Handsworth Primary School

HANDSWORTH 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.

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HANDSWORTH 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. Handsworth Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Handsworth Avenue Highams Park London Postcode: E4 9PJ

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1996 Handsworth Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Brian Gosling (22453) Registered inspector Michael Hudson (14324) Lay inspector Diana Cinamon (27635) Team inspector Terry Mortimer (18849) Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Full Circle 35 Trewartha Park Weston-Super-Mare North Somerset BS23 2RT

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

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

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

The school is bigger than other primary schools with 304 pupils; 158 boys and 126 girls with an additional 40 children who attend the nursery part time. Twenty three pupils are eligible for free school meals, which is below the national average. Some pupils come from minority ethnic groups and the percentage of pupils speaking English as an additional language is a bit higher than most schools. Sixty five pupils have special educational needs and five pupils have Statements of Special Educational Need, which is similar to the national average. Pupils come predominantly from the area close to the school and their attainment on entry to the school is, generally, above average. Almost all pupils transfer to the technology college that shares the same site.

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INFORMATION ABOUT THE SCHOOL

The school is popular with parents and is always oversubscribed with applications for places at the school. Consequently, there have been substantial building works recently and the number of pupils the school can admit each year has been increased to 60, which allows the school to have two full classes in each year. Further building works are planned to provide the additional classrooms needed to accommodate the increased number of pupils.

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HOW GOOD THE SCHOOL IS

Handsworth Primary School is an effective school. Although children have above average attainment when they first come to school, high standards are maintained through good teaching and the effective leadership and management of the school. By the time they leave the school, pupils’ attainment is well above the national average. The school provides good value for money.

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What the school does well

• Standards are high at the end of Key Stage 2, particularly in English, mathematics and science. • Pupils’ attitudes and behaviour are very good. • The quality of teaching is good, and often very good, in Key Stage 2. • The quality of curriculum provision is good, particularly for science in Key Stage 2. • The school cares well for its pupils and their personal development is very good. • The headteacher provides effective and strong leadership and the management of the school is very good.

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What could be improved

• Standards of writing in Key Stage 1 are not high enough. • Children in the reception class do not currently receive a curriculum that is appropriately based on the national guidelines for children in the Foundation Stage. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in November 1996. The main focus of school development since the last inspection has been the improvements to the accommodation. This has required a great deal of time and energy in planning and maintaining the smooth running of the school during the building works. Nevertheless, the high standards of the school’s provision noted in the last inspection report have been maintained. Since the last inspection, school improvement has been satisfactory. Handsworth Primary School - 7 Standards have improved significantly in information and communications technology. Teachers have received a number of training sessions to improve their skills and the number and quality of the computers in the school has been increased. The design of the new classroom block provides good areas for computer suites. The school has developed further plans for the improvement of this important aspect of pupils’ learning. Furthermore, the

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

school has introduced a policy for the more able pupils and this has been particularly successful in Key Stage 2. Nevertheless, further improvement is required in the areas of writing and the provision of greater challenge for more able pupils in Key Stage 1.

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

By the time pupils leave the school at the age of 11, standards are high. The school has successfully maintained high standards for a number of years and achieved further improvement broadly in line with the national trend. (A* indicates that results are in the top five per cent of schools in the country.) Although results in English in 2000 dropped to above the national average, this was only 0.1 per cent below the well above average level attained in mathematics and science. The percentage of pupils who attained the nationally expected Level 4 was well above the national average in English, mathematics and science. The school has successfully raised standards for the more able pupils and the percentage who attained the higher Level 5 in 2000 was well above the national average in mathematics and science, and close to the national average in English. Standards are particularly good in the experimental and investigative aspects of science. The school has set appropriate targets

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STANDARDS

Standards are not as high at the end of Key Stage 1, although they are above the national average in reading and mathematics. High standards in writing in Key Stage 1 have not been maintained and they are, currently, not high enough.

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Aspect Comment

Attitudes to the school Very good. Pupils enjoy school and work enthusiastically at their tasks.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils are courteous, polite and respectful. They have been very co-operative during the disruption created by the building works. There have been no exclusions. Handsworth Primary School - 8 Personal development and relationships Very good. Relationships are very good throughout the school and pupils develop positive attitudes towards one another.

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Aspect Comment

Attendance Attendance figures for the school are better than 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 Satisfactory Satisfactory 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

Half of the lessons seen were good or very good. Almost all the other half were satisfactory although one lesson was unsatisfactory. The quality of teaching is significantly better in Key Stage 2, where one third of lessons seen were very good and half were good. This is mainly because teachers in Key Stage 2 plan lessons more effectively. They plan clear learning intentions for the lesson and set tasks that take account of the different learning needs of individual pupils. In Key Stage 1, pupils are often set the same task and this does not provide sufficient challenge for more able pupils. Consequently, pupils make better progress in Key Stage 2.

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

The skills of numeracy are taught well across the school but literacy, particularly writing, is taught less well in Key Stage 1 where writing tasks are often insufficiently challenging and not enough attention is given to developing pupils’ skills progressively, building upon their earlier learning. The school generally meets the needs of all pupils with the exception of the more able pupils in Key Stage 1 in writing. The way that all teachers manage behaviour and organise lessons appears effortless because good relationships are maintained and pupils are enthusiastic and capable of sustaining concentration well.

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Aspect Comment

The quality and range of the curriculum Good. The curriculum is broad and balanced and the quality of the provision for science is particularly good. However, the curriculum for children in the reception class is not based on the Early Learning Goals 1 as recommended for children in the Foundation Stage.

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Aspect Comment

Provision for pupils with These pupils are identified early and they receive good support to

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Aspect Comment

1 On Early Learning Goals: QCA (Qualifications and Curriculum Authority) has produced a set of early learning goals for children in the Foundation Stage of education. These outcomes are a set of skills, knowledge and understanding that children might be expected to achieve by the time they start the National Curriculum in Year 1 in six areas of learning: communication, language and literacy; mathematical development; knowledge and understanding of the world; creative development; physical development, and personal social and emotional development. The Foundation Stage continues until pupils enter Year 1 when they begin Key Stage 1 of the National Curriculum. Handsworth Primary School - 9 special educational needs help them improve.

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Aspect Comment

Provision for pupils with English as an additional language Pupils who have English as an additional language are supported well and they generally achieve the standards expected for pupils of their age.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. Pupils are given opportunities for prayer and reflection. They create their own class rules and abide by them, being aware of the needs of others. They have a clear understanding of right and wrong and the school works hard to provide an understanding of the multi-cultural society we live in.

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Aspect Comment

How well the school cares for its pupils Good. All members of staff know the pupils well and procedures for their protection are secure.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher provides strong leadership and has managed the school well during a difficult period of extensive improvements to the school buildings. The role of subject leaders has been developed well to enable them to provide effective support for the development of their subject areas.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governing body has organised itself well to support the school effectively and takes an active role in producing the school development plan.

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Aspect Comment

The school’s evaluation of its performance Very good. The school analyses the results of national tests well and monitors pupils’ work and behaviour to establish strengths and weaknesses in what the school provides.

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Aspect Comment

The strategic use of resources Good. The school uses its resources well and careful financial management has ensured that commitments to improving and maintaining the accommodation are met. The principles of best value are applied well.

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What pleases parents most What parents would like to see improved

• Their children like school. • The progress their children make. • Behaviour in the school is good. • The good quality of the teaching. • The school is approachable. • The high achievement of the pupils. • The leadership and management of the school. • Their children become mature and responsible. • The range of activities outside lessons. Handsworth Primary School - 10 Handsworth Primary School - 11 Inspectors agree with parents’ positive views of the school. The range of activities the school provides outside lessons is satisfactory and similar to most schools, although they are mainly provided for the older pupils. Handsworth Primary School - 12

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

1. The school’s results in the national tests for 11 year old pupils are very impressive and high standards have been sustained for a number of years. Pupils’ attainment 2 has remained well above the national average in mathematics and science, and well above the average of similar schools in English, mathematics and science. Although pupils’ attainment in English in 2000 was above the national average, it was only 0.1 per cent below the well above average mark. Almost all pupils attain the nationally expected Level 4 3 in English, mathematics and science and many pupils attain the higher Level 5. Standards are particularly high in science where almost two-thirds of the pupils attained the higher Level 5.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

2. One of the major reasons that the school has been successful in maintaining high standards is the careful way that pupils’ progress is tracked through the school. ‘Academic Achievement Files’ are compiled each year using tests scores for reading and annual tests for the National Curriculum as well as the national tests in Year 2 and Year 6. Pupils who are underachieving and high achievers are identified to enable class teachers to plan appropriate work for these pupils. Additionally, the results of the national tests are analysed to identify areas for improvement and differences in gender and ethnicity. This showed that pupils did equally well whichever ethnic group they come from and that girls achieve better than boys in writing. Consequently, writing tasks have been improved to include themes of particular interest to boys and there has been a focus on developing pupils’ abilities in mental mathematics. This has been particularly successful and pupils in Year 6 carry

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

out computations mentally to a high level. For example, most pupils confidently multiply decimals to two places by 1000 and work out addition and subtraction with numbers of two and three digits, such as 175+32 and 155-36.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

3. The results for seven year old pupils in the national tests in reading, writing and mathematics are not as good as for the older pupils. Compared with all schools nationally, standards in 2000 were above average in reading and mathematics but below average in writing. In comparison with similar schools, reading was well above average and mathematics was above average but writing was well below the

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

2 On pupils’ attainment: An average points score provides schools with a single statistic to compare the overall grades attained by their pupils with the grades attained by pupils in other schools. At Key Stages 1 and 2, the National Curriculum levels of attainment are given a score. For example, in mathematics Level 1=9 points and Level 2=15 points, and so on. The average test score achieved by a school is calculated by adding up all the scores achieved by the pupils and then dividing by the number of pupils who took the test. These comparisons are the ones used in the figures printed in the summary of the report. When the percentage of pupils attaining a particular level is compared to other schools, this is stated clearly in the text.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

3 On Levels: The National Curriculum has been written on the basis that pupils, by the end of Key Stage 1 pupils are expected to attain Level 2 in all National Curriculum subjects. Those who achieve Level 3 are therefore attaining above nationally expected levels. It is a national expectation that all pupils should reach Level 4 by the end of Key Stage 2. Pupils who reach Level 5 are therefore attaining above the nationally expected level for their age. Handsworth Primary School - 13 average. Pupils’ attainment in writing has been identified as an area for improvement by the school.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

4. Pupils who need extra help are identified early and supported effectively. Teachers set clear targets for them that take account of their special educational needs.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

Pupils’ attitudes and behaviour are very good.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

5. Pupils are keen to come to school and they enjoy lessons. They arrive punctually and this allows lessons to begin promptly. All pupils listen carefully to instructions from the teacher and they work well together on their tasks. In one science lesson that involved an investigation into the growth of mould on bread, for example, pupils knew exactly what had to be done and they worked well collaboratively. They listened attentively to suggestions by other pupils of methods for measuring the growth of the mould and shared equipment, such as binocular microscopes, sensibly and well. Pupils are willing to share ideas, as they did well in a whole-school assembly about Christmas, and they talk enthusiastically about the work they do in school.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

6. Pupils behave very well in and around the school. They are polite to each other and are very clear about the standards of behaviour that are expected of them. Pupils negotiate and agree their own class rules and, through the school forum, they have the opportunity to contribute to and comment upon the school behaviour policy. They have been very co-operative during the disruptions to normal routines that resulted from the building works this year. There have been no exclusions.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

The quality of teaching is good in Key Stage 2.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

7. Eighty per cent of the lessons observed in Key Stage 2 were good or better and 30 per cent were very good. This is significantly better than the quality of teaching at Key Stage 1 and is reflected in the higher achievements and better progress of pupils in Key Stage 2.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

8. In the best lessons in Key Stage 2, teachers demonstrate their good knowledge of the National Curriculum in careful planning of lessons that set clear and attainable learning goals for the lesson that are shared with the pupils. Consequently, pupils know what they are doing and why they are doing it. These teachers know the pupils well and they set interesting tasks with different levels of difficulty depending on the ability of the pupils. In one lesson pupils were highly motivated when discussing the conditions necessary for the growth of bacteria on bread. They considered light, warmth, dampness and oxygen before agreeing a hypothesis that they would test. They worked together well, showing enthusiasm for the task and sustaining concentration throughout the lesson. Time at the end of the lesson is used well to assess pupils’ learning.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

9. Teachers make good use of the school’s policy to place a classroom assistant in each class and daily briefings mean that classroom assistants are clear about the intentions for the lesson and how pupils’ learning is to be achieved. Classroom assistants work well with the pupils and often provide additional support for selected groups of pupils.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

10. The quality of teaching in Key Stage 1 is not as high and pupils’ progress is less effective. This is mainly due to the fact that learning intentions are not sufficiently Handsworth Primary School - 14 clear and tasks planned do not take enough account of the different learning needs of individual pupils. For example, in one writing lesson, all pupils were given the same task in writing a list of the things they would like for Christmas. There was, therefore, insufficient challenge for these pupils to make satisfactory progress.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

The quality of curriculum provision is good, particularly for science in Key Stage 2.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

11. The school provides a broad and balanced curriculum that is enhanced by the provision of various activities to meet the needs of particular pupils. In reading, the school ‘Book Bus’ creates interest and enthusiasm amongst the younger pupils in enjoying books and taking books home to share with their parents. In addition, classroom assistants read with pupils who require extra assistance during the lunch interval. These measures play an active part in the high standards achieved in reading across the school. All pupils visit the local library each month and Year 6 pupils use the Internet there, while pupils in Year 5 who are identified as having difficulties in mathematics use the computer equipment at the local high school to improve their capability in mathematics. There are suitable visits to places such as the Tower of London and a satisfactory range of extra-curricular activities includes

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

sports, music, French and chess, although after-school clubs are predominantly for the older pupils.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

12. The annual ‘Science Challenge Week’ provides an opportunity for pupils to develop and use their scientific knowledge in an exciting way. The theme changes each year to reflect an appropriate and varying aspect of the science curriculum and this year focused on the human body. Pupils in each year were challenged to investigate, experiment and then build a model to demonstrate how different parts of the body work. Younger pupils investigated the senses and healthy eating. Older pupils created very impressive working models to show how the lungs work, moving skeletal models and the variety of joints between bones as well as models of the digestive system. This makes a significant contribution to the high standards in the subject and most pupils in Year 6 achieve standards that exceed national expectations for their age.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

The school cares well for its pupils and their personal development is very good.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

13. The procedures for child protection are good and all members of staff are aware of the agreed practice. Both the teaching and non-teaching staff know the pupils well and they provide a secure and happy learning environment for pupils. The school took extra care during the recent building works and ensured pupils’ safety through staggered play times and segregated play areas. Pupils’ academic achievements are carefully monitored as they move through the school and this enables the school to identify those pupils who are not achieving to their full potential and to take the appropriate action.

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

14. The happy and safe learning environment created at the school allows pupils to develop well as individuals with a good awareness of the needs of others. All pupils discuss and agree on the rules for their class and these are displayed prominently in all classes. The school forum provides an opportunity for pupils to discuss issues that are important to them, such as bullying and attitudes to other racial groups. All staff provide very good role models for pupils and, consequently, relationships are good in the school. Assemblies provide opportunities for prayer and reflection on subjects such as the importance of sharing, particularly at Christmas. Pupils develop Handsworth Primary School - 15 a good understanding of the difference between right and wrong and, when rules are broken, teachers refer to the reasons why rules exist and why it is important to keep agreed rules. Pupils respond positively to this approach and it is instrumental in

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Standards are high at the end of Key Stage 2, particularly in English, mathematics and

maintaining the high standards of behaviour and attitudes in the school. A ‘Hearts at Handsworth‘ display has been established by the pupils to encourage tolerance and equality in the community by illustrating what makes for ‘kind-heartedness’. The school works hard to provide opportunities across the curriculum for pupils to develop a greater awareness of the multi-cultural nature of British society.

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The headteacher provides effective and strong leadership and the management of

15. The headteacher provides a clear direction for school improvement that is firmly based on sustaining and improving high standards. The school is currently restructuring the leadership roles in the school with three senior managers, each having responsibility for different age groups, replacing the traditional structure of headteacher and deputy headteacher as the senior management team. All personnel with management responsibilities work together effectively as a team, which leads directly to the maintenance of high standards.

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The headteacher provides effective and strong leadership and the management of

16. The school has been managed well during the difficult period in which the first phase of the planned building works has taken place. Due to the compact nature of the school site, this necessitated the use of the hall and the library as classrooms; eliminated the opportunity to bring the whole school together for assemblies; and restricted playground space for the pupils to use during breaks. Assemblies were held in classrooms and play breaks were carefully organised with different times for older and younger pupils and play areas segregated to ensure the safety of all pupils. Nevertheless, the school’s effective monitoring of its performance, has identified the need to maintain the school’s ethos and eliminate variations in established school procedures that have arisen during the recent changes to the school, in order to sustain high standards of work and behaviour.

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The headteacher provides effective and strong leadership and the management of

17. The role of the subject leaders has been developed effectively. They monitor test results and pupils’ work regularly to produce reports on the strengths and weaknesses of their curriculum areas. Time is provided each term for subject leaders to carry out their monitoring roles, which are being developed to include the monitoring of teaching. This has resulted in the identification of areas for improvement that have recently included pupils’ abilities in performing mental calculations in mathematics and writing extended pieces of work. Subject leaders in English, mathematics, science and religious education lead training sessions for colleagues that ensures accurate planning for each term’s work. This has a significant effect on the high standards achieved in these subjects. The carefully planned use and deployment of supply teachers enables setting in mathematics and provides subject leaders with time out of the classroom to monitor their subject areas.

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The headteacher provides effective and strong leadership and the management of

18. The governing body is well organised and very supportive. They take an important role in the development and monitoring of the school development plan. A draft plan is created following contributions from all members of staff and the draft is made available to parents for their comments before being finalised. The school development plan is a comprehensive document that makes a clear statement of the school’s ethos and aims, along with detailed plans for school development. The governing body monitors progress through regular reports from subject leaders and identifies the effectiveness of its spending commitments. Handsworth Primary School - 16

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WHAT COULD BE IMPROVED

Standards of writing in Key Stage 1 are not high enough.

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WHAT COULD BE IMPROVED

19. In the national tests in 2000, almost nine out of ten pupils in Year 2 attained the standards expected of pupils of this age in writing. However, only two per cent of these pupils attained the higher Level 3, which is well below the national average and the average of similar schools. The sentence structure in pupils’ writing is generally satisfactory but it is rather limited and there is little evidence of continuous prose or narrative writing. Some pupils use capital letters and full stops correctly but handwriting is variable.

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WHAT COULD BE IMPROVED

20. Whilst the disruption caused to classes in Key Stage 1 by the building works has not been helpful, these standards are also due to the lower quality of teaching for these pupils than is found in Key Stage 2. There was insufficient challenge for more able pupils in many of the lessons observed and some writing activities are undemanding. The school has addressed the recent low standards in writing with concern and has carefully analysed the test results. Consequently, more time has been given to developing pupils’ writing skills and a new scheme has been introduced to improve standards in writing.

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Children in the reception class do not currently receive a curriculum that is

appropriately based on the national guidelines for children in the Foundation Stage.

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Children in the reception class do not currently receive a curriculum that is

21. The curriculum in the reception class is based on the National Curriculum Programmes of Study and not on the curriculum for the Foundation Stage that was introduced in September this year and which focuses on the Early Learning Goals for children of this age. As a result, there is insufficient, accessible equipment for creative and play activities that allow young children to work together at informal tasks that develop their personal and social skills as well as encouraging their creative and physical development. The absence of large play equipment, such as tricycles, further restricts children’s opportunities to work together with a common goal. There is no secure play area for these children that is separate from the older pupils in the school. Although no date has yet been established, the plans for the second stage of the building works contain a provision for this play space.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

22. In order to raise standards in Key Stage 1, the headteacher, governors and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Improve standards in writing in Key Stage 1 by setting clear and specific learning intentions for literacy lessons, and develop the use of assessment of pupils’ previous learning to ensure that activities match individual pupil’s learning needs. The school has identified this area for improvement in the current school development plan.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Ensure that the curriculum for children in the reception class is firmly based on the recommendations of the Qualifications and Curriculum Authority for the Early Learning Goals for children in the Foundation Stage. Handsworth Primary School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 15

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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

Pupils on the school’s roll Nursery YR– Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 20 284

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 23

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 5

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 65

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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 12

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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 25

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 8

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

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

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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 2000 26 17 43

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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 23 22 23 Numbers of pupils at NC level 2 and above Girls 16 16 16

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Attainment at the end of Key Stage 1

Percentage of pupils School 91 ( 78 ) 88 ( 83 ) 91 ( 88 ) at NC level 2 or above National 83 ( 82 ) 84 ( 83 ) 90 ( 87 )

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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 22 23 26 Numbers of pupils at NC level 2 and above Girls 16 16 17

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Attainment at the end of Key Stage 1

Percentage of pupils School 88 ( 78 ) 91 ( 68 ) 100 ( 88 ) at NC level 2 or above National 84 ( 82 ) 88 ( 86 ) 88 ( 87 )

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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 2000 20 19 39

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

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Attainment at the end of Key Stage 2

Percentage of pupils School 97 ( 87 ) 95 ( 89 ) 100 ( 91 ) at NC level 4 or above National 75 ( 70 ) 72 ( 69 ) 85 ( 78 )

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 16 17 19 Numbers of pupils at NC level 4 and above Girls 19 19 19

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Attainment at the end of Key Stage 2

Percentage of pupils School 90 ( 77 ) 92 ( 85 ) 97 ( 85 ) at NC level 4 or above National 70 ( 68 ) 72 ( 69 ) 79 ( 75 )

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Attainment at the end of Key Stage 2

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

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 1 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 1 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 1 Other minority ethnic groups 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 12 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.7

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 601,865

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Teachers and classes Financial information

Total number of education support staff 12 Expenditure per pupil 1,881

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Teachers and classes Financial information

Total aggregate hours worked per week 193 Balance brought forward from previous year 87,632

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Teachers and classes Financial information

Balance carried forward to next year 121,351

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1

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Teachers and classes Financial information

Number of pupils per qualified teacher 20

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Teachers and classes Financial information

Total number of education support staff 1

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Teachers and classes Financial information

Total aggregate hours worked per week 32

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Teachers and classes Financial information

FTE means full-time equivalent. Handsworth Primary School - 20

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 56 40 4 0 1

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Results of the survey of parents and carers

Behaviour in the school is good. 51 46 1 0 2

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 41 41 9 4 6

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 41 46 12 1 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 62 31 6 1 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 64 35 1 0 0

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Results of the survey of parents and carers

The school works closely with parents. 40 41 17 2 0

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Results of the survey of parents and carers

The school is well led and managed. 68 23 4 5 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 42 49 1 0 7

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 10 27 33 9 21

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