Other · Ofsted report

St George's Church of England Primary School

Inspected — · published 7 Feb 2001 · URN 123527

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Full report text

ST GEORGE’S CE PRIMARY SCHOOL

Dates of inspection: 6 th – 9 th November 2000

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ST GEORGE’S CE 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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ST GEORGE’S CE 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. St George’s CE Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: London Road St Georges Telford Shropshire

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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: Rev Peter Lawley

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 1 st –5 th July 1996 St George’s CE Primary School - 4

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Aspect responsibilities

J Earish Registered inspector Information and communication technology Equal opportunities What sort of school is it? The school's results and pupils achievements; How well is the school led and managed? What should the school do to improve further? R Hart Lay inspector Pupils' attitudes, values and personal development; How well does the school care for its pupils? How well does the school work in partnership with parents? V Hobson Team inspector The Foundation Stage Art Design and technology Religious education D Hughes Team inspector Mathematics Geography Special educational needs Assessment

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Aspect responsibilities

J Stirrup Team inspector English Music How good are curricular and other opportunities offered to pupils?

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Aspect responsibilities

M Wehrmeyer Team inspector Science Physical education History How well are pupils taught?

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Aspect responsibilities

Higherland Bridge 49, West Street Gargrave Skipton North Yorkshire BD23 3RJ St George’s CE Primary School - 5 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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Aspect responsibilities

The Registrar Inspection Quality Division

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Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE St George’s CE Primary School - 6

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PART A: SUMMARY OF THE REPORT 7

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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HOW HIGH ARE STANDARDS? 11

The school’s results and achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

St George’s CE Primary School has recently been through a period of turbulent change. The headteacher at the time of the last inspection was seconded to another school in the summer of 1999. Three people have lead the school on a temporary basis until a new headteacher took up his post at the beginning of the autumn term. At the start of the inspection, the new headteacher had been in post for nine weeks. The school is situated in the St George’s area of Telford. There are 430 pupils on roll, with a further 57 children attending the nursery part time. Almost all pupils are of white ethnicity. Pupils come from a range of home backgrounds, mostly owner occupied or rented accommodation. Twenty one per cent of pupils are eligible for free school meals, which is broadly in line with the national average. Twenty five per cent of pupils are identified as having special educational needs, and this too is

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INFORMATION ABOUT THE SCHOOL

broadly typical in national terms. Four pupils have statements of special educational needs. Children enter the nursery part time prior to the term in which they reach their fourth birthday. There are no pupils from homes in which English is not the first language. Attainment on entry to the school is average overall.

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HOW GOOD THE SCHOOL IS

St George’s is a rapidly developing school. There is strong purposeful leadership and a clear drive for school improvement. Teaching is good overall. By the age of seven, standards are good in speaking and listening, reading and writing, and satisfactory in mathematics and science. By the age of eleven, pupils achieve good standards in English, science and mathematics. Information and communication technology is unsatisfactory at Key Stage 2. The commitment of governors and staff creates a very positive atmosphere in which improvements can be sustained. The school provides good value for money.

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What the school does well

• Standards in speaking and listening, reading and writing are above average by the age of seven. • Standards achieved in English, mathematics and science are above average by the age of 11. • Teaching is good or better in just over seven out of ten lessons. • The school successfully encourages good attitudes, behaviour, and as a result there are very good relationships between pupils. • The school is very well led by a hardworking and committed headteacher, and senior management team.

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What could be improved

• The adequacy of learning resources in information and communication technology, and standards at Key Stage 2. • Opportunities for independent learning across the school. • Planned provision for the spiritual and cultural development across the curriculum 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

Overall, the school has made good progress since its last inspection in November 1996. At the time of the last inspection, standards at both key stages were described as ‘average’. Improvements have been made to speaking and listening, reading and writing at Key Stage 1, which are now above average. Also, standards seen are above average in English, mathematics and science at Key Stage 2. Standards in information and communication technology have declined. All of the key issues from the last inspection have been successfully addressed. Leadership to ensure clear direction for the work and development of the school is now very good. The quality of teaching has also improved and is now good overall, and very good in the Foundation Stage. The school is on track to meet its new target for attainment in both English and mathematics in 2001. St George’s CE 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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Key

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

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Key

This information shows that in 2000, standards in English, mathematics and science at the end of Key Stage 2 are above average when compared with those of similar schools, and in line with the national average. When averages of the scores achieved over the past four years are considered, the school is shown to be improving at roughly the same rate as the national trend.

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Key

The standards of work seen are above average in English, mathematics and science. In religious education, pupils' attainment matches the requirements of the locally agreed syllabus. The school’s published targets for 2000 have been achieved. New realistic targets have been set for English and mathematics for 2001, which show a 15 per cent increase in pupils likely to achieve Level 4 or above in both subjects. Standards in information and communication technology are below national expectations at Key Stage 2.

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Aspect Comment

Attitudes to the school Good. Pupils are happy to come to school and are eager to learn. Behaviour, in and out of classrooms Good. Pupils behave well in classrooms and in the playground.

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Aspect Comment

Personal development and relationships Very good overall. Pupils work and play together very successfully, and have a mature respect for each other and for adults. Attendance Satisfactory.

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Aspect Comment

Pupils enjoy coming to school, and work and play together happily. Their attitudes to learning are good, and these have a positive effect on both the quality of the education and the standards achieved. Pupils’ good behaviour and very good relationships all contribute to an orderly and welcoming environment in which effective learning can take place.

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

Lessons seen overall very good good good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses. St George’s CE Primary School - 9 Teaching quality is good across the school. This is an improvement since the previous inspection, when teaching was judged to be good at Key Stage 1, and satisfactory at Key Stage 2. Teaching in just over seven out of ten lessons was good or better, including three out of ten lessons which were very good or excellent. No unsatisfactory teaching was observed during the period of the inspection. Teaching quality in the Foundation Stage is very good, and all lessons were at least good with eight out of ten being very good. Teachers have good knowledge and understanding, plan well together, often share lesson objectives with pupils, and promote good pace to lessons. They have high expectations of

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

behaviour and have good day to day knowledge of their pupils' attainment and progress. When teaching is very good or excellent there are good opportunities for pupils to learn independently. Basic skills in numeracy and literacy are well taught, and teachers give pupils good opportunities to practise these skills in other areas of the curriculum.

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Aspect Comment

The quality and range of the curriculum Satisfactory overall. However, the quality and range of learning opportunities for the Foundation Stage are good. Provision for pupils with special educational needs Good. Pupils with special educational needs have full access to the curriculum. Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. Moral development is good, and social development is very good.

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Aspect Comment

How well the school cares for its pupils The school cares for its pupils well within a safe environment.

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Aspect Comment

The school has an effective partnership with parents. The school is making tremendous efforts to involve the community in pupils' learning. There is a satisfactory curriculum in place that meets statutory requirements. The National Numeracy and Literacy Strategies have been securely established. However, the lack of sufficient computers limits the depth to which pupils can study in information and communication technology. Good procedures are in place for monitoring pupils' personal and academic development.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher and senior staff manage the school very well and provide clear educational direction.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is very supportive and successfully fulfils its role as critical friend to the school. The school’s evaluation of its performance Staff and governors are good at critically appraising their work and in seeking ways to improve. The strategic use of resources The school makes good use of available finances and its very good links with the local community.

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Aspect Comment

The new headteacher displays excellent leadership qualities, and with strong support from the senior management team, and from all staff, he has already created dynamic plans for the development of the school. Accommodation is satisfactory, and there is a good match between the numbers of teachers and the demands of the curriculum. Resources are barely satisfactory overall. The lack of provision in St George’s CE Primary School - 10 information and communication technology limits the depth to which pupils can study, particularly at Key Stage 2. The school applies the principles of best value when buying in resources and services.

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What pleases parents most What parents would like to see improved

• Children make good progress. • Children become mature and responsible. • Children work hard and achieve their best. • Children like school. • Teaching and behaviour are good. • Behaviour in school is good. • Parents feel comfortable about approaching the school with questions or problems. • Teaching is good. • The school works closely with parents. • The range of interesting activities outside lessons. • The leadership and management of the school.

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What pleases parents most What parents would like to see improved

Inspectors' judgements endorse parents' positive views. Concerns regarding leadership and management related to lack of a permanent headteacher over the last year. However, replies also indicated that parents were now very pleased with the leadership of the new headteacher. This is supported by inspection evidence. Some parents do not feel the school provides a sufficiently wide range of activities outside lessons. However, inspectors consider provision in this area to be at least satisfactory. St George’s CE Primary School - 11

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The school’s results and achievements

1 The school's results in the 2000 National Curriculum tests for 11 year olds showed that the proportion of pupils achieving the national target of Level 4 in English, mathematics and science was average. The proportion achieving the higher Level 5 was also average in English and science, but below average in mathematics. Overall, attainment in these subjects was average. When these results are compared with those of similar schools, with a similar proportion of pupils eligible for free school meals, standards in 2000 were above average in all three subjects.

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The school’s results and achievements

2 At Key Stage 1, an analysis of the 2000 test results shows that standards in reading were well below the national average. In mathematics, standards were below average, and in writing they were average. In comparison with those of similar schools, standards were well above average in writing, below average in reading, and average in mathematics.

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The school’s results and achievements

3 The school has recently increased the provision for children in the Foundation Stage by opening a nursery unit. This is now becoming well established, is well organised and making a significant impact on the attainment of the children as they enter the reception classes. All children, including those who have just started school, are secure in the learning environment and able to take a full part in the activities provided. The very good quality teaching observed in both classes has a very positive impact on the children’s learning. Pupils now starting in Year 2 are the first to have experienced this new provision. Teachers agree that this is starting to have an impact on standards at Key Stage 1. This is supported by inspection evidence, which shows above average attainment in speaking and listening, reading, writing and numeracy.

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The school’s results and achievements

4 Prior to the opening of the nursery class, the children’s attainment on entry to the reception classes was below average overall as a result of the wide range of pre school provision, which the children experienced. They now enter reception with average skills in all areas of learning by having received a broad curriculum that has greatly increased their skills in all the areas of learning. By the time they ready to start in Year 1 the majority of children achieve appropriately and attain the early learning goals in communication, language and literacy; knowledge and understanding of the world; creative development; and physical development. They exceed the goals in mathematics, reading and personal development.

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The school’s results and achievements

5 By the age of seven, pupils achieve standards above those expected nationally in speaking and listening, reading and writing. They are broadly in line with national expectations in information technology, science and mathematics. In religious education, pupils achieve the standards expected in the locally agreed syllabus. In all other subjects standards are in line with national expectations except in art and physical education, which are above national levels. It was not possible to make a secure judgement about standards in history, but in the lessons seen learning was good. At the time of the previous inspection standards were described as being in line with those found nationally for all subjects, except in information and communication technology, history, art and physical education, which were above national expectations. Standards at Key Stage 1 have, therefore, risen in speaking and listening, reading, writing in comparison with those

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The school’s results and achievements

reported at the time of the last inspection. Standards have been maintained in art and physical education, but have declined in information and communication technology.

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The school’s results and achievements

6 Pupils' skills in speaking and listening develop well. They listen carefully, and speak clearly. By the time they are seven, they are confident and fluent speakers for their age. Teachers use good open ended questions to promote oral skills and provide regular opportunities for pupils to engage in group and classroom discussions about the work they are involved in. Pupils’ oral skills are actively promoted across the curriculum. St George’s CE Primary School - 12 7 Pupils achieve good standards in writing. Pupils in Year 2 write letters to their friends and teachers, and write some sensitive and personal poetry on such themes as ‘What is a Mum?’ Teachers provide pupils with good opportunities to write about the events in their daily lives and to retell in a written format the stories read to them in class. Basic English skills, including spelling, punctuation and grammar appropriate to their age are well taught. Their punctuation is generally

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The school’s results and achievements

sound. Higher attaining pupils can produce good extended writing relative to their age.

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The school’s results and achievements

8 Pupils achieve satisfactory standards in mathematics overall, but achieve above average standards at manipulating numbers. For example, younger pupils develop skills in remembering and recalling number facts accurately. They then move on to more complex work with the introduction of two digit numbers and most pupils in Year 2 are competent in basic addition and subtraction. Many can recognise multiples of ten and have a good understanding of place value in hundreds tens and units.

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The school’s results and achievements

9 Standards in science are satisfactory by the age of seven. At this key stage, pupils make satisfactory progress in conducting and recording experiments. Pupils have many opportunities to participate in and observe experiments which enable them to develop a satisfactory understanding of scientific ideas.

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The school’s results and achievements

10 By the end of Key Stage 2, the standard of work seen is above average in English, mathematics and science. In most other subjects, standards are in line with what would be expected for pupils aged eleven years, with the exception of art and physical education, which are above expectations. Attainment in information and communication technology is below national expectations. Attainment in religious education is in line with the expectations of the locally agreed syllabus. It was not possible to make a secure judgement about standards in history, but in the lesson observed learning was good. Standards have improved in English, mathematics, and science in comparison with those reported at the time of the previous inspection. Standards have improved in design and technology, and been maintained in art and physical education. However, standards have declined in information and communication technology.

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The school’s results and achievements

11 Most pupils at Key Stage 2 make good progress in all aspects of literacy. They speak very clearly and explain their reasoning or justification using complex sentences in ways appropriate to the occasion. Many read accurately and fluently, and by the end of the key stage, talk knowledgeably about what they are reading by reference to aspects of style or structure of text to support their view. The good range of reading activities provided by teachers is often used as a stimulus for pupils’ writing activities. Pupils are able to write for a range of purposes in different styles and with a particular audience in mind. Pupils write a good range of instructional, descriptive and creative writing. The challenging range of writing activities provided by teachers has a significant effect on pupils’ ability to work with real interest and enthusiasm.

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The school’s results and achievements

12 Pupils' skill in using and manipulating numbers improves at a good rate as they progress through Key Stage 2. Pupils are able to manipulate money and give change as well as being able to give clear explanations of how mentally they calculate the correct answer. In Years 4 and 5 there continues to be clear and well managed work tasks where pupils undertake work well suited to their abilities. Pupils continue to extend their mathematical concepts and language both with regard to number and shape, for example in the calculation of perimeter and the recognition of regular shapes such as rectangles and parallelograms. Most Year 6 pupils have good levels of skill across most elements of the mathematics curriculum, ranging from working with fractions, percentages, multiplication and division, to the accurate measurement of angles to construct geometrical shapes. The “setting” of pupils in Years 5 and 6 has been particularly successful and

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The school’s results and achievements

enabled the work to be well matched to pupils who work at different rates.

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The school’s results and achievements

13 Pupils make good progress in science throughout Key Stage 2. Pupils of all ages and abilities are able to conduct a fair test, offer hypotheses and draw simple conclusions from their work. There is now a much stronger focus on investigation and experiment. Teachers enable pupils to develop links between the data they collect and its interpretation using graphs and tables. Girls and boys generally achieve equally well and both make consistently good progress. St George’s CE Primary School - 13 14 The good quality of teaching is a significant factor in sustaining progress and standards across the school, as is the system for setting targets and tracking personal and academic achievement. Pupils' good attitudes also play an important part, as pupils are interested in their work and are keen to do well. The school has recently started to identify more able pupils and to make additional provision for them within lessons. There are good examples of this, for example, in

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The school’s results and achievements

English and mathematics where work is well designed for their particular needs. This is also contributing to the good progress that most pupils are making.

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The school’s results and achievements

15 Improvement in information and communication technology is one of the school's priorities, and a new range of skills is been successfully introduced. However, many of these improvements await the opening of the new technology suite. Pupils are making satisfactory progress at Key Stage 1. At Key Stage 2 it is unsatisfactory. For example, pupils in Year 1 use a mouse to draw pictures of themselves, and add simple sentences using a suitable font. In Year 2, they continue to develop their word processing skills and produce illustrated visitors guides to the ‘Year 2 Art Gallery’. In mathematics, they enter figures into a data handling programme, interrogated the database, and print graphs and charts. At Key Stage 2, Year 6 pupils prepare a PowerPoint presentation on the topic of ‘Caribbean Tourism’. They were able to access the Internet to search for information when visiting the local college to use their computer suite. However, teachers are currently unable to

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The school’s results and achievements

build on these successes back at school because of the lack of suitable hardware and access to the Internet.

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The school’s results and achievements

16 Pupils are making satisfactory progress in religious education at both key stages and standards are in line with the expectations of the locally agreed syllabus. Throughout the school, teachers discuss openly very sensitive issues such as death, the effects of bullying, and the uniqueness of individuals. The careful handling of the subjects and the importance which teachers give to every contribution enables pupils to describe their feelings, some of which are deep and very moving, in a secure environment. Pupils learn the importance of Christian ceremonies such as Christmas and what makes them important. Teachers then build on these experiences and explore other faiths such as Diwali for Hindus, but do not always make the similarities between faiths explicit.

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The school’s results and achievements

17 Pupils with special educational needs make good progress against their prior attainment across the school. This is largely due to the good level of support they receive from Senco class teachers and learning support staff. The good behaviour management of pupils, and the very good use of praise and encouragement by teachers, ensures pupils make good progress in personal and social development. Good individual education plans are in place for pupils who need them, and they are regularly reviewed.

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The school’s results and achievements

18 The school has set realistic targets for attainment in 2001. The percentage of pupils expected to achieve Level 4 or above in both English and mathematics is 75 per cent. This represents a 15 per cent increase on the targets from the previous year. Teaching is good, and the school has implemented a number of strategies to raise attainment, which are proving effective.

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Pupils’ attitudes, values and personal development

19 Pupils' attitudes and behaviour are good. Their personal development and relationships are very good. This is similar to the findings of the previous inspection. These all have a positive effect on both the quality of education provided and the standards of work that pupils achieve. Almost all of the parents who responded to the questionnaire felt that behaviour was good.

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Pupils’ attitudes, values and personal development

20 Pupils are polite and courteous towards each other and towards adults. They respond very well to the high expectations of behaviour, which are consistent amongst all staff. Pupils show good respect for property, which is evident in the good condition of displays, and in the care of equipment and materials. The great majority of pupils sit quietly and listen well, and show respect for each other's views and opinions. Behaviour around the school and in the playground is very good. Pupils move around the school in an orderly way, and no incidents of any aggressive or inappropriate behaviour were observed during the inspection. There have been three fixed term exclusions over the past two years. St George’s CE Primary School - 14 21 Pupils settle well at the beginning of lessons and listen very well to the teachers' instructions. They like school and show genuine interest and enthusiasm for their activities, both inside and

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Pupils’ attitudes, values and personal development

outside the classroom. Pupils are keen to tackle new work, and show high levels of perseverance when completing challenging tasks. For example, Year 6 pupils working out strategies for solving magic number squares, sustained high levels of concentration and perseverance until they had successfully completed the task to their own satisfaction.

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Pupils’ attitudes, values and personal development

22 Children in the Foundation Stage quickly settle into the caring school environment. They are able to sustain interest and concentration, learn to share appropriately, and listen carefully to their teacher's guidance. Even the youngest children concentrate well and join in activities. Their behaviour is good. Children willingly talk to adults and each other about their work with growing confidence and independence.

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Pupils’ attitudes, values and personal development

23 Relationships within the school are very good. The teaching and support staff working as a team sets a very good example for pupils, and makes a strong contribution to the positive relationships within the school. Pupils work and play cooperatively, even when not directly supervised by their teacher.

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Pupils’ attitudes, values and personal development

24 For the last reporting year, attendance at the school was broadly in line with the national average, but the rate of unauthorised absence was above the national average. However, a scrutiny of registers shows that attendance this term is good. The school registers are marked in accordance with statutory regulations. Parental notes and records of telephone calls are accurately collated.

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HOW WELL ARE PUPILS TAUGHT?

25 Teaching quality is good across the school. Teaching in just over seven out of ten lessons was good or better, including three out of ten lessons, which were very good or excellent. The best teaching was observed in the Early Years and in Year 6. No unsatisfactory teaching was observed during the period of the inspection. Teaching quality in the Foundation Stage is very good, and all lessons were at least good with eight out of ten being very good. This is an improvement on the findings of the previous inspection, when teaching was judged to be good at Key Stage 1, and satisfactory at Key Stage 2. Five per cent of lessons were unsatisfactory.

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HOW WELL ARE PUPILS TAUGHT?

26 The major strengths of the teaching throughout the school are the very effective management of pupils, the demanding expectations of pupils to work rigorously, the assessment of how well pupils learn and the matching of work to pupils who are of differing abilities. The teachers also use questioning well to probe pupils’ understanding in order to set new challenges. Strong but friendly management strategies create a calm learning environment where pupils can listen and concentrate well. The quality of teaching at Key Stage 2 has significantly improved since the previous inspection. This is due to the strong impact of inservice training provided by the school, which has helped raise the teachers’ expertise and confidence in a number of areas. Teachers have also enthusiastically adopted the recommendations of recent national strategies in literacy and numeracy, which have significantly improved the quality of planning overall.

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HOW WELL ARE PUPILS TAUGHT?

27 Previous criticism about lack of consistency when planning for pupils who learn at different rates is being tackled well by the school. Pupils who are able to achieve at higher levels have been clearly identified and their progress is regularly checked. As a result, teachers are now referring to them much more regularly in their planning. Work planned for these pupils is often different from work set for those who are considered to be average or who have special educational needs. As a result, progress made by all three groups is now much better, and this has a positive effect on pupils' enjoyment of their work as well as their attitudes. The school is regularly reviewing this strategy to ensure consistency across all subjects. However, apart from science topics, teachers do not provide sufficient opportunities for pupils to develop their own independent lines of enquiry during lessons.

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HOW WELL ARE PUPILS TAUGHT?

28 The quality of teaching in the Foundation Stage is very good. Four out of five lessons were very good or excellent. Teachers plan practical lessons with clear learning objectives that make firm St George’s CE Primary School - 15 links between all the areas of learning enabling the children to use their knowledge and understanding in a range of activities and subjects. They make very good use of their assessments to ensure the children work at an appropriate level, particularly in mathematics and literacy, and work is almost always prepared for several ability groups so that they all make appropriate progress. This not only provides a very good basis for learning, but also encourages children, who respond readily and gain skills, knowledge and understanding quickly. The teachers, classroom assistants and other adults also promote personal and social development through a very consistent and encouraging approach to learning.

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HOW WELL ARE PUPILS TAUGHT?

29 Year 6 teachers have particularly high expectations of their pupils. They place a strong emphasis on teaching of basic skills, which extends to science, art and physical education as well as English and mathematics. They make good use of the structure of the literacy hour to achieve a good balance between training in extended reading skills, and variety in styles of writing. Although on occasion they concentrate too much on one aspect of reading comprehension. Numeracy teaching provides a good base for developing pupils’ mathematical skills and their awareness of using a variety of strategies to solve problems, but at times there is an over emphasis on number work. Teachers take care and trouble to use resources effectively, for instance in the use of overhead projectors for the introductions to lessons.

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HOW WELL ARE PUPILS TAUGHT?

30 Throughout the school the teachers’ planning is thorough. They set clear objectives for lessons. In the best lessons they share them with the pupils, enabling all to get a wider picture of the context of their learning. In most lessons, teachers give clear and concise instructions so that pupils can get started on their work quickly. However, on a very small number of occasions lesson introductions go on too long and pupils become restless. It is common to see teachers give pupils time signals so they know how much time they have left to finish their work, and this imparts a sense of urgency. When teaching was excellent, the pace was demanding; and the teachers constantly checked pupils’ understanding before moving on to the next stage. They were aware that pupils learn by small steps and were careful to ensure that new learning was built securely on previous knowledge and understanding. Teachers are particularly good at matching the activities in

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HOW WELL ARE PUPILS TAUGHT?

the English and science lessons to pupils who learn at different rates. This means that pupils who have special educational needs understand their tasks, and work confidently to make good progress. In a Year 4 history lesson, for example, the task of sorting a number of sentences about Queen Boudicca into the right order, helped the pupils to remember the key ideas while challenging their thinking powers.

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HOW WELL ARE PUPILS TAUGHT?

31 Throughout the school, staff know when and how to assess pupils' knowledge and understanding through timely observations, conversations and questioning. Often these insights help the teacher to remedy misunderstandings or extend what has been learnt. Many teachers were seen to change their plans at the end of each day as a direct result of what they had seen during lessons. Plans for the following day reflected knowledge gained through ongoing assessment of pupils' work during lessons, and this makes it more likely that pupils maintain good progress.

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HOW WELL ARE PUPILS TAUGHT?

32 Overall, teachers have a good knowledge and understanding of nearly all aspects of the National Curriculum. This is evident in the good quality planning both for the individual lessons and for longer periods of time, especially in literacy, numeracy and science. In a Year 5 literacy lesson when pupils were writing the text of a play about bullying, the excellent teaching of analytical skills enabled them to decide if the dialogue successfully conveyed the emotions inherent within the situation. In a numeracy lesson at the end of Key Stage 1, the teacher showed good command of subject knowledge and used this to ask clear and challenging questions, leading pupils forward by building upon their previous understanding of simple fractions. Although teachers have sound skills in various aspects of information and communication technology, there is currently a need to support this though training to use new software, and providing sufficient computers of good quality.

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HOW WELL ARE PUPILS TAUGHT?

This apart, there is no significant weakness in subject knowledge. As a result, the teaching of basic skills, required for most subjects, is good. In a Year 5 science lesson, accurate explanations and clearly focused discussions helped pupils to consolidate their previous learning about light, and to move forward to understand the nature of simple phenomena such as shadow formation. St George’s CE Primary School - 16 33 In most lessons, teachers employ a good range of methods to meet the purpose of the lesson identified in the learning objectives. Lessons begin promptly and crisply. For example, in a Year 4 design and technology lesson, pupils had time to experiment with materials and components when designing a torch. At the end of the session pupils shared their learning, and were eager to design and make their own working models. Pupils were thoroughly engaged their work and highly motivated; they developed their observational skills and made good progress. Teachers make

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HOW WELL ARE PUPILS TAUGHT?

effective use of questioning. For example, they start most numeracy lessons with 'quick fire' questions to speed up the recall of number facts. On other occasions, they skilfully use questions to prompt pupils to think, rethink and talk, while at the same time drawing others into the discussion by rephrasing questions at an easier level.

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HOW WELL ARE PUPILS TAUGHT?

34 Throughout the school the teaching of literacy and numeracy is good. Literacy lessons are purposeful, have a good balance between word, sentence and text level work, and involve all pupils. The same is true of numeracy lessons, where enjoyable introductions and shared objectives set the tone and pace for the lesson. Pupils are encouraged to join in and many do so with great enthusiasm. The well planned lessons in both of these subjects and the good and sometimes very good teaching of basic skills, ensures that the eager pupils receive the best opportunities to make good progress.

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HOW WELL ARE PUPILS TAUGHT?

35 Teachers ensure that teaching assistants, parents and other helpers are aware of the aims of the lesson. The consistent and hardworking approach of the support staff effectively supports learning throughout the school.

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HOW WELL ARE PUPILS TAUGHT?

36 Day to day assessment is well developed throughout the school with teachers marking work well and teachers’ comments acted upon to improve individual learning. Short term assessment within lessons is also good. Lessons are quickly adapted where teachers realise that work set is inappropriate and very good assessment skills were often demonstrated as teachers enabled pupils to gain new insights through careful questioning.

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HOW WELL ARE PUPILS TAUGHT?

37 Teaching of pupils with special education needs is good. Tasks and learning support are well planned and appropriate. Teaching assistants are effectively deployed to meet pupils' individual needs throughout the school. Lessons are well planned and Individual Education Plans are well constructed and used to both monitor and prescribe for future individual need.

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HOW WELL ARE PUPILS TAUGHT?

38 Teachers use homework effectively to support mathematics and English, by strengthening the pupils’ knowledge of tables and spellings, but the amounts vary across the school. Inspection evidence shows that when homework is used effectively, it has a positive effect on the progress pupils make.

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PUPILS?

39 The school provides a broad, balanced and relevant curriculum, which meets all statutory requirements and reflects the aims and objectives of the school. The exception to this is information and communication technology, where current resources inhibit the schools’ ability to explore the information and communication technology curriculum in sufficient depth. There is an appropriate agreed syllabus in place for the teaching of religious education. A programme of Early Learning Goals, prepares pupils well for the programmes of study at Key Stage 1. The development of schemes of work and long term planning was a key issue at the time of the last inspection. These are now in place for all subjects. At both key stages, an effective curriculum is built around the recent recommendations from the Qualification and Curriculum Authority. These schemes of work offer clear guidance for the development of pupils’ knowledge, skills and

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PUPILS?

understanding. Teachers’ long, medium and weekly plans ensure that pupils are able to make progress across terms, years and key stages.

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PUPILS?

40 The curriculum provided for pupils in the Foundation Stage is good. However, although the outdoor space is large it includes a grassed area that is often too wet to use. This leaves a small hard St George’s CE Primary School - 17 surfaced area that restricts the children’s activities as they are unable to use small apparatus such as balls and hoops at the same time as wheeled toys. The planned changes to the area of including seating and painted tracks and games will make it more interesting but may limit the space even further.

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PUPILS?

41 Literacy and numeracy have benefited from the effective implementation of the national literacy and numeracy strategies. This is having a positive impact on pupils' attainment in both subjects. Appropriate time is provided for all core and non-core subjects.

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PUPILS?

42 The provision for pupils with special educational needs is good throughout the school. The withdrawal system is carefully planned so that full access to the curriculum is not compromised. Advice from the Local Education Authority and the school special needs coordinator [SENCO] is used effectively. Throughout the school there is equality of access for all pupils. However, there are occasions when pupils are presented with insufficient opportunities to develop their own independent lines of enquiry enabling them to acquire skills at a higher level.

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PUPILS?

43 Links with partner institutions are good. The school has good links with its feeder nursery schools, play groups, and the local high schools. Pupils also have an opportunity to visit the high school of their choice, and say they feel confident about their move to another school.

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PUPILS?

44 The school's provision for personal, social and health education [PSHE] is very good. Pupils have a very good understanding of health issues, including how to keep themselves healthy and fit, which they study in science and physical education. Personal social and health education is regularly promoted throughout the school, with pupils at both key stages having PSHE lessons each week. The governors have put into place effective policies for sex education and drugs awareness, and both the local police and the school nurse support this part of the curriculum.

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PUPILS?

45 The school provides a satisfactory range of extra curricular activities, including both sporting and musical activities. An extensive range of visits to museums, field trips, including a residential holiday, and trips to places of educational interest enrich pupils’ educational interests. Regular visits by members of the local community, as well as visits by educational theatre groups and musicians all contribute to the varied and extended curriculum provided by the school.

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PUPILS?

46 Planned provision for pupils’ spiritual development is satisfactory. The school fulfils all requirements for a daily act of collective worship. Opportunities are provided for pupils to contribute to assemblies, usually by responding to teachers’ questions. Spiritual development in the main is provided through assemblies and religious education, where pupils are able to reflect on a number of issues presented to them. Whilst a spiritual dimension and a sense of awe and wonder was observed in certain aspects of the curriculum, science, art, and music, this usually occurred spontaneously, rather than being planned for.

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PUPILS?

47 Provision for moral development is good. A strong sense of morality underpins the aims and ethos of the school. Pupils have a clear sense of right and wrong, and demonstrate an understanding of the impact of their actions of others. This is actively explored in regular PSHE lessons, and contributes to pupils’ good attitude and behaviour in class and around the school. It is also under pinned by the house system used in school and the award of personal ‘Dragon’ points. The school uses a positive disciplinary scheme in an effective manner and has a structured scheme of sanctions. The emphasis throughout the school is very much on promoting good behaviour rather than penalising bad. Pupils are provided with the opportunity to explore moral issues in specific subjects within the curriculum, such as English, where pupils explore bullying, and geography where pupils consider third world issues and concern for the environment.

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PUPILS?

48 Provision for pupils' social development is very good. Pupils develop very good social skills as they progress through the school. Teachers and other adults provide good role models for pupils. Pupils recognise the high demands made on them in terms of their behaviour and respond accordingly. This makes a positive impact on learning. Pupils move around in the school in an orderly manner, treat their environment with respect, and are courteous to visitors. Citizenship is taught within PSHE, with pupils putting this concept into practice through their regular fund raising St George’s CE Primary School - 18 for both local and national charities. Pupils contribute to the organisation of the school, through the recently reconstituted school council. Pupils relate well to each other, with many opportunities for pupils to work together and support each other, both in subjects such as physical education and

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PUPILS?

the residential visits provided for all pupils in Year 6. Pupils with special educational needs are well integrated into a caring and supportive environment.

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PUPILS?

49 The quality of provision for pupils’ cultural development is satisfactory. Most pupils share a common cultural background, and are given opportunities to appreciate the environment in which they live. Geography provides pupils with the opportunity to consider and appreciate a range of different lifestyles in different countries and cultures around the world. In history pupils develop an understanding of how British society has changed over centuries, as well exploring cultures from other times. English lessons provide opportunity to explore their literary heritage, whilst religious education allows pupils to explore the nature of different religions, cultures and traditions. While pupils acquire an understanding of a range of countries and cultures there is less planned provision for pupils to develop an understanding of the multicultural society they now live in.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50 The school is a caring community where pupils feel valued, safe and secure. The procedures for child protection and ensuring pupils' welfare are good. There is a designated person responsible for child protection and there are good procedures in place to ensure the safety and well being of pupils in the event of concern. Both staff and governors monitor health and safety matters carefully, and regular site inspections are carried out. The school is clean, tidy and in good repair. This provides an attractive and stimulating environment for all pupils.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51 The procedures for monitoring and promoting good attendance are satisfactory. The recording and reporting of attendance meet requirements. Relevant and appropriate measures are taken when any pupil is absent for a long period of time, or unable to attend school on a regular basis. Lateness is not a problem at this school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52 The procedures for monitoring and promoting good behaviour are good. Pupils know and understand the school rules, which are prominently displayed. The School Council is currently working with staff to revise the anti-bullying policy. Pupils and parents indicate that any incidents of bullying or inappropriate behaviour are dealt with quickly and effectively.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53 Monitoring of pupils' personal performance and personal development is good overall. Each pupil has a progress profile report book, which is kept by the class teacher. This is regularly updated and monitored by both the coordinators and the deputy headteacher. Teachers are able use this information to match work closely to the needs of individual pupils. These good, systematic procedures for monitoring personal development will eventually track all pupils from entry to the school through to transfer to high school. All groups of pupils have targets for improvement, and this is having a positive effect on the progress they make.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54 The school has developed good systems for both the monitoring of pupils’ academic progress and the setting of group targets in the core curriculum. This is an improvement on the findings of the previous inspection report, when assessment procedures for assessing pupils’ progress were a key issue. Detailed and effective systems for monitoring and assessing attainments are very well developed in the core subjects of English, mathematics and science, and these are well used to inform lesson planning to ensure that pupils' knowledge and understanding are developed in a logical sequence. In most other subjects assessment is less prescriptive, and monitoring and recording procedures are less well developed. Also, schemes of work are being revised in light of Curriculum 2000, and each has regular assessment opportunities identified within the planning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

55 The assessment procedures for the children in the Foundation Stage are rigorous and continuous. Records show the development of each child in all areas of learning. The baseline assessment completed in the reception classes has been analysed and predictions for each child’s attainment at the end of Key Stage 1 have been made. Analysis has also been carried out on the attainment St George’s CE Primary School - 19 of the children in relation to the early learning goals prior to and since the opening of the school’s nursery. These assessments have been used to develop areas of the curriculum such the use of information technology, and in developing children’s writing skills. Parents are invited to contribute to the records in the nursery and in the reception classes, and they have regular opportunities to discuss their child’s achievements.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

56 The school provides effective assessment for pupils with special needs. Individual education plans for these pupils are good, and include clear targets for improvement, which are reviewed regularly to ensure that new targets are set and good progress is maintained.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57 The school has made a great effort to maintain its partnership with parents during the time when there was no permanent headteacher. Partnership is very good, and is similar to the findings of the previous inspection report. Parents are very supportive of the school, and all parents who returned their questionnaires now indicate that the school is well led and managed. However, there had been concerns about leadership during the period when the school was without a permanent headteacher. Since the arrival of the new headteacher they have been kept very well informed of the changes that are taking place in the school through new parents’ liaison meetings.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

58 The parents have excellent opportunities to participate in their children’s learning at the Foundation Stage. Induction to the nursery and reception classes is carefully planned, and parents and children are able to join in with well organised sessions where they can play and work with the staff and the children. Parents’ views are highly valued and they have opportunities to contribute to their children’s records and comment on their achievement. They are welcomed into the classes both informally, before and after school, and formally at parents meetings. Home/school diaries are sent home regularly and through these parents receive excellent information about topics to be covered that term, and events that are happening at the school, as well as reading records. Parents find staff approachable and feel comfortable about expressing any concerns they may have, and believe that teaching is of good quality. They strongly feel that the school expects their children to work

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

hard and achieve their best, and that the school is helping their children to become mature and responsible. However, 22 per cent of parents felt that the school did not provide an interesting range of activities outside lessons. However, inspectors disagreed with this view and felt the school provided a satisfactory range of interesting activities outside lessons

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

59 Overall, parents receive very good quality information from the school. Weekly, informative newsletters provide good detail about all areas of school life. There is an informative governors’ annual report, and a clear and helpful school prospectus. Parents are invited into school each term, and they also receive good quality information about their child's progress through an annual report.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60 Parents' involvement in school makes a positive contribution to pupils' learning and the standards they achieve. Parents make a good contribution to their children's learning at school and at home. The school receives regular help from parents in the classroom, on school trips and with after school activities. Parents are involved in their children's learning at home, mostly through reading, but with some spelling and mathematics. However, this is not consistently applied across the school. The parent teacher association makes a significant contribution to the life and work of the school through its successful social and fund raising activities.

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