Thurnham Church of England Infant School

SCHOOL

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

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SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: The Landway Bearsted Maidstone Kent

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 7 October 1996 Thurnham Church of England Infant School - 4

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Team members

Brian Wilkinson Registered inspector David Holroyd Lay inspector Susan Dewdney Team inspector

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Team members

Bexley Advisory Services Bexley Council Directorate of Education and Leisure Services Hill View, Hill View Drive Welling Kent DA16 3RY

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Team members

Tel: 020 8303 7777 ext 4397 Fax: 020 8319 9603

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Team members

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

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Thurnham Church of England Infant School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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PART C: SCHOOL DATA AND INDICATORS 18

Thurnham Church of England Infant School - 6

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INFORMATION ABOUT THE SCHOOL

This voluntary controlled infant school is situated within several private housing developments in the village of Bearsted and is heavily over-subscribed. The school has increased in size since the last inspection. There are now 270 pupils on roll, ninety in each year group, aged 4 to 7 years, from a broad range of social backgrounds, but predominantly they are educationally advantaged. Admissions to the reception classes are staged during the autumn term so that all start part time in September, with the 30 oldest children participating full time by mid September, and the remaining 60 children increasing to full time education either after half term or in January. Most of the children in the three reception classes previously attended local pre-school play groups. The baseline assessments show that the children’s attainment on entry to the reception class is above average. Approximately 20 per cent of

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INFORMATION ABOUT THE SCHOOL

pupils have special educational needs, broadly in line with the national average, the school being particularly vigilant in identifying such pupils at an early stage. Five pupils have special needs relating either to moderate learning, speech or communication needs or physical disability. Two of these pupils have statements of special educational needs and one is awaiting statutory assessment. A relatively low 4 per cent of pupils are from ethnic minorities; the proportion of pupils for whom English is an additional language is also low but the children concerned have very little spoken English.

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HOW GOOD THE SCHOOL IS

This is a good infant school with some very good features. The pupils attain very well by the age of seven years with a high proportion of them exceeding the standards expected for their age. The quality of learning is good and, overall, the quality of teaching is good. The pupils’ backgrounds provide most with a good start, and they remain keen to learn from the reception class upwards, supported by teaching that is particularly lively and stimulating in the reception classes. There are good arrangements to care for and support the pupils and the school has a strong and developing partnership with parents. Attendance is very good. The headteacher and governors are providing satisfactory leadership and are self-critical, knowing the strengths of the school and the areas they wish to improve. School improvement since the last inspection has been good and standards are improving, particularly

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HOW GOOD THE SCHOOL IS

for the highest achieving pupils. The school provides good value for money.

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What the school does well

• For children in the reception classes, both the areas of learning experience provided and the quality of teaching are good. • By the age of seven, pupils’ standards are very good in English, mathematics and science. • The provision for the gifted and talented pupils throughout the school enables them to make good progress. • The pupils’ attitudes, relationships, personal development and attendance are very good. • Parents are very positive about the school and their contribution is used very well to support the education of the pupils.

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What could be improved

• The strategic leadership and management roles of the senior management team and key staff need to be developed further so that they have a clear overview of the school’s systems for school improvement. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the last inspection in 1996 the school has made good progress in addressing the four key issues. The school has raised its expectations of pupils’ capabilities, particularly for the more able pupils; has ensured that assessment information is better used to plan appropriate work for each pupil; has ensured that pupils receive more direct teaching and challenging questions; and has increased the opportunities for parents to work closely with the school. Since it was last inspected, the curriculum is broader, showing a good balance between intellectual, physical and creative activities. After a drop in the seven Thurnham Church of England Infant School - 7 year olds’ average levels in the national tests and assessments within the two years following the last inspection, standards in the core subjects, since then, have improved so that now, more pupils reach well above average levels. The school has shown it has the capacity to continue to improve. A new

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

headteacher was appointed less than three years ago and recently the size of the senior management team was increased from three to four.

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STANDARDS

The table shows the standards achieved by seven year olds based on average point scores in National Curriculum tests.

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Key

Reading A A* A* A Well above average Above average A B Writing A* A* A* A* Average Below average C D Mathematics A A* A A Well below average E

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Key

The proportions of pupils gaining at least level 2 in all three national tests in 2000 were well above national averages: 98 per cent in reading, 100 per cent in writing, and 100 per cent in mathematics . The proportions who reached level 3, the expected level for above average attaining pupils, were also well above average, though there was a significant decline from 62 per cent in1999 to 52 per cent in the proportion gaining level 3 and above in reading. The school’s data suggests that there were some exceptionally able pupils taking the 1999 tests and that the results in 2000 are more typical. For the past two years, several pupils taking the optional tests have reached level 4 in reading comprehension and writing. The underfives in the reception classes achieve well for their age. They are on track to meet the standards in the six areas of experience described in the national guidance. The underfives

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Key

are particularly good at communicating, and quickly develop self esteem and confidence. In Year 1 and Year 2, the standards in lessons in English, mathematics and science are good and on track to reach the very high standards attained by pupils in recent years in the national tests. Taking into account their levels of attainment when they start school, the pupils achieve well in English, mathematics and science. Both boys’ and girls’ achieve equally well. The achievement of pupils with special educational needs is satisfactory. The pupils with English as an additional language are achieving soundly. The progress of the gifted and talented pupils is good. The school’s increasing use of its baseline assessments, to forecast achievement by the age of seven years, is helping to raise expectations among teachers and pupils about what can be achieved.

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Aspect Comment

Attitudes to the school Attitudes to school are very good and a strength. The pupils like school. They work enthusiastically and hard, with most showing good interest and involvement in activities.

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Aspect Comment

Behaviour, in and out of classrooms The pupils’ good behaviour and their sensible approach to rules are strong features of the school.

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Aspect Comment

Personal development and relationships These are very good. The pupils relate very well to each other and to adults. They use their many opportunities to exercise responsibility well. Thurnham Church of England Infant School - 8 They respect the values and beliefs of others.

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Aspect Comment

Attendance Attendance is very good, as is punctuality at the start of the school day.

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Teaching of pupils: Aged up to 5 years Aged 5-7 years Aged 7-11 years

Lessons seen overall Good Satisfactory N/A Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: Aged up to 5 years Aged 5-7 years Aged 7-11 years

The quality of teaching is good overall. The teaching in the reception classes is notable for the very effective methods in planning and teaching the key areas of learning, and the use of support staff and resources. Elsewhere in the school, and particularly in some lessons in Year 2, the teaching could be described as safe and sure rather than inspirational; and opportunities for problem-solving, other than for the higher attaining pupils, are limited. During the inspection, teaching in all the lessons was satisfactory or better, 67 per cent was at least good, and 24 per cent was at least very good. Class teachers, their assistants, and parent helpers prepare very thoroughly, have high expectations and a clear purpose for each lesson, are very aware of the different learning needs of individual children, and use time well. Literacy and numeracy are taught competently. Classroom and learning support

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Teaching of pupils: Aged up to 5 years Aged 5-7 years Aged 7-11 years

assistants are effective and give satisfactory support to the pupils with special educational needs and those learning English as an additional language, either by working with them in class or by withdrawing them to the large shared learning areas adjacent to each pair of classrooms. The quality of learning is good: in lessons, the pupils respond very well to the appropriately matched group activities, show good skills and knowledge acquisition and work productively. The pupils with special educational needs and with English as a second language learn soundly and have good support. The teachers’ attention to display creates a bright and stimulating learning environment that benefits all.

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Aspect Comment

The quality and range of the curriculum This is of good quality and meets legal requirements satisfactorily. There has been improvement since the last inspection with good progress in developing the early years curriculum. Activities for pupils are well planned and resourced, and the information provided for parents enables many pupils to benefit from research and support provided at home.

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Aspect Comment

Provision for pupils with special educational needs Pupils receive good support for their learning and can fully participate in lessons. The physical layout of the building has good access for pupils with physical disabilities.

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Aspect Comment

Provision for pupils with English as an additional language Support is well focused, if limited, and careful consideration is given to the needs of these pupils.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development This has improved since the last inspection and is now good. Provision for pupils’ spiritual and cultural development has been strengthened by a wider focus on other religions and cultures evident in the displays and curriculum topics. Provision for social and moral development remains good.

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Aspect Comment

How well the school cares Child protection arrangements are good; procedures for promoting Thurnham Church of England Infant School - 9 for its pupils behaviour are positive and effective. Teachers’ records note the development and needs of their pupils, and inform other teachers when pupils transfer to them. The headteacher monitors and evaluates the academic progress.

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Aspect Comment

The school has very good working relationships with parents, many of whom have very clear and high expectations for their children at school. The parents are a valuable resource and contribute positively to their children’s learning. The curriculum is broad and has embraced the use of information and communication technology (ICT) and handling data through the use of graphs and charts across the subjects. There is further scope to integrate ICT with datahandling in lessons. In view of the school’s strength in literacy, it would be prudent for the school to review the generous allocation of time to literacy in the curriculum and to consider using more time for the development of problem solving and thinking skills.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher has a clear vision for the school and is ready to work with the enlarged senior management team. Staff management roles are undeveloped in commitment to school improvement strategies. Job descriptions for the senior management team do not sufficiently address school improvement.

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Aspect Comment

How well the governors fulfil their responsibilities The governors are responsible and fully supportive of the school. They have a satisfactory understanding of their responsibilities and statutory role and they use funding prudently to support school improvement.

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Aspect Comment

The school’s evaluation of its performance The headteacher has appropriately involved the governors in the evaluation of school performance by sharing data with them. Subject co- ordinators are appropriately involved in monitoring and evaluating teaching and learning in their subjects. The senior management team, as a whole, so far has had insufficient involvement in developing, implementing, and making good use of school improvement systems.

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Aspect Comment

The strategic use of resources The governors and staff are applying the principles of best value soundly. Educational priorities are costed sensibly and are informing budget planning.

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Aspect Comment

The headteacher has carefully evaluated the needs of the school and has good support from the governing body. The enlarged senior management team needs to develop its team approach in order to share the leadership role more equitably and use systematic monitoring to ensure that school policies are implemented consistently.

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What pleases parents most What parents would like to see improved

• The children like the school • The children make good progress • Behaviour is good • There is the right amount of homework • Teaching is good • The headteacher and staff are approachable • The teachers have high expectations • The school works closely with parents • The quality of reporting on pupils’ progress • The range of activities offered outside lessons Thurnham Church of England Infant School - 10 • The school is well managed and led • The school helps pupils to be mature and responsible

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What pleases parents most What parents would like to see improved

The inspectors agree with the strengths the parents have identified. The children like school and they make progress. Behaviour is good and the school helps pupils to be mature and responsible. Management is satisfactory and the school works closely with parents. The quality of teaching, though overall good and leading to satisfactory progress in pupils’ learning, could be more lively, engaging the interests of older pupils more positively through more frequent opportunities for problem-solving and the development of higher order thinking skills. The inspectors agree that the quality of reporting on pupils’ progress, as seen in end of year reports, lacks consistency across the school. Though conscientiously written, more information on children’s individual learning goals would be beneficial. The inspectors think that the range of activities offered outside lessons are appropriate for an infant school. The inclusion,

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What pleases parents most What parents would like to see improved

within lessons, of more practical and investigative work, as well as the developing range of school visits, are broadening the scope of educational activities at the school. Thurnham Church of England Infant School - 11

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the quality of teaching for children are good

1. The quality of educational provision for the underfives is good and results in good progress. The school admits the whole reception year in September with autumn born children attending full time from mid September, spring born children attending mornings only during the first half of the autumn term, full time after the autumn half term, and summer born children attending mornings only until January, after which, they too, attend full time. The early years co-ordinator visits the children while they are in their play groups, and in the term preceding school entry, children visit with their playgroup leaders. Later, they spend an afternoon in school with their parents and then in late summer an afternoon on their own. This gradual induction builds up the children’s confidence as they adapt to school life.

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the quality of teaching for children are good

2. The three reception class teachers carefully identify each child’s developmental stage through the baseline assessment system the school piloted and has been using since 1997. The assessment scores show that the majority of the children enter the reception class with above average capability with, as the previous inspection noted, well-developed skills of early literacy and numeracy. Generally they are articulate and confident.

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the quality of teaching for children are good

3. The planning for learning for the underfives is detailed and good, being well organised within the six areas of knowledge, skills and experience identified in the national guidance. There are clear and appropriate objectives for a wide range of activities and experiences reflecting breadth and balance, which also take into account the national schemes of work for literacy and numeracy. Teachers’ weekly lesson plans are specific about what the children are to learn and helpfully identify the role of adults in interacting with, and assessing, pupils’ contributions.

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the quality of teaching for children are good

4. Information for parents is generally good. In addition to the prospectus, in the autumn term, the parents of new entrants are provided with appropriate and helpful information about the early years’ curriculum.

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the quality of teaching for children are good

5. In the previous inspection, teaching in the reception classes was not as good as for the five to seven year olds. This is no longer the case and, though varying in quality with the experience of staff, overall it is good. The children are provided with interesting, practical, and relevant activities which develop and extend their thinking. These include: delivering the post to different characters in their reading books; working in a small group using modelling dough, or making three bears’ furniture using recycled materials; making porridge under supervision, or being involved in role play activity in “three bears’ house”. The children use computers appropriately to practise mouse control skills as they work through interactive programs to consolidate their work in literacy.

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science

6. The percentage of pupils gaining at least the expected level 2 in all three national tests in 2000 were well above the national average: 98 per cent in reading, 100 per cent in writing, and 100 per cent in mathematics . The proportions who reached level 3, the Thurnham Church of England Infant School - 12 expected level for above average attaining pupils, were also very high, though in 2000 there was a significant decline from 62 per cent last year to 52 per cent in the proportion gaining level 3 and above in reading. The school’s data suggests that there were some exceptionally able pupils taking the 1999 tests and that the results in 2000 are more typical. For the past two years, several pupils taking the optional tests have reached level 4 in reading comprehension and writing.

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science

7. In reading and writing, for the last three years, the school’s test results for seven year olds have been well above the national average. Nevertheless, in an effort to meet the needs of the more able pupils, the school now uses its baseline assessments to predict the pupils who may be capable of achieving level 3 or higher in the tests for seven year olds. The result has been an increase in the proportion of pupils nearly achieving level 3 and an increase in the proportion of those reaching level 4. In their lessons during the inspection, the pupils were reading well and with good understanding. They talked competently about the characters in their reading books and knew about the various parts of a book, the roles of the author and illustrator, and the parts played by the characters.

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science

8. In writing, test results have been well above average for the last three years and have improved. The proportion of pupils attaining level 3 and above in 2000 is 31 per cent and very high. In their work during the inspection, the pupils’ attainment in Year 2 was good, and appropriate for this stage of their work, demonstrating good letter formation, punctuation, overall presentation, and good attempts at spelling. The range of the pupils’ writing is appropriately wide, including poetry, descriptive and extended writing.

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science

9. In mathematics, the school’s scores have been above the national averages for the last three years and, since 1997, have shown a very clear trend of improvement. The proportion of level 3s in 2000 reduced from 48 per cent in 1999 to 42 per cent, though a fluctuation this small is not necessarily significant. In their lessons, the pupils in Year 2 were attaining well. The above average attaining pupils have a firm grasp on the mental recall of the 2x, 5x and 10x multiplication tables, know the halves and quarter measurements of time, simple money sums up to one pound. Most can discuss their work in mathematical language and have secure recall of number facts to 10.

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science

10. In science in the national assessments for seven year olds in 2000, the schools results showing 100 per cent of pupils at level 2 and above were very high compared with the national average. The proportion of pupils gaining level 3 or above was well above the highest performing 25 per cent of schools. The work seen in lessons confirms this attainment with above average attaining pupils able to describe the differences between living and non-living objects. They can produce a variety of graphs and charts to record facts about food surveys, and can investigate force and electricity appropriately.

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science

11. Taking into account their levels of attainment when they start school, the pupils achieve well in English, mathematics and science. Compared with schools with similar intakes of pupils, the average pupil test scores were well above average in 2000 in reading, writing and mathematics.

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science

12. The school now uses its baseline data to predict how pupils may achieve in the Year 2 tests. This not only enables teachers to target those pupils who have special educational needs or who are gifted and talented, but it also enables the school to evaluate any additional improvement in pupils’ achievement by the end of Year 2. Despite some imbalance in the numbers of boys and girls some year groups and Thurnham Church of England Infant School - 13 classes, the evidence suggests that boys and girls are achieving equally well at the school.

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to make good progress

13. A key issue in the previous inspection was the need to raise the expectation of pupils’ capabilities still further, particularly those of the more able pupils. It was reported that the progress in their first year at school was uneven, and dependant upon the extent to which the children were presented with challenging activities, direct teaching and carefully posed questions. Elsewhere in the school, progress made by high attaining pupils was sometimes slow and not helped by an emphasis on group work leading to some pupils having insufficient access to their teacher’s time. Furthermore, assessment information was not always used effectively in providing for the different learning needs in classes, particularly in relation to high achieving pupils.

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to make good progress

14. Good progress has been made in addressing these issues. The school now uses baseline and annual assessment information to plan and anticipate pupils’ learning needs with greater accuracy. There is an improved focus on learning in the reception classes which meets the areas defined in the national guidance. Teachers plan for a range of suitable learning activities in literacy and numeracy lessons, also following national guidance. These measures serve to ensure that teachers plan their lessons with high expectations of success for all, and do not neglect the higher attainers.

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to make good progress

15. High attaining pupils are identified at an early stage so that in Year 1 and Year 2, activities to extend and challenge them are aided by the quality of the small group work in the literacy and numeracy lessons, and the careful oversight of teachers, classroom assistants and parent helpers. Teachers prepare these activities well and tell the classroom assistants what they want the children to learn. Activities are provided to extend particular groups of pupils. For example, in a mathematics problem-solving activity, a group of pupils with a supporting teacher were able to undertake appropriate measuring tasks involving estimation and programming using programable toys such as the ‘PIP’ and ‘Roamer’.

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to make good progress

16. Class teachers keep good records of their pupils’ progress and development needs which are regularly monitored by the headteacher and helpfully inform teachers when pupils move between classes.

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to make good progress

17. During the group activities, class teachers, though working with one or two focus groups, maintain a vigilant lookout to monitor the progress of the other pupils and intervene appropriately to ensure that all remain on task throughout the lesson.

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good

18. The pupils have very good attitudes to work. When they arrive at the school each day, most pupils, particularly the older ones, are calm and relaxed. When escorted into their classrooms by their teachers, they quickly settle to such routine tasks as emptying book bags, changing reading books and entering reading book details into their contact books. Pupils know they must make their teachers aware if their contact books contain a comment from their parents, thus sharing the responsibility of maintaining effective, regular contact between home and school.

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good

19. Morning and afternoon registrations are orderly and business like with pupils willing to Thurnham Church of England Infant School - 14 communicate with each other and their teacher and to discuss work they have brought with them from home.

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good

20. Classroom assistants are supportive and ensure good supervision, particularly when classes of pupils move around the building to the school hall, library or atrium. Artefacts and items on display in classrooms and around the building are respected by the pupils, looked at with interest, but never harmed, thus contributing well to learning topics and the high quality and stimulating environment. The pupils behave very well and there have been no exclusions.

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good

21. Some of the part time children in the reception classes are very young but they part cheerfully from their parents and soon settle down, helped by the positive spirit fostered by rewards for behaviour and taking responsibility. In all classes throughout the school, teachers reinforce good behaviour by pointing it out to them and giving praise. While younger, immature children are occasionally fussy, the pupils in Year 2 work maturely without excessive noise and with good behaviour. They willingly assist and help each other when in difficulty. Pupils ability to co-operate and collaborate well are a feature in many lessons and enable group and paired activities to be undertaken with ease.

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good

22. In their lessons, the majority of pupils are very attentive to their teachers, keen to participate, answer questions and learn. They have very good relationships with each other and with adults. They freely engage in conversation and are naturally curious.

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good

23. The pupils like school and want to learn. Their attendance, as noted in the last inspection, is very good and is above average for primary schools. No data is available for infant schools separately. The school adopts a respectful, though rigorous and robust stance with parents who seek authorised absence for their children, wisely reminding them of the importance of good attendance.

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good

24. Through the curriculum, meaningful opportunities are provided for children to think about themselves and their place in the world, such as in writing personal prayers and responding to their experience of the natural world. All classrooms display the school’s ‘golden rules’ which are clear, concise and positive and many classes also have their own additional rules agreed by the pupils themselves. The pupils are consulted when major school decisions are planned, such as changes to the school uniform, the logo and the purchase of new playground equipment. The pupils have responded well to such opportunities, sharing ideas and designs.

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supporting the education of the pupils

25. The parents are particularly supportive of their children’s education and have high expectations for their children and from the school. The school is effectively harnessing the support and energy of parents. It is reported that attendance at school meetings is good, and the recently formed parents’ association is very active. The school has a long-standing and good reputation with parents and each year is over subscribed with parents who choose the school for their children.

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supporting the education of the pupils

26. The school ensures that its high expectations for pupils welfare and progress are understood by parents. Parents support the school’s firm stance on attendance and punctuality and ensure their children arrive on time, well prepared and in uniform. Parents appreciate the use of the daily home-school contact books to communicate informally with their children’s teachers. The headteacher encourages frequent Thurnham Church of England Infant School - 15 parental contact by providing a good range of opportunities whereby parents can see her or become involved with the work of the school. Parents frequently write thank you notes to express their satisfaction for the support given.

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supporting the education of the pupils

27. A significant number of parents are involved as part time helpers in the school working closely under the guidance of the class teachers and classroom assistants, as in assisting with a group of pupils using a programmable toy. The introduction of a parents’ association, ‘The Friends of Thurnham’, has been positively received and fund raising activities are underway in order to purchase additional school equipment.

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supporting the education of the pupils

28. Parents of older children are supportive of study undertaken at home. Several pupils during the period of the inspection brought in research material from home which they had obtained from the internet, or made reference to background reading their parents had helped them with at home, such as stories by Homer. Children are keen to alert their parents to requests from school. When a call went out for teddy bears to be used in a piece of literacy work, nearly all the children in a class of 30 pupils came back the next day with their teddies.

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supporting the education of the pupils

29. Parents of pupils on the school’s special educational needs register are fully involved with the review meetings which take place. The school is particularly vigilant in identifying pupils’ special educational needs at an early stage. Parents are very keen to work along with the school for the benefit of their children’s education. They have valued the improvement made to the quality of information provided about curriculum topics and forthcoming activities which, since the last inspection, has been produced each half term. However, parents would value more specific information about their children’s work and progress as reported to them in the end of year reports. The quality of the end of year reports vary and some teachers do not provide sufficient, specific information about individual children’s targets and learning goals.

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the school’s systems for school improvement

30. The headteacher, appointed nearly three years ago after the last inspection, has identified appropriate priorities for development. A principal area for development, highlighted in the School Improvement Plan, is the development of the senior management team. The headteacher has been supported effectively by the governing body. The governors have a clear vision for the school and have played a strong role in assisting the headteacher to develop it and to deploy the strategic use of resources and funding, adopting good financial planning.

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the school’s systems for school improvement

31. The headteacher has ensured, through a process of internal and external review, that the four key issues from the last inspection have been addressed satisfactorily. The school has raised its expectations of pupils’ capabilities, particularly for the more able; has ensured that assessment information is gathered and then used to plan appropriate work for pupils; has secured training for staff on formulating challenging questions, and has reviewed classroom organisation to ensure that pupils receive more direct teaching. The school has reviewed the opportunities it provides for parents to work closely with the school and parents confirm that there is a new openness towards them as partners in the learning process. Despite the school now being larger, the quality of the curriculum and teaching in the reception classes has improved and standards have risen, particularly at the higher National Curriculum

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the school’s systems for school improvement

Thurnham Church of England Infant School - 16 levels.

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the school’s systems for school improvement

32. The headteacher has carefully monitored the school’s performance data and has introduced a review of the key school policies. With the governing body, she has established the need for more effective monitoring and evaluation systems across the school in order to assist with school improvement and development planning. To enable this to take place more effectively, the senior management team has been recently enlarged to include, along with the headteacher, deputy headteacher and senior teacher, the early years co-ordinator. The deputy headteacher, in addition to her responsibilities for English, and managing the Standards Fund and staff professional development, now has a responsibility for the quality of the systems and analysis of whole school monitoring. The special educational needs co-ordinator has a whole school responsibility for co-ordinating and managing the quality of school assessment, recording and reporting pupils' achievement. The early years' co-

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the school’s systems for school improvement

ordinator undertakes an annual analysis of baseline assessment and target setting for children in the reception classes.

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the school’s systems for school improvement

33. At present the senior management post holders’ newly written job descriptions do not sufficiently emphasise the importance of their role in maintaining standards and overseeing school improvement systems. In view of the importance of their newly assigned roles, hitherto undertaken by the headteacher, this is a matter of some urgency.

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the school’s systems for school improvement

34. Although identified by the governors and headteacher as a development priority in the School Improvement Plan, the senior managers, as a team, have not sufficiently developed a collective and clear overview of the school’s systems for maintaining high standards and bringing about still further improvement. The senior management team does not yet make sufficiently effective use of subject co-ordinators’ evaluations of professional practice and pupils’ progress, in lessons and pupils’ work, so as to develop the whole school policy for school improvement.

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the school’s systems for school improvement

35. There is a need to develop further and more widely the good monitoring systems introduced by the headteacher. The senior management team and governors should identify the school’s strengths and weaknesses routinely by having regular and precise evaluations which shape future practice. When fed back to staff and used to inform staff training and school development priorities, this would assist the school to set school improvement targets, raise further the quality of the teaching and learning provided, and help to maintain the existing high standards of pupil performance, while further improve individual pupils’ progress.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

36. The governors and headteacher should ensure that the school:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

develops rigorous management structures to maintain and where possible raise standards and pupil achievement by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• adding definition to the job descriptions for all key staff so as to clearly describe their roles and clarify their shared responsibility for school improvement; (paragraph 33)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• developing systematic and rigorous monitoring systems for use by the senior management team for school improvement; (paragraphs 34, 35) Thurnham Church of England Infant School - 17 • providing effective feedback to staff and governors which will assist with whole school development and improvement planning; and (paragraph 35)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensuring that subject co-ordinators and the senior management team use data, such as that derived from an analysis of the annual baseline data for children, the National Curriculum tests and assessments for seven year olds, and the school’s own assessment data, to set challenging targets for improvement. (paragraph 35) Thurnham Church of England Infant School - 18

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 9

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y2

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/A 270

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals N/A 1

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Information about the school’s pupils

Special educational needs Nursery YR – Y2

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Information about the school’s pupils

Number of pupils with statements of special educational needs N/A 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 40

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 16

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 7

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 5

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Thurnham Church of England Infant School - 19

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 44 47 91

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 44 44 44 Numbers of pupils at NC level 2 and above Girls 47 47 47

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Attainment at the end of Key Stage 1

Percentage of pupils School 98 (100) 100 (100) 100 (100) at NC level 2 or above National 83 (82) 84 (83) 90 (86)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 44 44 44 Numbers of pupils at NC level 2 and above Girls 47 47 47

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (100) 100 (100) 100 (100) at NC level 2 or above National 84 (82) 88 (86) 88 (87)

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Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year. Thurnham Church of England Infant School - 20

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 6 Other minority ethnic groups 0 0

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 10 Financial year 1999-2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 27

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Teachers and classes Financial information

Education support staff: YR – Y2 Total expenditure 444345

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Teachers and classes Financial information

Total number of education support staff 6.0 Expenditure per pupil 1652

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Teachers and classes Financial information

Total aggregate hours worked per week 127 Balance brought forward from previous year 17082

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Teachers and classes Financial information

Balance carried forward to next year 27323

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) N/A

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Teachers and classes Financial information

Number of pupils per qualified teacher N/A

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Teachers and classes Financial information

Total number of education support staff N/A

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Teachers and classes Financial information

Total aggregate hours worked per week N/A

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Teachers and classes Financial information

FTE means full-time equivalent. Thurnham Church of England Infant School - 21

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 46 46 0 0 7

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Percentage of responses in each category

Behaviour in the school is good. 58 40 0 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 34 56 6 0 4

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 35 51 11 0 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 67 30 2 0 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 59 41 0 0 1

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Percentage of responses in each category

The school works closely with parents. 43 48 7 0 2

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Percentage of responses in each category

The school is well led and managed. 68 31 0 0 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 57 39 1 0 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 13 38 29 5 15

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Other issues raised by parents

Thirty three parents attended the parents’ meeting. There was general unanimity about most of the agenda items discussed and parents were very positive about the school and its leadership.

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