Walmsley CofE Primary School

SCHOOL

Dates of inspection: 12 th – 13 th September 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. Walmsley Church of England Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Blackburn Road Egerton Bolton

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: The Revd D J Brierley BA

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: May 1996 Walmsley Church of England Primary School - 4

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Team members

Mrs Joan Boden Registered inspector Mr Malcolm Weaver Lay inspector Mr Eric Steed Team inspector

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Team members

Evenlode Associates 6 Abbey Close Alcester Warks B49 5QW

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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 Walmsley Church of England Primary School - 5

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PART A: SUMMARY OF THE REPORT 06

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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The school makes very good provision for pupils’ personal development. Pupils are

academically and socially confident and are prepared well for the next stage of their education.

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PART C: SCHOOL DATA AND INDICATORS 13

Walmsley Church of England Primary School - 6

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INFORMATION ABOUT THE SCHOOL

This is a bigger than average Church of England aided primary school. It serves an area of relative affluence and the majority of pupils live in privately owned houses. It is a popular school and pupil numbers have increased steadily over the past five years to the present total of 311. There are roughly equal numbers of boys and girls. Children enter the reception class in the September following their fourth birthday. For the first two weeks they attend for mornings or afternoons only. The vast majority of pupils are of white ethnic origin. The proportion of pupils who speak English as an additional language is well below the average. The proportion of pupils entitled to free school meals is very low. The proportion of pupils on the school’s register of special educational needs and the proportion with statements of special educational need are both below average. When children enter the school, their standards of attainment

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HOW GOOD THE SCHOOL IS

This is an outstanding school that gives very good value for money. The excellent relationships between all members of the school community create a family atmosphere where the pupils feel relaxed and secure. The headteacher is an excellent classroom practitioner who leads by example in teaching for 40 per cent of the week. The quality of teaching is very good overall and frequently excellent. This leads to very high standards in English, mathematics and science. There is an excellent team spirit, with all the governors and staff working very well together to raise standards even further. The headteacher and her staff know their pupils very well and have very high expectations of what each pupil can achieve. Through excellent planning and preparation of lessons the most efficient use is made of the time during the school day. Children join the school with generally above average attainment; they make very good progress and leave

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HOW GOOD THE SCHOOL IS

very well prepared for secondary school.

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What the school does well

• The outstanding leadership by the headteacher and key staff, and the keen involvement of the governors in supporting and monitoring the work of the school, are the key factors in the school’s success. • The grouping of pupils in ability sets and the high quality of teaching lead to very high standards in English, mathematics and science. • The school makes very good provision for pupils’ personal development. Pupils are academically and socially confident and are prepared well for the next stage of their education. • The very good partnership between the parents and the school supports the pupils’ learning very well.

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What could be improved

• The inspection team did not find any significant areas for improvement. In order to improve further the school should continue its very good practice and implement the actions identified in the school development plan. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has improved at a much faster rate than would normally be expected. The quality of teaching has improved significantly and the very high standards of achievement have been sustained. The last report indicated that the then headteacher provided good leadership. The present headteacher and her key members of staff provide excellent leadership and management. The main improvement is the sharpening of classroom practice through excellent monitoring of teaching and learning. The emphasis is on supporting teachers and developing their expertise through staff development courses.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

All the key issues for development in the last report have been tackled very successfully. What were deemed to be weaknesses are now positive strengths. The school development plan has been improved to cover longer-term proposals with appropriate costings. The targets are very specific and improvements in standards are used to measure the effectiveness of spending decisions. The enthusiasm and commitment Walmsley Church of England Primary School - 7 of the headteacher, staff and governors mean that the school is very well placed to maintain its high standards and to continue to improve. Walmsley Church of England Primary School - 8

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STANDARDS

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

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schools

1997 1998 1999 1999 very high well above average A* A English A A* A A above average average B C mathematics A* A* A A below average D science A* A A A well below average E

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schools

Standards have remained consistently high for the past three years. They are well above both the national average and the average achieved by pupils in schools with a similar intake. Pupils’ written work is of a very high standard. They use a very good range of styles and use grammar and punctuation accurately. This has been brought about by the formalised teaching of skills and the very effective use of good quality children’s literature to provide good models of writing. The pupils have very good mental arithmetic skills that they use well to solve mathematical problems. This is the result of the enthusiasm for the subject engendered by the high quality teaching. The practical nature of science lessons leads to very good scientific knowledge and understanding.

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Aspect Comment

Attitudes to the school Excellent. The pupils are proud of their school and talk enthusiastically about it. They are very eager to learn and always try to do their best. They do their homework willingly because they enjoy learning.

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Aspect Comment

Behaviour, in and out of classrooms Excellent. Pupils behave very well in lessons. Playtimes and lunchtimes are very pleasant social occasions when the pupils play well together.

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Aspect Comment

Personal development and relationships Very good. The pupils genuinely like one another and are very supportive. They respect other people’s values and beliefs. They accept responsibilities willingly and carry out their duties conscientiously.

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Aspect Comment

Attendance Very good. Attendance is well above the national average.

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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 Very 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

Standards have improved significantly since the last inspection. All the lessons seen were at least satisfactory and 94 per cent were good or better. Half were very good or better and 17 per cent were excellent. The main strengths of the teaching are the very detailed planning, the very high expectations of what each pupil can achieve and the lively pace of lessons. Not a minute is wasted; the teachers know their pupils very well and constantly demand more from them. This keeps the pupils on their toes and they respond well to the challenges. Pupils with special educational needs are taught particularly well because of the school’s policy of setting pupils according to ability. They are taught in much smaller groups; they are taught the same curriculum, but the pace is slower so that their individual needs can be addressed. Walmsley Church of England Primary School - 9 Literacy and numeracy are both taught very well. Teachers have very good subject knowledge and they

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

use this well to frame effective questions that probe pupils’ understanding and lead their thinking forward. Their enthusiasm, combined with a keen understanding of how children learn, leads them to plan interesting and relevant activities that develop the pupils’ skills in a wide range of contexts. Through their very good relationships with pupils the teachers are successful in creating a secure learning environment where the pupils are prepared to ‘have a go’ without the fear of being wrong. There were no significant weaknesses in the lessons seen, but a relative weakness in a very small minority of lessons was that too much was planned for the time available. This meant that work was hurried and, as a result, was completed only at a superficial level.

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Aspect Comment

The quality and range of the curriculum Very good. The curriculum not only meets statutory requirements, but also caters for the needs and interests of all its pupils very well. The school places a strong emphasis on teaching the basic skills of literacy and numeracy. However, this does not mean that pupils miss out on other areas. They enjoy a wealth of experiences across a wide range of subjects. Provision for pupils with special educational needs Excellent. These pupils are taught literacy and numeracy in small groups, which means that they benefit from more individual attention. The teachers plan the work very well and have high expectations. Their progress is monitored constantly and their targets are reviewed regularly. As a result they often make very good progress. In other lessons teachers match work accurately to their needs. Provision for pupils’ personal, including spiritual, moral, social and cultural development

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Aspect Comment

Very good. Through its close links with the church and the very good opportunities provided across the curriculum, the school nurtures the pupils’ spiritual development very well. Provision for moral and social development is excellent. This is reflected in the pupils’ attitudes and behaviour, both in lessons and around the school. Provision for cultural development is good. How well the school cares for its pupils Very good. In addition to very good academic guidance the pupils are given a good range of life skills through very effective assessment procedures and realistic target setting.

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent. This is the major strength of the school and the key to its success. The headteacher provides outstanding leadership. She is an excellent classroom practitioner who leads by example. She delegates responsibility effectively to the deputy headteacher and curriculum co- ordinators. Relationships between the headteacher and her staff are excellent. This creates an excellent team spirit where the teaching and non-teaching staff work well together to the benefit of the pupils. The monitoring of teaching and learning is excellent, with the emphasis on enabling teachers to become better at what they do. How well the governors fulfil their responsibilities Very good. The governors are very knowledgeable and their close involvement with the school means that they have a very clear picture of the school’s development and where it needs to go next to improve further.

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Aspect Comment

They are very supportive of the school but they are not afraid to ask pertinent questions. They have a good input into the school development plan and measure the success of spending decisions in terms of improved standards. The school applies the principles of best value very successfully. The school’s evaluation of its performance Very good. Excellent monitoring of teaching and learning is used well to build a clear picture of the school’s strengths and areas for improvement. Walmsley Church of England Primary School - 10 There are rigorous systems for monitoring the school’s performance against other schools and there is a strong commitment by the staff and the governors to improve standards even further. The strategic use of resources Very good. The school uses finance, the staff, time, accommodation and learning resources to very good effect. This is reflected in the much smaller teaching groups than are found in most schools.

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What pleases parents most What parents would like to see improved

• Their children like school. • Their children are taught well and achieve high standards. • The school expects their children to work hard. • Members of staff are approachable. • The school is well led and managed. • The school is successful in helping children to become mature and responsible. • Some parents would like more extra- curricular activities.

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What pleases parents most What parents would like to see improved

The inspectors agree with the positive views expressed. The school provides a suitable range of extra- curricular activities. However, in response to the parents’ wishes, the school has increased the range of activities offered. Walmsley Church of England Primary School - 11

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governors in supporting and monitoring the work of the school, are the key factors in the

1. The headteacher and her deputy provide excellent leadership. They are both excellent classroom practitioners who lead by example. The headteacher has never lost sight of the fact that she is first and foremost a teacher. She is timetabled to teach for 40 per cent of the time and nothing is allowed to get in the way of this. She sees this as a way of keeping her own practice up to date and enabling her to share ideas with colleagues. The ‘spin off’ to this is that teachers value her ideas because she is talking from experience.

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governors in supporting and monitoring the work of the school, are the key factors in the

2. Despite the very high standards that the school achieves the headteacher is not complacent. She is very self critical and constantly striving to make things even better. Through caring support for the staff, and an approach to the monitoring of teaching and learning that is both sensitive and rigorous, she has boosted teachers’ confidence and enabled them to sharpen their classroom practice. Parents and staff think highly of her as a manager. They value her excellent interpersonal skills that enable her to put her ideas forward so successfully. As one parent at the pre-inspection meeting put it, “She doesn’t just tell you to do or not do something, she explains why.”

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governors in supporting and monitoring the work of the school, are the key factors in the

3. A significant strength of the headteacher’s management is her ability to delegate responsibility. She has formed a very effective partnership with her deputy that strengthens the overall management. She has developed the role of subject co-ordinators very substantially since the last inspection. The most significant aspect of this is that by releasing co-ordinators to audit their subjects thoroughly, through lesson observations and examination of pupils’ work, she empowers them to make reasoned judgements about how their subjects can be improved. The co-ordinators follow their audits by leading staff meetings where an action plan is formulated to take their subjects forward.

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governors in supporting and monitoring the work of the school, are the key factors in the

4. The governors play a full and active part in running the school. They have a clear idea of its strengths and areas for development. All the issues identified for development in the last report have been tackled so successfully that they have now become significant strengths. There is an excellent relationship between the staff and the governors, but this does not prevent them from asking searching questions. The school development plan is a comprehensive working document with key priorities identified clearly and success criteria defined precisely. It also sets out detailed cost projections so that the school knows exactly how much money it has in hand.

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The grouping of pupils in ability sets and the high quality of teaching lead to very high standards

in English, mathematics and science . Walmsley Church of England Primary School - 12 5. The grouping of pupils in ability sets is very beneficial to raising standards. It enables the pupils to receive more individual attention and allows the teachers to spend their time more productively teaching whole groups which have roughly the same level of understanding. The determination by all the staff to raise standards further, together with the constant drive to ensure that individual pupils achieve their full potential, has combined to raise the quality of teaching very significantly since the last inspection. This has resulted in the maintenance of very high standards in English, mathematics and science. Half of the lessons seen were judged to be very good or excellent. There were no significant weaknesses in any of the lessons seen. The main strength of the teaching is in the very detailed planning and preparation. The teachers are so well prepared that

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The grouping of pupils in ability sets and the high quality of teaching lead to very high standards

not a moment is lost. All the lessons seen had a lively pace that kept the pupils on their toes. The teachers have very high expectations of what pupils can achieve and challenge them accordingly. They have very good subject knowledge, particularly in literacy and numeracy, and a very good understanding of how children learn. They use this knowledge very effectively to match work accurately to pupils’ individual needs. All the pupils follow the same curriculum but the school recognises that some groups need to proceed at a slower pace whereas others grasp ideas much faster. The expectation is that they will all get there in the end but for some it will take longer. Even though the pupils are grouped in ability sets, the teachers do not lose sight of the fact that individuals learn at different rates and they make good provision for this. Teachers are very successful at putting pupils at their ease and making learning fun and interesting. The pupils

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The grouping of pupils in ability sets and the high quality of teaching lead to very high standards

respond well to this. They enjoy learning and work hard both in lessons and at home. Teachers’ marking of pupils’ work is very good. They share assessment information very effectively with individual pupils and give clear indications of how the work may be improved.

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The grouping of pupils in ability sets and the high quality of teaching lead to very high standards

6. Pupils’ written work builds progressively in maturity and complexity as they move through the school. The benefits of teaching the basic skills of spelling, grammar and punctuation are evident in the Year 6 work. Stories are imaginative and well written with a wide range of punctuation used correctly. Conversation is used particularly well to make stories come to life. For example, in one story a girl answers the telephone…….” Dad, dad, there’s a man on the….oh you’re there, there’s a man on the phone who wants to speak to you,” Nicole said. In the same story……..” But, but, but I haven’t got the money,” stuttered Ben. Pupils use a good range of expressive language, such as… Mr Terrapin stamped across the grass like a herd of elephants in a mad and fierce way.

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The grouping of pupils in ability sets and the high quality of teaching lead to very high standards

7. In mathematics pupils build up very good mental skills that they use well to solve everyday problems. Here again the attention to teaching the basic skills pays dividends. Pupils have instant recall of number facts so no time is lost while they work things out; they concentrate on the problem in hand. They have a very good understanding of mathematical terminology and use it naturally in their explanations. They enjoy finding out new ways to solve problems and can use patterns to predict answers and seek solutions.

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The grouping of pupils in ability sets and the high quality of teaching lead to very high standards

8. The practical nature of science lessons means that pupils not only have above average scientific knowledge but, more importantly, that they understand what they have learnt. This was demonstrated clearly by a group of pupils in discussion with an inspector. He challenged them to find a way of producing drinking water from sea water using given materials. They designed a system and explained the scientific application underlying the processes using the correct scientific terminology. They all claimed science to be a favourite subject, recalling with pleasure investigations carried out in previous classes.

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The school makes very good provision for pupils’ personal development. Pupils are

academically and socially confident and are prepared well for the next stage of their education.

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The school makes very good provision for pupils’ personal development. Pupils are

9. The warm relationships between all members of the school community are a major strength of the school. All the adults in the school provide very good role models that promote very good moral and social development. The care that all the adults show to the pupils encourages them to work hard and treat one another with respect. In discussion the pupils said that they appreciate the Walmsley Church of England Primary School - 13 teachers’ sharing of assessment information with them and setting targets for improvement. They respond well to this by working hard both in lessons and at home. Their determination to succeed was illustrated by the Year 6 pupils in conversation with the registered inspector. When the success of last year’s Year 6 pupils was mentioned they were very proud for the school’s sake, but insisted that they were going to do even better in 2001!

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The school makes very good provision for pupils’ personal development. Pupils are

10. From their earliest days in school the pupils are encouraged to take on responsibilities. This was demonstrated clearly during the inspection when children in the reception class, who had only been in school for a week, were given simple tasks. Throughout the school lessons proceed at a brisk pace, because basic routines have been established, with pupils giving out and collecting in equipment almost unnoticed. Older pupils demonstrate initiative and keenness to help by fulfilling simple roles in the school office. They use their initiative well, for example, in replenishing the stocks of paper in the photocopier. Many pupils are involved at lunchtimes in helping staff to prepare resources for younger pupils. During the early part of the year the oldest pupils support the new children in the reception class very well. They are very mature in their approach to this, seeing themselves as caring adults, making sure that the younger children are enjoying their new

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The school makes very good provision for pupils’ personal development. Pupils are

11. The pupils are also encouraged to be responsible for their own learning without the intervention of adults. For example, the music room is in constant use at lunchtimes and after school by groups of pupils who compose and perform their own music, sometimes illustrating it through dance. During the inspection several groups were observed. They were confident in explaining and performing their work.

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The school makes very good provision for pupils’ personal development. Pupils are

12. By taking on responsibilities the pupils become aware of how society functions and how everybody has a valuable part to play. The school involves pupils in regular consultations and takes their views into account. This aspect could be even better if the school were to set up an elected school council so that pupils would have more responsibility in representing the views of others.

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The very good partnership between the parents and the school supports the pupils’ learning

13. The school rightly regards the parents as key members of the school community with a vital part to play in the education of their children. All the parents at the pre-inspection meeting, together with the overwhelming majority who replied to the questionnaire, felt that the school was a friendly place and that the staff were very approachable. They are very proud of the school and support the view that it provides a warm family atmosphere where their children are taught well and reach their full potential. They also feel that their children leave the school as well-rounded individuals with good manners and good personal standards.

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The very good partnership between the parents and the school supports the pupils’ learning

14. Parents at the meeting were very positive about the need for appropriate homework to be set. They are well informed about the agreed policy, especially about the amount to be done in each year group. It was clear from discussions with pupils that parents support their children very well at home. Some pupils mentioned that they had mathematics books at home that they worked from in addition to the homework that the school sets. Parents are welcomed into the school as helpers. This not only benefits the school, but some parents have also benefited from the formal training they receive that has enabled them to become qualified classroom assistants.

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The very good partnership between the parents and the school supports the pupils’ learning

15. Parents’ views are taken into account through the parents’ consultative group, which has representatives from each year group. In addition to this there is an active Parents and Teachers Association that raises funds through social events. All but a very small minority of parents agree that the school is led and managed well and that they are made to feel a part of it.

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WHAT COULD BE IMPROVED

Walmsley Church of England Primary School - 14 The inspection team did not find any significant areas for improvement. In order to improve further the school should continue its very good practice and implement the actions identified in the school development plan. Walmsley Church of England Primary School - 15

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Summary of the sources of evidence for the inspection

Number of lessons observed 18 Number of discussions with staff, governors, other adults and pupils 12

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor 17 33 44 6 0 0 0 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 YR – Y6 Number of pupils on the school’s roll (FTE for part-time pupils) 311 Number of full-time pupils eligible for free school meals 3 Special educational needs YR – Y6 Number of pupils with statements of special educational needs 1 Number of pupils on the school’s special educational needs register 24 English as an additional language No of pupils Number of pupils with English as an additional language 1 Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission 14 Pupils who left the school other than at the usual time of leaving 4

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Authorised absence Unauthorised absence

% % School data 3.4 School data 0.0 National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Walmsley Church of England 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 1999 26 20 46

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at NC Boys 22 22 25 level 2 and above Girls 19 19 19 Total 41 41 44

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 89 (89) 89 (90) 96 (96) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at NC Boys 23 25 26 level 2 and above Girls 19 19 19 Total 42 44 45

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 91 (90) 96 (98) 98 (93) at NC level 2 or above National 82 (82) 86 (85) 87 (86)

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Teachers’ Assessments English Mathematics Science

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 1999 27 25 52

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National Curriculum Test/Task Results English Mathematics Science

Numbers of pupils at NC Boys 26 25 27 level 4 and above Girls 25 24 25 Total 51 49 52

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National Curriculum Test/Task Results English Mathematics Science

Percentage of pupils School 98 (100) 94 (100) 100 (97) at NC level 4 or above National 70 (65) 69 (59) 78 (69)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at NC Boys 24 24 27 level 4 and above Girls 25 24 25 Total 49 48 52

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 94 (92) 92 (92) 100 (97) Walmsley Church of England Primary School - 17 at NC level 4 or above National 68 (65) 69 (68) 75 (71)

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Teachers’ Assessments English Mathematics Science

Percentages in brackets refer to the year before the latest reporting year. Walmsley Church of England Primary School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0 Black – African heritage 0 Black – African heritage 0 0 Black – other 0 Black – other 0 0 Indian 0 Indian 0 0 Pakistani 2 Pakistani 0 0 Bangladeshi 0 Bangladeshi 0 0 Chinese 0 Chinese 0 0 White 263 White 0 0 Any other minority ethnic group 0 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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Qualified teachers and classes: YR – Y6

Total number of qualified teachers (FTE) 13.5 Financial year 1999/00

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Qualified teachers and classes: YR – Y6

Number of pupils per qualified teacher Average class size 35 £ Total income 455,234 Education support staff: YR – Y6 Total expenditure 449,500 Total number of education support staff 3 Expenditure per pupil 1494

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Qualified teachers and classes: YR – Y6

Total aggregate hours worked per week 45 Balance brought forward from previous year Balance carried forward to next year 6896 Walmsley Church of England Primary School - 19

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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 likes school. 65 (113) 31 (55) 4 (7) 0 0

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Percentage of responses in each category

My child is making good progress in school. 57 (100) 39 (69) 1 (2) 0 2 (4)

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Percentage of responses in each category

Behaviour in the school is good. 57 (99) 39 (68) 2 (4) 0 2 (4)

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Percentage of responses in each category

My child gets the right amount of work to do at home. 43 (76) 45 (78) 9 (15) 3 (5) 1 (1)

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Percentage of responses in each category

The teaching is good. 71 (125) 27 (48) 1 (1) 0 1 (1)

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 27 (48) 55 (96) 13 (23) 3 (6) 1 (2)

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 61 (106) 34 (59) 4 (7) 2 (3) 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 79 (139) 20 (35) 0 0 1 (1)

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Percentage of responses in each category

The school works closely with parents. 47 (82) 45 (79) 5 (9) 1 (2) 2 (3)

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Percentage of responses in each category

The school is well led and managed. 71 (125) 26 (46) 2 (3) 0 1 (1)

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Percentage of responses in each category

The school is helping my child become mature and responsible. 62 (109) 35 (61) 1 (2) 0 2 (3)

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 23 (41) 46 (80) 22 (39) 2 (3) 7 (12)

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