St Jude's Catholic Primary School

SCHOOL

Dates of inspection: 20 th to 22 nd November 2000

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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. St Judes RC Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Bishopsfield Road Fareham Hampshire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: September 1996 St Judes RC Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Geoff Burgess 23708 Registered inspector Frances Hurd 09487 Lay inspector Tony Burgess 23330 Team inspector John Wain 29943 Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

4 Dodhams Farm Close Bradpole Bridport Dorset DT6 3EZ

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE St Judes RC Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

St Judes Roman Catholic Primary School serves families of mainly British heritage and from a range of social backgrounds in and around the town of Fareham. The number of pupils on roll has been constant at around 320 for the past few years. Nearly a quarter of pupils are on the special needs register of whom a higher than average six have statements of special need. Relatively few pupils are entitled to free school meals. Attainment on entry is varied but mainly above that found in most schools especially in expressive language and personal development.

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HOW GOOD THE SCHOOL IS

This is a good school where, under the very good leadership of the head, good teaching is enabling pupils to attain good standards when they leave. Given its above average intake and generous funding, the school gives satisfactory value for money.

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What the school does well

• Consistently good teaching in Key Stage 2 ensures that pupils achieve well in each class and that standards in mathematics and reading are high when they leave the school § Boys and girls are encouraged to work hard, enjoy their lessons and take a pride in their achievements and they develop very good attitudes to learning • Pupils’ personal development has a very high priority. They behave very well and are growing into mature, sensible & responsible citizens. Relationships throughout the school are excellent • Staff take good care to ensure that their pupils are safe, happy, and able to do their best by carefully monitoring their progress and development. • The school, by constantly monitoring and evaluating its work, is in a very good position to set and meet its challenging targets for improvement • The headteacher is a very effective leader and manager who has added direction, purpose and energy to the hard work and willingness of the school community in improving the

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What could be improved

• Standards in writing do not match those in reading or mathematics • Pupils’ well-developed capacity to take responsibility for their own learning and use their initiative to extend their work is not sufficiently exploited • Boys’ and girls’ achievements in Key Stage 1 do not match those in Key Stage 2 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

In the year following the last inspection in 1996, the results achieved by school leavers in national tests fell to average and below average levels. Since then the improvement trend in each subject has been ahead of that in most schools, and in mathematics, reading and science, standards are well above the national average now. Some action was taken to address the issues identified then but its impact was minimal and most required urgent attention when the new head was appointed. Substantial improvements have been made in many areas and, although writing and the need for pupils to take responsibility within lessons remain areas for development, the school is much more effective than it was a year ago. Overall improvement is good and the school is in a very good position to build on the strong foundations laid. St Judes RC Primary School - 7

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

Results in each subject have been consistently above the national average and the trend in improvement in overall school standards at eleven has been broadly similar to the national trend. The improving trend continued in mathematics and science in 2000 but results in English, notably in writing were down though still above average. However, when compared with schools in a similar situation, pupils achieved average standards in English, above average in science and well above average in mathematics. A similar overall improving trend by seven-year-olds was not sustained this year when well above average standards in reading, writing and mathematics fell to above average in reading and mathematics and below average in writing. Much of this fall was due to fewer pupils achieving higher standards than in previous years. Current standards generally match these with reading and mathematics still the strengths. The amount and overall quality of much written work is

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STANDARDS

still not as good but new arrangements where pupils are taught in ability groups for literacy and numeracy are beginning to help them to achieve more through the school. Standards in all other subjects observed are appropriate for the ages of the pupils concerned. Children make sound progress in their foundation year

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Aspect Comment

Attitudes to the school Boys and girls thoroughly enjoy their time in school and are very enthusiastic and wholehearted in the way they approach work and play. They try hard, talk confidently and join in willingly with everything offered. Behaviour, in and out of classrooms Very good behaviour throughout the school with little need for adult intervention makes a significant contribution to the way pupils’ learn, the harmonious feel of classrooms and the sociable nature of lunch and break times. Personal development and relationships Pupils act in mature and sensible ways and are very happy to take on any responsibilities when they are offered. They take an active role in making decisions on issues that affect them and are courteous and welcoming to visitors. Excellent relationships are an essential factor in the friendly, relaxed feel of the school. Attendance Children enjoy school so much that any absences or unpunctuality are

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Aspect Comment

The school is much enhanced by the contribution made by its children. The open and uncomplicated way they deal with life around the school is special and, by their very good behaviour and sensible enthusiasm, they make everyone’s time in school an enjoyable experience. St Judes RC Primary School - 8

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

Lessons seen overall Satisfactory Satisfactory Good

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

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

All teaching is at least satisfactory with more than half good especially in Key Stage 2 where nearly two-thirds of lessons are good. New arrangements for teaching in ability groups have made it possible for teachers to improve the match of work to pupil’s needs and increase the pace of learning in literacy and numeracy. The preparation, management and control of lessons are good throughout the school and learning is enhanced by pupils’ willingness to try hard and use their initiative. However, in some lessons activities are so tightly directed by the teacher that pupils’ potential to extend their own learning is not exploited. Music benefits from the teaching of a specialist but and information technology from the new computer suite otherwise there are no particular strengths or weaknesses in other subjects. Good provision, largely through special needs assistants, made for pupils who find learning difficult or who are receiving extra support with their

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

literacy skills, helps these pupils to achieve well. Teaching overall is good.

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Aspect Comment

The quality and range of the curriculum The school provides a rich and suitably varied curriculum enhanced by the contribution made by extra-curricular activities. Literacy and numeracy are strongly represented and newly established effective planning procedures ensure consistency and challenge across year groups. The school is aware that care needs to be taken in ensuring progression in the mixed age classes in the future. The taught curriculum for under-fives is appropriate for their needs. Provision for pupils with special educational needs Any children who show signs of not achieving as well as hoped are identified early and the school has a comprehensive system for assessing and meeting their needs and monitoring progress. Parents are fully involved and appropriate and attainable targets in their individual plans are regularly updated. Provision and teaching is good and pupils with special needs make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social & cultural development Staff make very good provision for pupils’ personal development with very good arrangements for the development of their social skills and attitudes and moral awareness. Curricular provision for pupils to appreciate their own cultural heritage, learn about and value cultural diversity and reflect on life is good. How well the school cares for its pupils The school takes very good care of its pupils and ensures that they are safe and not at any risk. It keeps a very close watch on their attendance, behaviour and personal development and maintains suitable records to note events or trends which may be significant. Teachers and other staff know the children very well and recently agreed assessment procedures are very good. Good communications with parents help to ensure that any problems are dealt with promptly.

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Aspect Comment

Staff have worked hard this year to good effect to improve the way activities in the various subjects are planned and monitored. The school has gone to a good deal of trouble to consult with parents and keep them informed about the many developments over the year. Almost all parents are very pleased with the way the school is helping their children to learn and mature. They are particularly impressed with the contribution made by the new head St Judes RC Primary School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff The contribution that the head has made to the substantial recent improvements in the school is outstanding. Well supported by the senior management team, she has shown admirable determination and wisdom in managing the very full agenda she inherited. Other staff have followed their example and leaders and managers in all areas of the school are becoming ever more effective and influential. The school is well led and managed How well the governors fulfil their responsibilities Governors are very supportive and keen for the school to succeed. They know the school well, are keenly aware of its strengths and limitations and have developed good arrangements for fulfilling their responsibilities. The head has ensured that they are fully involved in identifying what needs to be done to improve and as a group and individually they are providing the school with much necessary practical

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Aspect Comment

and moral support The school’s evaluation of its performance The school’s commitment to improvement is very good and there is every reason to believe that it will succeed. Monitoring, target setting and development have become a way of life and the school’s mission statement a focus for its actions. The whole school community is now involved in identifying what needs to be done and improvement planning is of the highest quality. The necessary very fundamental changes already made show just how effective the school’s actions have been. The head and deputy regularly observe teaching and learning in the classrooms and staff are given regular opportunities to discuss their professional development. The strategic use of resources The head and governors ensure that the school makes very good use of all its resources. Having resolved a substantial deficit, all spending is carefully managed, monitored and targeted on agreed priorities. A good

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Aspect Comment

supply of well maintained and used teaching resources have been accumulated in all subjects. Teaching staff are well deployed but there is scope to make better use of classroom assistants.

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Aspect Comment

The school has undergone a quiet revolution over the past twelve months. Real vision, sensitive management, determination and very high quality leadership have made it possible for all members of the school community to begin to use all their talents for the good of the children .

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What pleases parents most What parents would like to see improved

• their children enjoy going to school • teaching is good and their children are making good progress • the school is helping pupils to grow up sensibly and behaviour is good • pupils are expected to work hard and do their best • the staff are very approachable • the school is well led and managed • the work their children are expected to do at home • the information the school provides about how well their children are doing • the range of activities the school provides in addition to lessons

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What pleases parents most What parents would like to see improved

Inspectors agree with parents’ positive views but find that the school does as well as most other schools in the other three areas. St Judes RC Primary School - 10

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and that standards in mathematics and reading are high when pupils leave the school

1. With no unsatisfactory teaching and nearly two thirds of lessons good, teachers in Key Stage 2 are helping most pupils to achieve high standards, especially in reading and mathematics. Good work was also seen in science, history, music and physical education. Recently introduced planning arrangements are providing the structure for staff to prepare activities for pupils that pupils will find progressive and sufficiently challenging. The re-organisation of the key stage into two sets of parallel classes has been a spur to encouraging teachers to plan together and share their expertise. It has also given scope for work in literacy and numeracy to be taught in groupings based on attainment (‘sets’) which is helping teachers to improve the match of work to the needs of individual children and groups. This is especially useful in mathematics where the range of attainment present often requires a very different approach.

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and that standards in mathematics and reading are high when pupils leave the school

2. A good example of this was seen in the top ‘set’ of year five and six pupils where the teacher was able to pitch the work on perimeters at a very high level confident that her pupils would be able to cope. They in turn, really enjoyed the intellectual challenge and were able to use their good knowledge of tables and understanding of shapes to move the lesson along at some pace. At the same time, pupils in the middle ‘set’ working to the same objectives at their own level got great pleasure from their achievements converting measures from metres to centimetres, and then some moved on to more practical work using squared paper to find the perimeter. Parallel work in the lower set matched the ability of the group of pupils, who, because they were successful, also achieved well and worked hard and purposefully through the lesson.

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and that standards in mathematics and reading are high when pupils leave the school

3. Provision for reading is good throughout the school which means that by the time they leave, boys and girls are fluent and enthusiastic readers. Teachers in Key Stage 2 make good use of text in their literacy lessons but most work at the more individual level takes place in the first half-hour of the afternoon when pupils are provided with a range of reading tasks and opportunities. One of these is to change their ‘library’ books at the manned central library area, which they do sensibly and thoughtfully. Other groups in different classes were involved in sharing a book with the teacher, reading for information, dictionary work, play reading, using a computer to gather information, word games, reading magazines and newspapers and ‘free’ reading.

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achievements and they develop very good attitudes to learning

4. An important factor in pupils’ achievements throughout the school is their very good attitude to learning. They listen attentively, concentrate well, respond enthusiastically but sensibly in discussions or when questioned, and can be relied upon to get on with their work without the need for constant supervision. Very good examples of this were seen throughout the inspection. Boys and girls in reception joined in whole-heartedly with ‘One little speckled frog’ and then were entranced by what was in the teachers ‘surprise’ bag soon working out for themselves that it was ’pattern’ that the objects had in common. Older pupils in Key Stage 1 thoroughly enjoyed using the journey of ‘Barnaby Bear’ as a focus for a range of stimulating practical activities with a general geographic theme. They all attempted to complete their tasks enthusiastically, many collaborating and chatting animatedly about their work – the types of vehicles in Florida for instance.

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achievements and they develop very good attitudes to learning

5. In a music lesson for years three and four, the teacher required a great deal of careful listening and self-control from her charges and they responded very well. It was almost possible to feel the concentration when question and answer clapping patterns were being passed around the circle and despite the temptations, after a reminder, no time was lost when very inviting instruments were introduced. Older pupils in an outside games lesson on the playground next to the busy A27 completely ignored the distraction of the noisy traffic and every pupil was absorbed in his or her team game. One whistle was sufficient for the teacher to gain attention and, despite the noise, instructions and coaching points were followed promptly and with some energy. Competition was fierce but fair and it was obvious that they all had a really good and a very productive time. St Judes RC Primary School - 11

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are excellent

6. St Judes’ new draft mission statement talks about pupils ‘developing as caring individuals capable of critical thought informed by conscience’ and of boys and girls ‘accepting their responsibilities’. It became obvious during the inspection that this is very much a reflection of the ethos of the school and a benchmark for the various developments in the area of pupils’ personal development. A good example of this was in the measures taken to improve lunchtimes when lunchtime supervisors, other staff and children were asked their opinions about what was going wrong. As a result, consistent ‘golden rules’ were established, a ‘buddy system’ where older pupils keep an eye out for ‘lonely’ younger pupils introduced and stickers for positive behaviour provided for lunchtime supervisors. Everyone in the school community was involved in the process and a governors group will be repeating the survey at the end of term to gauge the impact of the new

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are excellent

7. The ‘buddy system’ came from discussions in the School Council which has real status in the school giving pupils a good chance to learn about citizenship and how they can make a difference. Candidates nominate themselves and have to set out why they should be elected and are voted into office. The minutes of half-termly meetings are posted on notice boards, discussed at governors meetings and where possible, actions are taken. Years three and four toilets were renovated as a direct consequence of this process.

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are excellent

8. As a Catholic school, much of its spiritual and cultural life is centred on the gospel values of the Catholic Church. Children’s liturgies planned by Key Stage teams with the clergy involve as many children as possible in celebration and worship. The school supports Lenten and Advent projects identified by the parish as well as ongoing projects such as the help for a school in Bafut in Cameroon. Pupils are also encouraged to have a wider view and children will be studying Judaism and Hinduism as part of a revised religious education programme. The recent restocking of the library provide the opportunity to include a collection of fiction from other lands which was prominently displayed during the inspection.

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Staff take good care to ensure that their pupils are safe, happy, and able to do their best by

carefully monitoring their progress and development.

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Staff take good care to ensure that their pupils are safe, happy, and able to do their best by

9. As noted above, the safety and happiness of all members of the school community are a matter of real importance. The governing body take their responsibilities in this area very seriously. Everything is done that should be done and the monitoring and tracking group was specifically set up to ensure that policies and procedures are adhered to. All staff know the children very well and the excellent relationships throughout the school mean that boys and girls are very happy to approach any adult with any concerns or problems. As noted above, the school does a good deal more than this to make it a secure and happy environment for children and adults alike. A very good example of this is the very effective counselling provided by a trained counsellor for a small group of pupils to help them build their self-esteem, deal with grief or manage anger. The school is delighted with the change for good this has brought about in these pupils’ social relationships and learning.

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Staff take good care to ensure that their pupils are safe, happy, and able to do their best by

10. The last inspection report said that ‘Assessment information collected is not generally of a good enough quality to inform planning’. Great improvements have been made in this area especially in literacy and numeracy where the progress of individual pupils has been recorded against National Curriculum levels and tracked for the past two years. The evidence this provides is being used to set targets for pupils and also to look for trends in the achievements of those identified as needing extra help or being higher attainers. Good use is made of initial assessments in the foundation year to identify children who will need extra help or support either academically or with their personal and social development. St Judes RC Primary School - 12

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set and meet its challenging targets for improvement

11. The staff and governing body have always worked hard in the interests of the children but until the arrival of the new head, regular monitoring of the work of the school had little impact on standards of teaching or learning. However, over the past twelve months there has been a transformation in the perceptions and expectations of staff and governors in this area. The local authority has been a very effective partner in this process.

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set and meet its challenging targets for improvement

12. A formal monitoring and evaluation policy has been introduced with clear and specific responsibilities for groups and individuals based on the collection and interpretation of information about standards and teaching. A dedicated monitoring and tracking committee of the governing body reviews all the evidence and reports back to the full governing body. Existing assessment procedures are being developed to improve the amount and quality of information available for staff to track the progress of individuals and groups. The information gathered has been used to identify the school’s priorities which are well set out and developed in the school improvement plan. Where possible, as in teaching and standards achieved, challenging measurable targets for school improvement have been set such as 20% of pupils in each class to achieve higher than expected standards for that age group.

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set and meet its challenging targets for improvement

13. Staff and governors are now fully involved in the process of school improvement and everyone is much more aware of the school’s real strengths and relative weaknesses. Several potentially difficult issues have been resolved directly as a result of the process, the increased awareness and the focus on action.

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school

14. Since September 1999, the head teacher has, in her own optimistic, pragmatic and determined way, been responsible for managing a quiet revolution in the development of the school. She provides very effective and positive leadership and has worked closely with the staff and the governing body to put in place policies and procedures to improve planning and decision making. Every issue from the last inspection has been addressed and weaknesses have become strengths. No aspect of the school has been ignored and every opportunity taken to make the most of its human and physical resources.

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school

15. She recognises that, although the school is doing well, it has great potential and is setting the highest standards for everyone who works there. The impact of her work can already be seen in several of the areas commented on above but just as importantly, very strong foundations for sustained improvements have been laid. In addition, through her encouragement, other leaders at all levels within the school are becoming ever more influential and effective. The headteacher's contribution to the present very healthy state of the school is outstanding.

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Standards in writing do not match those in reading or mathematics

16. The first sign of difficulties in this area came in this years national tests when results showed standards below average for the first time in several years. Current standards as observed in pupils’ work and in lessons show some improvement but not enough to begin to catch up with the high standards in reading and mathematics. Good work is being done in literacy sessions to teach pupils the structures and conventions of the language and to help with areas such as spelling and punctuation. The quality of handwriting throughout the school is very good with nearly all pupils able to write in a clear and well-formed joined script well before they leave.

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Standards in writing do not match those in reading or mathematics

17. However, little evidence was seen either during the inspection or in pupils’ previous work, of these learned skills being used in pieces of extended writing. Little ‘free’ writing was noted in the St Judes RC Primary School - 13 younger classes and though some very creative and evocative poems and interpretations in older pupils’ books showed just what they could do, no substantial pieces of written work had been completed. Neither was there evidence of boys and girls being required to edit and improve their own writing – or to share in improving the writing of their classmates. Despite the very good handwriting, little high quality, well-presented written work is on display.

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initiative to extend their work is not sufficiently exploited

18. Over the past year, pupils of all ages have been given more and more responsibility for what is happening around the school and opportunities to influence decisions which affect them. However, although this was an issue at the last inspection, this has not yet been adequately translated into pupils taking responsibility for organising their own work in class or being given opportunities to use their initiative. As noted above, these are very confident, self-motivated and sensible boys and girls with a lot to offer. They form a considerable resource which at the moment is not being sufficiently exploited.

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initiative to extend their work is not sufficiently exploited

19. Most work in most lessons is closely directed by the teacher with few opportunities for individuals or groups to choose the way they work or to pursue their own lines of thinking. When investigations are planned, too much information is given and pupils end up completing tasks rather than stretching their skills or understanding. In some classes, systems to involve pupils in managing the classroom have not been well enough established to give them the chance to contribute or to help adults to focus on supporting learning.

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Boys and girls achievements in Key Stage 1 do not match those in Key Stage 2

20. After peaking in 1998 where reading, writing and mathematics were well above average, standards achieved by seven-year-olds in national tests have fallen while they have gone up in other similar schools. Other than in writing, which is discussed above, eleven year olds have continued to improve at the same rate as nationally and results are still well above average. Standards observed during the inspection in lessons and in pupils completed work show that the same position is likely to be maintained this year with pupils in years one and two achieving less than in the older classes.

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Boys and girls achievements in Key Stage 1 do not match those in Key Stage 2

21. Whereas the re-organisation of the key stage into parallel classes has been a spur to encouraging teachers to plan together and share their expertise in Key Stage 2, this was not as evident in the lessons observed in Key Stage 1. Pupils’ experiences in the three classes can be very different not just in the activities provided but also in the ways of working established. The opportunity to better match work and support in literacy and numeracy to the needs of pupils of various abilities presented by the ‘setting’ used is not as well exploited as in Key Stage 2. Lesson planning is generally less detailed and sometimes the work expected does not match pupils’ abilities, as when lower attaining pupils struggled with the concept of coins being worth more than 1p, or maturity, as when five-year-olds were asked to make an accurate pencil drawing of a classmate.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

St Judes RC Primary School - 14 22. To make the most of recent improvements in the quality of the education the school provides and fully exploit the potential of its children, the governors, headteacher and staff of St Judes School should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) improve standards in writing across the school to match those in reading by: - giving all pupils sufficient uninterrupted time each week for them to use the skills they learn in their literacy lessons to produce extended pieces of writing - occasionally requiring pupils to edit and improve their own or their classmates work and rewrite it as a best copy

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) make the fullest use of the best resource they have, the capacity of their pupils to use their own resources to extend their own learning by: - empowering children of all ages to take responsibility for as much of what happens in the classroom as possible so that adults can concentrate on working directly on children’s learning - giving pupils choices about the way they work, open ended tasks and the chance to follow self-generated investigations or research so that they have the opportunity to stretch their thinking, their skills and their initiative as far as they are able

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) restore the improving trend in standards in Key Stage 1 by: - implementing both the above - building on new planning arrangements so that the best use is made of the combined talents of the teaching team - ensuring that what pupils do in each class focuses on the same learning objectives in terms of skills, knowledge and understanding and that it is chosen to match pupils attainments and maturity. St Judes RC Primary School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 8

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 53 47

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 325

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 22 FTE means full-time equivalent .

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Information about the school’s pupils

Special educational needs Nursery YR– Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 6

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 82

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Information about the school’s pupils

English as an additional language No of pupils Number of pupils with English as an additional language 1

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission 24

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Information about the school’s pupils

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

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Attendance

Authorised absence Unauthorised absence % % School data 4.2 School data 0.1 National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St Judes RC Primary School - 16

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 28 30 58

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National Curriculum Test/Task Results Reading Writing Mathematics

Boys 21 20 24 Numbers of pupils at NC level 2 and above Girls 28 27 29

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 86 (97) 83 (97) 93 (100) at NC level 2 or above National 83 (82) 84 (83) 90 (87)

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National Curriculum Test/Task Results Reading Writing Mathematics

Teachers’ Assessments English Mathematics Science

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National Curriculum Test/Task Results Reading Writing Mathematics

Boys 21 22 22 Numbers of pupils at NC level 2 and above Girls 27 28 29

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 83 (97) 88 (100) 90 (100) at NC level 2 or above National 84 (82) 88 (86) 88 (87)

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National Curriculum Test/Task Results Reading Writing Mathematics

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

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Attainment at the end of Key Stage 2

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 19 21 40

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 15 17 19 Numbers of pupils at NC level 4 and above Girls 18 19 21

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Attainment at the end of Key Stage 2

Percentage of pupils School 83 (87) 90 (85) 100 (85) at NC level 4 or above National 75 (70) 72 (69) 85 (78)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 16 18 19 Numbers of pupils at NC level 4 and above Girls 20 20 21

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Attainment at the end of Key Stage 2

Percentage of pupils School 85 (83) 90 (88) 100 (80) at NC level 4 or above National 70 (68) 72 (69) 79 (75)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. St Judes RC Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) Financial year 2000

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 563852

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Teachers and classes Financial information

Total number of education support staff Expenditure per pupil 1757

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Teachers and classes Financial information

Total aggregate hours worked per week Balance brought forward from previous year -11406

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Teachers and classes Financial information

Balance carried forward to next year 4395 St Judes RC Primary School - 18

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 47 42 3 3 5

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Results of the survey of parents and carers

Behaviour in the school is good. 48 47 1 3

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 21 44 25 8 2

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 37 47 15 1

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 67 29 3 1

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 41 55 3

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Results of the survey of parents and carers

The school works closely with parents. 35 44 15 1 5

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Results of the survey of parents and carers

The school is well led and managed. 47 41 8 1 3

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 43 48 5 1 3

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 18 32 22 14 14

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