West Down School

WEST DOWN PRIMARY SCHOOL

Dates of inspection: 31 October – 2 November 2000

p.1

WEST DOWN PRIMARY 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.

p.1

WEST DOWN PRIMARY 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. West Down Primary School- 3

p.2

INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

p.3

INFORMATION ABOUT THE SCHOOL

School address: West Down Primary School West Down Ilfracombe Devon

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Tony Hewitt

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 6 November 1995 West Down Primary School- 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Jeff Hart (4339) Registered inspector Geraldine Osment (9646) Lay inspector

p.4

INFORMATION ABOUT THE INSPECTION TEAM

School Effectiveness Service Dorset County Council County Hall Colliton Park Dorchester Dorset DT1 1XJ

p.4

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:

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE West Down Primary School- 5

p.4

PART A: SUMMARY OF THE REPORT 6 - 9

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

p.5

INFORMATION ABOUT THE SCHOOL

West Down Primary School caters for pupils aged between four and eleven. It is a small school and currently has 74 pupils on roll. Around half the pupils come from beyond the catchment area. The school is oversubscribed. The proportion of pupils eligible for a free school meal, seven per cent, is well below the national average. Three pupils have English as an additional language. The proportion of pupils identified as having special educational needs is 27 per cent, which is above average. The pupils’ attainment on entry is average.

p.6

HOW GOOD THE SCHOOL IS

This is a very good school. Standards are well above average and the pupils achieve extremely well across the school. The quality of teaching is very good. The school is very well led and managed, with total commitment from the headteacher, staff and governing body to further improve provision. Relationships throughout the school are of a high order. The pupils bring excellent attitudes to their learning. The personal development of the pupils is very effectively cultivated. The school is extremely popular and enjoys strong relationships with parents. It provides very good value for money.

p.6

What the school does well

• By the end of both key stages, the pupils attain standards that are well above average, with particularly high standards in literacy, numeracy, science and the arts. • The quality of teaching is very good, with most effective use made of the teachers’ subject expertise. • The pupils’ attitudes to all aspects of school life are excellent. • The school very effectively promotes the pupils’ personal development, including their spiritual, moral, social and cultural development. • The monitoring of the pupils’ academic progress is very thorough with clear targets for improvement successfully met. • The headteacher provides very good leadership and has created a strong team of staff, determined to improve the school still further.

p.6

What could be improved

• The lack of a school hall restricts opportunities for physical education and for whole- school events and meetings. • The lack of a secure, outdoor environment for the younger pupils prevents regular and frequent physical activity outdoors. The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made very good progress since the last inspection in 1995. Standards have improved and are now well above average or very high in the end of key stage tests. Thus, since the last inspection, attainment in mathematics and science has improved from average to very high. Overall, the quality of teaching has improved from being sound with good features to being very good. The school continues to be very well led and managed.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school responded very positively to the last inspection. High standards and good quality teaching and learning have been extended. The teachers’ planning, assessment and recording procedures have been refined. The spiritual element of assemblies has been developed and appropriate time is now provided to make the worship meaningful to the pupils. Accommodation, however, remains an issue as, although the school has recently opened a new classroom, the lack of a school hall and an appropriate outdoor environment for the younger pupils continues to restrict opportunities in the curriculum. West Down Primary School- 7

p.6

STANDARDS

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

p.7

Key

well above average A above average B average C below average D well below average E

p.7

Key

(A* indicates performance being in the highest five per cent nationally)

p.7

Key

In the end of key stage tests in 2000, the pupils attained standards that were very high in comparison with the national average. Results were very high for both seven and eleven year olds. In all subjects assessed, the school’s performance was in the highest five per cent of schools nationally. The results in 2000 continue the trend of well above average performance over recent years. The school is clearly meeting and exceeding agreed targets, with the pupils performing much better than might be expected, given their attainment on entry to the school.

p.7

Key

The standards of work seen demonstrate many strengths. The National Literacy and Numeracy Strategies have been carefully implemented with resultant high standards in reading, writing and mathematics. Attainment in science is high, largely due to specialist teaching across Key Stage 2. The school also has very high standards in art and music, where professional artists and musicians have helped boost the performance of the pupils.

p.7

Aspect Comment

Attitudes to the school Excellent. The pupils are very keen to learn, apply themselves fully in lessons and participate enthusiastically in all aspects of school life.

p.7

Aspect Comment

Behaviour, in and out of classrooms Very good. The pupils behave very well indeed and are courteous and trustworthy.

p.7

Aspect Comment

Personal development and relationships Very good. The pupils show high levels of initiative and take on responsibility with maturity. Relationships are very good across the school community.

p.7

Aspect Comment

Attendance Sound, in line with the national average. West Down Primary School- 8 The pupils’ excellent attitudes to their learning contribute significantly to the very high standard achieved. They bring these very positive attitudes to lessons, clubs, school activities and homework.

p.7

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

Lessons seen overall Very good Very good Very 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.

p.8

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

The quality of teaching is very good. It is very good in over 60 per cent of lessons and at least good in 95 per cent and satisfactory in five per cent. There are many strengths, particularly in the use of subject specialist teaching across the school. Literacy and numeracy skills are very well taught, with smaller class sizes at Key Stage 2 for these subjects. Objectives for the lessons are usefully shared with the class at the start of the lesson and then rigorously evaluated at the end. Planning is very detailed and largely based on helping the pupils to achieve their targets for improvement. The teachers have very high expectations of the pupils’ abilities and track their progress very thoroughly.

p.8

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

The pupils learn very effectively. They consistently rise to any challenge set with great enthusiasm. The pupils know what they have to improve to reach higher levels of achievement. They work at a fast pace, demonstrating great interest in their own and one another’s efforts.

p.8

Aspect Comment

The quality and range of the curriculum Very good overall. The lack of a school hall restricts the range of work in physical education. The lack of a secure outdoor environment restricts opportunities for physical development for the younger pupils.

p.8

Aspect Comment

Provision for pupils with special educational needs Very good. The pupils are very well supported and make very good progress.

p.8

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Excellent. The personal development of the pupils is very effectively cultivated. The provision for the spiritual, moral, social and cultural development of the pupils is excellent.

p.8

Aspect Comment

How well the school cares for its pupils Excellent. The monitoring of the pupils’ academic progress is particularly thorough and clearly helps to raise achievement considerably. The safety and welfare of the pupils are also very thoroughly supported, and provision in these aspects meets statutory requirements.

p.8

Aspect Comment

The school has very effectively adapted the National Strategies for Literacy and Numeracy to meet the pupils’ needs best. All subjects in the National Curriculum are appropriately covered. The school has a real strength in the arts and the pupils’ experience in West Down Primary School- 9 performance and exhibitions helps to boost their self-esteem and confidence. Homework is used well to extend classroom work and, for older pupils, the homework club provides very good additional support. Assessment strategies are excellent, with very detailed marking of the pupils’ work and helpful, published targets for each year group. The Year 6 Citizenship programme particularly helps the oldest pupils to accept responsibility and work closely within the local community.

p.8

Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The school is very well managed. The headteacher and staff work closely as a very effective team and are determined to improve the school still further.

p.9

Aspect Comment

How well the governors fulfil their responsibilities Good. The governors support the school well and are aware of the school’s strengths and weaknesses. The school’s evaluation of its performance Excellent. There is a very thorough process for monitoring and evaluating teaching and standards. The analysis of assessment results is very effectively linked to subsequent planning and teaching. The strategic use of resources Very good. The school is very successful in attracting additional funding. These resources are used effectively to improve staffing levels and provide very good resources. Accommodation has some weaknesses.

p.9

Aspect Comment

The school is very effectively led and this strong drive for improvement has resulted in several national awards. Morale is high and all staff undertake a wide range of responsibilities with enthusiasm. The school’s membership of the National Outstanding Primary Schools Teacher Training Scheme benefits the school through additional professional development and resourcing. Staffing is managed very well to provide considerable subject specialist teaching across the school. The principles of best value are very clearly in place.

p.9

Aspect Comment

The only weaknesses lie in accommodation - the lack of the school hall for physical education and whole school events; the lack of an outdoor learning environment for the youngest pupils.

p.9

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Fifty-seven (77 per cent) of questionnaires sent out were returned, and seven parents attended the meeting arranged with the inspectors.

p.9

What pleases parents most What parents would like to see improved

• The teaching is good • The school is well led and managed • Children are expected to work hard • Children are making good progress • Children like going to school

p.9

What pleases parents most What parents would like to see improved

Inspectors endorse the positive views of the parents. Several parents commented that the school provides a very good and well-rounded education. The findings of this inspection confirm these views. West Down Primary School- 10

p.9

By the end of both key stages, the pupils attain standards that are well above

average, with particularly high standards in literacy, numeracy, science and the arts.

p.10

By the end of both key stages, the pupils attain standards that are well above

1. By the end of Key Stage 1 and by the time they leave the school, almost all the pupils have very good reading skills. The teachers monitor reading performance with regularity and rigour and hence are able to address any reading weaknesses quickly. For the last five years, the school’s reading results have been consistently above the national average with very high results at Key Stage 2. The teachers know very well how to help the pupils reach the higher levels of the National Curriculum, and due emphasis is given to preparation for tests and assessments. In literacy lessons, there is strong attention paid to analysing text, such as in a lesson on ‘Romeo and Juliet’ when the Year 5 and 6 pupils confidently explained the meaning of such words as ‘solemnity’ and ‘portly’. These pupils could also recognise that the verse was written in iambic pentameters, demonstrating their clear knowledge and high ability.

p.10

By the end of both key stages, the pupils attain standards that are well above

2. The pupils’ writing skills are also well above average. Scrutiny of the pupils’ written work revealed the rapid progress that the pupils are making over time. The key to this impressive improvement rate lies in the quality of marking and the precision of the targets set for the pupils. The comments made by the teachers after the pupils have completed written work are positive and helpful, usually including clear advice on what needs to be done to improve the next piece of work. The pupils respond eagerly to these comments, following through the suggestions carefully. Also, there are ongoing targets for the pupils at the back of their books, which staff and pupils both monitor. Writing is very well presented, due largely to the efforts made by the pupils to adhere to the precise guidelines they are encouraged to follow. The use of specialist teaching across the school ensures consistency in the way that

p.10

By the end of both key stages, the pupils attain standards that are well above

writing is taught across the school. The high quality of writing was evident in a compilation of poems published by the older pupils.

p.10

By the end of both key stages, the pupils attain standards that are well above

3. The pupils are equally motivated and successful in mathematics. National Curriculum results over the past five years have been consistently above the national average with very high attainment at Key Stage 2. Standards are so high because the teachers know precisely what the pupils can do and build carefully on this to extend areas of knowledge. Thus, in a Year 5 and 6 numeracy lesson, the teacher planned several very different practical activities for pairs or small groups when the pupils were investigating rotational symmetry. These activities were pitched to challenge the pupils’ knowledge and understanding: the most able used computers to test their skills; those less secure in this area had to prepare a practical demonstration to teach others about the basic principles involved in rotational symmetry.

p.10

By the end of both key stages, the pupils attain standards that are well above

4. In science, the pupils benefit from specialist teaching across Key Stage 2 and this clearly raises their enthusiasm and interest in this subject. In the National Curriculum tests in 2000, 83 per cent of the Year 6 pupils achieved the higher level in science compared with the national average of 34 per cent. The pupils achieve so well because they bring such positive attitudes to their work and this is matched by the teachers’ interest and knowledge. In one lesson, for example, the pupils experimented creatively with electrical circuits, designing burglar alarms which employed all the scientific principles but also had features of originality. The pupils generated a very exciting feel in this lesson, working collaboratively in groups and articulating different solutions to the problem set.

p.10

By the end of both key stages, the pupils attain standards that are well above

5. Attainment in the arts is also a key strength of the school. In art, there is a strong tradition of exhibiting the pupils’ work beyond the school itself. Earlier this term, for example, a Millennium Collage was exhibited at the Millennium Dome, following work with a professional artist. The artwork on display in the school has many outstanding features. Some close observational drawings of fruit by the older pupils, using chalk and pastels, demonstrated West Down Primary School- 11 how shading and highlighting could result in superb three-dimensional effects. Self-portraits, based on the work of Francis Bacon, very effectively used convex mirrors to produce a chilling, distorted effect. The younger pupils have been inspired by the work of Henri Matisse to create very original and colourful banners of patterns.

p.10

By the end of both key stages, the pupils attain standards that are well above

6. Music is also of a very high standard. Again, performances beyond the school help build the pupils’ confidence, with three different presentations earlier this year at different local venues. A music lesson during the inspection illustrated the high quality of the pupils’ work. All the pupils in Key Stage 2 participated in a Nigerian drumming lesson, enabling a number of teachers to contribute in different ways. One teacher conducted the performers, whilst another encouraged and worked alongside the less confident pupils. Towards the end of the lesson, an older pupil took over the conducting with great confidence and panache. A third teacher recorded the first drumming efforts, so that the class could hear this and then suggest ways of improving rhythm and tempo. Finally, the complete piece was performed with total concentration by all 44 pupils and this demonstrated the very high quality of work,

p.11

By the end of both key stages, the pupils attain standards that are well above

with an exact sense of rhythm and excellent timing and listening skills.

p.11

The quality of teaching is very good, with very effective use made of the teachers’

7. The quality of teaching across the school is very good due to a number of factors. Each teacher has particular subject strengths and the timetable is constructed to make best use of this specialist expertise. Thus, for example, the science co-ordinator teaches both classes in Key Stage 2 for science and is able to transmit her enthusiasm and knowledge of this subject to all these pupils. She is also able to plan different and appropriate activities across the four years of the key stage, avoiding repetition or gaps in the curriculum. Often, the subject specialist will address more than their own class when starting a topic area and, following this focused input, the class teachers will then follow through with their own classes. This was observed during the inspection, when the history specialist teacher opened work on the Tudors with two classes together before different groups undertook drama and writing activities.

p.11

The quality of teaching is very good, with very effective use made of the teachers’

8. The pupils very much enjoy having more than one teacher and they respond very well indeed to the enthusiasm and knowledge that the different staff bring to lessons. Most lessons commence with the teacher sharing their objectives with the class and even the youngest pupils find this helpful, particularly when there is a brief check at the end on how far these objectives have been met. Lessons are very well managed, with considerable thought going into the grouping of pupils for activities. This is particularly evident in the shared reading work, when the oldest pupils in the school visit the youngest pupils to read together. The matching of pupils here has evidently been carefully planned.

p.11

The quality of teaching is very good, with very effective use made of the teachers’

9. Teachers prepare very carefully for each lesson. Planning is detailed and takes full account of the pupils’ current capabilities, each lesson building on this. Support staff and volunteers are very well briefed by the teachers, so that everyone knows well beforehand their part to play in the lesson. The teachers question the pupils carefully, generally asking a specific pupil for a response because the teacher has pitched the question at an appropriate level for that pupil. The expectations of the teachers are very high and thus the published targets for each year group often exceed the national expectation and are more demanding. There is very strong awareness by the teachers of what the pupils need to do to reach the next National Curriculum level and this is evident in planning and teaching. West Down Primary School- 12 The pupils’ attitudes to all aspects of school life are excellent.

p.11

The quality of teaching is very good, with very effective use made of the teachers’

10. The pupils demonstrate excellent attitudes to school and this partly accounts for the very high standards evident across the school. In lessons, the pupils consistently show great interest in learning and take pride in completing tasks and improving on their first efforts. A history lesson at Key Stage 1 exemplified such attitudes in class. Each pupil in turn held a special old toy in a puppet theatre and then spoke as the actual toy. Every pupil listened attentively to each other and waited very patiently for their own turn. They showed real care for each other as they posed questions and commented on the toys they had all brought from home. There was clear respect for one another’s views and very high levels of co-operation.

p.12

The quality of teaching is very good, with very effective use made of the teachers’

11. These very positive attitudes are also brought to other aspects of school life. Almost every child eagerly attends the after-school clubs. The homework club buzzes with excitement as the pupils share their tasks and create a relaxed yet hardworking atmosphere. They share refreshments generously and ensure that everyone is included in the group activities. The school also has a very good response to the wide range of sporting and arts events mounted each year.

p.12

The quality of teaching is very good, with very effective use made of the teachers’

12. The pupils are keen to take on responsibility and show initiative. There are good opportunities for older pupils to assist younger ones. New children are paired up with a ‘buddy’ from Year 6 on arrival and they help before school, at break and over the lunch period. The shared reading scheme involves older pupils being properly trained as tutors before supporting younger children. The daily assembly involves monitors for various tasks and each class has a rich variety of responsibility areas.

p.12

The quality of teaching is very good, with very effective use made of the teachers’

13. As the pupils are so motivated and keen, this means that the teachers can plan for ambitious and challenging lessons that rely on very good response. Thus, in lessons, teachers are often able to focus on individual pupils and help them progress as the rest of the class can be trusted to manage their own learning.

p.12

The school very effectively promotes the pupils’ personal development, including

their spiritual, moral, social and cultural development.

p.12

The school very effectively promotes the pupils’ personal development, including

14. The teachers know all the pupils very well indeed and promote their personal development in all aspects of school life. In planning lessons and school events, the staff consistently consider the needs and abilities of individual children. This ensures that the personal development of the pupils is well addressed. For example, circle time is used effectively to reflect on individual feelings and current concerns. In one such session, the pupils shared their thoughts on personal pride and the teacher sensitively ensured that recent individual achievements, however small, were celebrated by the whole class.

p.12

The school very effectively promotes the pupils’ personal development, including

15. Spiritual development is now a clear strength of the school. Much has been achieved since the last inspection when this area was reported as a weakness. The assemblies include reflection and spiritual awareness of significant areas through presentation, discussion, music, lighting and prayer. During the week of the inspection, the theme of communication was explored effectively through a daily focus on one of the senses. A pensive atmosphere was created with all pupils absorbed in understanding the significance of the story, song or account. Good reference was made to individual pupils, their lives and families to exemplify the theme of the assembly.

p.12

The school very effectively promotes the pupils’ personal development, including

16. Moral and social education is also very well developed. All the adults working and helping in the school very effectively promote and foster values such as honesty, fairness and respect for truth. In classrooms, teachers, support staff, students and volunteers are consistent in their approaches to such areas as acceptable and unacceptable behaviour. The principles of right and wrong are carefully emphasised in plenary sessions with the whole class and in circle time. Social development is so good because there is such a strong community feeling in the school, where everyone, adult or child, works together successfully. West Down Primary School- 13 Relationships are extremely strong between all members of the school community.

p.12

The school very effectively promotes the pupils’ personal development, including

17. Cultural development is given a very high priority by the school. The headteacher and staff are determined that the pupils are actively involved in stimulating events beyond the school. There have been many recent exciting projects related to the African arts with resultant performances across the county. School performances are strongly inclusive, with every pupil involved, and ambitiously staged, despite the inadequate accommodation. Many curricular projects reflect cultural diversity, such as a major study of Gambia.

p.13

The monitoring of the pupils’ academic progress is very thorough, with clear targets

18. The school’s great success in national tests is partly due to the excellent arrangements for assessment. Parents are very well informed of their children’s progress through detailed and effective reports. They are also briefed in considerable detail of each year’s work programme, through extremely helpful leaflets outlining the year ahead: subject areas being covered; assessment arrangements; how parents can help. These leaflets are also used by the teachers to help track progress. Parents also testify to the school’s strong interest in the pupils reaching their potential through advising individual parents on what they can do at home to help their children reach the next National Curriculum level.

p.13

The monitoring of the pupils’ academic progress is very thorough, with clear targets

19. In school, the teachers very effectively assess the current performance of the pupils and then plan improvement from this. Previous assessment results are very carefully analysed and then precise action plans are prepared for small groups of pupils to address identified weaknesses. Part of this planning includes devising activities which will help the pupil attain their best possible result in the national or internal school tests. A useful graph has been prepared for each pupil which maps out their likely future performance in tests. However, the school has also produced a separate graph which illustrates higher performance if targets set for each pupil are met. This determined drive for the pupils to achieve their best possible results is a key feature of the school’s success.

p.13

The monitoring of the pupils’ academic progress is very thorough, with clear targets

20. The marking of the pupils’ work is also very good indeed. Precise guidelines for marking are carefully implemented by all staff. Teachers write detailed comments in the pupils’ books but they also summarise how the pupil can improve the next piece of work. There is careful tracking in place to ensure that the pupils follow this advice. At the back of each book, there are written targets to help the pupils improve their work and teachers and pupils mark off progress against these on a regular basis.

p.13

The headteacher provides very good leadership and has created a strong team of

staff, determined to improve the school still further.

p.13

The headteacher provides very good leadership and has created a strong team of

21. The headteacher has extremely high expectations for the school and this has clearly helped the school to achieve some national recognition. The school has been listed in Her Majesty’s Chief Inspector’s 1997 Annual Report as a ‘nationally outstandingly successful school’ and since this time has achieved national acclaim on several occasions. These awards consistently recognise the effectiveness of the whole school and this success is largely due to the staff, governors and parents working so hard and successfully together. However, the headteacher’s leadership is paramount and her hard work and dedication have resulted in the school’s great success.

p.13

The headteacher provides very good leadership and has created a strong team of

22. Morale is extremely high in the school and there is a shared commitment to further raise standards and improve provision. The teaching staff each take on several responsibility areas with enthusiasm and manage these duties well. The School Centred Initial Teacher Training (SCITT) Scheme also involves the staff in training two graduates as teachers. This scheme contributes positively to the school’s development and ethos as the staff work with teachers from other schools and considerable additional resources are provided. Staff are extremely proud of the school’s achievements but keen to move forward into new areas such West Down Primary School- 14 as performance management.

p.13

The headteacher provides very good leadership and has created a strong team of

23. Monitoring and evaluation are key strengths. All staff are released on a regular basis to review their areas of responsibility and a detailed programme for monitoring covers most aspects of the school. The governors have recently assessed how the aims of the school are being implemented during the school day. Teaching and learning are rigorously monitored with clear, recorded strategies for improvement. The pupils’ written work is also scrutinised regularly, which largely accounts for the successful implementation of the school’s marking policy.

p.14

The headteacher provides very good leadership and has created a strong team of

24. The school’s involvement in many initiatives leads to additional funding and this enables the flexibility of staffing and a high level of resourcing. Indeed, the very good use of subject specialist staff is only possible through additional funding. Resources are used flexibly, so that, for example, the pupils can benefit from five different teachers and two graduate trainees, rather than simply one class teacher. A further example of the school’s success in increasing resourcing can be found in a bid to the Local Education Authority for additional funding to raise the achievement levels of boys. The project clearly impacted positively on teaching and attainment but only happened because the school succeeded in preparing a detailed and innovative bid for additional funding. West Down Primary School- 15

p.14

The lack of a school hall restricts opportunities for physical education and whole

25. The last inspection reported on the lack of a school hall but mentioned the use of the local parish hall for physical education. However, the parish hall is no longer safe for the pupils to use and hence there is now no available accommodation for many aspects of physical education. The school has tried hard to work round this unsatisfactory situation through giving greater emphasis to swimming and outdoor games.

p.15

The lack of a school hall restricts opportunities for physical education and whole

26. The school uses the classrooms for some physical education. A gymnastics lesson was observed during the inspection in a classroom, but the restrictions on space meant that the pupils were unable to undertake activities involving travel at speed. Also, the classroom used had desks cleared away and a space for the activities but there are health and safety concerns in such a restricted space. The behaviour of the pupils is consistently very good and this helps to maintain safety.

p.15

The lack of a school hall restricts opportunities for physical education and whole

27. Apart from the physical education difficulties, the lack of a hall brings further drawbacks. Currently, the classroom used by the oldest pupils has to be evacuated before the lunch break so that the room can be rearranged as a dining area. This is extremely inconvenient for staff and also means that preparations for the afternoon lesson are difficult. Another classroom also has considerable disruption as whole-school assemblies are mounted there each day. The school has a strong tradition of musical productions and other performances but there is no appropriate accommodation for these events.

p.15

The lack of a secure outdoor environment for the younger pupils prevents regular

and frequent physical activity outdoors.

p.15

The lack of a secure outdoor environment for the younger pupils prevents regular

28. The accommodation available for the pupils in the reception year and Years 1 and 2 is limited but the lack of a secure, safe outdoor area is a particular weakness. The Foundation Curriculum requires practitioners to plan a learning environment, indoors and outdoors, that encourages a positive attitude to learning. Physical development is one of the six areas of learning in the Foundation Curriculum and many of the suggested activities for this area require outdoor provision. For example, the pupils are expected to travel around, under, over and through balancing and climbing equipment. The school could not currently deliver these types of activities without making special arrangements elsewhere. The Foundation Curriculum covers pupils in the reception year but pupils in Year 1 and 2 also would benefit from an outdoor environment.

p.15

The lack of a secure outdoor environment for the younger pupils prevents regular

29. The school does have some limited outdoor accommodation. There is a sloping field and a playground. However, the playground itself is extremely small for the current 74 pupils and could not be appropriately developed for the exclusive use of the younger pupils. Ideally, there is need for access directly from the Key Stage 1 classroom to an outdoor area where the pupils could use large and small equipment, investigate the natural world and benefit from the greater space. West Down Primary School- 16

p.15

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to improve the standards of education further, the headteacher, staff and governors should focus upon the following:

p.16

meetings by:

• continuing to request suitable and appropriate accommodation, such as a school hall.

p.16

Improve the outdoor environment for the younger pupils by:

• providing a safe, secure outdoor area for the younger pupils to undertake physical activity;

p.16

Improve the outdoor environment for the younger pupils by:

• ensuring good access from the Key Stage 1 classroom to an outdoor area so that the pupils can move into outdoor activities regularly and easily.

p.16

Improve the outdoor environment for the younger pupils by:

(See paragraphs 28 and 29) West Down Primary School- 17

p.16

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 10

p.17

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.17

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.

p.17

Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

p.17

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 74

p.17

Information about the school’s pupils

Number of full-time pupils eligible for free school meals 5

p.17

Information about the school’s pupils

Special educational needs Nursery YR – Y6

p.17

Information about the school’s pupils

Number of pupils with statements of special educational needs 0

p.17

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 19

p.17

Information about the school’s pupils

English as an additional language No of pupils

p.17

Information about the school’s pupils

Number of pupils with English as an additional language 3

p.17

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.17

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 6

p.17

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 7

p.17

Attendance

National comparative data 5.4 National comparative data 0.5

p.17

Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. West Down Primary School- 18

p.17

Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 7 5 12

p.18

Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

p.18

Attainment at the end of Key Stage 1

Boys 7 7 7 Numbers of pupils at NC level 2 and above Girls 5 5 5

p.18

Attainment at the end of Key Stage 1

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

p.18

Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

p.18

Attainment at the end of Key Stage 1

Boys 7 7 7 Numbers of pupils at NC level 2 and above Girls 5 5 5

p.18

Attainment at the end of Key Stage 1

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

p.18

Attainment at the end of Key Stage 1

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

p.18

Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 6 6 12

p.18

Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

p.18

Attainment at the end of Key Stage 2

Boys 6 6 6 Numbers of pupils at NC level 4 and above Girls 6 6 6

p.18

Attainment at the end of Key Stage 2

Percentage of pupils School 100 (91) 100 (100) 100 (100) at NC level 4 or above National 75 (71) 72 (69) 85 (78)

p.18

Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

p.18

Attainment at the end of Key Stage 2

Boys 6 6 6 Numbers of pupils at NC level 4 and above Girls 6 6 6

p.18

Attainment at the end of Key Stage 2

Percentage of pupils School 100 (91) 100 (100) 100 (100) at NC level 4 or above National 70 (68) 72 (69) 79 (75)

p.18

Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. West Down Primary School- 19

p.18

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

p.19

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

p.19

Ethnic background of pupils Exclusions in the last school year

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

p.19

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.

p.19

Teachers and classes Financial information

Total number of qualified teachers (FTE) 4.4 Financial year 99/00

p.19

Teachers and classes Financial information

Number of pupils per qualified teacher 16

p.19

Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 189105

p.19

Teachers and classes Financial information

Total number of education support staff 3 Expenditure per pupil 2279

p.19

Teachers and classes Financial information

Total aggregate hours worked per week 34 Balance brought forward from previous year 7314

p.19

Teachers and classes Financial information

Balance carried forward to next year 5062

p.19

Teachers and classes Financial information

FTE means full-time equivalent. West Down Primary School- 20

p.19

Results of the survey of parents and carers

Percentage of responses in each category

p.20

Results of the survey of parents and carers

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

p.20

Results of the survey of parents and carers

My child is making good progress in school. 74 21 2 0 4

p.20

Results of the survey of parents and carers

Behaviour in the school is good. 68 30 0 0 2

p.20

Results of the survey of parents and carers

My child gets the right amount of work to do at home. 44 49 4 2 2

p.20

Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 58 35 7 0 0

p.20

Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 82 16 2 0 0

p.20

Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 91 9 0 0 0

p.20

Results of the survey of parents and carers

The school works closely with parents. 65 28 5 0 2

p.20

Results of the survey of parents and carers

The school is well led and managed. 82 16 0 0 2

p.20

Results of the survey of parents and carers

The school is helping my child become mature and responsible. 79 21 0 0 0

p.20

Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 56 35 4 0 5

p.20