Winterbourne Earls Church of England Primary School

Winterbourne Earls CE Controlled Primary School - 1

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SCHOOL

Summerlug, Winterbourne Earls, Salisbury

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SCHOOL

Dates of inspection: 11 th – 12 th September 2000

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SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 Winterbourne Earls CE Controlled Primary School - 2 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.

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

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INFORMATION ABOUT THE SCHOOL

School address: Summerlug Winterbourne Earls Salisbury Wiltshire

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1996 Winterbourne Earls CE Controlled Primary School - 3

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Team members

Adrian Simm 21138 Registered inspector Christine Gattie 11071 Lay inspector Catherine Evans 17670 Team inspector

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Team members

85 Shores Green Drive Wincham Northwich Cheshire CW9 6EJ

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Team members

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

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Winterbourne Earls CE Controlled Primary School - 4

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PART A: SUMMARY OF THE REPORT 5

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

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PART C: SCHOOL DATA AND INDICATORS 13

Winterbourne Earls CE Controlled Primary School - 5

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INFORMATION ABOUT THE SCHOOL

Winterbourne Earls C of E (Voluntary Controlled) Primary School serves pupils aged between four and eleven years. It draws its pupils from the villages of Winterbourne Earls, Dauntsey and Gunner, and Ford. The school currently educates 175 pupils in seven classes, 81 boys and 94 girls. This is smaller than average for primary schools. The school is popular. Around 31% per cent of pupils attend the school from out of the area. This is by parental choice. The school has appointed additional staff in response to the increasing number of pupils on roll. The majority of pupils come from advantaged home backgrounds. Six per cent of pupils are eligible for free school meals. This is below the national average. All pupils come from homes where the first language is English. Fourteen per cent of pupils have some form of special educational needs, which is low. Generally four year olds have attended pre-school

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INFORMATION ABOUT THE SCHOOL

provision and attainment of pupils on entry is average overall, with a few pupils having above average attainment. Many pupils are from service families, which frequently results in fluctuations in the school’s role during the academic year.

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HOW GOOD THE SCHOOL IS

This is a very effective school. Though standards achieved by 7 year olds in the National Curriculum tests are inconsistent from year to year, by the time the pupils leave the school at 11 years of age, standards are regularly very high, particularly those of the girls. This is in comparison both with schools nationally and with schools with a similar intake of pupils. The high standards achieved are as a result of the very good leadership of the school that encourages high quality teaching. Although the school receives higher than average funding, it ensures that pupils who have average to above attainment on entry to the school achieve very high standards by the time they leave. As a result, the school provides good value for money.

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What the school does well

• Very high standards of work by pupils particularly by the age of eleven. • The school excels at taking steps to improve what it does based upon thorough analysis of its work in all areas of school life. This is because the school is so very well led and managed. • High quality teaching and learning are strengths of the school. Teaching encourages all pupils to achieve their best. • Working together with parents and the community in all sorts of ways for the benefit of the pupils.

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What could be improved

Winterbourne Earls Church of England Primary School is exceptionally effective in analysing its work and identifying areas for improvement. It is already taking steps to improve the following areas which the inspection confirms as priorities;

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What could be improved

• The slightly lower achievement by boys in comparison with girls as measured by the standard assessment test results at the end of Key Stage 2. • The consistency of standards year on year by the age of 7 years, particularly in mathematics. • The greater use of information and communications technology in teaching.

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What could be improved

The areas for improvement should continue to be considered by governors as the basis of their action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in October 1996 and shows good improvement. The curriculum for the under fives has improved and is now satisfactory. The governing body has become much more involved in developing the school. Teachers now look at pupils’ work and assessment results more closely. This helps them to decide how to improve their teaching. The quality of teaching is a strength of the school.

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STANDARDS

Winterbourne Earls CE Controlled Primary School - 6 The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

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

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Key

The school’s results show continued improvement in standards achieved by 11 year olds in English, mathematics and science. They are well above the national average, not only for those pupils who achieve level 4, but also for those higher attaining pupils who achieve level 5, and at times level 6 in English and mathematics. The targets set by the school for improvement this year in English, mathematics and science, were appropriately high and were exceeded in all subjects at level 4. This was not the case though for higher attainers in writing at level 5. All pupils achieved or exceeded the appropriate standards in science. Pupils achieve very well overall by the time they reach 11 years of age although results at the end of Key Stage 1 are more variable. Standards in reading by seven year olds are frequently in the top 5% nationally although on occasions, with particular year groups, fall close to

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Key

national standards. Generally, the school’s results are less successful in writing and mathematics at seven. The pupils, however, still achieve standards that are usually equal to or better than schools of similar intake. On occasions, such as the results in 1999, the standards of higher attainers who achieve level 3 in mathematics fall well below national expectations.

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Aspect Comment

Attitudes to the school Very good: pupils are keen to learn and eager to succeed.

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Aspect Comment

Behaviour, in and out of classrooms Very good both in lessons and around the school. No instances of bullying or sexism were seen.

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Aspect Comment

Personal development and relationships Pupils take responsibility for their own actions. They are mutually supportive and show respect for each other, adults and the school. Their initiative, independence and confidence are developing very well. All pupils relate very well to each other within a ‘family’ atmosphere .

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Aspect Comment

Attendance Very good and well above the national average. Pupils generally arrive in time for the start of the school day and are prompt for the start of lessons during the day.

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Aspect Comment

Pupils work on their own, in pairs and in larger groups, and generally persevere until tasks are complete. Higher attainers who work quickly, are keen to ensure they have more work to extend them. Pupils who at times have misunderstood something or are unsure of what to do, have no worries about asking for and accepting advice from adults or from friends in class. The working atmosphere developed throughout the school allows adults to concentrate on teaching and pupils to concentrate on learning.

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TEACHING AND LEARNING

Winterbourne Earls CE Controlled Primary School - 7

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

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

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

During the inspection, the quality of teaching observed was at least satisfactory in all lessons. It was good or better in 94 per cent of lessons and very good or better in 37 per cent. All teaching in English and mathematics was good or better with 50 per cent very good or better at both Key Stages 1 and 2. Pupils strive to do well and all generally show the initiative, independence and desire to succeed, expected of them. This develops as the pupils move through the school so that by Year 6, all pupils’ learning is at least good. When teaching is simply satisfactory rather than good, this is because of some delay in supporting higher attainers, such as in ensuring that extension work is readily available, or in ensuring that those pupils lacking some enthusiasm are kept ‘on task’. The National Literacy and Numeracy strategies have been very well introduced and teaching of skills are good throughout school.

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

Those pupils requiring additional support in literacy are taught a broad range of strategies, often in a ‘fun’ way, and learn very well how to improve so that they can use different techniques across a range of other lessons.

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Aspect Comment

The quality and range of the curriculum The curriculum meets statutory requirements and gives pupils a broad experience of all the subjects. It provides challenge for pupils of all attainment levels. The school offers a good choice of activities outside of lessons although not all parents feel they receive adequate notice of these.

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Aspect Comment

Provision for pupils with special educational needs Pupils with special educational needs make good progress on work designed especially for them.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Staff have high expectations of pupils’ personal development and act as good role models within a strong Christian ethos. This ensures that pupils develop a very mature understanding of their moral and social responsibilities. Good provision is made for spiritual development and for pupils to appreciate cultural traditions.

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Aspect Comment

How well the school cares for its pupils Very good procedures are in place for assessing and monitoring pupils’ work and progress. The results of which are used consistently to help plan for the next stage of learning and raise standards. Pupils’ welfare is looked after very well.

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Aspect Comment

The school recognises that its development of information and communications technology has been patchy but now has good plans to improve this area of the curriculum. The school ensures that pupils have opportunities to extend their lessons with visits to places such as theatres, museums and residential centres. It has close links with the village church. The governors aim for pupils to have a very broad education beyond the statutory requirements. This is a strong and successful feature of the school.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Winterbourne Earls CE Controlled Primary School - 8

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff This is very good and ensures a very clear educational direction for the school.

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Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil their statutory responsibilities. They are very effective in monitoring the school’s standards, in setting targets for development and in ensuring that the school budget is efficiently used to raise standards.

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Aspect Comment

The school’s evaluation of its performance The school has an excellent approach to self-evaluation. It uses a range of techniques to monitor and analyse data. The results of monitoring exercises are built into school planning. This is extensive and detailed.

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Aspect Comment

The strategic use of resources Resources are targeted very well at priorities for development. A large carry forward of £35,463 from last year’s school budget was a substantial increase on the previous year’s. However, it was accumulated, partly to increase staffing in order to meet the governors’ aim that pupils are taught in classes of less than 30. It was also accumulated to improve information and communications technology provision that had been identified by the school as a weakness.

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Aspect Comment

The school is successful in ensuring that its aims and objectives are in the forefront of its thinking, planning and day to day work. Governors bring a range of valuable skills to their work and form a committed, cohesive and hard working team. The school consistently compares itself with other schools, seeks to improve its standards and ensures it spends wisely by researching numerous options before deciding on a way forward. It seeks to apply the principles of best value and is succeeding well.

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What pleases parents most What parents would like to see improved

• Pupils are encouraged to become mature and responsible; • The pupils really enjoy school; • The good quality of the teaching; • Pupils are expected to achieve their best; • Pupils’ good behaviour in school; • The progress pupils make in their work. • The range of activities outside of lessons; • An increase in the amount of homework as pupils get older and move through school; • Information about how well pupils are succeeding with their work.

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What pleases parents most What parents would like to see improved

The inspection team agrees with the positive views expressed by the parents. However, inspectors consider the school offers a good range of activities outside of lessons. These can vary depending on the availability of support from parents and other volunteers. The school is taking steps to ensure that parents have earlier knowledge of what is on offer. Homework prepares pupils well for the transfer to secondary education although the amount does not increase gradually enough or soon enough at Key Stage 2. Inspectors agree with the views of parents at the pre-inspection meeting with inspectors that the school offers a range of opportunities for parents to become involved in school life and to find out about their children’s progress. However, for those parents who rely on their child’s school report for much of their information, the information about what a child knows and understands is currently

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What pleases parents most What parents would like to see improved

insufficient. Winterbourne Earls CE Controlled Primary School - 9

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WHAT THE SCHOOL DOES WELL

Very high standards of work by pupils particularly by the age of eleven.

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WHAT THE SCHOOL DOES WELL

1. On entry to school, the majority of four year olds have attended pre-school provision and their attainment is broadly in line with national expectations. The results of national tests in 1999, show that at the end of Key Stage 1, pupils’ performance in reading was in the top 5% nationally, writing was well above the national average and mathematics was comparable. Whilst the results for 1997 were identical to 1999, all subjects suffered a dip in comparable results in 1998 and the school is expecting this to be the case again this year. Significant numbers of pupils starting and leaving the school within the school year, and at times immediately before pupils take their national tests, have some effect, at times, detrimentally, upon the school’s results. However, averaged over a three year period, not only are standards in reading and writing generally well above the national average, but they are also well above the

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WHAT THE SCHOOL DOES WELL

average when compared to similar schools. In mathematics, the proportion is broadly similar to what is seen nationally.

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WHAT THE SCHOOL DOES WELL

2. In national tests in 1999, at the end of Key Stage 2, pupils’ performance in English, mathematics and science was well above the national average, and in comparison to similar schools. Results over the three years between 1997 and 1999 were consistently above national expectations and improving year on year. The school expects the results for the year 2000 to be even stronger. Pupils have exceeded the school’s targets with 96% achieving the national standards or better in English and mathematics and all pupils being successful in science. The school also achieves results well above the national average for pupils who are higher attainers, achieving level 5 in national tests and on occasions, level 6 in mathematics.

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analysis of its work in all areas of school life. This is because the school is so very

3. The governing body, headteacher and staff continuously challenge themselves and each other, to ensure that pupils receive the most effective teaching and support that can be provided. The headteacher monitors teachers’ planning. Children’s work and progress are regularly examined by the headteacher through her own involvement in teaching, by observing teachers during lessons and by talking to the pupils. This enables the headteacher to evaluate, first hand, the school’s strengths and areas for development and to ‘feed-back’ ideas to staff for improvement. Teachers have the opportunity to observe one another and to visit other schools to see lessons in year groups similar to their own. In addition, the headteacher and staff compare their own yearly results with national assessment information both for boys and girls separately, and as a school overall. Trends are defined and investigated, and action taken to improve results. For

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analysis of its work in all areas of school life. This is because the school is so very

instance, the school increased support for pupils with additional learning difficulties following the analysis of the 1998 assessment data. Analysis of information has also pointed the school to the need to raise average attainment at Key Stage 1 in all subjects and in writing across the school. Action to achieve this is set out as part of its school development planning.

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analysis of its work in all areas of school life. This is because the school is so very

4. Monitoring of work has been strengthened greatly since the last inspection in 1996. Subject co- ordinators monitor their subjects and this has been budgeted for as a school priority this year. Each co-ordinator has been given approximately two half-days each term, to find out how their subject is being taught and how it is developing. Constant discussion between staff extends everyone’s understanding of what is working and what could be improved.

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analysis of its work in all areas of school life. This is because the school is so very

5. Governors’ involvement in school life has also developed significantly since the last inspection. Winterbourne Earls CE Controlled Primary School - 10 In addition to their annual programme of standing events, with some agenda items timed carefully for particular meetings to ensure business is dealt with strategically, many governors make regular and programmed visits to the school, monitor test results, and play an active role in setting school targets and priorities for development. They join in with school activities and find out for themselves the school’s strengths and weaknesses by involvement in committee work such as the special needs and curriculum committees. The school development plan ties together all aspects of school improvement, is appropriately costed and offers governors a very good measure of the school’s effectiveness.

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High quality teaching and learning are strengths of the school. Teaching encourages

6. During the inspection, teaching was satisfactory or better in all lessons, good or better in 94 per cent of lessons and very good or better in 37 per cent. All teaching with the pupils who are under five was good, all lessons at Key Stage 1 were good or very good in equal proportion and at Key Stage 2, teaching was 89 per cent good or better, with 44 per cent very good and 11 per cent excellent. All teaching in English and mathematics was good or better with fifty per cent very good or better at Key Stages 1 and 2.

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High quality teaching and learning are strengths of the school. Teaching encourages

7. Excellent teaching was seen in a Year 6 mathematics lesson. In this particular lesson, every second of time was used either in ‘mental mathematics’ or in extending pupils’ understanding of place value using numbers to one decimal point. Pupils were encouraged to explain their own variety of ways of working out answers to addition sums involving three numbers or more and then given the opportunity to try these out. The arrangement of the class into ability groups and the constant questioning of pupils’ thinking, allowed the teacher to quickly assess if the pupils had grasped the point. Those pupils who showed some uncertainty were immediately identified and helped while pupils needing some additional support worked closely with the learning support assistant. Pupils strove to do well and all generally showed the initiative, independence and desire to succeed, expected of them. This develops throughout school, so that by Year 6,

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High quality teaching and learning are strengths of the school. Teaching encourages

8. A screening programme of testing reading has identified those pupils requiring additional support in literacy and this has been introduced along with programmes to accelerate the teaching of phonics in Key Stage 1, spelling in Key Stage 2 and writing skills throughout the school. Pupils requiring additional literacy support are taught a broad range of strategies, often in a ‘fun’ way and learn very well how to improve so that they can use different techniques across a range of other lessons. Pupils know how well they are progressing and are taught not just what they need to learn but how to learn, such as approaching a particular task more slowly. The teaching has built up considerable confidence and trust in the pupils so that they are willing to try hard and ‘take risks’ with their learning even when they are unsure. This helps them to improve at a faster pace.

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High quality teaching and learning are strengths of the school. Teaching encourages

9. On very rare occasions when teaching is simply satisfactory, for example, there is delay in supporting higher attainers, in ensuring that extension work is readily available. On other occasions pupils lacking enthusiasm are not kept ‘on task’.

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Working together with parents and the community in all sorts of ways for the benefit

10. A large majority of parents feel comfortable approaching the school with questions or problems and feel that the school works closely with them. Concerns are dealt with promptly and most information is given readily. This results in parents feeling part of a community. Many parents help to run a range of clubs and activities that take place outside of the school hours. In the past this has included French, ‘scrabble’, football, netball, hockey, jazz dance, athletics and Winterbourne Earls CE Controlled Primary School - 11 mini-marathon training, and cricket. Staff also organise additional activities outside of the curriculum such as gymnastics, the creative arts club, and recorders, some of which take place at lunchtime. Parents are welcomed into the classrooms to help with reading and a range of other activities and in helping with specific projects. For instance, a parent came to talk to pupils about Islam. The Parent and Teacher Association (PTA) is very active and well supported

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Working together with parents and the community in all sorts of ways for the benefit

by staff and the community. The Christmas Fair is a major annual event as is the ‘Figsbury Challenge’ which originated as a PTA fund-raising activity and is extremely successful. This a cross-country race for adults and children which ‘winds its way’ up the valley side to the Figsbury ‘iron-age’ fort before returning to the school. This has become a major attraction not just for the school and village but across a much wider area as a competitive team race.

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Working together with parents and the community in all sorts of ways for the benefit

11. Parents have easy access to teachers at the beginning and end of the school day, and appreciate how open staff are in letting them know their child’s targets and a summary of planned teaching for the term. They appreciate being given advice on helping their children at home. This is particularly effective for the parents of younger pupils. Homework diaries provide another method of communication, which, together with parents’ evenings and pupils’ reports, provide a good ‘package’ of information for parents. However, this works best as a package because taken separately, some parents feel that ‘ten-minute’ meetings with teachers on parents’ evening or reading simply their child’s annual report, leaves them short of information.

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Working together with parents and the community in all sorts of ways for the benefit

12. The pupils contribute regularly to the village magazine, attend church for services that they plan and frequently lead, enjoy assemblies in school taken by the local vicar, have good links with the local day centre, borrow artefacts from the local history society and have good links with the local police and medical practioners. The school places itself at the heart of the community. Its success is in no small part as a result of its very good partnership with parents. This ensures that everyone is supporting the pupils and helping them to achieve their best, both at school and at home.

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WHAT COULD BE IMPROVED

Winterbourne Earls Church of England Primary School is exceptionally effective in analysing its work and identifying areas for improvement. It is already taking steps to improve the following areas, which the inspection confirms as priorities;

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The slightly lower achievement by boys in comparison with girls as measured by the

standard assessment test results at the end of Key Stage 2.

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The slightly lower achievement by boys in comparison with girls as measured by the

13. Average results for the four years 1996 to 1999, shows boys’ performance to be well above the national average in English and above the national average in mathematics and science. Girls’ performance was well above the national average in all subjects. However, in 1999, boys’ results in English were only equal to the national standards and were slightly below in mathematics. The school has recognised this issue and is taking steps to review its approaches. Ninety six per cent of pupils gained or exceeded the national expectations this year in English and mathematics and all pupils were successful in science. The school awaits the full comparative details for the year 2000 to carry out a more specific analysis of the results in comparison with other schools before deciding if there is more work still needed in this area. The school has single-class year groups of approximately 26 pupils and an imbalance of boys and girls, which

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The slightly lower achievement by boys in comparison with girls as measured by the

can in some year groups be as extreme in ratio as 4:1 in favour of the girls. This means that a difference of one pupil, particularly if it is a boy gaining or not a particular standard, gives a marked percentage difference in results, and this must always be taken into account when considering trends .

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The consistency of standards year on year by the age of 7 years, particularly in

mathematics. Winterbourne Earls CE Controlled Primary School - 12 14. The results for 1998 showed a marked drop in performance compared with previous years. However, over 30 per cent of this year group were identified by the school as needing extra support with their learning at that time. In addition, a small but significant number of pupils started at the school immediately prior to the national assessments being taken. In 1999, the results improved again and were broadly in line with the national average. The school expects a drop in performance again this year, and inspectors agree that the school must wait for the full comparative information for the Year 2000 so that a detailed analysis of the results can be carried out. However, the performance of seven year olds in mathematics, particularly the higher attainers in 1999, is less successful than in reading and writing.

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The consistency of standards year on year by the age of 7 years, particularly in

The greater use of information and communications technology (ICT) in teaching.

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The consistency of standards year on year by the age of 7 years, particularly in

15. This continues to be a priority for the school in improving both equipment and teachers’ skills. The school has sought support from the Local Education Authority. This has included advice to parents on how they can help their children at home. Premises development planning includes a specialist ICT suite. The school intends to use National Grid for Learning funds to give all classes and staff access to the Internet. The school recognises that it has some way to go with these developments but has well identified plans for improving this area.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

16. In order to improve further the very high quality of education provided for the pupils, the governing body and headteacher should;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Monitor progress in addressing the areas which both the school and the inspection identified for improvement. Winterbourne Earls CE Controlled Primary School - 13

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 16

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 175

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 10

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 26

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 11

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 14

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Attendance

National comparative data 5.5 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. Winterbourne Earls CE Controlled Primary School - 14

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 13 13 26

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 12 11 13 Numbers of pupils at NC level 2 and above Girls 13 13 13

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Attainment at the end of Key Stage 1

Percentage of pupils School 96(80) 92(76) 100(68) at NC level 2 or above National 82(80) 83(80) 87(83)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 10 13 12 Numbers of pupils at NC level 2 and above Girls 13 13 13

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Attainment at the end of Key Stage 1

Percentage of pupils School 88(76) 100(76) 96(80) at NC level 2 or above National 82(80) 86(83) 87(85)

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Attainment at the end of Key Stage 1

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

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 9 14 23

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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 6 7 8 Numbers of pupils at NC level 4 and above Girls 14 13 14

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Attainment at the end of Key Stage 2

Percentage of pupils School 87(72) 87(67) 96(72) at NC level 4 or above National 70(65) 69(59) 78(69)

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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 6 7 7 Numbers of pupils at NC level 4 and above Girls 13 12 13

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Attainment at the end of Key Stage 2

Percentage of pupils School 83(89) 83(72) 87(78) at NC level 4 or above National 68(65) 69(65) 75(71)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Winterbourne Earls CE Controlled Primary School - 15

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group Other minority ethnic groups

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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) 7.33 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 24.18

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 303238

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Teachers and classes Financial information

Total number of education support staff 5 Expenditure per pupil 1658

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Teachers and classes Financial information

Total aggregate hours worked per week 57 Balance brought forward from previous year 13785

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Teachers and classes Financial information

Balance carried forward to next year 35463

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Teachers and classes Financial information

FTE means full-time equivalent. Winterbourne Earls CE Controlled Primary School - 16

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 58 40 2

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Percentage of responses in each category

Behaviour in the school is good. 53 45 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 42 40 16 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 49 38 13

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 81 13 6

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 71 28 1

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Percentage of responses in each category

The school works closely with parents. 48 44 8

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Percentage of responses in each category

The school is well led and managed. 80 19 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 67 32 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 52 33 11 4 1

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