Other · Ofsted report

Hayes Meadow Primary School

Inspected — · published 15 Sept 2000 · URN 124151

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124151

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Praisevery wellmake good progressgood progressvery effectiveeffectivelyexcellenthigh qualityeffective

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FindingsAbout the inspectionWhat needs to improve positive critical

Findings22656w+69
What needs to improve867w+51

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Pages: 43
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Average sentence: 18 words
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Full report text

SCHOOL

Dates of inspection: 08/05/00 – 12/05/00

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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. Hayes Meadow County Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Spode Avenue Handsacre Rugeley Staffordshire Postcode: WS15 4EU

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. A. Westwood

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 29/09/97 – 02/10/97 Hayes Meadow County Primary School - 4

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Aspect responsibilities

Mike Thompson Registered inspector Equal opportunities The characteristics and effectiveness of the school Art Results and achievements Design and technology Leadership and management Physical education Ken Rowland Lay inspector Pupils’ attitudes, values and personal development Care for pupils Partnership with parents Jozepha O’Hare Team inspector English Geography History Religious education Mary Farman Team inspector Under fives The curriculum and other opportunities Science Music Susan Betts Team member Special educational needs Teaching

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Aspect responsibilities

Higherland Bridge 49, West Street Gargrave Skipton North Yorkshire BD23 3RJ Hayes Meadow County Primary School - 5 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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Aspect responsibilities

The Registrar Inspection Quality Division

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Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Hayes Meadow County Primary School - 6

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PART A: SUMMARY OF THE REPORT 7

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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HOW HIGH ARE STANDARDS? 11

The school’s results and achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

Hayes Meadow County Primary School is situated in the village of Handsacre, on the outskirts of Rugeley. The school was built in the 1960’s to serve the local estate, and a purpose built nursery was added in 1976. Its pupils are from a broad range of backgrounds and live in local authority, housing association and owner occupied accommodation within the locality.

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INFORMATION ABOUT THE SCHOOL

The school is larger than average with 238 pupils on roll and a further 52 children attending the nursery unit on a part time basis. Sixteen per cent of pupils are eligible for free school meals. This is about average. Seventeen per cent are identified as having special educational needs. This is in line with the national average although two thirds of these pupils have specific difficulties, which entitle them to additional professional support. Nine pupils have statements of special need. This is more than twice the national average. All pupils are of white ethnicity and there are no pupils from homes in which English is an additional language. At the time of inspection, the headteacher had been absent for some time and his deputy had taken on the role of acting headteacher. Children enter the nursery when they are three years and four months old. Children transfer from the nursery to the reception class twice a year, in September and January. On admission to reception,

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INFORMATION ABOUT THE SCHOOL

At the time of its previous inspection the school was judged to have serious weaknesses.

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HOW GOOD THE SCHOOL IS

This is an effective school, which no longer has serious weaknesses. From a starting point below the national average, pupils make good progress and, by the time they are 11, they exceed national expectations in science and are achieving nationally expected levels in mathematics. However, in English and information technology, pupils are not yet achieving nationally expected standards. Performance in national tests has steadily improved over the past four years. These rising standards are due to the improvements made in the quality of teaching, which was judged to be a serious weakness of the school at the time of the previous inspection, and to the good curriculum that the school has developed. These in turn are the result of the very good quality of leadership. The improvements have been made with funding which is below average and therefore the school provides good value for money.

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What the school does well

• In science, more pupils achieve the national standards for seven and eleven year olds than in most schools. • Attainment in art is well above average at the end of Key Stage 2 and attainment in design and technology at Key Stage 2 and geography and music at both key stages is above average. • Teaching is good or better in over three quarters of lessons. • Pupils behave very well, they are attentive in lessons and work hard; relationships in the school are very good. • Children under five receive a very good curriculum and are well taught. • The school cares for its pupils very well and has a very good partnership with its parents. • The school’s provision for pupils’ spiritual, moral, social and cultural development is very good. • The acting headteacher and governors provide very good leadership.

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What could be improved

• Attainment in English; particularly the way in which letter sounds are taught in some Key Stage 1 classes and standards in handwriting and spelling throughout the school. • Attainment in information technology at Key Stage 2. • Independent learning for more able pupils. 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

Overall, the school has made very good progress since its last inspection in 1997 and no longer has serious weaknesses. Good progress has been made in addressing the key issues from its previous inspection report, particularly those relating to improvements in the school development plan and in Hayes Meadow County Primary School - 8 the quality of teaching. In addition, there have been improvements in attainment in mathematics at the end of Key Stage 1, in science at the end of both key stages and in art, design and technology, geography and music. Pupils’ attitudes and behaviour are now better than when the school was previously inspected because of improvements in the school’s provision for their personal development and in the way in which their work and progress is monitored and assessed. Significant improvements have been made in the quality of leadership, which was judged to be a serious

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

weakness at the time of the last inspection and is now very good.

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

1997 1998 1999 1999 English D E D D Well above average above average A B Mathematics A C C C Average Below average C D Science A D B B Well below average E

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Key

The information shows, for example, that standards in mathematics in 1999 were average when compared to all schools nationally and also when compared to schools with a similar proportion of pupils eligible for free school meals. Over time, when the average points scored in English, mathematics and science are taken together, the trend in the school’s overall performance is broadly in line with the national trend of test results. In the 1999 tests the school came close to its published performance targets in English and mathematics and is likely to exceed its published targets this year.

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Key

Inspection findings confirm the 1999 test results. Attainment in English, in terms of the proportion of pupils likely to achieve the national target of Level 4, is below national expectations at the end of Key Stage 2. While pupils’ standards of speaking are average and they have well developed listening skills, standards in reading, spelling and handwriting are below average. Attainment in mathematics is broadly average and in science it is above what is expected of 11 year olds nationally. In information technology, pupils’ attainment is below average because the school has little useful equipment for teaching control technology at Key Stage 2. Attainment in religious education is broadly in line with what is required by the locally agreed syllabus. Standards in art at the end of Key Stage 2 are a significant strength of the school and are well above what is normally expected. In design and technology, geography and music standards are above average, while in history and

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Aspect Comment

Attitudes to the school Very good. Pupils are able to sustain good levels of concentration. Behaviour, in and out of classrooms Very good, both in and around the school. The school is a happy and orderly community. Personal development and relationships Very good. Pupils relate very well to one another and to adults.

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Aspect Comment

As they progress through the school, pupils develop mature and responsible attitudes to their work. Older pupils look after younger ones very well and set a good example. Hayes Meadow County Primary School - 9

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

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

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

The quality of teaching is good or better in 78 per cent of lessons and is very good in 29 per cent. No unsatisfactory teaching was observed during the course of the inspection. The teaching of music is very good overall. Good quality teaching is a feature in under fives, English, science, art and geography at both key stages and mathematics at Key Stage 2. Not enough teaching was observed to make a judgement in information technology or in design and technology at Key Stage 1 and no lessons were observed history at Key Stage 2. However, lessons in design and technology at Key Stage 2 and history at Key Stage 1 were of good quality. Overall, skills in numeracy are well taught at both key stages. Skills in literacy are taught satisfactorily overall, with the best teaching being at Key Stage 2.

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

Teachers plan their lessons well, give clear explanations of the tasks that they have set and match work well to the differing abilities of pupils in their classes; they provide achievable challenges for pupils because they carefully assess what pupils are capable of. As a result, pupils are interested, work very hard and make good progress. Particularly good features of teaching are the very effective deployment of classroom assistants and the very good control and management of pupils.

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Aspect Comment

The quality and range of the curriculum The school provides pupils with a good quality curriculum that helps them to make good progress. Provision for pupils with special educational needs Pupils with special needs are well taught and make good progress. Classroom assistants give effective help to these pupils. Provision for pupils’ personal, including spiritual, moral, social and cultural development Spiritual development is good. Moral, social and cultural development is very good.

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Aspect Comment

How well the school cares for its pupils All staff take very great care to ensure that pupils’ health, safety and welfare are given high priority.

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Aspect Comment

The school’s partnership with its parents is very good. Teachers carefully monitor their pupils’ progress and provide them with very good personal support and guidance. The strong commitment of teachers is evident in their willingness to provide a very good range of extra curricular activities for their pupils. These activities are appreciated and very well supported.

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Aspect Comment

Leadership and management by the headteacher and other key staff The acting headteacher provides very good leadership and is very well supported by all the staff. Teachers with responsibility for subjects carefully monitor what is done and provide clear direction to colleagues. The leadership for the under fives is very good. How well the governors fulfil their responsibilities Governors are well informed, very supportive and work very well in partnership with the staff of the school. The school’s evaluation of its performance Staff are good at critically evaluating what they do and seeking ways to improve. The governors and acting headteacher ensure that the school’s performance is closely monitored and regularly evaluated. Hayes Meadow County Primary School - 10 The strategic use of resources The school makes good use of its premises, its equipment and the skills of its staff.

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Aspect Comment

The school is very well staffed, its premises are adequate, well maintained and cleaned to a good standard. Resources for learning are satisfactory overall, although some of the equipment for information technology is rather old and there is little useful equipment for teaching monitoring and control technology at Key Stage 2. Finances are well managed and closely monitored and the principles of ‘best value’ are carefully applied when spending decisions are made.

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What pleases parents most What parents would like to see improved

• The quality of teaching. • The school’s high expectations of their children. • The behaviour of children in the school. • Their children enjoy coming to school. • Teachers are approachable. • The school keeps them well informed. • The school helps their children to become mature and responsible. • No significant negative views were expressed.

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What pleases parents most What parents would like to see improved

Inspectors’ judgements fully support all of the parents’ positive comments.

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What pleases parents most What parents would like to see improved

Thirty one per cent of parents returned the pre-inspection questionnaires and 18 parents attended the pre-inspection meeting with the registered inspector. Hayes Meadow County Primary School - 11

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The school’s results and achievements

1 The school’s results in the 1999 National Curriculum tests for 11 year olds showed that the proportion of pupils achieving the national target of Level 4 in English was below the national average. Pupils performed better in mathematics, where the proportion reaching Level 4 was about average. The best results were in science, where the proportion was above average at Level 4. The proportion of pupils achieving the higher Level 5 was about average in all three subjects. The picture is the same when the school’s results are compared against those of similar schools with a similar proportion of pupils eligible for free school meals. When results over the past four years are scrutinised the pattern is of considerable year on year swings in performance, but with an overall upward trend in all three subjects.

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The school’s results and achievements

2 Test results at the end of Key Stage I in 1999 were not as good as those for Key Stage 2. They show that, in reading, the proportion of pupils achieving either the national target of Level 2 or the higher Level 3 was below average. In writing, the proportion reaching Level 2 was average, but no pupils achieved Level 3. In mathematics the proportion at Levels 2 and 3 was well below average. In science, results based on teachers’ assessments of their pupils shows that the proportion of pupils reaching level 2 was well below average, but was well above average at Level 3. When the average points scored are considered, the school’s performance was below average in reading and writing and well below average in mathematics. When compared with the results of similar schools, the same picture emerges. When results over the past four years are examined, the trend is of a steep improvement in mathematics from a very low starting point

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The school’s results and achievements

in 1996. There has been a steady improvement in reading and a slight improvement in writing.

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The school’s results and achievements

3 In 1999 the school achieved its published performance target for English at Key Stage 2 and came very close to its target for mathematics. Inspection findings indicate that this year the school is likely to exceed its targets in both subjects even though they are set at a higher level than in 1999.

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The school’s results and achievements

4 Inspection findings match the school’s performance in the national tests last year and show that, at the end of Key Stage 2, attainment is below average in English, average in mathematics and above average in science. Attainment in information technology is below average because of a shortage of suitable equipment for teaching the elements of monitoring and control technology. Attainment in religious education is in line with the requirements of the locally agreed syllabus. Standards achieved in art at Key Stage 2 are a significant strength of the school and are well above what is normally expected of pupils of a similar age, while in design and technology, geography and music standards are above average. In history and physical education standards are average.

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The school’s results and achievements

5 At the end of Key Stage 1, inspection findings indicate a similar pattern of attainment as at Key Stage 2. Attainment is below average in English, average in mathematics and above average in science. In information technology most pupils attain nationally expected standards. In all other subjects attainment is average, except in geography and music, where pupils achieve standards above those normally expected. Attainment in religious education meets the requirements of the locally agreed syllabus.

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The school’s results and achievements

6 Children under five in the nursery and reception class make good progress. By the time they are of statutory school age, most children are likely to achieve the nationally recommended ‘Desirable Outcomes for Children’s Learning’ in language and literacy, mathematics and knowledge and understanding of the world. Most are on course to exceed the learning outcomes in their personal and social, creative and physical development.

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The school’s results and achievements

7 During the course of their education as under fives, children transfer from the nursery to the reception class. At this point a ‘baseline assessment’ is carried out, using one of the many accredited assessment packages. The results of these assessments show that, at this point, attainment overall is below a ‘national’ average and below the local average in both English and mathematics. This suggests that attainment on entry to the nursery is lower than this and bears Hayes Meadow County Primary School - 12 out the school’s view and the views of inspectors.

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The school’s results and achievements

8 At Key Stage 1, pupils make satisfactory progress overall in building on the firm foundations of their experience as under fives. In general, pupils make the best progress in Year 1 as a direct consequence of consistently good quality teaching. Overall, pupils make satisfactory progress in English. Skills in speaking develop steadily and pupils generally speak clearly. Listening skills are better developed; pupils are able to listen in a focused way and consequently carry out instructions very well. Reading skills develop satisfactorily, but in some classes letter sounds are not consistently and systematically taught. Skills in writing develop well in terms of the range and purpose of pupils’ writing. Many pupils are beginning to use punctuation correctly, but standards of spelling are below average and handwriting is not well developed.

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The school’s results and achievements

9 The National Numeracy Strategy is providing a secure framework within which pupils’ skills, knowledge and understanding develop satisfactorily at Key Stage 1. Good use is made of equipment to aid pupils’ early attempts at counting and to enhance their understanding of concepts such as place value. Number skills develop steadily between Year 1 and 2, from simple addition and subtraction of numbers up to ten to work with two digit numbers. However, there is little evidence of pupils regularly using and applying their developing mathematical skills in a variety of practical situations. Progress in science is good. Teachers try to ensure that the work they plan is interesting and builds on pupils’ natural curiosity about their environment. Scientific habits are encouraged from an early age. Skills in information technology develop satisfactorily as pupils learn basic word processing techniques, experience using graphics

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The school’s results and achievements

software and learn how to control the movements of programmable floor robots.

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The school’s results and achievements

10 At Key Stage 2 the overall rate of progress accelerates and becomes most rapid in Year 6 chiefly as a result of high quality teaching but also because of pupils’ developing maturity and responsibility. Skills in speaking continue to develop at a satisfactory rate. Pupils make increasing use of their growing vocabulary and generally speak clearly and, in the majority of cases, with reasonable use of correct grammar. Good use is made of activities such as drama to develop pupils’ confidence and fluency. Listening skills are good and most pupils concentrate on what is said to them. Good progress is made in reading as pupils use an increasing range of strategies to decode unfamiliar words. By the end of the key stage they comment confidently on differences in style and talk about their reasons for preferences for certain authors. They are able to scan text to gain information quickly and have sound research skills. Progress in writing

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The school’s results and achievements

is satisfactory. Pupils are beginning to use paragraphs correctly and increasingly use correctly punctuated sentences. However, handwriting and spelling skills are below average, particularly in Years 4 and 5 but in Year 6 a significant number of pupils are developing well formed fluent writing in ink.

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The school’s results and achievements

11 Pupils make good progress in mathematics at Key Stage 2. This is due to good quality teaching and to the effectiveness of the system of grouping pupils for mathematics lessons by ability within combined age groups. Pupils develop an increasing facility in manipulating numbers and, by the end of the key stage, confidently use their skills in other subjects when solving problems involving mathematical calculations. Scientific skills develop at a very good rate. Pupils gain a very good understanding of scientific concepts and show an increasing ability to carry out experimental work. Good progress is made in the understanding and use of scientific vocabulary. Skills in information technology develop well in word processing and satisfactorily in the use of graphics software. However, progress overall is unsatisfactory because shortages of hardware mean that pupils do not have opportunities to develop skills in control or monitoring

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The school’s results and achievements

12 Throughout the school, teachers skilfully use work in other subjects to promote literacy skills. Similarly, numeracy skills feature prominently in the work in a number of subjects. On some occasions, in some subjects, higher attaining pupils do not make the progress they are capable of because lessons are over directed by the teachers. Few challenges are presented to these pupils to plan their own approaches to a problem or to devise their own methods of recording their answers.

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The school’s results and achievements

13 Pupils identified as having special educational needs make good progress. This is largely due to the skilful way in which teachers provide them with achievable challenges and to the very good use of classroom assistants, who are often involved when work is planned and who have a very good understanding of the needs of these pupils. Hayes Meadow County Primary School - 13

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Pupils’ attitudes, values and personal development

14 Children in the nursery and reception classes quickly develop positive attitudes to learning. They enjoy their work and concentrate for suitable lengths of time. They relate well to each other and to adults. As they move from the nursery to the reception classes children become more enthusiastic and eager learners. They are sensitive to the feelings of others, respect each other’s work and behave well.

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Pupils’ attitudes, values and personal development

15 Most pupils demonstrate very good attitudes to their learning, listen carefully and attentively to instructions, settle down quickly to their tasks and are able to sustain very good levels of concentration throughout lessons. They ask pertinent questions and seek advice and support when necessary. Pupils enjoy coming to the school and are happy and relaxed in the presence of the staff and the adult helpers. When lessons are delivered with pace and clear targets, their work is of very good quality and they respond very well to the enthusiasm generated by the teaching and support staff. A good range of extra curricular activities support and extend the learning opportunities for the pupils, and these are very well attended. Some very good examples of individual, paired and group working were seen during the inspection and pupils demonstrated an enthusiastic and willing response to teachers’ questions during the lessons.

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Pupils’ attitudes, values and personal development

16 A particularly good feature of the school is the way in which pupils with special needs are happily integrated into all classes. As a result of the very good support that they receive, they grow in confidence and are keen to learn.

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Pupils’ attitudes, values and personal development

17 The standard of behaviour in the school is very good, both in the classrooms and in the recreation areas. Movement about the school is orderly and well controlled and no indication of boisterous behaviour was seen during the inspection. The school provides an orderly, peaceful and harmonious environment where pupils are able to work effectively to the best of their ability. In classrooms, pupils behave very well and are able to concentrate on their tasks. In the very few isolated cases seen where a restless pupil did cause minor disruption, staff reacted very quickly and effectively to restore the calm atmosphere which is a feature of the school. Classroom and school rules and the Code of Conduct are clearly displayed around the school and keenly observed by the pupils. Very effective procedures are in place for dealing with disharmony or oppressive behaviour and incidents are very rare. Bullying in the school is not a

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Pupils’ attitudes, values and personal development

problem and pupils expressed satisfaction in the very prompt action staff take when a suspected incident is reported. Pupils are very happy in the school and clearly understand the role they have to play in both their learning and their attitudes. There have been no exclusions from the school.

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Pupils’ attitudes, values and personal development

18 The personal development of the pupils is very good and is based on the school ethos of care and consideration for themselves, others and their property and which is effectively promoted through the school's personal, social and health education programme. A common feature of the school is the presence of pupils from Key Stage 2 working with, playing with and generally supporting the younger children in the school. They undertake these tasks with enthusiasm and considerable commitment and help the younger children to understand the qualities of care and consideration, which they in turn will need to demonstrate as they move through the school . Particularly noticeable was the way in which the pupils with special needs are included in these activities. Staff know and understand the needs of their pupils and are very good role models in encouraging the pupils to show care and consideration for their peers. The older pupils are

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Pupils’ attitudes, values and personal development

allocated areas of responsibility with specific tasks, which they carry out confidently and reliably. They earn the trust and respect of the staff and help the staff and other adults in the school in a variety of ways, all of which enhance their personal development and understanding.

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Pupils’ attitudes, values and personal development

19 Relationships in the school are very good, with obvious mutual respect between staff and pupils. Pupils have confidence in the staff and in class helpers, including parents, governors and pupils from other schools and colleges. The pupils are able to learn and develop from the very positive examples and standards set by the school staff and gain confidence in dealing with visitors to the school. The pupils show respect for their own and other people's property and for their environment. The school is a clean, tidy and secure area and there is no evidence of graffiti or vandalism. Pupils talk openly and freely about themselves and their school and are Hayes Meadow County Primary School - 14 polite and courteous in their dealings with adults.

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Pupils’ attitudes, values and personal development

20 Attendance at the school is satisfactory and is in line with national averages. It has remained at this level for several years. Most absences are explained and the level of unauthorised absence compares very favourably with national averages. Procedures for recording attendance are in line with statutory requirements and parents and pupils are well aware of the importance and value of regular attendance. Pupils arrive at school on time and lessons start promptly; there are few incidents of late arrival.

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HOW WELL ARE PUPILS TAUGHT?

21 The quality of teaching is good overall. Of the 77 lessons seen, almost eight out of ten were good or better and three out of ten very good or better. This is a considerable improvement since the last inspection in 1997 where 15 per cent of the lessons were unsatisfactory and the quality of teaching was judged to have serious weaknesses.

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HOW WELL ARE PUPILS TAUGHT?

22 Teaching was judged to be very good in music at Key Stage 2 and good in English, science, art, geography and religious education, and in history and music at Key Stage 1 and mathematics and design and technology at Key Stage 2. Numeracy skills are well taught at both key stages. Skills in literacy are taught satisfactorily at Key Stage 1 and well at Key Stage 2.

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HOW WELL ARE PUPILS TAUGHT?

23 Teaching that is good or better is seen throughout the school. Very good or better teaching is observed in reception, the early part of Key Stage 1 and in most classes at Key Stage 2. Two lessons were judged as excellent, a handwriting lesson at Key Stage 1 and a music lesson at Key Stage 2. In the handwriting lesson the teacher’s relationships with her pupils were of the highest quality, a crisp pace was maintained throughout and an excellent plenary session at the end of the lesson provided very good opportunities for pupils to think about how they might improve even further. During the music lesson on the theme of ‘Africa’, the teacher had very high expectations of what the pupils could achieve. Pupils responded by working very hard to perfect their performances, and the teacher’s meticulous preparation ensured that all pupils were given this opportunity. In addition, in 11 other lessons excellent features were observed, the

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HOW WELL ARE PUPILS TAUGHT?

most frequently occurring being outstanding organisation and class management. In the best lessons seen, teachers plan, organise, and manage classes well. Lessons here proceed at a brisk pace. Teachers are confident and knowledgeable. Lessons are carefully prepared with detailed planning which carefully matches tasks to pupils’ abilities.

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HOW WELL ARE PUPILS TAUGHT?

24 Lessons for all subjects are organised for whole class, group or individual teaching as required. The introduction of the National Literacy and Numeracy Strategies has helped to provide a common overall structure for planning throughout the school.

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HOW WELL ARE PUPILS TAUGHT?

25 The quality of teaching of children under 5 is good overall, with eight out of ten lessons good or better and four out of ten very good. Almost all of the very good teaching occurs in reception. In very good lessons, the teacher shows a thorough knowledge and understanding of the needs of young children, provided challenge for them and has good class management. For example, in a lesson about observing ‘mini beasts’ in their environment, the teacher’s skilful questioning and careful organisation of the lesson enabled children to make very good progress in deepening their knowledge of habitat and of care of the environment.

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HOW WELL ARE PUPILS TAUGHT?

26 At Key Stage 1, seven out of ten lessons were good or better and one in ten were very good or better. Throughout the key stage, teachers plan carefully for their mixed age classes to ensure that pupils are properly challenged. Resources are well prepared and imaginatively used.

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HOW WELL ARE PUPILS TAUGHT?

27 At Key Stage 2 a greater proportion of high quality teaching was observed than at Key Stage 1. Of the lessons observed eight out of ten were good or better, with more than three out of ten very good or better. A very good literacy lesson observed contained work that was very well matched to pupils' needs and abilities and proceeded at a rapid pace. Similarly, in a very good mathematics lesson designed to improve pupils’ mental agility, they rose to the challenge of quickly recognising prime numbers and multiples.

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HOW WELL ARE PUPILS TAUGHT?

28 There has been an improvement in the quality and use of teachers’ day to day assessments of their pupils since the last inspection, where this was judged to be a weakness. The use of Hayes Meadow County Primary School - 15 assessment was satisfactory with many good features at Key Stage 1, and good at Key Stage 2. For example, in a literacy lesson at Key Stage 2, the teacher’s very skilful questioning and discussion with pupils provided a very clear picture of their preferences. This enabled the teacher to guide pupils to choose books suitable for their levels, so that later, pupils felt confident and comfortable to contribute to a class discussion on different genres.

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HOW WELL ARE PUPILS TAUGHT?

29 Overall, homework makes a satisfactory contribution to pupils’ learning in a range of subjects. Where it is used well it helps pupils to make even better progress. For example, Year 3 pupils’ observational drawings produced at home were used as the basis for their art lessons about tone.

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HOW WELL ARE PUPILS TAUGHT?

30 There is good teaching provision for pupils with special educational needs. Work for these pupils is carefully thought out and takes account of the targets in their individual education plans. Classroom assistants are well informed about the content of lessons, often being involved in either planning or assessment. Their skilful support for special needs pupils helps these pupils to play a full part in lessons and to make good progress.

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HOW WELL ARE PUPILS TAUGHT?

31 Teachers carefully plan opportunities for pupils to take part in experimental and investigative activities. For example, in science pupils were challenged to find out whether different substances are soluble in water and in mathematics pupils worked out the best way to spend money. However, these activities are very often over directed by teachers and opportunities for pupils, particularly higher attainers, to devise their own tests or methods of recording are more limited.

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PUPILS?

32 The school provides its pupils with a well balanced and broadly based curriculum. It makes effective and relevant provision for the pupils’ intellectual, physical and personal development. The curriculum gives pupils a suitable foundation for the next stage of education. The planned curriculum fulfils all statutory requirements. The science curriculum includes a health education programme that encompasses sex education and drugs awareness. The school is successfully implementing the National Literacy Strategy and the National Numeracy Project. These steps are having a positive impact on the pupils’ learning. The school teaches all subjects of the National Curriculum and religious education and the time allocated for teaching different subjects is adequate. The school correctly emphasises the investigative element of work in subjects such as science, although in some lessons there are not enough opportunities for

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PUPILS?

higher attaining pupils to plan their own work. There are policies and schemes of work in place for all subjects. The school makes very effective use of extra curricular activities to broaden pupils’ experiences. The nationally agreed Desirable Outcomes for Learning form the basis of the curriculum for children under five, and the school also takes into account the recommendations of the new ‘Early Learning Goals’. The curriculum for children who are under five is very good. It prepares them very well for work at Key Stage 1 of the National Curriculum. The quality of the curriculum was an area of concern at the time of the previous inspection and good progress has been made in addressing the issues raised in the report.

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33 The school makes good provision for pupils on the register of special educational needs. These pupils enjoy good access to the whole curriculum. Appropriate systems are in place for the identification of their special needs and for the formulation of their individual education plans.

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PUPILS?

34 The school is successfully implementing an arrangement where pupils of similar age and ability work together in mathematics lessons at Key Stage 2. This is working well and is assisting pupils’ learning and progress. The school is ensuring the step by step development of learning in English, mathematics and science through the improvement in its systems for curriculum planning. This includes long, medium and short term planning. The provision for children who are under five and the curriculum for art are very good. The curriculum for mathematics, science and music is good. It is satisfactory for all other National Curriculum subjects. It is not possible for the school to fully implement the planned curriculum for information technology at Key Stage 2 because of the lack of suitable hardware. The school bases the curriculum for religious education on the locally agreed syllabus. The religious education curriculum is of good

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PUPILS?

Hayes Meadow County Primary School - 16 quality. It is stimulating and relevant to pupils’ needs. Homework is set on a regular basis. This gives a good level of support to work in lessons.

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PUPILS?

35 A very good number and range of extra curricular opportunities effectively enrich and enhance the curriculum. These include various sports, French, ornithology, music, information technology and environmental studies. About one hundred pupils in total support the activities, which take place on three evenings per week. Pupils make visits to local centres of interest and, towards the end of Key Stage 2, have the opportunity to participate in residential visits. These are effective in developing pupils’ social skills and their awareness of the wider community.

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PUPILS?

36 The school’s provision for the spiritual, moral, social and cultural development of its pupils is very good overall and has improved since the previous inspection. It correctly places much importance on these elements of pupils’ development and makes very effective use of this area of education to develop, broaden and deepen pupils’ understanding, values and experiences.

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PUPILS?

37 The provision for the spiritual development of pupils is good. This is an improvement since the previous inspection. The youngest children in the school have a suitably wide range of activities that give them opportunities to reflect and wonder. An example of this was seen when children marvelled at the range of life in the school’s wild area. The school provides many opportunities for reflection in the daily act of collective worship, for example by enabling pupils to reflect on the meaning of special gifts and talents as they consider the day ahead. Requirements for collective worship are fully met. The school incorporates spiritual opportunities naturally into many aspects of its work through effective use of plenary sessions when learning is reviewed and reflected on at the end of lessons. In personal and social education lessons pupils reflect on feelings and emotions. This gives them valuable opportunities to explore their own feelings,

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PUPILS?

needs and emotions and those of others. Subjects, such as religious education, science, music and art help to promote pupils’ spiritual development. For example, pupils listened with rapt attention to a recording of their compositions during a music lesson. There is a clear spiritual ethos in assemblies and many lessons. This provides a good and effective base for the work of the school.

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PUPILS?

38 The provision for the moral development of pupils is very good. This reflects the findings of the previous inspection. The school is very effective in teaching pupils the principles that distinguish right from wrong. This begins on entry to the nursery and develops well as the pupils progress through the school. There is a strong code of conduct implicit in all actions. All members of the teaching and non teaching staff provide very good role models. They ensure that their dealings with issues are firm and fair. Teachers talk through any transgression of the code of conduct with pupils and, when necessary, with parents. The pupils are honest and trustworthy. They are well aware of what constitutes acceptable and unacceptable behaviour. Pupils have many opportunities to explore and develop moral issues within the curriculum, for instance when examining environmental issues in geography lessons. Teachers make very

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PUPILS?

good use of lessons to reinforce messages of care and concern for each other and animals. Pupils tidy away equipment and learn to look after it carefully. This enables them to appreciate moral issues concerning other people’s property. They take good care of the work and artefacts on display around the school. Pupils quickly develop an understanding that they are responsible for their own actions and that there are consequences resulting from them.

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PUPILS?

39 The provision for the social development of pupils is very good. This reflects the findings of the previous inspection. Children in the nursery and reception class have many opportunities to develop independent attitudes to learning. Teachers build on and increase these opportunities, as pupils become older and more mature. Pupils have many opportunities to work cooperatively and collaboratively in lessons. For example, in science lessons pupils work well together when carrying out investigations. This helps in the development of their social skills. The school prepares pupils carefully for their transfer to secondary school. The annual residential visit for Year 6 pupils helps to enhance a sense of group identity and develops pupils’ understanding of acceptable group behaviour. Pupils listen with respect to each other when discussing work and teachers value these contributions. All members of staff foster good relationships between

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PUPILS?

pupils and between pupils and themselves. The school develops pupils’ concepts of citizenship through their participation in the work of the school community and their involvement in a variety of tasks around the school. For example, pupils serve meals and look after younger children at lunch times. These are pleasant social occasions where pupils of all ages mix, eat and talk together quietly and calmly. Pupils have a very effective involvement in the wider community. Hayes Meadow County Primary School - 17 They raise money for a range of local and national charities, sing in local churches and give concerts for families and friends.

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PUPILS?

40 The school makes very good provision for the cultural development of pupils. This is a significant improvement since the previous inspection. The school provides pupils with many opportunities to develop awareness of their own culture. They visit local places of interest as part of their work in history and geography. For instance, the school makes effective use of the village and of the local canal system. Pupils visit museums and art galleries and are well aware of their cultural heritage. They learn about life in non western cultures such as Africa and India in history and geography lessons. The school teaches pupils to respect and value other people and cultures well. Pupils learn about other religions and beliefs. This mainly happens during religious education lessons where pupils learn about Judaism, Islam and Sikhism. Representatives of different faiths and cultures visit the school to talk with pupils. The school

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teaches pupils to value and respect all faiths and beliefs and prepares its pupils well for life in a multicultural society.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41 The school provides a secure and caring environment for all its pupils and has made very good progress in improving the quality of this provision since the last inspection.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42 Procedures for child protection and for the health, safety, security and welfare of the pupils are in place and are of very good quality. Staff are fully aware of the action to take in the event of a suspected case of child abuse and they are able to recognise the signs which could indicate any incidents. The acting headteacher is the person nominated as being responsible for child protection in the absence of the headteacher. The safety and security of the pupils during lessons is of paramount concern to all the staff at the school and all reasonable precautions are taken. There is complete trust between pupils and staff. Staff understand and respect the problems of their pupils and adopt a very sympathetic and considerate approach when dealing with them. This consideration consolidates the trust which pupils have in the staff and promotes their self esteem. Staff demonstrate a very high standard of concern for the safety and welfare

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

of their pupils and maintain very close links with parents to ensure that the needs of the pupils are best served. Links with external agencies such as the police and medical services are very well established and are of considerable benefit to the pupils and to the school. All members of the school staff are qualified to administer emergency aid in the event of an injury occurring and parents are informed if and when any action is taken. Supervision during recreation periods and lunch time is of good quality and all the non teaching staff are a great asset to the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43 Procedures for monitoring pupils' academic performance and personal development are good. In classrooms, the non teaching assistants work very closely with the teaching staff and maintain ongoing records of the responses made by the pupils during the lessons. This assessment is evaluative and regular, especially in key areas and helps teachers to monitoring pupils’ progress well. Detailed and extensive assessment, supported by formal and informal testing, allows staff to plot individual and class progress continuously through the school. In all classes teachers skilfully match tasks to pupils’ differing abilities and, as a result, pupils make good progress in their lessons. The procedures adopted allow staff instant access to information regarding the way in which individual pupils are performing against their personal targets and this information is then used for future planning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44 Good assessments of the progress of pupils with special needs help teachers when they conduct regular reviews of the pupils’ individual education plans. Good individual help is provided for pupils with physical disabilities. For example, a pupil experiencing speech problems was given the confidence to practise letter sounds because of the patience, sensitivity and humour with which the teacher approached the task. Consequently the pupil concentrated hard and made good progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45 The personal development of the older pupils is promoted through the trust staff place upon them and the way in which they are encouraged to support, help and guide the younger members of the school community. Pupils are allocated specific tasks to perform and, while opportunities to use their own initiative are limited, pupils do become involved and work with enthusiasm and determination. Very good examples of the care and consideration of older Hayes Meadow County Primary School - 18 pupils for those younger than themselves were observed during the lunchtime break. Not only do the older pupils serve the meals at the dining tables, using a ‘family service’ system, but they also keep the younger pupils occupied during periods when the weather restricts outside play or whilst the younger pupils are waiting for their turn to take their lunch.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46 Pupils support school functions and play a good role in the links which the school has developed with the community. Both musical and choral groups from the school have performed at the local church for the benefit and pleasure of the local community. Many villagers attended a recent church service at which the school choir gave a very competent performance.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47 The educational and personal support and guidance provided by the school is very good. About twelve parents provide very regular and valuable in class support for the staff in all areas of the curriculum. Governors also visit the school on a regular basis and work in the classrooms with the teachers. Everyone providing help in the classroom works carefully with the teacher and is given clear and detailed advice of the work that is required and the targets which have been set. The home/school partnership is very strong and parents are aware of, and support the school, in all its activities. Parents are well informed about the changes to the school curriculum and the literacy and numeracy strategies were the subject of special information meetings to explain to parents what would be involved and how they could help their children at home. Induction into the nursery is well planned and well managed; children are well prepared to start school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Parents are informed of what is being taught and are able to discuss any issues with the nursery and school staff when they collect their children at the end of each session. Transfer to the secondary sector is well organised. Pupils have the opportunity to visit the secondary school of their choice and experience the conditions and facilities available, and transfer takes place with the minimum of disruption. Good relationships exist between the school and the secondary sector. The number of out of school visits available to the pupils and the number of visitors to the school to cover various learning activities richly enhance the education programme for the pupils. A good system of rewards encourages good performance and effort and the pupils keenly contest recognition for these awards at the weekly school assembly.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48 Good procedures are in place for monitoring and promoting good attendance and the school has consistently been in line with national averages for some years. Almost all absences are explained and the school performs in line with or better than the national average for unauthorised attendance. Registers are regularly monitored and the school secretary plays a very important role in checking absences and following them up. The education welfare officer provides additional support when requested. The procedures in place and the diligence of the staff and secretary in monitoring the registers ensure that the school maintains a satisfactory attendance level.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49 Procedures for monitoring and promoting good behaviour are highly effective. Any pupil who has cause for concern about issues such as bullying can report to a member of staff and action takes place immediately to reassure that pupil. The very good procedures in place are very effective and as a result pupils are able to learn and play in a relaxed, caring, harmonious and safe environment.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50 A good number of parents provide regular support in most areas of the curriculum. Governors of the school also provide in class support for the staff. This help and support extends the learning programme of the pupils and further enriches their education. Parents are willing to support the school and are appreciative of the help and guidance their children are receiving. All parents are kept well informed of changes to school procedures and to the curriculum and special meetings are convened to inform them about special issues such as the National Literacy and Numeracy Strategies. Parents helping in the classroom work carefully under the direction of the class teacher and are given specific instructions and targets for the work to which they are allocated. The relationship between teachers and helpers is very good across all aspects of the curriculum. Information provided about the school is extensive and parents are

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

very well informed about all aspects of the school activities and achievements, academic and sporting, through newsletters or messages sent home. Information regarding the school curriculum is provided by letter at the start of each term. In all respects, the school serves parents very well in the quality and quantity of information provided and parents expressed Hayes Meadow County Primary School - 19 complete satisfaction with this. All of the positive views of the school expressed by parents at the pre-inspection meeting with the registered inspector and in the inspection questionnaires are fully supported by the inspection findings. Parents strongly support the school and, like their children, are very proud of it.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51 Parental help in the school helps pupils to adjust well to the presence of adults and offers them excellent opportunities to develop social skills, politeness, helpfulness and consideration for others.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52 The school holds three parents’ evenings each year, during which parents have opportunities to discuss their children’s progress. In addition they receive a written report at the end of each year. The parents’ evenings are very well attended and parents are appreciative of the quality of information that they are given about their children. The year end reports are detailed and provide useful guidance on how pupils are to improve. Again, parents appreciate the time devoted by teachers to providing this information in a clear and concise way. Staff are readily accessible to parents and parents can discuss any concerns they might have about any aspect of their children whenever they wish. Since parents are kept very well informed about how the school is functioning, they are able to provide considerable support for their children at home, especially with their reading. It is apparent from the pupils' homework and reading diaries that

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

many parents do provide this support, although this does not appear to have had a widespread effect on reading standards, particularly at Key Stage 1.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53 Parents of pupils identified as having special educational needs are kept well informed by the school and are fully involved in regular reviews of their children’s progress.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54 Overall, the views of the parents are that this is a very good school, where their children are valued and cared for by an efficient, dedicated and diligent staff and where they are able to receive a sound base on which to build their education. Staff are highly regarded and the home/school partnership is solid and well founded. Pupils are happy and relaxed in the school, the atmosphere is calm and welcoming and pupils are encouraged to work to the best of their ability at all times.

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