher Assessments Reading Mathematics Science Number of pupils Boys 17 18 18 at NC Level 2 or Girls 14 14 14 Above Total 31 32 32 Percentage at NC School 80 (93) 82 (91) 82 (91) Level 2 or above National 81 (81) 86 (85) 87 (86)

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1

Number of registered pupils in final year of Key Stage 2 Year Boys Girls Total for latest reporting year: 1999 15 14 29

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Results

Number of pupils Boys 8 11 11 At NC Level 4 or Girls 11 7 9 Above Total 19 18 20 Percentage at NC School 66 (64) 62 (69) 69 (64) Level 4 or above National 70 (65) 69 (59) 78 (69) Swanton Morley Primary School - 14 9. Teacher Assessments English Mathematics Science Number of pupils Boys 9 10 11 At NC Level 4 or Girls 11 9 10 above Total 20 19 21 Percentage at NC School 69 (64) 65 (64) 73 (77) Level 4 or above National 68 (63) 69 (64) 75 (69)

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Results

Percentages in parentheses refer to the year before the latest reporting year 9.

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Percentage of half days (sessions) missed % Through absence for the latest complete Authorised School 4.8 Reporting year: Absence National comparative data 5.7 Unauthorised School 0.2 Absence National comparative data 0.5 10.

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Number of exclusions of pupils (of statutory school age) during Number The previous year: Fixed period 0 Permanent 0

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Percentage of teaching observed which is: % Very good or better 20 Satisfactory or better 97 Less than satisfactory 3 Swanton Morley Primary School - 15 12. PART A: ASPECTS OF THE SCHOOL

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Results

12. EDUCATIONAL STANDARDS ACHIEVED BY PUPILS AT THE SCHOOL

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Results

1. When children enter the reception class, their knowledge, understanding and skills are generally in line with those expected for their age. Children under five make sound progress in the reception class. Their personal and social development is satisfactory. They settle confidently into their daily routines, behaving well and gaining in independence. They listen attentively to adults and enjoy stories and rhymes. Children acquire sound speaking and reading skills and their writing shows steady improvement. Children begin to count and record numbers by sorting objects and examining patterns. They have a simple awareness of their immediate environment and enact aspects of this in role-play. Children use crayons and brushes competently and their artistic skills are good. They sing clearly. The children’s physical development is satisfactory and very good in swimming. By the time they are five,

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Results

children’s attainments have improved and are still in line with what is expected for their age.

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2. Over much of the time since the last inspection in 1996, pupils’ attainments in the National Curriculum tests at Key Stage 1 have been steadily improving in reading and mathematics while remaining constantly above national averages in writing. According to the teachers’ assessments, standards in science have been variable but were below average in 1999. At Key Stage 2, standards over the past few years have remained constant in English, have declined in mathematics and science while national averages have risen in these core subjects. At the end of Key Stage 1, pupils’ attainments are in line with those of pupils in comparable schools in reading, well above in writing and mathematics. At the end of Key Stage 2, pupils’ attainments are below comparable schools in English, mathematics and science, although the high turnover of pupils makes statistical analysis unreliable. Evidence taken during the inspection shows that the attainments of the oldest pupils at both key stages are broadly in

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line with the standards achieved by pupils in the 1999 National Curriculum tests. Pupils with special educational needs attain levels appropriate to their abilities and in line with the targets set in their individual education plans.

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Results

3. In English, pupils at both key stages are making satisfactory progress in developing their listening skills. They generally listen well to one another and to adults. Pupils at Key Stage 1 are keen to answer questions and voice appropriate views when predicting the outcome of stories. At Key Stage 2, pupils make good progress in speaking; older pupils use sentences well and are building up an effective vocabulary. Pupils’ attainment in reading is above the national average at the end of Key Stage 1. Most understand the sounds of letters and attempt to tackle new and unfamiliar words. They show interest in their books and their reading is expressive, taking note of punctuation. Teachers have an effective understanding of the literacy hour and provide suitable opportunities for group and guided reading.

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Results

4. Classroom resources and the library are attractively laid out and encourage pupils to enjoy and value books. At Key Stage 2, pupils make satisfactory progress in reading but the overall level reached at the end of Key Stage 2 is below the national average. This is mainly due to the effects of ‘turbulence’, which is the high numbers of pupils who are often in the school for short periods due to the demands of military life and consequent postings. Analysis of National Curriculum test results show that those pupils who remain in the school throughout make good progress in all aspects of English, mathematics and science. Pupils discuss books with interest, correct their own mistakes and read fluently by the end of the key stage. Pupils’ progress in writing is good at Key Stage 1 and satisfactory at Key Stage 2. At Key Stage 1, pupils are beginning to write at length with the oldest pupils starting to use punctuation

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and adjectives effectively. At Key Stage 2, pupils write about a wide range of subjects, including poems, instructions, descriptions and stories. At both key stages, work is generally well presented with good handwriting skills.

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Results

5. Pupils at both key stages are making satisfactory progress in mathematics. Standards have been variable in recent years because of the pupil turnover which makes it difficult to reflect any trends in Swanton Morley Primary School - 16 improvement or decline. The results of national tests show that pupils at Key Stage 1 are in line with national averages while pupils at Key Stage 2 are generally below. Pupils at Key Stage 1 add and subtract to at least 20, most using mental strategies which are being reinforced by the effects of teaching the numeracy hour. This is also having an influence at Key Stage 2. Most pupils of all abilities benefit from the appropriately challenging work set in most classes, although this is less effective in some.

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Results

6. At the end of both key stages, standards in science according to teacher assessments at Key Stage 1 and national tests at Key Stage 2 are below national averages and have shown little statistical improvement in recent years although inspection evidence suggests that standards in the current year are what is nationally expected. Pupils extend their knowledge effectively at Key Stage 1, in, for example, understanding about light and when setting up electric circuits. However, they are not making enough progress in developing their scientific skills since they are not provided with sufficient opportunities to learn about what constitutes fair testing. When investigations are used and tested, such as in the dissolving of substances, good progress is made.

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Results

7. Pupils' attainments in information technology have improved since the purchase of new hardware and the establishment of a computer suite, although computers are too infrequently used in classrooms to support learning in other subjects of the curriculum. By the end of Key Stage 1, pupils have a basic familiarity with information technology in daily life. They use the computer to write short sentences and add captions to pictures. They are becoming skilled in using the mouse. At the end of Key Stage 2, many pupils edit their work but have limited experience in directing and controlling machines or using computers for research and compiling data.

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Results

8. Pupils' attainments at the end of both key stages meet the requirements of the local authority agreed syllabus for religious education. Pupils make sound progress in this subject. At Key Stage 1, pupils know about some of the main beliefs and festivals of Christianity and other major faiths. By the end of Key Stage 2, pupils compare the origins of religious practices; for example, they consider how Christianity and Sikhism began. They relate religious teachings to the development of moral concepts and to their own behaviour.

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Results

9. Pupils at Key Stage 1 make satisfactory progress in information technology, geography, history, music and physical education. Progress is good in design and technology and art. At Key Stage 2, pupils make satisfactory progress in history, geography and music. Progress is very good in physical education; swimming is a strength of the school. The good progress in design and technology, art and physical education is due to the good quality of the teaching, challenging work and well-planned activities. The limited teaching of composition and pupils’ lack of opportunities to make music limit progress in the subject. In geography, pupils develop a sound understanding of local issues such as the development of leisure centres. In history, good use is made of artefacts and the progress of lighting systems over the years are plotted on a timeline. At the time of the last inspection, the school was a very

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different establishment, with pupils from military families. In general, standards have been at least maintained in most subjects and often improved, although it is difficult to make any accurate comparisons.

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Results

10. Pupils with special educational needs make good progress overall towards the targets set in their individual education plans. The school has a high number of classroom assistants who work effectively with the pupils. The majority of the targets in pupils’ individual education plans are literacy based and are well integrated into the pupils’ learning. Some pupils have more than one individual educational plan, relating to other subjects or difficulties, and they are also effective in raising standards.

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22. Attitudes, behaviour and personal development

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1. The attitudes of pupils, including those with special educational needs, are good. Their behaviour in lessons and around school is good. They are polite and courteous. Pupils’ personal development is good. Swanton Morley Primary School - 17 2. In 83 per cent of lessons, pupils’ response to the teaching was good or very good; it was unsatisfactory in 4 per cent. Pupils generally listen well, respond to or answer questions with enthusiasm and have positive attitudes. They are attentive and eager to be involved in their lessons. They show interest in their own and others' work and encourage and support one another. For example , a group of Year 6 pupils talked about their design and technology project, demonstrating their designs for the use of cogs and how they evaluated the finished work. Another group discuss major news stories from newspapers and complete a synopsis of this in their own words, using information technology skills. Pupils work

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Results

hard, are well mannered and courteous. They relate very positively to each other and to teachers and all adults. The large majority of pupils are quiet, purposeful and sustain concentration. When opportunities arise they show initiative and take responsibilities; however, there are not enough of these to extend their experiences. When work is very stimulating, all pupils are engaged in the lesson with enthusiasm, they work together in twos or larger groups with cheerful co-operation and they clearly enjoy their lessons. They are developing respect for the views and beliefs of others through interesting sessions of personal, social and health education where they, for example, take part eagerly in circle time sessions or whole -class discussions. In the reception class, after happily celebrating a birthday of one of the pupils, they considered how they would feel about being scared, worried, angry and happy. They used

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the, “Three Little Pigs”, images created by the teacher and shared their thoughts by telling everyone how they felt about these situations.

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3. Pupils with special educational needs are well integrated into the school and into their individual classes. They relate well to the other pupils. They concentrate and keep on task and have a positive attitude to their work. Even those with behaviour problems generally want to succeed and they behave well most of the time.

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4. In the small minority of lessons where response is not satisfactory, pupils are not listening to the teacher, they lose concentration and they interrupt other pupils, distracting them from their work. Their attitudes and behaviour prevent others from making the progress that they should. Behaviour is good around the school. Pupils move about with courtesy and politeness in an orderly manner. Pupils show an awareness of others as they play and interact with one another, both in the playground and when confined to classrooms in wet weather. No pupils have been excluded and this has been consistent over a number of years. Pupils who have difficulties adapting to the school ethos and expectations for good behaviour and attitudes are included in arrangements that enable them to be effectively supported. These include a lunchtime club and very close links with parents. The school’s arrangements are very successful and

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Results

5. The recording of rewards and sanctions are evident in all classrooms. Pupils can be seen adding points to their chart for good work or when they do not behave or work hard enough, removing points. This 'house' points system is a good incentive, as pupils are enthusiastic about winning the weekly cup for their 'house'.

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6. Pupils have very good relationships with one another and with all adults throughout the school. They show respect for their own and school’s property. Staff provide very good role models with their happy and consistent relationships. There is an equal opportunities policy which clearly sets out the school’s commitment to the principles of equal access for all pupils. Pupils’ behaviour on visits and trips is good ; they enjoy a stimulating range of educational experiences that are very well organised and include all pupils.

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7. In the last inspection report, attitudes, behaviour and personal development were strong features of the report. Since then, with larger numbers and pupils and families joining and leaving regularly, the school has established and maintained a high standard for pupils’ attitudes and behaviour and personal development; this is underpinned by the very good relationships throughout the school. Since the last inspection the school has ensured that high standards of good behaviour and attitudes are extended to a highly mobile community of pupils and families and significantly larger numbers. Parents, pupils and staff have consistently high expectations and continue to enjoy very good relationships. Swanton Morley Primary School - 18 29. Attendance

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Results

1. Attendance levels at the school remain high. Attendance is higher than the national average and unauthorised absence lower. This is particularly impressive, as the school copes with the high level of pupils joining or leaving the school at any time during the year. Parents and pupils respond to the school’s initiatives in a very positive way and pupils’ attendance levels at school ensure that pupils have the best opportunities for achieving their academic and personal development Lessons start and finish on time and pupils are punctual in arriving at school.

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30. QUALITY OF EDUCATION PROVIDED 30. 30. Teaching

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2. The quality of teaching is a strength of the school. In the great majority of lessons teaching is at least sound. During the inspection, 48 per cent of lessons were good and 20 per cent very good. Most of the very good lessons occurred at Key Stage 2, as did the three per cent which were unsatisfactory. There has been a significant improvement in the quality of teaching since the last inspection in 1996.

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3. Children under five receive teaching that is mainly of good quality. The staff know the children well and develop good relationships that enable the children to feel secure and help them develop independent attitudes. The teachers work hard to establish a good partnership with parents. Activities are carefully planned that promote the nationally recommended learning outcomes for the children’s age. Staff collaborate productively in assessing children’s progress. All adults know their roles and responsibilities well.

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4. At both key stages, teachers generally have a good knowledge of the subjects they teach. Teaching is good in English, mathematics and science at both key stages. In physical education, teaching is very good throughout in swimming and in dance at Key Stage 2. Teachers are gaining confidence in information technology but are not using their knowledge sufficiently in promoting other subjects of the curriculum. Teaching is usually good in all other subjects although time is not always used efficiently in music. This enhances pupils’ progress. For example, in one history lesson at Key Stage 1, the teacher’s knowledge of light sources, along with a wide range of artefacts made available, enabled pupils to make good progress. Pupils in Year 6 progressed well in understanding and calculating square roots since the teacher’s explanations were clear and pupils’ contributions valued. The school makes good use of

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teachers’ skills and strengths by encouraging limited subject specialization. This policy is most evident in physical education, and information technology and is effectively raising standards.

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5. Teachers generally plan their lessons in detail, identifying clearly what they wish their pupils to learn. Teachers are aware of the need to assess progress so that future lessons are tailored to the needs of the pupils. The lesson plans often include the ways in which this will be carried out, thus raising the quality of the teaching. Teachers and classroom assistants work with the special educational needs co-ordinator to produce detailed individual education plans which set very clear targets for the pupils. Pupils’ progress is monitored well and the targets are regularly reviewed. Parents are kept informed and are often involved. Some of the older pupils set their own targets, but there is no consistent practice through the school by which pupils can understand what it is they need to learn next.

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6. Teachers collaborate well with classroom assistants, both in planning lessons and supporting pupils while they work. This enables classroom assistants to give a high quality of support, particularly to pupils with special educational needs. Pupils progress more quickly when teachers set them tasks matched closely to their needs, rather than when all of the class is given the same work. This aspect of teaching is much improved since the last inspection, although there are still occasional weaknesses. In the 1996 inspection report, it was stated that teachers insufficiently challenged the higher attaining pupil. This situation has much improved, especially at Key Stage 2. Teachers know their pupils well Swanton Morley Primary School - 19 and usually have suitable expectations of what they might achieve. In some lessons, teachers expect a high rate of progress. This was seen in a very good physical education lesson when pupils in Year 6

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were given a challenging sequence of activities to extend their dance skills.

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7. Most lessons are taught in a relaxed but purposeful manner and there are good relationships between pupils, teachers and classroom assistants. In most classes teachers show a high degree of patience and understanding; most exert positive classroom control by extensive use of praise. However, there are a few occasions when background restlessness is allowed to continue for too long, this leads to interruptions and a slower pace to the lesson. All the teachers share the same positive view of equality of access for all pupils and are good role models. In general, teachers circulate effectively within classrooms, giving pupils’ positive support and advice as they work. There is a variation across both key stages in the quality of written marking of pupils’ work. Some teachers regularly write interesting and informative comments, indicating how well pupils have done and what they can do to improve.

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Sometimes marking consists of comments which are too brief to be helpful to the pupil.

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8. The teachers are consistent in implementing the school’s homework policy. Parents are appreciative of this and understand what is expected of their children. Good use is made of the home-school reading record by both parents and teachers.

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9. Teachers have successfully introduced both the literacy and numeracy hour lessons, which are well structured and taught.

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1. The school’s curriculum is good. It is broad, generally well balanced, relevant and effectively promotes pupils’ intellectual, personal and physical development. There are particular strengths in art, design and technology, physical education and the provision for pupils with special educational needs.

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2. The National Curriculum programmes of study are covered very effectively in all subjects except music, where insufficient attention is given to controlling the sounds of a variety of tuned and un-tuned instruments. The school is fully meeting the requirement of the locally agreed syllabus in religious education.

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3. The curriculum for those children who are not yet five is clearly linked to the six recommended areas of learning in national guidelines, taking into account the early stages of the National Curriculum. It is carefully planned with strong emphasis on literacy and numeracy.

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4. The taught time allocated to Key Stage 2 now meets minimum recommended time; this is an improvement since the last inspection. An appropriate amount of time is spent in the teaching of literacy and numeracy and other subjects of the National Curriculum. Time is allocated for the teaching of personal and social education and provision is very good. It is taught both informally and formally through class discussion, health and sex education. All pupils have equal access to the curriculum. In mixed age classes, pupils are provided with sufficient opportunities to make progress matched to their abilities. In some subjects, for example, in mathematics and design and technology, pupils from mixed age classes at Key Stage 2 are taught in year groups; this is also making a positive contribution to raising standards

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5. There is a comprehensive range of subject policies; curriculum maps are in place for all subjects except music. The school has curriculum guidelines in almost all subjects and co-ordinators are using these very effectively in order to provide good support to teachers in planning what to teach to which group of pupils. The documents give guidance on the progressive development of pupils’ knowledge and skills. Except for music, curriculum planning is good and has a positive effect on standards and progress. There are useful daily plans which identify clear learning aims within the teachers’ short-term planning. Swanton Morley Primary School - 20 Staff have worked hard to implement the literacy and numeracy strategies.

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6. The Code of Practice for pupils with special educational needs is fully implemented. The school supports these pupils very well and their individual educational plans identify specific targets for improvement. They are implemented well and reviewed at appropriate times. Pupils with special educational needs receive very good support from all members of staff. Pupils are fully integrated into classes and have the same curriculum entitlement as others. Their progress against the targets set in their individual education plans is regularly evaluated. Provision for special educational needs is a strength of the school.

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7. The provision of extra-curricular activities has been sustained since the last inspection. The activities include dance, craft, art, cycling skills, football, hiking around the village and softball. Good use is made of visits to the locality and farther afield in order to extend pupils’ knowledge and understanding. These visits enrich the curriculum for the pupils.

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1. The school has a good assessment policy and teachers gather a considerable amount of information about pupils’ attainment. Recent National Curriculum data show that teachers’ estimations of pupils’ attainment in English, mathematics and science are generally consistent with test results at the end of both key stages. Teachers use baseline assessments effectively when children start school and testing in the core subjects of English, mathematics and science then occurs routinely as pupils move through the school. They make good use of these tests to monitor pupils’ progress but fail to set clear short-term targets for improvement. Assessment information is used appropriately to inform future planning of the curriculum and this is an improvement since the last inspection. There is a portfolio of pupils’ assessed work but these examples are not recent and do not provide an appropriate benchmark for standards and

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progress. The marking policy is clear but its implementation is not consistent across the school. Although work is marked regularly, in some classes insufficient guidance is given to pupils on what they need to do in order to improve their work.

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2. The provision for homework is good and work is regularly set at both key stages. At the parents’ meeting, parents were satisfied with the work their children are asked to do at home and most appreciate being given information about work their children are doing in school.

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47. Pupils’ spiritual, moral, social and cultural development

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1. As in the last inspection, pupils’ spiritual, moral, social and cultural development is a strength of the school. Provision for social and cultural development is very good and is good for spiritual and moral development. Swanton Morley is a happy school which offers its pupils a welcoming, secure and caring environment. All staff work hard to promote the development of pupils’ balanced and reasonable attitudes.

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2. Provision for pupils’ spiritual development is good. The school provides a wide range of experiences in order to promote spiritual awareness, such as in literacy when there is a feeling of awe and wonder when a poem about a fox is read, in history when pupils watch the lighting of a North African outside light with sustained concentration, or visits to the church to mark special days in the Christian year such as All Saints Day. In subjects such as science, art, design and technology and religious education, pupils are introduced to the beauty and wonder of the world and their relationship to the environment. Acts of collective worship are well organised and meet statutory requirements. However, they do not always provide sufficient opportunities for pupils to reflect on their own experiences. Well-planned personal and social education and religious education lessons provide opportunities for pupils to reflect on their

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own and other people’s feelings and experiences. Swanton Morley Primary School - 21 3. Provision for moral development is good. The school’s behaviour policy is consistently implemented and a strong moral code underpins all its work. Pupils know the difference between right and wrong. All adults treat pupils fairly and provide examples of mutual respect. Most teachers adopt a calm approach to the control of their classes and have high expectations of pupils’ conduct. Class rules are displayed in some classes. Values of honesty and fairness are often reinforced during lessons. Pupils are encouraged to care for their environment.

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4. Very good opportunities are provided to promote pupils’ social development. Throughout the school, pupils are taught how to work together, as when working in pairs and sharing tools and materials in order to make monsters in design and technology. Pupils share experiences and discuss behaviour in ‘circle time’. Pupils are given some opportunities to take responsibilities around the school; for example, setting up the overhead projector and music in the hall, older children devising a millennium challenge for the other pupils and helping to prepare items for the Christmas Fayre. Older pupils are encouraged to help and support younger pupils as when Year 3 and 4 pupils listen to younger pupils read. Pupils’ self-confidence and self-esteem are enhanced through participation in a range of extra- curricular activities and visits, including a residential visit by Year 6 to Holt Hall. Pupils are involved in

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charity fund raising such as collecting food for the emergency in Honduras; collecting tools at harvest festival time which, after renovation, are sent to South America and Africa; collecting money for Guide Dogs for the Blind and Comic Relief. Pupils develop an understanding of how society works as they study history and geography.

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5. Provision for cultural development is very good. It is well promoted through such subjects as literacy, art, geography, religious education and history. Educational visits make a valuable contribution such as Year 6 taking part in a living history day at Great Cressingham School as part of a Victorian topic and younger pupils visiting West Stow as part of their work on Invaders and Settlers. Art appreciation has a high profile, with very impressive displays of interpretations by pupils of famous paintings. These reflect different styles and cultures. The school’s curriculum is extended by a range of visitors including artists and local clergy. Learning about the major religions of the world through visits to a synagogue and handling a wide range of artefacts and books is helping to further the pupils’ understanding of life in a multi-faith and multicultural society

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52. Support, guidance and pupils’ welfare

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53. The support and guidance provided by the school are very good and are now established as significant strengths of the school. The arrangements for monitoring and promoting attendance, discipline and behaviour are very good. There are good procedures for monitoring pupils’ progress and development. Child protection arrangements are satisfactory. Health and safety procedures and monitoring are very good.

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54. Effective, well-established pupil profiles are maintained in each classroom. These give immediate access to teachers of detailed information about each pupil. Learning support assistants and parent helpers make very good contributions to this by recording their own detailed observations in separate record books. These records monitor both pupils’ academic achievements and their personal development. Teachers record progress against attainment targets. The monitoring of pupils with special educational needs is good. Teachers know pupils very well and are sensitive to any problem that needs support. Pupils with special educational needs are supported within the classroom setting. A generous allocation of classroom assistants work with teachers to provide well directed support.

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55. Procedures for monitoring and promoting good behaviour are very well established. This creates an ethos of high expectations by staff and parents to which pupils readily adapt. The school communicates effectively its policies, procedures and guidelines to staff, parents and pupils and this underpins the consistent implementation of these arrangements. Very detailed consultation with parents ensures that pupils with special needs are very well supported. Use of local behavioural support advice is also very effective. These arrangements support the schools’ efforts not to have any exclusions. Swanton Morley Primary School - 22 56. There are very good arrangements for monitoring and promoting good attendance. There are very good policy, procedures and guidelines that are in use. Records and documentation are thorough, regularly scrutinised and effectively followed up. Registration is prompt, efficient and no time is lost before

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lessons are started. Punctuality is monitored and recorded. A very small number of pupils arrive late.

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57. The school has satisfactory arrangements for child protection which are well known to the staff. Staff are informed about what issues are to be communicated to the named co-ordinator. Some training has been undertaken. A draft school policy is being produced to focus on the local child protection agency guidelines. Training needs for all staff are being considered. Arrangements are supported by the work done between the co-ordinator and the mid-day supervisors. All members of staff are aware of equal opportunities issues and are careful in their approach to pupils.

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58. Arrangements for the provision of health and safety awareness are very good. All staff are aware that they must refer any issues identified to the health and safety committee. The caretaker and the health and safety governor are prominent in making regular health and safety risk assessments and building surveys. They have a considerable pride in ensuring this is carried out rigorously. There are regular well-documented tests to school equipment such as the fire extinguishers, security, electrical and physical education resources. The caretaker is effectively trained to manage the swimming pool facilities and in the use and storage of hazardous materials.

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59. The maintenance and cleaning of the school are of an excellent standard, carried out by the caretaker and two cleaners. The condition of the accommodation provides a very warm and welcoming contribution to the ethos of the school. It encourages high standards, high expectations and shows care and consideration for the working and playing environment. The school receives prompt and effective support from the local education authority for the maintenance and repair of the accommodation.

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60. The school has good provision for personal, social and health education covering a wide range of issues. These include sex education and drugs education. There is a clear policy with a subject leader to support teachers. Apart from those areas included in the curriculum subject areas, such as science and religious education, there is a time provision of one hour per week for this area of learning. Coverage of identified needs is planned into the programme of activities. Health aspects are also included and 'Health Week' is organised and supported by various outside agencies. A dietician from Norwich Hospital, local sports teams to teach pupils in Key Stage 2, a local policeman to talk about stranger danger and family fitness and diet activities were all part of the week. Circle time is becoming an established activity. Staff have attended training sessions on circle time and this provides good opportunities for pupils to interact.

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Pupils show they understand the conventions of circle time discussions by the pleasing quality of their contributions.

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61. Medical and first aid arrangements are very good. A number of staff are trained for first aid. All staff are aware of individual pupils' medical needs and the appropriate action or treatment to be given. Parents are required to give authority for the school to carry out any treatment to be given. The school has well- organised, appropriate medical supplies for school use and for use on visits or trips. Appropriate and up- to-date documentation and records are maintained and used effectively.

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52. Partnership with parents and the community

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62. Overall, partnership with parents and the community, the quality of information available through school documentation, consultation and accessibility of staff, parental involvement with pupils’ learning and enrichment through links with the community are all very good.

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63. The school communicates effectively through documentation, newsletters, governors' reports, homework and home-school agreement consultation, three open evenings throughout the year and daily availability Swanton Morley Primary School - 23 of staff for consultation. School reports include some target setting but they do not give specific enough details on national curriculum levels and appropriate targets.

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64. Parents are very effective in their help and support for the school. They support teachers in classrooms, have clear roles and write observations in their home-school record book about pupils’ learning, attitudes or behaviour. This is seen in a number of areas including information technology, where parents assist purposefully. Most parents help by supporting their children's work at home. This includes reading and project work. They accompany school visits and trips. Parents also help the school through their fundraising activities which provide much needed resources such as extension to the fitness trail, toys for use in the playground, play area ground safety protection, painting and fitting out bicycle shed areas to make them into shops for pupils to play in and maintenance of the wobbly bridge. They also pay for the photo processing fees which enables the school to keep extensive photographic records of

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65. There are good arrangements for pupils entering school through the reception class. Meetings with the pre-school groups are supported by good documentation, meetings and visits to school arranged for parents and children. There are good arrangements for inducting children and parents when they arrive at other times throughout the year. There is good early assessment and an effective introduction, which assist pupils to settle into the school in a short period of time. The school works hard and parents are effectively consulted to reduce the impact on pupils of their moves from different locations at different times in the year.

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66. Transfer to secondary school is well established with good documentation and procedures, some provided by the local authority. Parents and pupils visit the two main schools and make a choice about which school to attend. Whole day-taster sessions by pupils occur, together with visits to their school by the tutors of Year 7. This helps to explain to pupils what they should expect on entry to the school of their choice. Parents and pupils express their satisfaction with the arrangements.

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67. Links with the community are very good. The school provides a broad range of activities and interaction with many parts of the local community. The school is a focus for the community who use the facilities. They hold meetings, entertain and use the swimming pool. There are weekly links with a number of local beavers, cubs, rainbows and brownies and other groups that use the swimming facilities and the school premises. Five other local schools also use the swimming pool facilities and one small village school uses the hall and the pool. There are links with a number of different groups for adult education. These include swimming and aquafit classes, charity and voluntary groups, and many other special interest groups. There are many examples of school and community initiatives through business and industry links, citizenship and education and training. These links provide many opportunities for pupils

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52. THE MANAGEMENT AND EFFICIENCY OF THE SCHOOL

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68. The leadership and management of the school are very good, overall. The head teacher provides caring, purposeful leadership with a sense of humour. While she has a clear vision for the school’s future, she also responds positively to the uncertainties and changes which are a regular feature of the life of the school. Since the last inspection, pupil numbers have doubled as army families arrived at the newly opened Robertson Barracks. This increase has been successfully managed by thorough planning. Preparations are now being made for a similar but mass change of pupils during next year. The head teacher is active in gathering statistics to raise awareness of the numerical, social and educational implications of the “turbulent” movement of pupils. She liaises closely with army welfare staff to smooth the impact of transition on pupils from army families. She is well supported by an informed

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and committed governing body, most of whose members make regular visits to classes during the school day. All the staff, particularly the subject co-ordinators, are actively involved in the school’s Swanton Morley Primary School - 24 development. Good progress has generally been made in addressing the key issues for action identified in the previous inspection. However, while a policy has now been written for music there is no scheme of work to ensure full curriculum coverage and continuity for the subject. Target setting for individual pupils is underdeveloped in the school.

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69. The support and monitoring of teaching and curriculum development are generally good. Job descriptions have been prepared for all staff which indicate specific roles and responsibilities. A useful staff handbook, written by the deputy head teacher provides all who work in the school with a clear statement of its aims and-day-to day procedures. The head teacher has a regular commitment to teach in every class. Members of the governing body focus their visits to classes on an agreed area of the curriculum; this is currently the numeracy strategy. Co-ordinators carry out work sampling to ensure that, in their subjects, there is parity of teaching and learning within year groups, though this is not yet entirely the case, and that there is progression and continuity across the school. However, the specific monitoring and evaluation by the head teacher of the quality of teaching during lessons are

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underdeveloped. Appraisal procedures are in abeyance, awaiting the publication of new government regulations, but meanwhile staff have annual professional interviews with the head teacher.

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70. The school has a comprehensive set of written aims which include a commitment to high academic standards for its pupils and to promoting their adaptability, self reliance, tolerance and co-operation. All aspirations are fully reflected in every aspect of the life of the school. Policy review is a regular feature of the school’s development planning. Several policies have been updated recently to accommodate changes in some schemes of work. These have become necessary as the school has implemented the Qualifications and Curriculum Authority schemes for a range of subjects. The school’s determined approach to the recent national initiatives on literacy, numeracy and information and communication technology is having a positive effect in raising standards in these subjects.

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71. The school’s planning is very thorough. Each of the four sub-committees of the governing body makes a contribution to the school improvement and development plan. It provides a clearly prioritized, realistic set of targets relevant to fulfil national initiatives for literacy and numeracy, as well as the school’s particular needs in respect of the curriculum, staffing, buildings and finance. The special needs governor is a regular visitor to the school, is well informed and works closely and well with the special needs co-ordinator to ensure the high quality of provision for pupils with special educational needs. All staff are involved in its preparation and implementation. Manageable timescales are set and financial and personnel resources specifically identified. Success criteria are clear and a varied range of monitoring techniques are used by the head teacher, staff and governors to examine the effectiveness of

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developments. The governors, for example, carefully monitor the school’s financial performance against that of other schools in the local authority..

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72. There is a very positive ethos. It promotes high standards in learning, behaviour and personal development and creates a happy stimulating environment where pupils feel valued and their work is celebrated. All have equal access to the curriculum. Policies have an equal opportunities element to them and staff are good role models for this provision. Generally, higher attaining pupils are stretched, while pupils with special educational needs receive very good support. The Code of Practice is fully implemented. Work is usually well differentiated to meet their individual needs. Pupils’ problems are mostly identified quickly. The innovative special needs co-ordinator supports teachers in preparing relevant and well-designed individual education plans with realistic targets for the pupils who need them. The governing body is regularly updated on the special needs situation by a nominated, committed member. Special needs in class rooms are very well managed, with close liaison between

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classroom assistants and teachers. The quantity and quality of classroom assistant support are very good. All statutory requirements are met with regard to special needs and all other provisions.

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52. Staffing, accommodation and learning resources

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73. The school is appropriately staffed with suitably qualified and experienced teachers. They are well Swanton Morley Primary School - 25 supported by learning support assistants who have the effective training and experience to provide good support. The qualifications and experience of teachers responsible for special needs are good and they receive valuable input from other teachers and support staff.

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74. Arrangements for professional development are thorough. There is clear commitment to staff training and development. Detailed records identify a wide range of courses which staff attend externally, in the local schools’ cluster group, or internally in school. Good feedback sessions are carried out in staff meetings and information is shared effectively by all staff. There are good links between the priorities of the school improvement plan and the purpose and outcomes of the training sessions. Appraisal is not operating, at present, pending a new scheme. Staff do, however, have job descriptions and carry out self appraisal and review annually. The school has draft arrangements for the induction and support of new and temporary staff.

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75. The accommodation is very good. Most classrooms and teaching areas, including the hall and library, provide very good space and learning facilities. The temporary classroom is the exception, and it lacks water supplies, toilets, and communication links. The accommodation is cleaned and maintained to an excellent standard and this has a significant impact on the warm, inviting, caring and respectful ethos of the school. It encourages high standards and expectations which support the work of the school very effectively. The outside grounds, swimming pool and activity resources, such as the trim trail, environmental garden and playgrounds, are equally well-maintained and very attractive for pupils and parents to relax in or share recreational activities. Overall, these facilities increase the learning opportunities for all pupils and provide a very pleasurable working and playing environment.

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76. Resources in general are good. They are well managed, accessible, clearly identified and effectively stored. The exception is music for which there is a lack of tuned and un-tuned instruments or instruments reflecting other cultures. The musical instruments that are available are stored inappropriately and are not easily accessible. The school has very good records of all equipment, which is registered on the computer inventory system. All co-ordinators regularly check and ensure that resources are maintained and are accessible. They are helped by members of staff, who communicate any identified needs to the co-ordinators and priorities are identified according to the school improvement plan and senior management decision. Resources for special educational needs are good and are well used to support learning.

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77. The library is spacious and well resourced with a good range of fiction and non-fiction books. Other appropriate books are in classrooms, which meet the needs of pupils for reading and project work. The library also contains a good range of artefacts and resources for supporting lessons in all of the curriculum areas. These resources represent different faiths, religions and cultures. The school recently had a book audit and identified out-of-date books to be disposed of and where the school required more books. It identified the expected life span of books so that the school could plan for ongoing replacement and enhancement of the library.

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78. The swimming pool, grounds and activity play resources in the grounds are significant resources, as are the environmental garden, butterfly garden and general horticultural areas accessible for pupils’ activities. They are all maintained to a high standard.

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79. Community resources include local visits to museums, art galleries, churches, businesses and shops. Visiting theatre groups bring productions with puppets and pupils attend open air theatre productions of Shakespeare’s plays. There is a good range of resources for outside and inside play during recreational breaks.

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80. The school’s systems for financial planning are very good. The head teacher and school secretary make Swanton Morley Primary School - 26 regular use of financial advice from the local education authority when drawing up the school’s annual budget. The chairperson of the governing body’s finance committee is well informed, visits the school regularly and keeps the governing body up to date with financial developments. It is a tribute to their combined efficiency and commitment that the troughs and peaks of pupil numbers over the last two years have been so successfully managed, with all their budget implications. There are two particularly illuminating examples of the school’s efficiency. It was decided by the governing body to appoint a local person as school cleaner rather than use the local authority’s provision. As a result, the school is immaculately clean and shiny, such is the commitment of this member of staff. The part-time special

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needs teacher was not replaced when she left last year. Instead, an enthusiastic class teacher was given this responsibility, which she is managing successfully. Meanwhile, money saved has been allocated for increased daily classroom assistant hours for pupils with special educational needs.

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81. The governing body fulfils its strategic role in planning and monitoring the use of financial resources. The school improvement and development plan is explicit and accurate in its financial requirements to meet individual targets. All expenditure is carefully monitored by the governing body against the school’s own success criteria and compared with expenditure in other similar schools in the local authority. Each governor has links with a specific class and governors, as a group, are monitoring the implementation for the numeracy strategy.

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82. Very good use is made of teachers and support staff . Co-ordinators use non-contact time to manage their curriculum subjects, though this does not usually include actual monitoring of subject teaching. The accommodation is well used. Brightly presented display boards around the school celebrate pupils’ work. The school caretaker is an invaluable resource. He not only ensures that the school is maintained to a very high standard, he also makes such equipment as big book stands for the literacy hour and has transformed alcoves and cupboards into organized areas for curriculum subjects. The school grounds are generous and are well used for biological science, environmental studies, geography and physical education. The school is particularly fortunate to have its own indoor swimming pool which is also used regularly by other schools in the vicinity. For most subjects, effective use is made of good resources.

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The exceptions are computers in classrooms, which were little used during the inspection, and resources for music, which are underdeveloped and underused.

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83. The school has very good systems for financial control and administration. Minor changes were made on the recommendations of the last audit by the local authority. The school fund is audited annually. The school secretary is highly efficient and well organized in managing the day-to-day office administration. She also acts as financial administrator, managing the budget on the computerized system, and is a co- opted member of the finance committee of the governing body. Well-targeted use is made of special needs funding to fulfil its purpose. Additional finance to provide support for the “turbulence” factor is also fully and relevantly used, mainly for extra classroom support.

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84. Normal efforts to quantify the additional value a school contributes to pupils’ attainment are invalid in the school’s circumstances. However, calculations do suggest that pupils from the locality who have attended only this school, are doing significantly better in national tests than those who have moved there during the last two to three years. Most pupils are making at least satisfactory progress. A small number, including pupils with special educational needs, make good progress. Most pupils, including those whose education has been disrupted, have good attitudes to their learning. The school has high aspirations for all of its pupils and works hard to settle newcomers. The quality of teaching is good, overall, with a significant minority of lessons being very good. Although unit costs are high when compared to schools nationally, the school offers good value for money. Swanton Morley Primary School - 27

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52. PART B: CURRICULUM AREAS AND SUBJECTS

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52. AREAS OF LEARNING FOR CHILDREN UNDER FIVE

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85. Children enter the school at two points during the academic year. Children who reach their fifth birthday between 1 September and 28/29 February attend school from September. Children who reach their fifth birthday from 1 March to 31 August attend school from January. At the time of the inspection there was one reception class with 17 pupils aged under five.

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86. Children’s attainment on entry to the school is in line with that expected nationally for children of similar age in all areas of learning. They make satisfactory progress overall in the reception class, They quickly become happy and confident learners, taking a full part in the full range of activities offered to them. By the time the majority of children reach the age of five years, they are in line with the expected levels of attainment in all areas of learning.

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87. Children concentrate well and persevere in what they are doing. They play independently and with their friends in the home corner, setting up simple role-play activities such as shopping or maintaining the All Saints General Hospital. They listen to each other in class discussion sessions. The children behave well and show respect for their teacher and other adults, as well as for each other. They appreciate one another’s achievements and show appropriate emotion in response to stories and when listening to the experiences of each other. The development of independence and a positive attitude to learning is constantly re-inforced. The children learn to share and make choices during play but the absence of a mid-session snack time reduces the opportunities for further social development.

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Language and literacy

88. The majority of children listen well to their teacher and other adults. They follow instructions with a good degree of accuracy, such as in physical education lessons. Circle time provides opportunities for children to discuss events which have happened in the classroom, and this helps the children develop expressive and descriptive language. Younger children are introduced to books and stories through literacy lessons and class readings from ‘big books’. A few children, of above average attainment, are beginning to develop early reading skills through learning frequently used key words and they also use word games to identify and match words. The majority are beginning to understand that words and pictures carry meaning and they re-tell stories from memory. They extract simple information from books by studying illustrations. They treat books carefully. Most of the children attempt to copy write

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Language and literacy

and are beginning to form letters with increasing accuracy. Many identify common letter sounds and most can write their own names. Attractive reading and writing areas encourage children to develop these skills. A willow arbour is used in good weather, as a quiet area for reading outside.

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Mathematics

89. Sound progress is made in this area of learning. By the time the children are aged five, most are likely to exceed national expectations. There is a wide range of activities and opportunities that emphasize number and enable the children to develop the skills of counting. Many count accurately to ten and some to twenty or thirty. Most recognise numerals up to 10 and correctly order them. When using counters, most of the children identify patterns of numbers and investigate ways of making numbers. They are beginning to be aware of number operations such as addition and subtraction. The children use appropriate vocabulary such as ‘cylinder, sphere, solid, properties’ when studying two-dimensional Swanton Morley Primary School - 28 and three-dimensional shapes. They relate this vocabulary to their studies of ‘The Three Pigs’ in literacy lessons and identify the shapes contained in the pigs’ houses. Many have a good understanding

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Mathematics

of words such as ‘full and empty’ and use these in sand play.

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Knowledge and Understanding of the World

90. Satisfactory progress is made in this area of learning. The children develop a good knowledge of the world around them. They are growing in confidence when using computers, controlling the cursor on the screen with increasingly deft use of the mouse. They develop their scientific knowledge when, for example, they drop water on sugar coated sweets and observe the dissolving effects on blotting paper. An awareness of history is developed through a study of themselves and of geography by studying maps of the locality.

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Physical Development

91. By the time they are five, most children are likely to meet the expectations for their age. Progress is satisfactory. The children are given a wide range of opportunities to develop their co-ordination and manipulative skills and they handle pencils, brushes, scissors and tools confidently. They take part in a range of activities such as printing, gluing, and using construction apparatus and jigsaws. The children move confidently during sessions in the school hall, where a range of activities is provided for the development of poise and increasing control over their movements. They learn to match movement to rhythm. Co-ordination is developed when using the “Trim Trail’, which is a simple form of assault course set up in the school’s ample grounds. The children make good progress in swimming during their weekly lessons in the school pool.

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Creative Development

92. The children make sound progress in this area of learning. A wide range of media and resources is provided. The children are confident in choosing materials and in using them independently or when working in a group. As part of a topic on ‘Me’, they have made handprints, footprints, and created face paintings. They use sketch books for designing, they experience texture when using a ‘feely’ bag and use clay to create models. The children enjoy, and are adept at, mixing paints to discover different shades. A limited range of musical instruments is available and there is planned use of them during the year to explore rhythm and sounds. However, the children do not always have access to the instruments and this limits opportunities to create music.

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Creative Development

93. The teaching of under fives is at least satisfactory and usually good. Support staff and other helpers are used effectively to support children and play an important part in monitoring their progress. Lessons are well planned and work is well matched to the different abilities within the class. The teacher has a good understanding of the curriculum for the under fives and uses this knowledge to provide demanding challenges particularly in language and literacy. A high priority is rightly given to literacy and numeracy and children are provided with a sound foundation which prepares them for the National Curriculum. All areas of learning are well taught, although there are minor shortcomings in music and the development of social skills, and it is not always clear whether a child has regularly visited the full range of activities available.

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Creative Development

94. The 1996 inspection report found that provision for the under fives was “at least sound and often good”. These standards have been maintained. Since the last inspection, a good policy for under fives has been produced which offers clear guidelines for teaching an appropriate curriculum.

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Creative Development

95. The assessment of children is sound. Clear and comprehensive records are kept and these are well used to plan future lessons. Reports to parents are good and clearly outline what the children can do. Swanton Morley Primary School - 29 Children respond well to their time in class and are keen to join in all activities. They work well together as well as individually. They show confidence in attempting new work. There is a wide range of resources, both inside and out, and these are well used to raise standards. 52. ENGLISH, MATHEMATICS AND SCIENCE

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Creative Development

96. Pupils’ attainment in English is broadly average at both key stages.

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Creative Development

97. Pupils’ attainment in the National Curriculum tests at the end of Key Stage 1 in 1998 was well above the national average in writing for pupils attaining level 2 and above and close to the national average for reading. However, the number of pupils achieving the higher levels was below the national average in writing and well below the national average in reading. The 1999 results showed an increase in the number of pupils gaining level 2 or above in reading but a decline in writing.

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Creative Development

98. At Key Stage 2, the number of pupils attaining the expected level 4 in the National Curriculum tests in 1998 was close to the national average. The number of pupils attaining the higher level 5 was below average. In 1999 the number of pupils attaining level 4 was about the same but the number of pupils achieving level 5 was much higher.

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Creative Development

99. There has been some overall improvement in results since the last inspection but it has not been consistent. However, the character and size of the school have changed considerably during the intervening years and the fluctuation in results needs to be seen against a background of a frequently changing school population. Bearing these conditions in mind, there has been good improvement since the last inspection.

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Creative Development

100. The inspection found that pupils have good listening and speaking skills and speak with confidence. Their reading is satisfactory and improving, they read with enjoyment and understanding and have skills which enable them to use books and computer software to pursue their own research. Writing skills develop well through the school. The National Literacy Strategy has been successfully introduced and is already seen to be improving standards.

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Creative Development

101. At Key Stage 1, pupils listen very well and are able to concentrate for quite long periods of time as they listen to, read together and talk about books in the literacy hour. They are relaxed and willing to express their views. They read ‘Goldilocks and the Three Bears’ together with obvious enjoyment and talk with understanding about full stops, capital letters and they know about speech marks. They are beginning to understand how words are built up and use, for example, ‘ar’ to make a number of words such as ‘yard’. They enjoy listening to poems and are developing an understanding of rhythm and how words rhyme. One class was observed making up their own class farm poem after the pattern of a Caribbean Counting Poem they had been reading. They were able to produce interesting and original verses, such as, ‘Two by two, two by two, pigs go oink and cows go moo.’ And ‘Four by four, four by four, lots of

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Creative Development

102. Some Year 3 pupils were observed exploring non-fiction texts and they already have a sound understanding of how to use a glossary and a contents page to find the information needed. They are able to demonstrate how to find out about a clutch of eggs or where to find out about puppeteers. Year 3 and 4 pupils were seen looking at instructions and thinking about how they could be improved. They are developing an understanding of how instructions need to be complete and precise. They have a fair appreciation about language and how prefixes and suffixes work.

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Creative Development

103. Year 5 were also seen looking at instructions and writing out a coherent text for making a sandwich. They understand how verbs, adjectives and nouns are used and can give examples of past, present and future tense. They are developing a broad vocabulary, using a range of punctuation, including speech marks with understanding and accuracy and some are using paragraphs correctly. By Year 6, pupils are Swanton Morley Primary School - 30 able to discuss quite complex issues with understanding. During the inspection week they were looking at a variety of texts about foxes. Looking at two poems about fox hunts, produced both informed debate and an appreciation of the power of poetry to move the emotions There was an arresting silence at the end of one poem as the fox discovers its earth has been blocked. The pupils talk with understanding about ‘bias’, ‘balance’ and ‘emotive’ words. When discussing different letters written on the subject of

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Creative Development

fox hunting, they recognise the different ways in which the letters try to ‘persuade’. One boy read a letter aloud and captured the spirit and indignant emotion of the letter beautifully. They do their own research, independently or in groups.

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Creative Development

104. At both key stages pupils with special educational needs make good progress towards their individual targets. Much of the work set is matched to their needs and the teachers and the classroom assistants give very good support, helping individual pupils or groups of pupils. All pupils generally make satisfactory progress at both key stages. Pupils in Year 2 read effectively from a good range of fiction with increasing confidence. Pupils at Key Stage 2 improve their progress by discussing the meaning of words, the characters and the styles of writing. Pupils generally present their writing neatly at both key stages and progress is assisted by the pride which most pupils take in their work. At both key stages, progress is adversely affected by having insufficient time to complete extended pieces of writing. Progress in spelling is improving as it is now a focus of homework.

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Creative Development

105. Attitudes are good at both key stages. Pupils enjoy the work, listen very well and take an active part in class discussions. They generally settle down to work quickly and sensibly and most are able to keep working for quite long periods of time. Pupils work well together and there is evidence that pupils at both key stages are developing independent study skills and using books as research tools.

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Creative Development

106. Literacy across the curriculum is good. Pupils are developing good research skills and even some Key Stage 1 pupils can explain how to use a contents page and what to do to find out about a particular topic. By the end of Key Stage 2, pupils know how the library works and explain clearly how to find a book on a given topic. They understand and explain how contents pages and indexes work and the difference between them. They are beginning to make good use of computers and CD-Roms in their research work. Literacy is being used to good effect when pupils study the ancient Egyptians. Pupils also successfully use their reading and writing skills in religious education, geography and science.

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Creative Development

107. Only a very small proportion of the lessons observed was unsatisfactory. Overall, the teaching was good at both key stages, with 86 percent of lessons being good or better; of these 43 per cent of lessons were very good. Strengths include good planning, with teachers including a range of work generally well targeted to the abilities of different groups of pupils. Relationships are very good and teachers maintain a brisk pace and lively presentation, which keeps pupils’ attention and motivates them. A range of behaviour management skills means that, without raising their voices, teachers maintain control. The teachers and support staff work together very closely and this teamwork, as well as individual talents, provides a strong platform for the development of the subject. Occasionally, the management of behaviour is not quite so good and the noise rises or pupils lose concentration. Marking is not always as

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Creative Development

helpful as it might be and sometimes lacks any targets for improvement. Sometimes, the work for the higher attaining pupils is more of the same work rather than more challenging work designed to extend them.

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Creative Development

108. The English co-ordinator is well informed and has a clear vision of how the subject needs to be developed. The English curriculum is broad and well balanced. The scheme of work is based on the National Literacy Strategy but is sensibly adapted to the needs of the school. English makes a good contribution towards the spiritual, moral, social and cultural development of the pupils, especially in the relationships built up and the way pupils are encouraged to listen to and read about others’ views, beliefs, ideas and values.

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Creative Development

109. The accommodation is good and well used, with attractive displays and effective use of space. Resources are good and include sufficient books and text-books, videos and computer software. Effective use is made of the school’s non-fiction library and there is a good range of reading and fiction books in each class. Teachers make good use of the resources to enhance learning and motivate pupils. Swanton Morley Primary School - 31 52.

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Mathematics

110. In 1999, the percentage of pupils at Key Stage 1 attaining the expected level in National Curriculum tests was close to the national average. At the end of Key Stage 2, the performance of pupils was below the national average. Many of these pupils had not received all their education at the school. Taking the three years 1997 to 1999 together, the trend shows that the performance of pupils at Key Stage 1 has improved. At Key Stage 2, while the performance of pupils over the three year period has generally remained above the national average, test results have declined. However, evidence from the inspection shows that standards being achieved at the end of both key stages are in line with national averages and that the introduction of the Numeracy Strategy is having a positive impact in raising attainment. Standards have been maintained since the last inspection and are good for those pupils who have been in

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Mathematics

111. At the end of Key Stage 1, pupils are on course to achieve average levels by the end of the school year. They count forwards and backwards in two’s with assurance. Higher attaining pupils are confident in using varied vocabulary associated with addition. Most pupils know doubles up to double six and sequence numbers correctly. Younger pupils at Key Stage 1 identify the number of sides and corners in common three-dimensional shapes and calculate two more than a given number. Pupils are confident when using number lines to help with addition. High attaining pupils in Year 2 perform accurate horizontal calculation of two-digit numbers and use coins to make different amounts of money up to 20p. Lower attaining pupils identify objects which are longer or shorter than others and use a number line to count forwards and backwards. Throughout the key stage, mental strategies are developing well.

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Mathematics

112. Attainment for pupils at the end of Key Stage 2 is broadly in line with national averages. In some lessons, pupils at the top of the key stage achieve above what might be expected, particularly in shape and space. They are confident when plotting points in all four quadrants and write coordinates for points in all four quadrants. Pupils accurately calculate ten per cent of a number. In Year 5, higher attaining pupils read numbers to 10,000 and mentally multiply a 4 digit number by 10. Younger pupils in the key stage begin to understand that division is the inverse of multiplication and have quick recall of the number facts of the two and five times tables. Pupils begin to solve simple algebraic problems and higher attaining pupils use a variety of different ways for writing calculations. Lower attaining pupils are confident when adding 20 more or 30 less.

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Mathematics

113. Overall, pupils make sound progress at Key Stage 1. They are given opportunities to consolidate learning and show a developing understanding of the relationship between addition and subtraction. At Key Stage 2, progress is generally good. The best progress is seen in the older classes, where lessons are challenging and the high expectations set by teachers are a major influence. An example of good progress is seen in space and shape work, in which pupils develop a good understanding of rotational symmetry and order of rotation. Pupils are becoming more confident in using correct mathematical vocabulary for all aspects of the subject. Throughout the school, pupils with special educational needs make good progress.

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Mathematics

114. Skills in numeracy are well used in other subjects and this aids progress across the curriculum. For example, in history, pupils use time lines to interpret the past and in design and technology, measuring skills are used when making working models.

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Mathematics

115. Pupils’ attitudes to mathematics are good and this has a positive impact on standards. Throughout the school, pupils show good concentration, listen well to teachers and each other and are keen to answer questions. Pupils respond well to the challenge of the well-timed, brisk questioning seen in most lessons. Most pupils work independently and persevere with the task.

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Mathematics

116. Overall, the quality of teaching is good in both key stages. There is a wider variation in the quality of teaching at Key Stage 2. Over half of lessons seen show good or very good features. One lesson was Swanton Morley Primary School - 32 unsatisfactory because the pupils were not managed well and learning was disrupted. In most lessons, teachers have high expectations of pupils’ work and behaviour; time is well used. Teachers are effectively using the National Numeracy Strategy and they have good subject knowledge. Mathematical vocabulary is developed consistently and well-directed questions challenge pupils of all abilities. Teachers have good relationships with their pupils and generally maintain a purposeful working atmosphere; this is very evident in Years 5 and 6. Daily planning is good and the quality of assessment, both day-to-day and longer term, is of a very high standard. At present, these assessments are not used to

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Mathematics

set short-term targets for pupils in order to improve their progress. Provision for homework is consistent.

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Mathematics

117. Leadership in mathematics is very good. There is a clear plan for the development of the subject and for the introduction of the National Numeracy Strategy. The policy is sound and subject plans clearly identify what will be taught to each group and when. The co-ordinator is enthusiastic and monitoring is planned in order to ensure consistent implementation of the strategy. Provision for pupils with special educational needs is very good, with effective support given by the special educational needs co- ordinator and classroom assistants. Arrangements for assessment are good; the school’s portfolio of assessed work contains examples of mathematics, but it is in need of review because many of the samples are not recent. There are plentiful, high quality resources available which are easily accessible. Not enough use is made of information technology in order to support the teaching of

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Mathematics

118. Evidence from the inspection indicates that pupils’ attainment is broadly in line with national averages in all aspects of their science learning. This judgement differs from the lower levels of attainment given by the National Curriculum tests, as comparisons with attainment at the time of the last inspection and in the intervening years are unreliable, particularly at Key Stage 2, because of the high pupil turnover which the school experiences. This affects approximately two thirds of all pupils.

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Mathematics

119. Results of teacher assessments at Key Stage 1 give a slightly more accurate picture of pupils’ attainment by the age of seven, when compared with the national average for the last two years. For 1998 these show the number of pupils performing at the benchmark of Level 2 or above to have been in line with the national average for experimental and investigative science but above the average for materials and their properties and physical processes. However, the number of pupils attaining Level 3 was well below national expectations. While the overall score for pupils attaining Level 2 or above declined in 1999 there was a significant increase in the number of pupils attaining Level 3. The school’s own evaluations of its national test results in science for 1999 at the end of Key Stage 2 show that last year 92 per cent of pupils who had been in the school since they were of reception age attained Level 4 or above.

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Mathematics

This figure compared with 53 per cent of pupils attaining Level 4 or above from pupils who had joined the school since 1996.

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Mathematics

120. In Key Stage 1 pupils develop their observational and questioning skills as they investigate the properties of light. Some pupils learn how to make a small torch bulb light up as they construct a simple electrical circuit and identify the essential elements of a circuit from a simple diagram. Others make shadows of animals as they use hand torches to investigate whether light travels round or through solid objects. Yet another group tries to see into a box which has no entry for light.

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Mathematics

121. All pupils make at least satisfactory progress in their knowledge, skills and understanding of science as they move through the school. Some pupils do better. Pupils with special educational needs make good progress within their abilities when they receive well targeted support from able classroom assistants. Good progress is made in lessons where pupils are fully challenged and receive high quality teaching. Investigations play an increasingly major role in the science curriculum but whereas pupils learn to use measurements in their investigations, fair testing opportunities are lacking even for the higher attainers. Investigations are progressively more complex as pupils move through Key Stage 2. In Years 3 and 4 Swanton Morley Primary School - 33 pupils understand the relationship between the preferred diet of animals and the arrangement of their teeth. They begin to use the scientific terms ‘carnivore’, ‘herbivore’ and ‘omnivore’ correctly. Having

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Mathematics

first examined a variety of real life skulls and jaws, they go on to categorize the diet of a range of creatures from pictures of their skulls. Year 5 pupils show the magnitude of their progress in understanding about light as they describe the influence of the earth’s rotation on day, night and the seasons. By Year 6 pupils are undertaking fair test experiments on dissolving, using a mature presentation structure which is preparing them effectively for secondary school science.

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Mathematics

122. Pupils clearly enjoy their science work. In lessons they listen well and are usually confident thinkers willing to share their ideas with the class. They follow their teacher’s instructions and try hard to achieve the tasks set for them. Older pupils have the tenacity to start again with their experiments when they realise that their methods have been faulty. Most pupils show good levels of concentration and work well co-operatively and collaboratively in investigations. Pupils are willing to share their lesson findings during worthwhile discussions towards the end of lessons. 123. The quality of teaching is good overall, with approximately a quarter being very good and a quarter being satisfactory. The best lessons begin with a clear exposition which sets the scene and shares the aims with the pupils. In these, the teachers have good scientific subject knowledge and an infectious enthusiasm which the pupils catch. The lessons are also characterized by teachers’ high expectations

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Mathematics

and varied, positive methods of managing pupils. Teachers circulate effectively during individual and small group investigation time to assess and extend pupils’ thinking through open questioning techniques. Resources are very well organized and little time is wasted in moving from one activity to the next. Classroom assistants are an invaluable classroom support in helping pupils with their scientific language development and systematic methods.

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Mathematics

124. The leadership and management of science are good overall. The present co-ordinator who has steered the subject to its improving position at Key Stage 2 will soon relinquish this role. He is supporting a newer Key Stage 1 teacher from a scientific background as she prepares to take over from him. They have recently revised the science policy and have managed the successful introduction this term of a modified version of the Qualifications and Curriculum Authority’s scheme of work for science. It has been carefully adapted to a two year rolling programme of topics to meet the needs of two age range classes. The co-ordinator takes in pupils’ science books regularly from across the school to monitor curriculum progress and quality during brief but regular non-contact time. All teachers work effectively in their year groups, planning together. The co-ordinator plans with the three parallel Year 3 and 4

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Mathematics

classes and is thus involved in a third of the school’s science. In spite of these safeguards there is still a significant variation in the quality of pupils’ work within some year groups; teachers have not recently up-dated the school’s portfolio of work which would enhance their understanding of this aspect. Time allocation for science falls below the national average in every year group. Resources for science are comprehensive, of good quality and fully meet the demands of the curriculum. They include a variety of measuring equipment for investigations. They are very well stored in accessible, neat shelving made recently by the school caretaker. A variety of CD-Rom programs on science are available for use on the computers.

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Mathematics

125. Attainment across both key stages is in line with national expectations.

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Mathematics

126. No judgements are offered on the quality of teaching due to the individual and small group approach to teaching and learning in information technology, but it is clear from the curriculum map and the detailed planning that all the elements of the National Curriculum will be covered during the course of the year. Swanton Morley Primary School - 34 127. This term pupils have been concentrating on communicating information. Year 1 were learning how text, pictures and sound are used in computer programs. They are familiarising themselves with the keyboard and the mouse and what the various symbols and icons mean. The ability to manipulate the mouse and perform the various functions varies from pupil to pupil but all are making satisfactory progress. By Year 2, pupils are much more adept at manipulating the mouse and working through a range of C Ds as they try out and evaluate a range of programs, including number programs, spelling

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Mathematics

programs and games. They move clip art images from disk to clipboard, move the images around and add captions. By Year 3 most are quite confident with the keyboard and can manipulate the mouse successfully. They type accurately, moving the cursor to where they want it, edit their own text and insert pictures. They print their work and save in an appropriate file. Some need help and it is good to see the pupils working together and helping each other. It was not possible to observe any of the upper Key Stage 2 pupils during the inspection week.

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Mathematics

128. Until very recently the school had insufficient equipment to effectively teach all elements of the National Curriculum. Thanks to a National Grid grant, the school has been able to purchase a number of computers, a large monitor and a scanner. This has only been available to use this term and already there is good evidence that standards are rising quickly. This is a major improvement since the last inspection. There is also a good selection of software useful for subjects across the curriculum such as mathematics, English, science, history and geography but these are too infrequently used to effectively support learning in these subjects.

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Mathematics

129. The subject co-ordinator has instituted a programme of in-service training, helped by a number of knowledgeable colleagues. Through this the confidence and competence of all members of staff are being raised. The programmes of study of the various elements of the National Curriculum have been arranged so as to fit in with this staff development. A great deal of time and effort has resulted in a well- thought-out plan to take the subject forward. There has been good improvement since the last inspection. Given the well-integrated development plan, the enthusiastic, knowledgeable subject co-ordinator and the high profile being given to the subject, the scope for further improvement is very good. 52.

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Religious education

130. Standards in religious education are satisfactory throughout the school and pupils make satisfactory progress.

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Religious education

131. Only a limited number of lessons were observed during the inspection week but a review of the school planning and a scrutiny of pupils’ work show that they are following the new locally agreed syllabus and meeting all requirements.

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Religious education

132. Key Stage 1 pupils were observed reading a ‘big book’ together. It was ‘The Great Blueness and Other Predicaments’. The pupils explore feelings and emotions and make some interesting and perceptive comments. For example, one boy observed, “If we were all yellow and everything was yellow we wouldn’t be seen.” Another pupil comments, “If everything was yellow it would be too bright, like looking at the sun.” Pupils talk and write about their favourite colour and how it makes them feel.

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Religious education

133. Year 4 are learning about Jesus the storyteller. They listen well to the story of the ‘Good Samaritan’ and make useful comparisons with what might happen today. They express how they think the beaten man might have felt, or the Samaritan, and explore reasons why the two men did not help. They make interesting and thoughtful comments about ‘neighbours’, ‘enemies’ and ‘friendship’. They recall the details of the story well.

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Religious education

134. Year 6 are earning about the origins of Sikhism. They express interest in the story and discuss it intelligently, making valid comparisons of the conflict between Muslims and Hindus in the time of the Guru Nanak and the present day conflicts. One boy compared it to the Northern Ireland troubles. They Swanton Morley Primary School - 35 readily organise into groups and pursue their own further research into the life of the Guru Nanak.

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Religious education

135. The pupils all have very positive attitudes and enjoy religious education. They take part in discussion and listen well to the views of others. All pupils, including those with special educational needs, are well integrated into the groups.

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Religious education

136. The teaching observed was never less than good. Teachers have very good relationships with the pupils and motivate them well. They have a good subject knowledge, plan their lessons very well and make good use of resources to make the lessons more interesting and meaningful.

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Religious education

137. The subject co-ordinator is well informed. There is a good range of artefacts for each of the major religions being taught. Good use is also made of visits for example, to the local church and to Walsingham. A visit to a synagogue is planned. Swanton Morley Primary School - 36 52. Art

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Religious education

138. Pupils are achieving good standards, above the level expected, across both key stages. The standards reported in the last inspection have been improved.

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Religious education

139. Only a few lessons were observed during the inspection but the art work on display throughout the school is of a high quality and there is a great deal of photographic evidence of good quality artwork across both key stages.

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Religious education

140. Pupils look at the work of a number of artists, such as Arcimboldo, Van Gogh, Monet, Blake and Leonardo da Vinci. Year 1 and 2 pupils have produced ‘vegetable art’ and made Indian designs with powder paint and glue. Years 3 and 4 have made a range of patterns using different textures and colours, made plaster cast medallions and glazed clay plaques. Year 5 have made human figures using wire, newspaper and mod-roc clay. The curtains in the new mobile classroom have leaf shaped fabric designs created by pupils. The big paintings, which fill the school hall and other areas are produced each year with a different theme. They are very impressive and show a high level of technical skill in shading, detail and perspective. The pupils clearly enjoy their art lessons and their confidence is boosted by the high quality art produced. Years 1 and 2 experimented with colour mixing. They know the

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Religious education

primary colours and have a good basic understanding of what happens when colours are mixed. There is good opportunity for the pupils to reflect on what they have done and for self-evaluation. Years 3 and 4 are doing work linked to history and designing an ancient Egyptian style ‘shabti’ to ‘do the tasks they find unpleasant’. This is preparatory to making and firing a three-dimensional clay image. They are creative and pay attention to practical details, such as not having long thin arms sticking out, to avoid breakages. Year 5 are producing a colour chart, creating different shades of both primary and secondary colours. They show a good understanding of colours and how colours and shades are produced.

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Religious education

141. The lessons are all well planned. All the teaching is at least satisfactory and is good overall. Questions are aimed at drawing pupils attention to specific aspects of teaching techniques. Teachers use appropriate technical language to widen pupils vocabulary. A range of simulating and appropriate activities are provided. Ancient Egyptian artefacts are well used to raise interest. Teachers have a sound knowledge of clay work.

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Religious education

142. The art curriculum is well balanced. Staff development is good, most staff having been on courses designed to expand confidence and creativity. The school has benefited from a variety of artists in residence and the present project to develop a sculpture trail, incorporating an architect, artists and with the support of parents and various parts of the community, is intended to enhance the school grounds still further.

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Religious education

143. The co-ordinator has good subject knowledge, which she readily shares with colleagues. The resources are appropriately stored to allow for easy access. Pupils’ spiritual development is promoted well, as they observe aspects of nature closely and their aesthetic appreciation is extended. Their cultural development is enhanced when they look at the work of famous painters from different centuries and from both Britain and other countries.

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Religious education

144. A limited number of lessons were observed at Key Stage 1 during the inspection. Judgements are based on discussion with teachers and pupils, photographic evidence, displays and lesson observations. At the time of the last inspection, standards were sound. Good progress has been made and standards are above what might be expected for pupils of a similar age. Design and technology is a strength of the school.

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Religious education

145. Pupils at Key Stage 1 gain increasing confidence in designing and making products. They know the number of levers in a pair of scissors and that they are joined by one pivot. Pupils measure, mark and Swanton Morley Primary School - 37 cut card accurately. Higher attaining pupils begin to make judgements about the end product of their work and all pupils handle materials carefully. Boys and girls achieve similarly and all pupils make good progress in understanding the basic mechanism of a lever and in developing their cutting skills.

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Religious education

146. At Key Stage 2, pupils work confidently to a specific design brief and opportunities are provided for them to evaluate the success of their designs. Throughout the key stage, pupils use tools with very good attention to safety when, for example, Year 4 pupils use a saw and Year 5 pupils use a glue gun. Younger pupils in Year 3 use pictures and models to develop and communicate their designs when making monsters with moving parts. They choose materials purposefully. Pupils in Year 4 mark out and cut simple shapes accurately and saw wood with increasing skill. All pupils are confident in assembling and joining materials in a variety of ways. Progress for all pupils, including those with special educational needs, is good. Displays around the school show that all pupils are provided with varied opportunities to design and make things and they are making good progress in developing a range of skills.

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Religious education

147. Pupils’ attitudes to design and technology are good and at the top of Key Stage 2 they are very good. All pupils show a keen interest in designing and making things and are proud of their results. In all lessons, pupils enjoy working together and willingly share ideas and equipment. Behaviour is always good and pupils listen with sustained concentration when, for example, teachers explain about safety procedures.

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Religious education

148. Teaching is always good. In almost half of the lessons seen, it was very good. Pupils are encouraged to think for themselves and teachers have very high expectations of what their pupils can achieve, particularly at Key Stage 2. Teachers’ planning is good and their lessons have clear objectives. They regularly use subject specific language to assist pupils in understanding and using techniques and skills. Targets are clearly out-lined and the skills to be developed are identified and pursued.

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Religious education

149. There is strong leadership for the subject, with the co-ordinators providing good support for other colleagues. The curriculum is very good; all elements of the National Curriculum programmes of study are covered in a systematic and well planned way as suggested by the available documentation. There are good cross-curricular links with other subjects; for instance, pupils in Years 3 and 4 designed Egyptian jewellery as part of a history topic. The use of accurate measuring skills is encouraged. There are good systems for informal assessment of pupils’ developing skills. There is an impressive range of tools and materials available.

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Geography

150. Most pupils make satisfactory progress in their geographical learning at both key stages. Some pupils make good progress in lessons where challenging tasks are set and where the quality of teaching excites their interest. Pupils with special educational needs make good progress according to their abilities, particularly in lessons where they receive high quality support from able classroom assistants. Pupils develop a satisfactory knowledge of the geographical features of the world, an understanding of how and why man settles and changes the environment, and the skills to record information and to make and interpret maps. In Key Stage 1, pupils decide how they might improve their playground. They make good use of the local environment as they compile their own lively brochure “The Visitors’ Guide to Swanton Morley”. They categorize photographs of the locality under the headings of ‘Live’, ‘Work’,

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Geography

and ‘Leisure’ and know what employment takes place in the village. In Key Stage 2, effective research skills help pupils to find information in atlases using the correct geographical language of direction. Older pupils appreciate the problems of tourism to local residents. They adopt a point of view and prepare a succinct written argument for debate at a proposed role play public meeting.

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Geography

151. Pupils’ responses to geography are good, overall. They mostly show high levels of interest. Pupils listen thoughtfully to the ideas of their peers and make willing and confident contributions to discussions. Occasionally, however, some pupils take longer to settle and the noise level of conversation, though mostly task related, is less conducive to calm learning during individual work time. Swanton Morley Primary School - 38 152. The quality of teaching is consistently good. Teachers use good subject knowledge to plan interesting and demanding lessons with clear objectives. They use well-chosen resources and activities to motivate and extend pupils’ learning. They have encouraging relationships with their pupils and are constantly on the move around the class assessing, questioning and challenging their pupils to do better. Plenary sessions are well used towards the end of lessons to celebrate what has been achieved.

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Geography

153. The co-ordinator does an efficient job in maintaining the profile for geography in the school. She has managed the recent implementation of the new scheme of work published by the Qualifications and Curriculum Authority, having adapted it to meet the school’s need for a two year rolling programme of topics. All the staff have attended a local schools’ cluster day on geography. Pupils’ work is monitored for quality as part of in-service training; this is an improvement on the last inspection. Resources are of good quality and are well used. There are literacy hour “big books” on geographical themes . Pupils’ work, maps and globes are well displayed around the school. A large scale map of East Anglia adorns a wall at pupils’ height. Comprehensive topic boxes are stored in accessible shelving constructed in the library. Good use is made of the local environment and local people to add to pupils’ learning. An

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Geography

after-school rambling club raises pupils’ awareness of the countryside. A missionary talks about countries he has visited, increasing further awareness.

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Geography

154. Only one lesson was observed in history at Key Stage 1. Evidence was also gathered from lessons seen at Key Stage 2, a scrutiny of pupils’ work, wall displays, teachers’ planning and the scheme of work.

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Geography

155. Most pupils make satisfactory progress in their historical knowledge, skills and understanding at both Key Stages 1 and 2 as they move through the school. Good progress is made in lessons where teachers make them exciting, are innovative in their methods and enliven history for their pupils. In Key Stage 1, pupils learn about the common features as well as the differences which shaped people’s lives in the present and the past. They use photographic evidence to make perceptive comparisons between their village in the 1920s and how it is today. Their knowledge of key historical people and their pioneering work is developed through a study of the history of such figures as Louis Braille and Helen Keller. Pupils learn that special events and celebrations often have an interesting historical background, as in The Gunpowder Plot. By Key Stage 2, pupils are gaining a stronger sense of chronology. They place the

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ancient Egyptians within a time frame and use reference books to gain further information about their way of life. By the end of the key stage, pupils are gathering historical evidence from first hand sources. They extract information with interest about Victorian families and about employment in Swanton Morley from the 1881 census return. They carefully draw detailed identikit pictures of an inmate of a Victorian Suffolk goal from his written description. They act as jurors in a magistrates’ court as the prisoner is brought to justice accused of stealing eggs. Finally, they give their verdicts at the end of a stimulating court hearing, well role played by the classroom assistant and the teacher.

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156. Pupils’ responses to their history lessons are good. Most enjoy the subject and are eager to find out more. They show interest in teachers’ open questions and many give thoughtful, perceptive, empathetic answers. They work with good levels of concentration during individual tasks but take longer to settle to co-operative group activity. However, their level of collaboration increases as the lesson progresses.

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157. The quality of teaching is good, overall, with a quarter of lessons being satisfactory and a quarter being very good. In the best lessons, the teachers have good subject knowledge which they apply to their lessons to make them challenging and exciting for their pupils. They use a variety of approaches and balance the teaching and individual learning elements well to maintain interest. Tasks are interesting, often enabling pupils to apply modern insights to past problems. The best teachers have good relationships with their pupils. They circulate in their classes, energetically assessing pupils’ progress, using good techniques to move pupils on in their thinking. Swanton Morley Primary School - 39 158. The leadership and management of history by the deputy headteacher are good. She is also a fine exemplar for the teaching of the subject. There is a clear and detailed policy. A scheme of work

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published by the Qualifications and Curriculum Authority has been in successful use since September. It has been modified to build a two year programme catering for the two year groups in most classes. Teachers assess pupils’ work effectively during lessons and the co-ordinator is aiming to look at wider assessment issues which are to be linked to the new scheme of work. This is a development since the last inspection. There are stimulating history and art history displays around the school. Resources for history are very good. The school has a wide collection of artefacts, posters and information books covering the key periods studied and good use is made of them to enliven lessons. The school also makes good use of museum visits and visits to places of special historical interest. Pupils regularly visit the Gressenhall Museum of Rural Life, for example.

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159. At the time of the last inspection, attainment was mostly sound and the situation remains similar now. At Key Stage 1, younger pupils tap rhythms of simple tunes accurately. They begin to understand the difference between pulse and rhythm. Many pupils identify which boy or girl sings with the lowest or highest pitch as when playing a musical game. Older pupils at Key Stage 1 know some tonic solfa names and sing simple tunes. They begin to understand the ‘rest’ symbol and are aware of its purpose, as shown when clapping short rhythms following written symbols. Pupils make satisfactory progress.

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160. Pupils at Key Stage 2 confidently and accurately sing a range of songs and are beginning to appreciate how music conveys moods and ideas. Most tunefully copy a tune sung by the teacher and keep the pulse of a tune. They clap complicated rhythms and some pupils understand how to record these rhythms. Pupils at the end of the key stage know the symbols for tonic solfa and perform simple tunes using the symbols. Progress in some aspects of music such as singing and musical knowledge is good but it is less satisfactory in composing and appraising with the pupils having insufficient opportunities to develop these.

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161. Throughout the school, pupils enjoy their music and all are willing to sing individually. Action songs are popular with the pupils, although a minority occasionally show silly behaviour, particularly if they are not involved. Most pupils concentrate well but some do not always pay attention when explanations become more technical.

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162. Music is taught by a specialist teacher who visits for one day a week, working with all pupils. Although the teacher has considerable musical expertise and knowledge, lesson plans do not follow the format for other subjects and list activities rather than clearly identifying what it is that pupils will learn. She has high expectations for pupils and the activities planned encourage enjoyment and understanding of music. Time is not always used efficiently, as when in a Year 6 class half the lesson was spent listening to all pupils sing individually. In every music lesson, the class teacher is present. While this is providing some useful in-service training, it is not an efficient use of teachers’ time every week.

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Geography

163. There is a policy in place but no scheme of work. Consequently, there are aspects of the National Curriculum programmes of study, such as composing and appraising, which are insufficiently covered throughout the school. Enrichment activities are limited, although opportunities are provided for pupils to listen to music in assembly, to perform in school concerts and to take part in music making with pupils from the local area. Resources are inadequate. There are no instruments reflecting other cultures.

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Physical education

164. The school has more than maintained the satisfactory provision of physical education that was identified Swanton Morley Primary School - 40 in the previous inspection report. Progress at Key Stage 1 is satisfactory and at Key Stage 2 it is very good. The last report noted that swimming was of a high standard. This, too, has been maintained and swimming is a strength of the school; it meets the National Curriculum’s requirements. Pupils with special educational needs receive sound support which enable them to make good progress at both key stages.

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165. At Key Stage 1, pupils understand the effect of exercise on their bodies, appreciating the need for ‘warming –up’ and ‘cooling-down’ before and after lessons. They have a clear awareness of their own space and run among other pupils safely. They are developing sound ball control and show this when carrying out exercises from the recently introduced ‘Top Sport’ scheme. No lessons were seen in gymnastics, but discussions with the teachers and a study of lesson planning indicate that pupils receive appropriate experiences and progress adequately.

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166. Pupils at Key Stage 2 make very good progress in all aspects of the physical education curriculum. Pupils skillfully develop and repeat sequences of movements in dance lessons. Standards in dance are very good. No lessons were seen in games or gymnastics but the provision of a wide range of apparatus as well as the support of a comprehensive extra-curricular sport programme suggest that opportunities for development are high. Year 6 make an annual three day visit to an outdoor pursuits centre. The Ten-Step awards for athletics are pursued during the summer term.

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167. The inspection of the school included a focused view of swimming which is reported below.

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168. The National Curriculum’s requirement that pupils should be able to swim 25 metres unaided by the age of eleven was met in 1998 and is likely to be met in 1999. Pupils in Key Stage 2 have 40 minutes of swimming every other week. Pupils in Key Stage 1 have 30 minutes every week. The school has an improver pool of exceptionally high quality. The water depth ranges from 1.5 to 0.9 meters in a pool 15.25 meters long. The quality of the provision, the high standard of instruction and the curriculum time devoted to swimming has resulted in a very high standard of performance. An example of this is that almost all pupils in Year 6 are competent in the very demanding butterfly stroke as well as the range of the more usual strokes. All pupils concentrate and work hard to improve their technique.

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169. Pupils of all ages are eager to take part in physical education. At both key stages, behaviour is good. All pupils respond promptly to instructions. They try hard to attain the standards set them by teachers and they sustain their concentration for long periods. Pupils support one another well in team games, or in partnered activities. They use equipment safely and sensibly.

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170. Overall, the teaching of physical education is satisfactory at Key Stage 1. At Key Stage 2, teaching is usually good or very good. Lessons are well planned at both key stages and contain a varied range of appropriate activities. Teachers have sufficient knowledge in the subject and sometimes, as in the teaching of swimming and dance, teachers’ expertise is very good. The pace of lessons at Key Stage 1 is sometimes rather slow, limiting the challenges set for pupils and also their progress.

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171. Teachers have sound control of pupils and pupils’ behaviour is good. Due attention is given to safety issues. A strong feature of lessons throughout is the opportunities pupils have to discuss and improve their movements, asking for positive criticism from their peers. Although teachers mainly have a good awareness of the quality of pupils’ performances in physical education, there are no systems to measure and record progress, except for swimming. Facilities and resources are of a high standard. Swanton Morley Primary School - 41 52. PART C: INSPECTION DATA

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172. A team of five inspectors spent a combined total of 19 days in school. During the course of the inspection, the team observed 79 lessons in whole or in part, attended assemblies and acts of collective worship and observed registration periods. A sample of pupils from each year was heard reading aloud. Pupils discussed their reading habits and books and talked about other aspects of their work. A scrutiny of pupils’ work was also undertaken. Observations were made of pupils in the playground, at lunchtime and around the school. This provided opportunities for inspectors to talk to pupils. A total time of approximately 85 hours was spent on the above activities.

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173. The inspection team scrutinized minutes of the governing body meeting, curriculum and other policy documents, teachers’ plans, financial statements, pupils’ records and attendance registers. Discussions were held with members of the governing body, the headteacher, teaching and non-teaching staff .

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174. There were 75 responses to the parents’ questionnaires and eleven parents attended the parents’ meeting. Discussions took place with parents at this meeting and when they brought their children to school and collected them at the end of the day. 52. 52. 52. DATA AND INDICATORS

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Number of pupils on roll (full-time equivalent) Number of pupils with statements of SEN Number of pupils on school’s register of SEN Number of full-time pupils eligible for free school meals YR - Y6 249 5 47 23

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176. Qualified teachers (YR - Y6) Total number of qualified teachers (full-time equivalent): 10.3 Number of pupils per qualified teacher: 24.1 : 1

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176. Education support staff (YR - Y6) Total number of education support staff: 8 Total aggregate hours worked each week: 189

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Average class size: 27.6 Swanton Morley Primary School - 42 177. Financial data

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£ Total Income 453,078 Total Expenditure 453,328 Expenditure per pupil 1,777.76 Balance brought forward from previous year 18,457 Balance carried forward to next year 18,207

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Number of questionnaires sent out: 195 Number of questionnaires returned: 75

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Responses (percentage of answers in each category):

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Strongly agree Agree Neither Disagree Strongly disagree I feel the school encourages parents to play an active part in the life of the school 42 55 3 0 0

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I would find it easy to approach the school with questions or problems to do with my child(ren) 60 38 1 1 0

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The school handles complaints from parents well 27 49 23 1 0

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The school gives me a clear understanding of what is taught 19 57 16 7 1

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The school keeps me well informed about my child(ren)’s progress 27 48 23 1 1

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The school enables my child(ren) to achieve a good standard of work 35 54 9 1 1

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The school encourages children to get involved in more than just their daily lessons 43 43 11 3 0

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I am satisfied with the work that my child(ren) is/are expected to do at home 35 56 1 8 0

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The school’s values and attitudes have a positive effect on my child(ren) 37 45 15 3 0

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The school achieves high standards of good behaviour 27 52 21 0 0

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My child(ren) like(s) school 52 39 8 1 0

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