Other · Ofsted report

Langtree Community School and Nursery Unit

Inspected — · published 24 Apr 2002 · URN 113160

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Full report text

LANGTREE COMMUNITY SCHOOL AND NURSERY UNIT

Dates of inspection: 14 th to 16 th January 2002

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LANGTREE COMMUNITY SCHOOL AND NURSERY UNIT

Full 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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LANGTREE COMMUNITY SCHOOL AND NURSERY UNIT

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. Langtree Community School and Nursery Unit - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Nursery, infant and junior

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INFORMATION ABOUT THE SCHOOL

School address: Langtree Torrington Devon

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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: Mrs Patricia Soby

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: January 2000 Langtree Community School and Nursery Unit - 4

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responsibilities

10428 Dr T Simpson Registered inspector Science Art and design History Music Religious education Equal opportunities Special educational needs The school’s results and pupils’ achievements How well is the school led and managed?

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responsibilities

19639 Ms G Anderson Lay inspector Pupils’ attitudes, values and personal development How well does the school work in partnership with parents? 21904 Mrs D Gale Team inspector English Geography The Foundation Stage How good are the curricular and other opportunities offered to pupils?

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responsibilities

24891 Mrs J Johnson Team inspector Mathematics Design and technology Information and communication technology Physical education How well are pupils taught? How well does the school care for its pupils?

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responsibilities

Serco QAA Ltd Herringston Barn Herringston Dorchester DT2 9PU

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responsibilities

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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responsibilities

The Complaints Manager Inspection Quality Division

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responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Langtree Community School and Nursery Unit - 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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HOW HIGH ARE STANDARDS? 10

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

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 24

Langtree Community School and Nursery Unit - 6

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INFORMATION ABOUT THE SCHOOL

Langtree is a small primary school in North Devon serving a number of surrounding villages. Several pupils also come by choice from the nearby town of Torrington. The social background of the intake is mixed. There are 100 pupils on roll, including 29 who are in nursery or reception classes. This latter group is described as being in the Foundation Stage. There is approximately the same number of boys as girls on roll. There are no pupils from ethnic minority backgrounds or who speak English as an additional language. The percentage of pupils with special educational needs is near the national average, but the percentage with statements of special educational need is well above average. The percentage of pupils who are entitled to free school meals is low. Attainment on entry is wide ranging, but overall is at the expected level.

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HOW GOOD THE SCHOOL IS

This is now an effective school. Standards in English are improving and standards in reading are now at the national average. The achievement of most pupils is at least satisfactory. Teaching overall is good or better in most lessons. Pupils are well supported by staff, have very positive attitudes and behave well. Provision for spiritual, moral and social development is good. The acting headteacher and staff have a strong corporate vision for taking the school further forward and the capacity to do this. In the relatively short time since the last inspection the school has made good overall improvement. Despite its high costs, it provides satisfactory value for money.

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What the school does well

• Teaching is at least good in most lessons, which is contributing to improving standards, and staff throughout the school have a shared commitment to improvement. • The school is well managed and its developmental priorities are highly relevant. • Pupils have very positive attitudes and enjoy coming to school. As a result most are keen to learn and relationships are very good. • The school is very popular with parents who are provided with good quality information. • The school’s provision for pupils’ personal development is good. • Provision for pupils with special educational needs is good and as a result most make good progress. All pupils are well cared for.

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What could be improved

• Standards in science are below average by the end of Year 6 and not improving at a fast enough rate. • Current provision for physical education does not meet statutory requirements. • Provision for design and technology does not meet statutory requirements. • Standards in writing are still not high enough. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in January 2000, when it was judged to have serious weaknesses mainly related to provision for English and information and communication technology. As the result of a concerted effort by the management and staff there has been good improvement in the relatively short period since, and most of the key issues then raised have been addressed. The teaching of literacy is now good and the National Literacy Strategy is fully in place. Statutory requirements for information and communication technology are now met and this is already impacting positively in the standards being reached. Pupils’ behaviour is better than previously reported. Overall planning is better and the provision Langtree Community School and Nursery Unit - 7 for pupils’ social development has improved. Assessment strategies and the school’s partnership with parents have improved significantly. Management is better, with good monitoring systems now in place.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There are some areas that the school has not yet had time to address. Standards in science are still not good enough and the school’s provision for design and technology is still unsatisfactory. There are still some imbalances in curricular provision. However, in view of the improvements made since the time of the last inspection, it is the judgement of this inspection that the school no longer suffers from serious weaknesses.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

English E E D E well above average above average A B

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Key

mathematics D C E E average below average C D

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Key

The asterisk means that the school’s performance is in the lowest 5 per cent of similar schools nationally. For various reasons these results are misleading and disguise the improvements the school is making – particularly in English. For example, there were only ten pupils in the group that sat the tests in 2001. Of these, two had advanced special educational needs and only four had been pupils at the school since Year 2. The two pupils with the special educational needs entered the school during Year 6. The current Year 6 includes two pupils with statements of special educational need. The percentage of pupils who reached the expected Level 4 in the tests was actually slightly above the national average in English and the school’s target was met. The small number of pupils in each year also affects the results in mathematics. In 2001, for example, the school failed to meet its target because of a single pupil failing to reach Level 4, while in the previous year, results were at the national

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Key

average. The finding of the inspection is that current overall standards in English, including literacy, have to be judged as still below average at the end of both Year 2 and Year 6. This is because of weaknesses in writing that have still not been fully resolved. Standards in reading and speaking and listening, however, are average in both years. Standards in mathematics are currently average at the end of Year 2 but below average at the end of Year 6. Standards in science are also average at Year 2 but below average at Year 6. When improvements in individual pupils’ performance between Year 2 and Year 6 are analysed, most individual pupils - including those with special educational needs - achieve at least satisfactorily. However, girls achieve better than boys overall. The trend in results over the past few years has been below the national trend, but this is now being rectified. Standards in most of the other

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Key

subjects where it was possible to make a judgement are at the expected level and standards in music are above this. Most children in the Foundation Stage reach expected levels in all areas by the time they reach Year 1.

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Aspect Comment

Attitudes to the school Very good – pupils are enthusiastic about the school.

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Aspect Comment

Behaviour, in and out of classrooms Good – the pupils are aware of the school’s expectations of them. Langtree Community School and Nursery Unit - 8 Personal development and relationships Good – pupils respond well to opportunities to take responsibility and relate very well to adults and to one another.

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Aspect Comment

Attendance This has been unsatisfactory in the past, but is currently satisfactory.

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Aspect Comment

In most lessons, pupils are attentive and keen to learn. They have a good level of respect for the views and feelings of others. The very good relationships are supported by the culture of the school and by the staff as positive role models. During the last reporting year, attendance was unsatisfactory due to an isolated incident but it is currently in line with the national average.

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

Quality of teaching Satisfactory 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 in: Nursery and Reception Years 1 – 2 Years 3 – 6

The overall quality of teaching is good and this is having a positive effect on pupils’ learning. Although satisfactory overall at the Foundation Stage, there are good features to the teaching in the nursery. English and mathematics (including literacy and numeracy) are both taught well and this is impacting successfully on rising standards in both subjects. There are strengths in the teaching of music and no specific weaknesses in the teaching of the remaining subjects. A feature of the good and very good teaching at the school is a high level of expectation of both standards and behaviour. This has a positive effect on the rates of pupils’ learning. Conversely, in a small number of lessons, work is not matched accurately enough to the needs of different pupils, which adversely affects their motivation. Another strength of the teaching at the school is the very good pupil management. This results in good behaviour

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

and very good relationships in nearly all lessons. Teachers employ a very good variety of methods to motivate pupils and enhance the pace of their learning. Overall, the quality of teaching at the school meets the needs of the pupils well.

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Aspect Comment

The quality and range of the curriculum A broad curriculum is provided – but the provision for design and technology and physical education is unsatisfactory.

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Aspect Comment

Provision for pupils with special educational needs Good – these pupils are well catered for by teaching and support staff and as a result most make good progress. This is an inclusive school and pupils with special educational needs access all areas of school life.

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Aspect Comment

Provision for pupils with English as an additional language Not applicable

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall – provision for pupils’ spiritual, moral and social development is good, that for their cultural development is satisfactory.

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Aspect Comment

How well the school cares for its pupils Systems for assessing pupils’ attainment are good overall. All pupils are well cared for by staff and as a result feel happy and confident in school. Langtree Community School and Nursery Unit - 9 The school works well with parents and virtually all are satisfied with the provision it makes for their children. Child protection arrangements are satisfactory. However, there are insufficient formal procedures in place. Provision for design and technology does not meet statutory requirements. The school is not in a position to deliver the full physical education curriculum, but this situation is about to be remedied with access to a new village hall. There is a satisfactory range of extra curricular activities for pupils and a number of out of school visits and visitors to the school support learning and enrich the overall curriculum.

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Aspect Comment

Leadership and management by the headteacher and other key staff Overall management at the school is good. The acting headteacher and staff have a strong vision for raising standards further and the commitment and capacity to achieve this. The co-ordination of numeracy, information and communication technology and religious education is effective and that of literacy very effective. The co-ordination of several of the other subjects is largely nominal.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is very well informed and supportive. It monitors the work of the school effectively and fulfils most of its statutory responsibilities well. The main exception is that is has failed to ensure the full provision of the National Curriculum for design and technology.

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Aspect Comment

The school’s evaluation of its performance Good – the school has successfully evaluated its strengths and weaknesses and taken appropriate action.

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Aspect Comment

The strategic use of resources Good – resources are used efficiently and the budget is constructed in response to the school’s needs.

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Aspect Comment

Resources are sufficient overall. There are strengths in resources for music and in the provision of books, but weaknesses in those available to support physical education. The accommodation is satisfactory overall, except for the soon to be remedied inadequacy of accommodation for physical education. The school is well staffed. It has carried out some analysis of its cost effectiveness and makes purchases in relation to the best value it can get.

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What pleases parents most What parents would like to see improved

• They feel comfortable about approaching the school with questions or a problem. • Their children like the school. • The school is well led and managed. • The teaching is good. • The school works closely with parents. • There is not a great enough range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The team agreed with the positive comments. It judged the range of activities outside lessons to be satisfactory for a school of this size. Langtree Community School and Nursery Unit - 10

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The school’s results and pupils’ achievements

1. Deficiencies in English were major contributory factors to the school being judged to have serious weaknesses at the time of the last inspection. The school has since worked hard to overcome these. It has analysed data, established systems for tracking the progress of individual pupils, set targets and established booster classes. It has addressed gender issues by establishing appropriate role models and choosing texts with care. The result is that standards are improving as well as could be expected in view of the high proportion of pupils with advanced special educational needs in several year groups. The number of pupils with special educational needs and differences in aptitude between pupils in different year groups is also a significant factor in the standards being reached in mathematics. For example, one pupil out of a group of 10 who fails to reach a particular test level equates to 10 per cent, while the presence of two pupils with advanced

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The school’s results and pupils’ achievements

special needs equates to 20 per cent. For 80 per cent of the pupils to reach Level 4 or above in the 2001 English tests of pupils at the end of Year 6 in these circumstances must be satisfactory at the very least and a suitable reward for the efforts made by the school. Overall standards in mathematics are only slightly below the national average when taken over time. However, mainly due to the fact that the school has been focusing on the other two subjects, standards in science have not improved as much and are not as good as they should be.

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The school’s results and pupils’ achievements

2. The last inspection judged standards in information and communication technology to be below average at Years 2 and 6, and this was another contributory factor to the school being judged to have serious weaknesses. It was the judgement of this inspection that standards in this subject are now at the expected level at the end of Year 2 and the end of Year 6 – an improvement on the findings of the last inspection. However, the evidence available indicates an appropriate improvement in the standards being reached, with most pupils reaching expected levels in the strands that were seen. Standards in religious education are at the expected levels at the end of Years 2 and 6. In most of the other subjects, the expected levels are being reached. Standards are above the national expectation in music which is taught by a specialist throughout the school. There was not enough evidence to judge standards in design and technology or physical education

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The school’s results and pupils’ achievements

at either Year 2 or Year 6 or in geography at the end of Year 6. Overall standards are broadly as reported at the time of the last inspection with the exception of English – particularly reading – and music, where they are higher.

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The school’s results and pupils’ achievements

3. Children enter the school with a wide range of abilities, but overall these are around the expected levels. A crude interpretation of statutory assessment results would impinge adversely on a judgement on overall achievement. To compare overall results between entry and exit and between the end of Year 2 and the end of Year 6 would be totally inappropriate. This is partly because of the special educational needs factor which has already been discussed, and partly because of the movement of pupils in and out of the school. For example, only four out of the ten pupils who sat the 2001 tests at the end of Year 6 were pupils at the school when they sat the Year 2 tests. The two pupils with advanced special educational needs in the group entered the school during the course of their final year in primary schooling. When the progress of individual pupils from Year 2 tests to their results in the Year 6 tests is analysed, this indicates that most achieve satisfactorily

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The school’s results and pupils’ achievements

and that some achieve well. Assessment information indicates that girls achieve better than boys. This school has appropriately taken professional advice on this problem and has put in place a number of strategies to ameliorate it. No significant evidence of gender differences was noted during the inspection. Children in the Foundation Stage achieve satisfactorily and reach expected levels in all areas of learning by the time they enter Year 1. Most pupils with special education needs achieve well in relation to their prior attainment as a result of the good quality support they receive.

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The school’s results and pupils’ achievements

4. Within English, standards in speaking and listening are average at the end of both Year 2 and Year 6. Most pupils in Year 2 speak in clear sentences and use a range of appropriate vocabulary in discussions with their teachers and each other. Pupils in Year 6 listen with sustained Langtree Community School and Nursery Unit - 11 concentration to their teachers and many show an ability to listen and respond thoughtfully to each other’s views during group discussions. Standards in reading are also in line with the national average at the end of both Year 2 and Year 6. Higher attaining Year 2 pupils read unfamiliar text easily and with good expression. Average attaining pupils use a range of appropriate strategies to decipher unfamiliar words, while lower attaining pupils still have a basic sight vocabulary and use their knowledge of letter sounds to support their reading. By Year 6, the pupils have firm opinions

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The school’s results and pupils’ achievements

on the books they read and discuss characterisation well. Standards in writing, however, are still below the national average at the end of Year 2 and the end of Year 6. In Year 2 the majority of pupils write in simplistic terms and there is scope for further improvement in their spelling. In Years 3 and 4, pupils show an improving ability to organise their writing and to develop ideas imaginatively. In Years 5 and 6, pupils know how to adapt their style of writing to suit different purposes. However, they do not apply their knowledge of grammar and punctuation to their work and their handwriting is variable in quality.

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The school’s results and pupils’ achievements

5. Most Year 2 pupils have an appropriate knowledge of the language of mathematics and have an understanding of a range of mathematical concepts and processes – such as simple fractions and two- and three-dimensional shapes. Year 6 pupils have a wide range of relevant mathematical skills, but some are not fully confident with some, such as equivalent fractions. Year 2 pupils construct simple circuits and realise that different parts of flowers have specific functions. Year 3 and 4 pupils are aware of the need for fair testing in a scientific investigation, while Year 5 and 6 pupils successfully investigate reflecting beams of light. The scientific vocabulary of some of the older pupils is not well developed and they are unclear about some key concepts related to a scientific investigation. However, standards in science in Years 3 and 4 are currently as expected for pupils of that age – which bodes well for the future.

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Pupils’ attitudes, values and personal development

6. Pupils’ attitudes, values and personal development have improved since the last inspection. The very good attitudes they bring to school have a positive impact on their learning. They demonstrate a high level of enthusiasm, interest and involvement in their activities. Although test results show that boys do not achieve as well as girls, nevertheless they are just as enthusiastic about school. In science in Years 3 and 4, pupils are keen to contribute their ideas and are very highly focussed on their tasks. In a mathematics lesson in Years 5 and 6, however, when the pace slowed a significant number of pupils became bored. In a history lesson for Years 1 and 2, pupils were very interested in the topic, very attentive during discussion, and whilst keen to contribute, were also very willing to listen carefully to their teacher and to one another. They focussed very well on follow up tasks, and worked well together with a good level of concentration.

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Pupils’ attitudes, values and personal development

7. Pupils have maintained good levels of behaviour since the last inspection and it has improved at lunchtimes due to improved supervision and play equipment. In an art lesson in Years 1 and 2 a very calm quiet atmosphere was engendered which contributed to pupils’ creativity. There is little oppressive behaviour as any is handled well by the school, and because of the very good relationships in the school. There are no exclusions. Personal development and relationships are good, partly because pupils have a good understanding on the impact of their actions on others. The organisation of ‘family groups’ of pupils is very successful, with older pupils looking out for younger pupils, helping them to sort out their problems, listening to each other and respecting their ideas. Their respect for the feelings, values and beliefs of others is good as the school addresses difficult issues like bereavement sensitively and openly, developing the compassion and

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Pupils’ attitudes, values and personal development

understanding of all. Very good relationships are supported by the culture of the school and staff as role models. The initiative and responsibility of pupils is good and they respond well to opportunities. In an English lesson in Years 5 and 6 all pupils showed responsibility and positive attitudes and the teacher was able to leave the room to work with a group of pupils, and those remaining maintained quiet concentration.

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Pupils’ attitudes, values and personal development

8. During the last reporting year unauthorised absence was well above the national average making attendance unsatisfactory. However, this was due to an isolated incident and attendance is currently in line with the national average. Langtree Community School and Nursery Unit - 12

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

9. The overall quality of teaching and learning at the school is good, and the standard has been maintained since the last inspection. During the current inspection, teaching was judged to be satisfactory or better in all lessons, no unsatisfactory lessons being observed. It was good or better in seven out of ten lessons and very good in well over two out of ten. The majority of lessons were good or very good, with little difference between Years 1 and 2 and Years 3 to 6. In the Foundation Stage teaching is satisfactory overall, with some good features in teaching in the nursery. There are strengths in the teaching of music, which is taken by a part time music specialist and is consistently of a very good standard. There are no particular weaknesses in other subject areas – although there was insufficient evidence to judge teaching in design and technology, geography or physical education. The school makes good use of the expertise of

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

class teachers and in Years 3 to 6 all pupils are taken by specialist teachers for religious education and physical education.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

10. Teachers' knowledge and understanding is good overall. It has improved in Years 3 to 6 since the last inspection. This is particularly evident in literacy and numeracy lessons, where the national strategies are well established. Teachers were well prepared and no lack of knowledge of subject matter was evident in the lessons observed. In an effective Years 3 and 4 history lesson, for example, the teacher's good subject knowledge about primary and secondary sources enabled the pupils to extend their learning about the Egyptians and develop their skills of inquiry. Planning is satisfactory in Years 1 and 2 and good in Years 3 to 6. Teachers identify appropriate objectives in lesson plans and in the most effective lessons these are communicated clearly to the pupils. In a Years 3 and 4 mathematics lesson, for example, the objectives for the lesson were written on the board and discussed with the pupils at the start of the session. The individual needs of the pupils

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

are generally planned for and addressed well. In literacy and numeracy this includes appropriate work for the range of abilities within a class. This can include individual work for one pupil, as in a Years 1 and 2 literacy lesson based on adjectives and opposites. In science, information and communication technology and the other areas of the curriculum, however, planning does not always use pupil assessment in the provision of appropriate work for the full range of pupils in a class.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

11. A feature of the good and very good teaching is the high level of expectation. This has a positive effect on the learning process and the rate of acquisition of knowledge by the pupils. It was evident in many of the lessons observed during the inspection across the subject range. In the small percentage of lessons where expectations were inappropriate for the attainment level of some of the pupils, the pupils struggled to complete the task and eventually their motivation decreased. High expectations of pupils' behaviour are also evident in lessons and overall teachers' management of pupils is very good. This enables teachers to plan for pupils to work together in pairs or small groups and know that these sessions will be constructive. A good example of this was a Years 5 and 6 literacy lesson based on legends, which contained a good mix of whole class discussion and paired work. Relationships within the classroom are very good and

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

consequently pupils behave well and respond positively in lessons. Pupils are given clear guidelines and are reminded quietly and firmly if they deviate from the norm. Teachers use praise appropriately and their enjoyment and pleasure in the pupils' achievements are evident.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

12. Teachers work hard to motivate and involve pupils in their work, employing a very good variety of methods and different tasks within each lesson in order to do so. In a Years 3 and 4 personal, social and health education lesson, for example, the teacher devised a series of short role plays to help the pupils to understand the difference between an aggressive, an assertive and a passive way of responding to a particular situation. This enabled the pupils to work out similar responses to other situations and to discuss which they felt was the most effective. Pupils in Years 1 and 2 are animated by the use of a series of puppets and soft toys used by their teacher in their mathematics lessons. Teachers' questioning of pupils is always at least sound and often better than this. However, sometimes questions are 'closed', not opening up the range of answers possible in mixed ability classes. Teachers use homework satisfactorily in the support of learning.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

A Years 5 and 6 science lesson, based on how we see things, began with the pupils reporting back on their individual investigations of animals' eyes, a task completed for homework. Langtree Community School and Nursery Unit - 13 13. Pupils with special educational needs are well supported and planning has due regard for their needs. Well informed and enthusiastic support staff greatly enhance their learning and inclusion and contribute well to the good achievement that most are making.

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STUDENTS?

14. Although the school has initiated many improvements since the previous inspection, the curriculum overall has still to be judged as unsatisfactory because although it is broad, the statutory requirements for design and technology are not fully met. The time pupils spend in school is in line with recommendations and this previous weakness has been rectified. However, the organisation of the school day means that there is a lack of balance and time between subjects, so that time allocated to the various National Curriculum areas is inconsistent, particularly in Years 3 to 6. For example, insufficient time is allocated to design and technology for the curriculum to be covered at an appropriate depth. No impact on standards in any other subjects was noted during the inspection. Due to the school’s organisation of staff, the timetabling of literacy and numeracy continues, on some days, to be unsatisfactory in Years 1 and 2. There

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STUDENTS?

are also pockets of time which are not sufficiently planned to ensure maximum learning opportunities. For example, there is a timetabled session which includes numeracy assessment, ‘choosing’ and cooking. The school is unable to deliver the full National Curriculum for physical education as it does not have the accommodation. However, this situation is about to be remedied with the availability of a nearly completed and adjacent village hall.

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STUDENTS?

15. There are policies for most subjects, but not for history, geography and design and technology. There was no evidence during the inspection that this has significantly impacted on standards in geography or history. However, the school is aware of the need to develop these policies. The previous inspection identified the lack of schemes of work for the foundation subjects as a weakness. The government’s exemplar schemes of work are now used to guide planning. By basing many subjects on these exemplar schemes, and modifying the units, the school has ensured that the appropriate coverage of skills and knowledge in most subjects are maintained, and that they also reflect the needs of the pupils and the school. The school plans a cycle of topics for science, history and geography to ensure that the mixed age classes receive full coverage. However, the weakness in design and technology which was a minor issue of the

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STUDENTS?

previous inspection has not yet been sufficiently addressed. Medium term planning has been carefully developed, and this is an improvement since the previous inspection. Planning is better overall, but there is still scope for further improvement. Although improved consideration is given to the different abilities of all pupils in some subjects, for example literacy and numeracy, this is not consistent across the whole subject range.

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STUDENTS?

16. The school has improved the provision for information and communication technology. This now meets requirements, although there is insufficient use of this subject across the curriculum. Overall, the provision for literacy shows good improvement. The policies for English are carefully implemented so that there is consistency in teaching and learning in the subject. The school has given careful consideration to strategies for raising standards. The strategies for teaching literacy are good, with the consequent positive impact on what individual pupils can achieve. Similarly, the strategies for teaching numeracy are good. However there is insufficient extension and use of pupils’ literacy and numeracy skills across all areas of the curriculum.

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STUDENTS?

17. The curriculum for the Foundation Stage is satisfactory overall, with particular strengths in the nursery curriculum. In the nursery it is well developed, broad and balanced and matched to the six areas of learning appropriate to the age group. There is a good balance between teacher-directed and child-initiated activities. Staff work together effectively as a team, planning together on a weekly basis. There is no joint planning between the nursery and the reception class. However, the curriculum for children in the reception class has improved since the previous inspection. Planning is related to the Foundation Stage curriculum, with due attention to the National Literacy Strategy and the Numeracy Strategy. It is carefully planned to prepare a smooth transition to the subjects of the National Curriculum. Langtree Community School and Nursery Unit - 14 18. The school has an appropriate equal opportunities policy, which is regularly reviewed and this area

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STUDENTS?

is satisfactory. Careful consideration is given as to how issues of inclusion can be addressed, and in this the school is successful, particularly socially. All pupils have appropriate access, including to activities outside the school day. Boys and girls participate on an equal footing, and the school has initiated strategies to promote the achievement of boys. The opportunities for the great majority of pupils to make good progress are enhanced by the good behaviour of the pupils throughout the school, and by the support given by learning assistants. The school is also developing ways of recognising and addressing the needs of the more able pupils. Provision for pupils with special educational needs is good and planning has due regard for their individual needs. Individual education plans are thorough, regularly reviewed and involve all relevant parties in their construction. As a result of the support they receive, most achieve well in relation to their

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STUDENTS?

19. The provision for personal, social and health education is good. Although there is not, as yet, a formal scheme of work, the acting headteacher has attended training and ensured that the information gained has been passed to staff. In addition, an experienced classroom assistant plays a positive role in this aspect of pupils’ development. A system of ‘families’ has contributed to the emotional well-being and the confidence of pupils. The governing body has approved an appropriate policy for sex education, and the issue of drugs and health are dealt with in aspects of the curriculum, such as science. Visitors such as the school nurse and police play a supportive role in matters of health and safety. Moral and social issues are suitably and sensitively addressed during personal and social education lessons and circle time.

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STUDENTS?

20. There is a satisfactory range of extra curricular activities for pupils. The clubs organised by the school include football and netball. The range of educational visits and visitors to the school has a positive impact on pupils’ learning and enhances curriculum provision. Younger pupils use the local environment to support their learning in geography and history. Dartington Glass Works, Morwhellam Quay and Coldharbour Mill are included in visits, and older pupils participate in residential visits. Pupils in Years 5 and 6 benefit from the regular teaching of German which uses a small amount of curriculum time and extends into the lunch hour.

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STUDENTS?

21. Overall provision for pupils’ personal – including spiritual, moral, social and cultural – development is good. This is greatly supported by the positive example set by staff at all levels. Spiritual development is well promoted through good quality assemblies, which take place daily, and religious education lessons, both occasions frequently giving pupils the opportunity to reflect on a wide range of issues. In one particularly effective assembly, for example, a ‘dream space’ - accompanied by music - was created through which the pupils were successfully helped to reflect on their own individuality and aspirations. In another, prayer was used to support pupils’ developing understanding of challenging concepts related to an Old Testament story. There are also opportunities for reflection in other areas of the curriculum such as, for example, circle times. Pupils respond seriously to the opportunities provided for them. Provision for moral development is

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STUDENTS?

good. Every opportunity is taken to explore the principles of right and wrong. Again, assemblies and circle times contribute well to this. For example, issues such as ‘things that we wish had not happened in the past’ are confronted boldly. Other lessons are also used to support pupils’ moral development. In a recent English lesson, for instance, pupils were asked to add their own verse to Tennyson’s ‘In Memoriam’, ‘ringing out’ their unwanted attitudes. This produced pupil contributions such as: ‘I would like to ring out all bullies and sarcasm. I would love to ring out racism and beauty contests – not to forget terrorism.’ The school has an appropriate range of rewards and sanctions in place and each class agrees its own set of rules.

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STUDENTS?

22. Provision for social development is also good, which is an improvement on the findings of the previous inspection. All pupils are members of a number of ‘family groups’ which meet regularly to discuss whole school and individual issues. Older pupils, in particular, take their membership of these groups very seriously indeed and see them as an element of their responsibility to look after younger members during, for example, lunch and break times. Pupils at the upper end of the school also have a number of duties to perform such as looking after the dinner hall and library, preparing for assemblies and getting the computer suite ready. This is an inclusive school and all Langtree Community School and Nursery Unit - 15 pupils – including those with special educational needs – are involved well in all its activities. An example of the latter is the weekly supported integration of a pupil from a local special school who

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STUDENTS?

contributes well to the positive attitudes of others in the school, as well as gaining personally from his involvement with them. All pupils are willing to celebrate the successes of others. Where appropriate – such as at times of bereavement – global and personal counselling is employed effectively. Provision for cultural development is satisfactory. Geography and religious education lessons explore the lives of people of different cultures both in this country and abroad, while circle times touch on issues such as racism when relevant. Books and displays appropriately reflect the cultural diversity of this country beyond the immediate locality. Out of school visits and visitors to the school also play a part, while music contributes strongly – with pupils not only being given the opportunity to perform and compose, but also to listen to and appraise music from other – including non European – countries. There is also some contribution from art and design but this

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area is currently under developed. Parents are very positive about the school’s provision for the personal development of their children.

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23. The school makes good use of versatile links with the community to enhance pupils’ learning, and also their developing sense of citizenship. Pupils put on a performance at the Torrington Art Centre, both for parents and the public, as part of an arts festival. During the festival, artists come into the school and teach a successful workshop on making human sized puppets. Local industry is used for visits in relation to work in science and geography. The carol service each year takes place in different local churches, and the school contributes to the parish newsletter. Local organisations support the school well, and the football and netball teams are sponsored by local business. The school takes fundraising for charity seriously and has supported several charities over the year, and in particular one relevant to a family in school. Liaison with local schools is good, and is facilitated through the academic council. This has enhanced links with the secondary

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STUDENTS?

school through staff links and opportunity days for pupils in a diverse range of subjects. Links with two local primary schools for residential trips lead to a good foundation for friendships when pupils move on to secondary school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

24. Systems for assessing pupils’ attainment are good overall and have improved significantly since the last inspection. The good procedures for assessing and recording children’s progress in the nursery during the previous inspection, have been maintained. Children’s development in all areas of learning is assessed carefully through regular observations. The recording of the results of assessment is comprehensive and gives a clear picture of what individuals have achieved. In addition, informal records are kept by the teacher in the form of a diary. Reception children are formally assessed on entry to the reception class, and the results satisfactorily used to inform planning. Assessment is then ongoing with appropriate procedures for assessing their language and numeracy development. The Home Link Book provides a useful tool for assessing and recording children’s progress in reading.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

25. At both Year 2 and Year 6, the results of Standard Assessment Tasks in English and mathematics are analysed appropriately. This provides the school with information that helps to decide pupils' groupings within classes, to assess the relative progress of girls and boys and different ability groups as well as providing information about strengths and weaknesses in different areas of the curriculum. In English, for example, this informed the school's decision to focus on punctuation and spelling. In mathematics, questions least well done in the Year 6 tests are used to inform teaching in the 'booster class' for the next year. However, at present this information is not shared with teachers throughout the school so that a whole school policy for improving the pupils' performance in these areas can be implemented.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

26. In literacy, pupils do writing assessments each term and from these targets are set for them, although these are not always shared with the pupils as a matter of course. Reading assessment sheets are also completed each term. This year the pupils' reading diaries have been redesigned and now contain helpful information for parents so that they can be more effective in supporting their children. In mathematics, pupils are assessed on their mental arithmetic skills each year and the results of these are also analysed effectively. End of topic tests are done and pupils’ Langtree Community School and Nursery Unit - 16 achievements related to the key objectives are assessed and recorded. The achievements of pupils with special educational needs are regularly assessed and inform reviews of their individual education plans. A computer program is used effectively to chart their progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

27. Assessments for all the other subjects follow a similar format. Skills and topics learned by the pupils in each subject are recorded with reference to the nationally published guidelines and information is given in detail about those pupils who have not reached an appropriate level, or who have exceeded it. This is seen to be an interim position for information and communication technology. In science pupils are also assessed on their skills of scientific inquiry. Assessment information, however, is not always used enough to inform the levels of work provided for different pupils in science lessons. Each pupil has a record of achievement folder but the samples of work contained in this are not annotated with National Curriculum levels, which detracts from their usefulness. The day-to-day assessment of pupils' recorded work is good. Work is regularly marked, but the use of constructive comments to aid pupils' progress is variable in quality.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Reports to parents are of good detail but they do not always give parents a clear idea of their child's attainment with respect to the national picture. Assessments in all subjects are recorded and passed on to the appropriate secondary school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

28. All pupils are well cared for; teachers know them very well, are well aware of their needs and respond to them in a positive and supportive way. This ensures that pupils feel happy and confident in school. Procedures for child protection and for ensuring pupils’ welfare are satisfactory. Child protection issues are handled appropriately. However, the school could further improve formal procedures through training and the development of a formal policy. This area has not sufficiently improved since the last inspection and needs to be addressed. Health and safety procedures have improved with all staff and pupils appropriately involved ensuring that all are working in a safe environment. Inclusion issues are addressed effectively to ensure that challenging pupils get back safely into the classroom through support from trained class assistants. Induction procedures for the nursery children are good, and ensure that children are

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

familiar with their surroundings before entering the school. To help children become familiar with the reception class an opportunity is provided for the nursery children to mix with the reception children and become familiar with the reception teacher and a different environment.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

29. The monitoring of pupils’ personal development, and the personal support and guidance given to them, are good. Procedures for monitoring and improving attendance are satisfactory, and supported by an appropriate policy. The educational welfare officer monitors attendance and registers termly and gives appropriate support when required. Where there is cause for concern the school monitors attendance on a daily basis and parents are involved. Most parents are good at notifying the school about absence. Procedures for monitoring and promoting behaviour are good and work well. The policy is developed with staff, and is subject to review. The involvement of pupils in discussing school rules in circle time ensures they are known and understood by them all. The development of family groupings within the school promotes good behaviour through successfully developing in pupils a good sense of responsibility for each other. Good behaviour is

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

rewarded. Procedures for monitoring and eliminating oppressive behaviour are good, and promoted through a better understanding of each other’s feelings. This is developed through teaching pupils to listen to and value each other, developing their self-respect and teaching them strategies to deal with incidents. Incidents are minimal and dealt with effectively.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

30. Parents see a significant improvement since the last inspection and are very positive about the school. This is reflected in the questionnaire through which all parents indicated that they felt comfortable about approaching the school, and that their children liked school. Almost all feel the school is well led and managed, that teaching is good, and that the school works closely with them. Nearly a fifth of parents think that an insufficient range of interesting activities take place outside lessons, but the inspection recognises the difficulties for a small school and considers the provision to be satisfactory. A significant minority was not clear about whether their children are given the right amount of homework. The inspection considers the provision to be satisfactory in its contribution to children’s learning. There were written concerns about the number of teachers Langtree Community School and Nursery Unit - 17

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

taking the oldest class. The school is not in a position to deal with this at the present time. Questionnaires used by the school to elicit parental views, an ‘open door’ policy, governors and staff listening to parents and the taking of parents views into account when making decisions, like those on reports and uniform, have all contributed to the significant improvement.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

31. This approach has led to good links with parents, which has enhanced the contribution they make to the learning of pupils. The quality of information provided for parents, particularly about pupils’ progress, is good. Parents are happy with the annual reports, which have been modified over the last three years to take their views into account, giving specific information about their child’s progress together with other relevant information. Together with information from meetings, both formal and informal, and home/school contact books, parents now feel well informed. Regular newsletters, which are also published on the school’s website, keep parents up to date and well informed. The draft prospectus, which is near completion, will be attractive, informative and meet all requirements. From the time the children enter the nursery, parents are welcomed. Teachers meet with parents before the children start school, and parents are regularly informed about the

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

curriculum and what is happening in the nursery. Parents of pupils with special educational needs are involved at all appropriate stages.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

32. Parents make a good contribution to children’s learning at school and at home, which is facilitated by good school liaison. Reading books, particularly for younger children, are used well as a dialogue with home. A few parents help in school and offer transport when it is required. Parents give positive support to reading and mathematics with younger children, and homework is set for older children, which contributes to the quality of their learning. The parent teacher association gives very good support to the school and has raised a substantial amount over the last two years for climbing frame equipment, and pupils valued being involved in the choice of its design. This provision has contributed to better behaviour at lunchtime. The school’s increasing popularity with parents has led to a fifth of children choosing to come from outside its catchment area.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

33. At the time of the inspection, the substantive headteacher was not in school. An acting head has been in position since 1999, before the time of the last inspection. The acting headteacher provides effective leadership and is committed to further raising standards. Overall management at the school is good and is an improvement on the findings of the last inspection. The acting headteacher is well regarded by all parties – including the parents and staff – and has a clear view of the school’s needs and a vision for its further improvement, a vision which is shared by all her colleagues. She has worked very hard to establish a comprehensive monitoring system which includes data analysis, lesson observations and scrutiny of planning. She successfully obtains pupil and parental opinions to support some of the decisions that she makes. Appropriate arrangements are in place to manage the school in her absence. The co-ordination of numeracy is

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HOW WELL IS THE SCHOOL LED AND MANAGED?

effective and that of literacy very effective. The effectiveness of the co-ordination of literacy, for example, is well reflected in the rising standards in this area that were noted during the inspection. Teaching and planning are monitored by the respective co-ordinators and some pupils’ work is sampled to assess standards and coverage. The co-ordination of information and communication technology is also effective. The enthusiastic and well informed co-ordinator has supported teachers in lessons, samples pupils’ work and has played a significant part in the raising of standards in the subject throughout the school. The co-ordinator for religious education is also keen and well informed. She personally teaches the subject throughout the school, and so has a clear view of standards and its strengths and weaknesses. As a result of the school’s need to focus on raising standards in these key subjects, however, the co-ordination of some of the other

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HOW WELL IS THE SCHOOL LED AND MANAGED?

subjects is largely nominal. In particular this has had an adverse impact on science, where standards have not risen in line with other core areas.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

34. The governing body is very well informed about the school’s strengths and weaknesses and plays an appropriate part in monitoring its forward development. There are named governors for the core subjects, special educational needs and the Foundation Stage. All visit the school on rotation, meet the relevant co-ordinators and report back their findings. There is an effective committee structure in place which makes the work of the governing body as a whole more efficient. This Langtree Community School and Nursery Unit - 18 suitably includes a ‘Post Ofsted Action Plan’ committee which has the specific remit of monitoring the school’s progress against the issues raised at the time of the last inspection. Several governors - including the chair - help in school, working alongside teachers in lessons. The governing body fulfils most of its statutory requirements well. The only exceptions are that it has

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HOW WELL IS THE SCHOOL LED AND MANAGED?

failed to ensure that provision for design and technology and physical education fully meets the requirements of the National Curriculum. Management of the school’s provision for special needs is good. The acting headteacher co-ordinates the provision and has a good understanding of what is required. She is involved in the construction of individual education plans and ensures that those written by other members of staff are appropriate. The governors keep themselves informed about all matters related to the provision and are appropriately involved in making relevant decisions in areas such as finance and staffing. The acting headteacher and named special educational needs governor have both attended training on the new Code of Practice, which the school is currently in the process of implementing. All statutory requirements in respect of pupils with special educational needs - including those with statements of special educational need - are fully met.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

The co-ordinator for the Foundation Stage is knowledgeable and provides sound leadership in the nursery. However, there is no one with a clear role for the overview of all Foundation Stage provision. Routine administration at the school is very good.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

35. The school development plan is now an effective working document which is driven by the post inspection action plan. It includes a curriculum audit, time scales and the people responsible for overseeing different targets. It is fully costed and involves all relevant parties - including the governors - at different stages of its construction and monitoring. Structures for performance management are fully in place, as are procedures for supporting new staff. Appropriate arrangements for the construction and monitoring of the school budget have been established and are carried out effectively. The finance committee, for example, meets at least once a term to examine spending in detail, and local authority support is purchased to support financial administration. There was a large carry forward of funds from the last financial year to the present. This was partly related to personnel issues and partly to savings that the school was able to make

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HOW WELL IS THE SCHOOL LED AND MANAGED?

in premises improvements. The school has strategies in place to ensure its cost effectiveness. All major purchases - such as the recent construction of a path and disabled access - are only made after competitive tendering. Overall the school has sound regard for the principles of best value. Local authority benchmark information is scrutinised and compared with the school’s own spending. Extra money spent on supporting pupils - such as the provision of booster classes - is evaluated in terms of how effective this has been in raising standards. Appropriate use is made of extra funds provided to support staff training and special educational needs.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

36. There are sufficient resources overall to support teaching and learning. There are strengths in resources available to support music and in the quality and quantity of books. However, there are weaknesses in resources for physical education. The accommodation is satisfactory overall. The hall is inadequate for physical education, but this weakness is about to be overcome as the school will have access to the facilities available in the nearly constructed and adjacent village hall. Staffing is good and this is impacting well on standards. The school has raised overall standards - particularly in literacy - in the short period since the last inspection. It has addressed most of the issues then raised - including those which were deemed to be causing it to have serious weaknesses - and is now in a good position to improve even further. It is now effective and despite having above average costs provides satisfactory value for money.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Langtree Community School and Nursery Unit - 19

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The governors and staff should address the following matters in writing the action plan, in order to raise standards and improve the provision the school makes further:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a) Ensuring that the results of assessment are more finely reflected in planning and grouping. b) Improving the co-ordination and monitoring of standards and provision.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2) Ensure that the full National Curriculum for physical education is fully implemented when the new hall is completed. (See paragraphs 14 and 86.)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

3) Ensure that the provision for design and technology fully meets statutory requirements. (See paragraphs 14, 15 and 68.)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

4) Continue to improve standards in writing. (See paragraphs 4 and 51.)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(The current school development plan identifies aspects of science and design technology as areas for development).

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to these key issues there are some other less important weaknesses, which the school should consider for inclusion in the action plan. These involve weaknesses in the co-ordination of some foundation subjects, improving the quality of provision in art and design, increasing the use of information and communication technology across the curriculum, further improving formal procedures for child protection and increasing the use of pupils’ literacy and numeracy skills across the curriculum, and are found in paragraphs 16, 28, 33, 65, 66, 70 and 81. Langtree Community School and Nursery Unit - 20

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