Other · Ofsted report

Stanville Primary School

Inspected — · published 2 Jan 2001 · URN 103257

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103257

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Praiseexcellentmake good progressvery welleffectiveeffectivelysuccessfullygood progressimproved

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Pages: 39
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Full report text

STANVILLE PRIMARY SCHOOL

Dates of inspection: 18 – 22 September 2000

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STANVILLE PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996

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INFORMATION ABOUT THE SCHOOL

School address: Stanville Road Sheldon Birmingham

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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: Melanie Ashley

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 27 – 31 January 1997

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INFORMATION ABOUT THE SCHOOL

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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INFORMATION ABOUT THE 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. Stanville Primary School - 3

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Team members Subject responsibilities Aspect responsibilities

Joyce Taylor Registered inspector Mathematics Early Years The characteristics and effectiveness of the school The school’s results and pupils’ achievements The teaching and learning The quality and range of opportunities for learning Key issues for action Jane Chesterfield Lay inspector The pupils’ attitudes, values and personal development The leadership and management Partnership with parents and carers Pupils’ welfare, health and safety Mike Brogden Team inspector English, Music, Physical education Sylvia Oultram Team inspector Art, History, Geography Special educational needs Equal opportunities David Dodds Team inspector Science, Information technology, Design technology, Religious education

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Team members Subject responsibilities Aspect responsibilities

Mike Brogden Ferndale Shipton Much Wenlock Shropshire TF13 6LB

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Team members Subject responsibilities Aspect responsibilities

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: The Registrar Inspection Quality Division

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Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Stanville Primary School - 4

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REPORT CONTENTS

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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REPORT CONTENTS

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

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REPORT CONTENTS

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS? 13

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REPORT CONTENTS

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 16

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REPORT CONTENTS

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS? 17

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REPORT CONTENTS

HOW WELL IS THE SCHOOL LED AND MANAGED? 18

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REPORT CONTENTS

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 21

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REPORT CONTENTS

PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM 26 Stanville Primary School - 5

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INFORMATION ABOUT THE SCHOOL

Stanville primary school is bigger than most primary schools. There are currently 274 children on roll. Most of the children come from the Sheldon ward of Birmingham which is in the north east of the city. Thirty three per cent of children take free school meals and this is higher than the national average. Three per cent of the pupils speak English as an additional language and again this is higher than average. Thirty two per cent of pupils have special general learning needs, including statements, and again this is above average. The children enter the reception class at four years old with a wide range of abilities although the general level is below average.

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HOW GOOD THE SCHOOL IS

This is an effective school. The teaching is good overall although it ranges from sound to excellent in different classes. As a result of the very good teaching, the pupils’ achievement grows steadily as they move through the school and is faster in some classes than others. By the time they reach Year 6, most of the pupils reach above average standards in mathematics and science but below average standards in English. The headteacher has been at the school for two terms and has already made several successful changes. Her style of leadership is thoughtful and clear. The cost of running the school is high but it gives satisfactory value for money.

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What the school does well

• Standards at 7 and 11 years old are above average in mathematics and science. • The very good teaching in Year 2 motivates the children to work hard and leads to good achievement. Good and very good teaching in some other classes helps the older pupils set a good pace to their learning. Good teaching in the nursery means that the children settle well in to their new routines. • There is very good support for the children with special educational needs and these children make good progress. • The school uses the community well to support the children’s learning and provides well for their personal, social and moral development. • The new headteacher has made a strong impact in the school through good financial control and by setting up arrangements to improve the teaching and learning.

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What could be improved

• Standards in English in Key Stage 2, particularly boys writing and standards in information communications technology. • The provision for design technology. • The way the senior teachers and the subjects co-ordinators support other teachers in improving the teaching and learning. • Assessment as a means of checking how well individual children are doing. • The opportunities for the children to learn about people from other cultures. 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 previously inspected in January 1997. It is now a better school in several areas. The standards reached by 11 year olds is higher in mathematics and science. This is confirmed by test results and the work seen in classes. There are more very good lessons than at the time of the last inspection and they are making the children enthusiastic and eager to learn. Long-term planning is in place but design technology has not been sufficiently improved. Standards remain low in information communications technology although the equipment and facilities are much improved. The provision for children with special educational needs is much better. The Stanville Primary School - 6 headteacher has considerably improved the management of finances and has controlled the overspending which had taken place since the last inspection. Since the previous inspection the school has made satisfactory

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STANDARDS

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

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schools

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

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schools

The results show that by the time the children leave the school they have achieved the standards expected in mathematics and science. Results in English are well below average and too few of the pupils are reaching the expected level, particularly in writing. The results are better when compared with similar schools, especially in mathematics and science. Since these results were published there has been another set of tests which the children took in May 2000. In mathematics and science the results are higher than in 1999 particularly in science. The children’s achievements are improving year on year because of the teachers’ knowledge and experience in the subjects. In English the trend is of falling results and there are still too few children reaching the average National Curriculum levels, especially boys in writing. In Key Stage 1 the progress from year to year has been smooth and in the test results in 1999 the standards remained at a high level in writing and

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schools

mathematics. In 2000 the children achieved a higher level in reading than in 1999 and kept up the above average achievement in the other subjects. These are very good test results for the seven-year-old children. This provides a firm foundation for good progress in Key Stage 2. The targets set by the school for this and future years in English and mathematics suitably reflect what the children are likely to achieve. They are high for mathematics but remain fairly low for English.

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schools

In most other subjects, including religious education, the children reach average standards. In information communications technology the standards are below average and in design technology the curriculum has not provided sufficient opportunities for the children to make satisfactory progress.

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schools

Most of the children in the reception class are not achieving what is expected of them in the early learning goals. Even though they made good progress in the nursery, their standards are still lower than expected in language and literacy, mathematics, knowledge and understanding of the world and social and emotional development. Stanville Primary School - 7

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PUPILS’ ATTITUDES AND VALUES

Aspect Comment Attitudes to the school Satisfactory overall. Very good in some classes but sometimes unsatisfactory in classes where the children do not keep up their concentration in the lessons. Behaviour, in and out of classrooms Satisfactory. The children behave well in the playground and around the school. In most classes behaviour is good or very good but in others the children are noisy and sometimes naughty. Personal development and relationships Good. Most pupils respect each other and work well together. The children get on well with their teachers. Attendance Unsatisfactory. Attendance is improving but is still below average.

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

Lessons seen overall good good 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

The teaching is better than it was at the time of the previous inspection. Almost all of the lessons seen were satisfactory or better. Only four lessons were unsatisfactory. In 39% of lessons the teaching was satisfactory, in 34% it was good, in 12% it was very good and in 9% it was excellent. The teaching is almost always good in the nursery and in Years 5 and 6 and is usually very good or better in Year 2. In the Reception classes and in Years 3 and 4 the teaching is satisfactory with some teaching that is good or better, some more ordinary lessons and an occasional unsatisfactory one. In Year 1 it is generally satisfactory. Basic skills are taught well for mathematics but in several of the junior classes the children are not motivated strongly enough in English.

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

The teaching is good in science and there is some good teaching in mathematics and English. In mental arithmetic the teachers are good at helping the children improve their calculating skills. In English the teaching of reading is satisfactory but too little attention is given to improving the children’s speaking and listening skills across the school. Writing is not taught well enough in most of the junior classes and the teaching of handwriting is unsatisfactory. The pupils with special needs are taught well both in classes and in groups. The special needs teacher and support assistants are particularly good at helping these pupils.

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

There were a number of particular strengths in the teaching and learning seen, most noticeably in Year 2 and Year 5 where the teachers’ strong relationships with the children boost their confidence and fire their enthusiasm. In the nursery the good teaching is helping the new children settle into the class extremely well. In the best lessons across the school, much is demanded of the children and there is very good classroom management. Lessons are purposeful and no time is wasted. Activities are interesting and challenging and the teachers give clear instructions. The children are able to concentrate well and complete their tasks properly. Where the teaching is not so effective the class management is not always successful and the children become noisy and easily distracted from their work. On a few rare occasions they are unkind to each other. Stanville Primary School - 8

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Aspect Comment

The quality and range of the curriculum Satisfactory. The new arrangement for teaching the foundation subjects is effective in most cases but information communications technology is not taught often enough to raise the standards and is not given enough importance as a core subject. The residential visits for the children in Year 2 and above bring great benefit. Provision for pupils with special educational needs Very good. The children are well provided for and make good progress.

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Aspect Comment

Provision for pupils with English as an additional language Satisfactory. The few pupils concerned are given appropriate support and make satisfactory progress. Provision for pupils’ personal, including spiritual, moral, social and cultural development Overall provision is satisfactory. The provision for social and moral development is good because the school trains the children to take responsibility for themselves and each other. The class rules are clearly displayed and the children know the difference between right and wrong. There is not enough attention given to introducing the children to cultural diversity. How well the school cares for its pupils The school cares for its pupils to a satisfactory level. The procedures for child protection and monitoring attendance are good. There is not enough information recorded about how well each child is doing in their work.

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Aspect Comment

Statutory requirements for the curriculum are met overall apart from coverage of the programmes of study for information communications technology. In Key Stages 1 and 2 there is a strong emphasis on English and mathematics. The new arrangements to teach the foundation curriculum in blocks ensure that each receives an appropriate time but when core subjects are included in this arrangement it is less successful. In the Foundation Stage there is a suitable emphasis on most areas of learning but more attention needs to be given to speaking and listening.

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Aspect Comment

The school has a satisfactory partnership with its parents. It tries hard to accommodate the wide views and opinions parents express and the formation of a Friends Association is a sensible development.

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Aspect Comment

Leadership and management by the headteacher and other key staff Developing well. The new headteacher has identified clear priorities for improvement in the standards and quality of the teaching and learning. She has made a strong impact in the short time she has been in the school. New administration procedures are effective. Key teachers advise and support the others but this is not developed enough. How well the governors fulfil their responsibilities The governors fulfil their statutory responsibilities. They question and check reports and know what the school does well and what the weaknesses are. The school’s evaluation of its performance The school has a clear view of what needs to be done and work has already started in some aspects. More needs to be done to identify the role of key teachers. Stanville Primary School - 9 The strategic use of resources The financial deficit inherited by the new headteacher causes the school

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Aspect Comment

concern as it limits developments. The headteacher and the local authority have controlled the overspend and returned the school to an even balance. Several successful bids for funding are supporting developments in the school.

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Aspect Comment

There are enough staff and resources are used efficiently and to the benefit of the pupils. There are not enough resources for science and design technology and there are too few library books. The accommodation is very spacious and clean. It is used well. The school applies the principles of best value to a satisfactory level.

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What pleases parents most What parents would like to see improved

• The children are happy to come to school and they make good progress. • The teaching is good. • The school expects the children to work hard and achieve their best. • The school is helping the children become mature and responsible. • The amount of homework children are given. • The range of activities offered to the pupils beyond their daily lessons. • The closeness of the school’s work with the parents.

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What pleases parents most What parents would like to see improved

Very few parents returned the questionnaire so the views are not truly representative. The inspectors agree with their positive views. However, the inspectors also agree that the range of activities outside school hours is small. There is a new policy for homework and parents have just received a letter telling them what their children will be doing. This is a good development as there was some uncertainty. The school works appropriately with the parents and provides a satisfactory range of information. Stanville Primary School - 10

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The school’s results and achievements

1. Children who are in the Foundation Stage are likely to attain the early learning goals in mathematics, physical development and creative development by the time they leave the reception class. Their standards are lower in language and literacy, personal and social development and knowledge and understanding of the world. They enter the nursery with standards well below average, except in physical development which is average, and they make good progress in much of their learning but their standards are still below average when they enter the reception class. In the reception class the children make good progress in mathematics and satisfactory progress in the other areas of learning. In previous years more time has been given to English and mathematics and less work has been planned in the other areas of learning. The school has revised the planning and the learning for the reception children and this is giving them better opportunities to work in all the areas of learning through practical

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The school’s results and achievements

2. At the end of Key Stage 1, the 1999 test results for pupils aged seven give a mixed picture. The children’s achievements were above average in writing and mathematics. In reading the results were below average. Compared with similar schools, results in writing and mathematics were well above average and reading was average. In 1997 and 1998 the results varied from subject to subject without showing any clear pattern although they were lower, overall, than in 1999. At the time of the inspection comparative data was not available for the 2000 test results but these show that standards have been maintained in writing and mathematics. In reading the standard has improved and is now the same as the other two subjects. This shows that over time the standards are improving in Key Stage 1. The work of the present Year 2 children seen during the inspection shows that their reading and writing are average and their mathematics is above average. The class has fewer

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The school’s results and achievements

children with well above average attainment than is typical but their very enthusiastic response to their lessons enables them to make good progress and it is likely that they will reach above average standards by the time they take the tests in May 2001.

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The school’s results and achievements

3. The 1999 test results for the pupils aged eleven also give a mixed picture. The standards are average in mathematics and science but well below average in English. In 1998 the results in all three subjects dropped to well below average but have risen since then. In the 2000 tests the mathematics and science results have risen again but have fallen further in English. The school’s very thorough analysis of the English results show that the boys scored very badly in the writing test with only 15% of them reaching the average level for their age. Compared with similar schools, results for 1999 are above average in mathematics and science and below average in English. The work of the Year 6 children seen during the inspection shows their English to be below average and their mathematics and science to be above average. The higher standards in mathematics and science reflect better teaching. For example the teachers show more confidence in choosing imaginative and

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The school’s results and achievements

stimulating activities which will stretch the children and quickly move them forward in their learning.

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The school’s results and achievements

4. The targets set for the pupils in mathematics in 1999 and 2000 have been easily achieved and more challenging targets have been set for 2001. In English the targets have not been achieved and have been reassessed for 2001. The targets are now set by analysing what the children are likely to achieve if they are given the right support. They are now set in consultation with the teachers of the Year 6 children and truly reflect what the children can do.

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The school’s results and achievements

5. The children’s progress in English, mathematics and science in Key Stage 1 in 1999 was good and it was satisfactory in Key Stage 2, apart from writing which was unsatisfactory. In September 2000 the teachers in reception and Key Stage 1 were new to these age groups and their knowledge of what the children had already Stanville Primary School - 11 achieved was hampered by the lack of an assessment system showing the attainments of individual children. This interrupts the children’s progress. In Key Stage 2 most of the teachers are experienced at working with their year groups and build effectively on what has gone before in mathematics and science. In English they are less effective and this hinders progress. In 1999 the teachers in Key Stage 1 raised the children’s attainment from below average in reception to above average in Year 2 in writing and mathematics. In 2000 the progress in reading showed similar success.

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The school’s results and achievements

6. The pupils with special educational needs achieve well for their abilities and those with individual learning plans make good progress towards their targets. The range of very good provision ensures that the children’s work is carefully monitored and evaluated and this is better than at the time of the last inspection. The children who need extra support in their literacy and numeracy lessons are helped effectively. The children with English as an additional language make satisfactory progress, they are given sound support and their standards are satisfactory. The higher achieving children are supported well in Key Stage 1 in mathematics and in Key Stage 2 in mathematics and science. In English there is lower achievement and fewer children are reaching the higher levels in the tests than is typical. In Key Stage 1 boys and girls achieve equally well. In Key Stage 2 the achievement of boys and girls is the same for mathematics and science but very different for English. The girls

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The school’s results and achievements

achieve high scores for reading (92% at the average level) and low scores for writing (38%). The boys achieve lower scores for reading (55% at the average level) and extremely low scores for writing (15%).

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The school’s results and achievements

7. The children reach average standards for most of the other subjects of the curriculum. The standards for art, music, history, geography, religious education and physical education are in line with National Curriculum expectations. In information communications technology the standards are unsatisfactory although the school has recently fitted out its computer room and is ready to receive training for the teachers. In design technology too little work was seen to judge the standards but there have been few planned developments to improve the subject since it was found to be unsatisfactory during the last inspection in 1997.

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Pupils’ attitudes, values and personal development

8. The school has continued to achieve sound standards in these areas of its work since the time of the last inspection. Most of the pupils have positive attitudes to the school. They enjoy being at school, they come to school eagerly and they settle quickly in their classes. Most are attentive and interested in lessons and many are keen to take up the opportunities and responsibilities offered by the school, as monitors, prefects, mediators or school councillors, for example.

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Pupils’ attitudes, values and personal development

9. The pupils’ behaviour too is satisfactory. The majority of pupils obey instructions in class and around the school and do as they are told straightaway. There are often high levels of noise as pupils talk while they work or move about the building and this can disturb the concentration of themselves and others. Most of the pupils know the standards of behaviour expected of them and have the self-control to meet these standards. There are a small number of children in some classes who have difficulties doing this. Behaviour in the playground at break and lunchtime is also satisfactory. Although there are some arguments and disagreements between pupils, others show concern for one another or help resolve differences. There was no evidence of bullying or racist behaviour during the inspection and any instances of this are handled firmly by the school. There have been three temporary exclusions in the last year. The children concerned are receiving a great deal of specialist support to help them

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Pupils’ attitudes, values and personal development

10. The pupils’ personal development and relationships are good. They are given an unusually wide range of opportunities to develop their social skills and sense of responsibility for the school community and they take these up enthusiastically. Mediators and litter pickers, for example, are committed to their tasks, while members of the school council mix easily with older and younger pupils and take their views seriously. Most of the pupils are polite and friendly and get on well with one another and with adults. They are pleased to hear about others’ Stanville Primary School - 12 successes and often show concern for the feelings of others. In the infant playground, for example, Year 6 pupils help the staff look after the younger pupils, bringing them in for treatment if they require first aid. 11. The level of the pupils’ attendance at the school is below the national average, although it is higher than it

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Pupils’ attitudes, values and personal development

was at the time of the last inspection. Most absence is caused by illness but some is due to families taking holidays during term time. Many families do not provide a reason for their children’s absence and this has resulted in an above average level of unauthorised absence being recorded. The pupils’ punctuality is satisfactory. Most arrive promptly every morning, although there are a number of persistent latecomers each day who disrupt the start of lessons.

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HOW WELL ARE PUPILS TAUGHT?

12. Since the last inspection there has been a significant improvement in the teaching. It is now good overall and 20 per cent is very good or excellent. Only four lessons were judged to be unsatisfactory.

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HOW WELL ARE PUPILS TAUGHT?

13. In the Foundation Stage the teaching is good overall although it ranges from unsatisfactory to good. The senior teacher, in the nursery, has a good understanding of the children’s needs and this encourages them to have confidence. In the reception classes the teachers have less experience and are not always sure how to stimulate the children effectively. In the nursery the children were having their first session when the inspection started. The teacher and nursery nurse give them good encouragement and provide a wide range of equipment for the children to explore. This helps the children to experiment with resources and learn through investigation and sampling a range of new situations. In the reception classes the teachers share many sessions and both already know the children well. They work from a planning system based on the nursery style and this provides very good continuity for the children although it will not adequately support the higher attaining children for long. The

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HOW WELL ARE PUPILS TAUGHT?

teachers are good at much of the basic skills work. For example, in the nursery the children became very involved in a story and in reception they enthusiastically joined in a counting rhyme. The teaching of speaking and listening is underdeveloped and the children make too little progress in this area.

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HOW WELL ARE PUPILS TAUGHT?

14. In Key Stage 1 the teaching is mixed in quality. It is good overall though it ranges from unsatisfactory to excellent. The Year 1 class contains a very high proportion of children with special educational needs, including some boys with behaviour difficulties. The supply teacher, who is with the class for this half term, has established good class routines and is developing satisfactory relationships with most of the children. There are a few occasions when the teaching and learning is interrupted by the bad behaviour of a few individuals. In Year 2, the teacher is new to this age group but has made an excellent beginning and is already enabling the children to make very good progress in almost all of their lessons. His manner relaxes the children and his very high expectations raise their pace of learning. In a literacy lesson, for example, the children struggled successfully with difficult

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HOW WELL ARE PUPILS TAUGHT?

levels of punctuation and the order of words in their sentences after an enthusiastic yet very effective introduction by the teacher. In both classes the basic skills of mathematics, reading and writing are taught properly but more attention needs to be given to handwriting.

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HOW WELL ARE PUPILS TAUGHT?

15. Most of the teaching in Key Stage 2 is good though it ranges from unsatisfactory to excellent. In some classes the management is very good and the children listen and respond extremely well. In other lessons the children begin to chatter at every opportunity and in some cases they do not quieten properly when the teacher asks them to. Where the teaching is very good or excellent the expectations are high and, although the work is challenging, the children confidently tackle it and explain clearly what they are doing. This was seen in a science lesson in Year 5 where the children described the processes used in testing fabrics for durability and waterproof qualities. The teachers plan carefully, for example, in geography in Year 6, and this is used to inform the children about the lesson and ensure they are well motivated. When the teaching is good the children are questioned to help them understand what is happening. In physical education in a Year 5/6 lesson the teacher helped the

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HOW WELL ARE PUPILS TAUGHT?

children judge the quality of their work by asking careful questions. Interesting activities that build on earlier learning, for example, in the Year 3 history lesson, help the children deepen their understanding. In the lessons Stanville Primary School - 13 that were satisfactory the class management was not always good enough and the children became noisy. In some lessons the teachers did not use interesting or challenging activities and the children did not make enough progress.

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HOW WELL ARE PUPILS TAUGHT?

16. There are opportunities for the children to work collaboratively and they organise themselves well. In science the Year 5 children worked in small groups to test and evaluate the properties of various fabrics. They managed this task very efficiently.

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HOW WELL ARE PUPILS TAUGHT?

17. The teachers are good at developing the pupils’ skills in numeracy through mental arithmetic sessions and in many cases the lessons build accurately on the children’s earlier learning. The teachers help the children use correct mathematical vocabulary and show them how to use the basic skills they are learning in new calculations. The skills of literacy are not always taught so well. The teaching of reading is better than writing. The group reading sessions support the children well and help them develop new word skills. In writing lessons there is sharply focused teaching in some classes which introduces new ideas or builds on earlier ones through lively discussions and interesting tasks. In other lessons the tasks are sometimes undemanding and the children are easily distracted. Some of the teachers do not provide the right level of work to challenge the children and speed their progress.

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HOW WELL ARE PUPILS TAUGHT?

18. The pupils with special educational needs have a suitable curriculum in line with their individual educational programmes. These focus appropriately on aspects of literacy and numeracy and on the improvement of behaviour and concentration. The teachers work in collaboration with the special educational needs co-ordinator to provide appropriate work. The class teachers oversee this work, which is sometimes supported by the classroom assistants and sometimes by pupils being withdrawn to work with the co-ordinator or the special educational needs assistant. There is very good liaison between the class teachers and the special educational needs staff. The pupils receive very good support from the special educational needs staff and this allows them to gain in confidence and make good progress.

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HOW WELL ARE PUPILS TAUGHT?

19. The higher attaining pupils’ needs are often met well in both key stages but this is not always a successful focus in lessons. Many lessons have a good pace and challenging tasks are set to extend the learning of the higher attaining children. For example, in many mathematics lessons the tasks are different for groups of children depending on their earlier learning and this speeds their progress. In other lessons the pace drops and the opportunities to stretch the higher attaining children are missed. Occasionally opportunities are lost because the teachers do not build on the enthusiasm or the knowledge of the children.

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HOW WELL ARE PUPILS TAUGHT?

20. Teaching that is good or better was seen in most subjects. High quality teaching occurs in English, mathematics, history, geography, science, physical education, design technology and information communications technology. Some of the teachers are good in many subjects while others are good in some subjects and weaker in others.

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HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

21. The school meets its statutory requirements and teaches all subjects, including religious education, although some programmes of study for information communications technology are insufficiently developed. The curriculum has been reorganised since the last inspection as the coverage had become less thorough during recent years. There were few schemes of work at the time of the previous inspection and these are now in place. The school fills out its own schemes with the schemes provided nationally. Although there are still some weaknesses to be managed, the overall quality of the curriculum is satisfactory and the needs of the pupils are met.

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HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

22. There is an appropriate emphasis given to the core subjects of English, mathematics and science and the rest of the curriculum is also given adequate time. The timetabling of literacy and numeracy lessons to follow Stanville Primary School - 14 immediately upon one another, producing two solid hours of concentrated effort, is a factor in the flagging pace in some of the lessons. The other subjects are taught in short blocks of several lessons a week and then left for a number of weeks before being taught again. This system is working effectively for most of the subjects but does not provide frequent enough lessons in information communications technology for the unsatisfactory standards to be improved. The provision for information communications technology is much improved since the last inspection as a new computer room has been opened and there are sufficient computers for the children. The

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HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

school is waiting to join the National Grid for Learning and this scheme will fund new resources. However, there are many children with below average skills and understanding in this subject who need regular and frequent opportunities to use the computers in order to raise their standards. The provision for design technology, which was unsatisfactory at the time of the last inspection, has not been sufficiently developed and remains unsatisfactory.

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HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

23. The school has successfully adapted the nationally recommended strategies for literacy and numeracy in Key Stage 1 and is providing an effective programme of activities to develop key skills in reading writing and number work. In Key Stage 2 the numeracy strategy is effective but the literacy strategy has had insufficient impact in writing. The activities used to teach all the core skills are particularly rich in Year 2 and in the teaching of numeracy in Years 5 and 6.

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HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

24. The foundation curriculum for the children in the nursery and reception classes has been reorganised to take account of the new early learning goals. The curriculum is challenging for the children although the style of learning, which is based on the nursery provision, may soon become insufficiently challenging for all the reception children as they gain in maturity and learning. The school’s new early years department is planning many opportunities to build smoothly on the good nursery provision. The provision for language and literacy is sound but more attention needs to be given to speaking and listening. Personal and social development is provided for appropriately through the teaching. The provision for mathematics and physical development is good and it is sound for creative development and knowledge and understanding of the world.

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HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

25. The school provides a limited range of extra-curricular activities, almost all sport, but there is very good provision for the children before and after school in a club provided by the school and paid for by the parents. The range of extra activities is small and a number of parents expressed their concern through the questionnaires and at the meeting with the registered inspector. There are new plans for homework and parents have been informed of the work the children are expected to do. The plans include an appropriate range of work.

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Personal development

26. The school makes sound provision for the pupils’ personal, social and health education, as it did at the time of the last inspection. There is a good, new programme for citizenship and health education which has been introduced this term and circle time provides regular opportunities to discuss many topics. There is appropriate provision for sex education across the school and there are plans for work on drugs awareness.

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Personal development

27. There is a good range of links with the community, which are often of benefit not only to the children but also to those adults involved. Through the volunteer readers scheme, for example, the pupils gain valuable additional help with their reading and get to hear first hand accounts of the volunteers’ experiences such as life during the war. Some volunteers too are able to use their work in school as part of courses to gain additional qualifications. The school takes advantage of local facilities and businesses as well as the cultural opportunities available in Birmingham to broaden the curriculum for its pupils.

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Personal development

28. The school liaises appropriately with receiving secondary schools to enable its pupils to settle smoothly into the next stage of their education. There is little communication between the nursery and the playgroup on the school’s site but there are good links with the children’s families and these enable the youngest children to Stanville Primary School - 15 transfer easily. Good relationships have been developed with those colleges whose students work at the school, so that teachers are provided with a good source of support in their classrooms.

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Spiritual, moral, social and cultural development

29. Overall the standards of the spiritual, moral, social and cultural aspects of the school are sound. The moral and social aspects are good and stronger than the spiritual and cultural aspects. The last inspection report indicated that there was good provision in all these areas.

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Spiritual, moral, social and cultural development

30. Spiritual development is promoted appropriately through the daily act of collective worship. There is a programme for worship that effectively links the key stage assemblies with the classroom acts of worship. In some instances the pupils’ recollections of previous acts of worship are used successfully to provide continuity and progression. There were few instances of spirituality observed during these sessions and generally the pupils were given insufficient opportunities to reflect. In one Year 3’s collective worship session the children were given the opportunity to think quietly about opportunities to say thank you to someone during the day. The vast majority of assemblies are Christian in character and emphasise values such as belief, caring, sharing and respect. There are some instances of visitors leading assemblies, such as the clergy, who enable pupils to see how faith influences people’s lives. The assembly programme shows very few references to other cultures or world

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Spiritual, moral, social and cultural development

religions. The effective links which the school has developed with some local churches make a positive contribution to the pupils’ spiritual development. Some lessons provide opportunities for children to develop spiritual moments and opportunities to ‘wonder’ and there are examples of this in history, geography and religious education lessons.

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Spiritual, moral, social and cultural development

31. The fostering of a moral code is well developed in most classes by an effective school code of behaviour that is promoted and reinforced consistently. Each class reflects upon the school’s code and creates its own classroom code. Rewards and sanctions are also discussed by the classes and restated on classroom notice boards. In the classes of the older pupils, work relating to citizenship and personal and social education has resulted in the pupils devising rules for their own families. The rewards and punishments are fairly and consistently applied. The emphasis is upon positive reinforcement of good behaviour and pupils enjoy having good work and acts acknowledged by their teachers and their peers. This is undertaken within the classroom and at a weekly assembly which celebrates good work. Opportunities are also provided for the pupils to reflect on their behaviour and its effect upon others. The religious education and the personal and social education

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Spiritual, moral, social and cultural development

programmes are also structured to teach the children about moral issues, fairness and justice. Through their behaviour in class and about the school, as well as in discussion of moral issues, the children show that they understand the differences between right and wrong. They generally treat each other and adults with courtesy and respect. They co-operate well together. Some of the higher attaining pupils help other children spontaneously and show kindness. The school has also recently introduced a mediation project to give pupils the skills to reduce conflict.

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Spiritual, moral, social and cultural development

32. The pupils’ social development is promoted and developed through a broad range of school activities. They are given many opportunities to take on responsibilities, such as becoming a prefect or classroom monitor, mediating to improve playground behaviour, setting up assemblies and, in particular, through membership of the school council. The children take these responsibilities seriously and are pleased to discuss their roles and responsibilities with visitors. The school is currently developing further initiatives such as the anti-bullying policy. Some curriculum activities are used successfully to foster the pupils’ social development. The Year 5 and 6 classes have created interesting displays to celebrate interests and aspects of ‘About Me’ which raises their self esteem. The school has an extensive programme of residential visits from Year 2 to Year 6 which help to develop independence. There is a small range of before and after-school clubs and activities, which are mainly

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Spiritual, moral, social and cultural development

sporting but include a computer club and reading support. The school runs various seasonal sports teams. The broad range of groupings employed by teachers in the classroom is used successfully to promote social and co- Stanville Primary School - 16 operative skills. The school has developed good links with the community. The police and fire service visit school and there are links with senior citizens, who are visited and visit the school to share their experiences with the pupils. The community uses the school buildings and parents come to school to share educational activities through the ‘Inspire’ project. Each year the children are actively involved in supporting a wide range of charitable organisations through activities and functions to raise money. Staff relationships with the pupils are good. The school is a community where all children are valued.

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Spiritual, moral, social and cultural development

33. The school has made sound provision for the pupils to develop their experience of the local cultural tradition through visits to the theatre and visits from peripatetic actors. Many visits to locations for learning are included in the curriculum, such as museums, galleries, historical locations and geographical field trips, both locally and further afield. Some opportunities are provided for the pupils to examine works of famous artists. They are introduced to the works of famous composers through listening to music in lessons and sometimes in assemblies and hearing live performances. Insufficient use is made of music in assemblies and some opportunities are missed. Some opportunities are provided for the pupils’ wider cultural development through aspects of religious education where other world religions are studied but the children’s awareness of the range of cultures represented in our society is under developed and opportunities are not provided for the children to develop their

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Spiritual, moral, social and cultural development

understanding. The school’s resources for multi culture and other world religions are of good quality and are being extended but are not currently used to create displays in public areas to show the beliefs, traditions and religious artefacts from other faiths.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34. Since the last inspection, the school has continued to work hard to ensure the well-being of its pupils and this is done effectively. One of its strengths in this work is the use of the special needs co-ordinator to oversee concerns and to call on the services of outside agencies when necessary. This is very successful. Many of the policies for pastoral care are outdated and no longer reflect nor guide practice in the school, but those which have been recently revised are good and helpful. The attendance policy, for example, is known to staff, parents and pupils and is closely followed in the school’s daily life. This means that staff are able to monitor absence and lateness accurately and target the help of the educational welfare officer where it is most needed. The school is currently focusing on improving the management of behaviour in class and in the playground. It has introduced

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

some good, imaginative new initiatives, such as the mediation scheme which helps pupils to help one another in sorting out their differences. At present most staff manage behaviour effectively and consistently, although in some classes the strategies used are not always successful in motivating and controlling all the children. The school responds quickly and firmly to any instances of bullying or racism and makes good use of specialist support such as the welfare officer to do this.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35. The school’s daily routines run smoothly. Lunchtimes are efficiently organised and the young children in the reception class are given very caring and attentive support from the midday and kitchen staff to enable them to get used to the occasion. Similar concern for the youngest children in the school is also evident in the nursery. There are good induction procedures for the new children including staggered entry and home visits. This means that the children can quickly settle in and feel at home. The school has only just begun to build up files on all the pupils’ personal and academic development but most of the teachers and support staff know their children and are aware of their strengths and weaknesses.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. Procedures for child protection are satisfactory. There is a named responsible teacher and local guidelines are followed. The headteacher has also carried out training this term for all the staff. The children are taught about keeping safe through their personal, social and health education and in assemblies. Arrangements for administering first aid are appropriate. Good new procedures for health and safety have been recently introduced and the school is kept very clean and is well maintained by the caretaker and his cleaning staff. The types of locks and bolts on the outer doors in each corridor, while offering good security from intruders, present Stanville Primary School - 17 problems if children need to get out of the building in an emergency. 37. The school has improved its procedures for the assessment of the pupils’ attainment and progress but there are still weaknesses. There are effective systems to track the children’s progress over time by comparing

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

test results at the end of each year. The information collected is used in Key Stage 2 to place the children in sets for English and mathematics. The results of the national tests for Year 2 and Year 6 are closely examined and the school has recently drawn valuable conclusions from this. Detailed analysis has revealed that the low test results for English are due to serious underachievement by the boys. The school has acted quickly on these findings and secured funding to improve the standards reached by boys.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. The mathematics co-ordinator has introduced an effective system to set the children targets in numeracy and check if the targets are achieved. This information is to be used to set further targets. It will also be used to check if the children understood their work and if more help is needed. The school plans to extend this system to support the literacy curriculum. There are no other strategies in place to assess the attainment and progress of individual children as they move through the school. As a result there is little information to help the teachers set work of the right standards at the beginning of the year. The reading records kept by the teachers give insufficient detail about how the children are learning to read and what they need to learn next. The teachers’ marking is usually up to date but rarely gives the children advice on how to improve their work.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The school’s provision for special educational needs is very good. Contacts with external agencies are very good and all the staff are very well informed about individual pupil needs. The documentation shows that the annual and transitional reviews are rigorously carried out. The parents are well informed by the school of their child’s progress and the provision that the school makes. Parents contribute to assessments and attend annual reviews of statements.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

40. Since the time of the last inspection the school has maintained positive relationships with the majority of its parents. They feel that their children are happy at school, that they are making progress and that the school is approachable. These views are well founded. The pupils enjoy their lessons and the other activities offered by the school and they learn effectively. The teachers, support staff, administrative staff and the headteacher are all readily accessible to parents and deal with them cheerfully and sympathetically. Some parents have concerns about the use of homework and about the links the school has with them but these concerns are not found to be justified by the inspection evidence. Homework is used well to extend classwork in some classrooms and new information for parents about homework has just been made available. The school works hard to establish good links with its parent community. The worries expressed by some parents about behaviour, particularly in the

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

playground, are partly upheld by the inspection but the school takes these worries seriously and is taking positive steps to eliminate unacceptable behaviour. A very small number of parents have very negative views about many aspects of school life but these were found to be unjustified by the inspection team and are unhelpful to the school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

41. The school has developed some good strategies to involve the parents in its work and in their children’s learning. The ‘Inspire’ workshops are a very good example of this in which parents and children study aspects of the curriculum together, with the support of staff. The school also makes efforts to involve parents in initiatives such as its work on mediation and drugs awareness. The before and after school club indicates how the school tries to be of use to the parents. This facility is very valuable to those parents with jobs outside the home.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42. The school provides the parents with a satisfactory range and amount of information, although it is planning to overhaul a number of its documents, such as the prospectus and the governors’ annual report. The prospectus contains all the details required by law, although there are a few minor omissions from the governors’ report. The topic letters sent out this term are a good idea as they tell the parents what their children will be Stanville Primary School - 18 covering and suggest ways they can help them. Reports to the parents on their children’s progress are satisfactory overall. They explain in detail the skills the children have learned in each subject and make some suggestions for improvement. However, there is no consistent target setting and standards achieved are not made clear. Consequently, the parents do not know exactly how well their children are doing or what they need to do to improve. The parents of pupils with special educational needs are given every opportunity to find out

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

how their children are progressing and to be involved in their future development.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43. The parents make a satisfactory contribution to the work of the school and their children’s learning. A small core of committed individuals works regularly in classes, while a good number has volunteered to become involved with the newly formed Friends of Stanville School. Many attend parent teacher consultations, hear their children read and ensure that homework is completed. This supports the efforts of the teachers and helps the children to make progress. The negative influence of a very few parents is well deflected by the school, although this can be time-consuming and detracts from the school’s everyday priorities.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

44. There has been a change in the leadership of the school since the last inspection. The new headteacher has been at the school for only two terms and she has already achieved much in this short period of time. She has a clear focus on improving the quality of teaching and learning and the recent emphasis on staff training and development in numeracy has already led to higher standards of attainment in mathematics. Despite the over- riding problem of the school’s financial difficulties, the headteacher has made a good start in improving management and communication structures. She has refined the school development planning process, monitored and evaluated the work in classrooms and managed the budget. She has been capably supported by the senior management team and by the governing body, who are committed and hard working. The governors successfully fulfil the responsibilities required by law, apart from aspects of information communications

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HOW WELL IS THE SCHOOL LED AND MANAGED?

technology, and have an accurate picture of the school’s strengths and weaknesses. They analyse the school’s results with the headteacher, for example, and discuss the reasons for the under-achievement of boys. The special needs governor plays a very strong and supportive role in the school, working closely with the special needs co-ordinator. Special needs provision is very well led in the school. The co-ordinator focuses on raising standards of attainment and behaviour and liaises very well with class teachers about the pupils in their charge.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

45. The role of the curriculum co-ordinators in the school has been partly developed since the time of the last inspection, when it was a key issue for improvement. They now all have their own budgets to manage and are required to contribute subject plans to the school development plan. The headteacher is keen to allow individuals to take on responsibility for standards and quality through delegation. She intends to strengthen the roles of both co-ordinators and members of the senior management team in this way. However, job descriptions and individual targets are not yet clear enough to enable key staff to take extra responsibility with confidence and in some areas, such as the structuring of the timetables or the composition of classes, this has not worked effectively. The headteacher has made a good start in evaluating the quality of teaching in every class and is now well placed to acknowledge some of the very good practice within the school. She is planning to share the best

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HOW WELL IS THE SCHOOL LED AND MANAGED?

work throughout the school. The staff are committed to school improvement and the headteacher has begun to create a sense of unity and shared aims. There is now an effective system of staff briefings, staff meetings and senior management team meetings, providing an appropriate structure for communication. There is also a planned programme of training. The school development planning process has been successfully opened out for consultation amongst all members of the school community, including pupils, using the school council, parents and governors. The priorities contained in the school development plan are chosen well and are relevant to the school’s needs, such as assessment, self-evaluation and behaviour management.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

46. The school’s financial management is now good. The headteacher, with the support of the local authority finance officer, has got to grips with the school’s deficit and has brought spending under control. As a result the Stanville Primary School - 19 school’s budget is due to balance this year, with only the historical deficit to be carried forward. All expenditure is strictly monitored and all avenues of additional funding are fully explored. The standards fund and special needs funding are used well to help improve the standards and provision. The many recommendations of last year’s audit report have been steadily and systematically tackled so that the school now has proper and workable financial systems and the staff involved are fully accountable. The governors are now kept very well up-to-date with the school’s financial position to enable them to make informed spending decisions. Administrative staff provide good support to the school, liaising well with staff, pupils, parents and visitors. The

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HOW WELL IS THE SCHOOL LED AND MANAGED?

school applies the principles of best value well. As a result of the budgetary difficulties, the school has become accustomed to considering the value for money obtained in every decision made. Results are compared with other similar schools, services offered by the school are assessed for feasibility and the parents are consulted on school matters such as the school development plan and the quality of the nursery provision.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

47. The school is appropriately staffed by suitably trained and qualified teachers to meet the needs of the National Curriculum. Recent changes in staffing have resulted in some internal reorganisation and temporary appointments in which the teachers’ expertise is not well matched to the pupils’ needs. It has also been necessary to arrange temporary leadership of some curriculum areas. The temporary posts are due to be permanently filled soon. The teaching and support staff who work with pupils with special educational needs are experienced and well qualified and make a significant contribution to the pupils’ progress. The number of classroom support staff hours for the size of the school is below average but these staff have a positive impact on the school’s work. Both classroom support staff and special needs support staff are effectively inducted into the school’s work by the special needs co-ordinator. The staff with responsibility for administration, caretaking and

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HOW WELL IS THE SCHOOL LED AND MANAGED?

cleaning make very effective contributions to the running of the school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

48. There has been some training for lunchtime supervisors and more is planned. In line with performance management policy, the new headteacher has conducted classroom observations of most of the teachers and followed these with personal interviews and updated job descriptions. The newly qualified teacher has an induction programme that meets the requirements. Much of the recent inservice training for the teachers has concentrated on the introduction of the national numeracy strategy, to beneficial effect. There is a history of teachers and support staff undertaking substantial further training to enhance their expertise, for example, support staff who have undertaken national vocational qualifications and curriculum leaders who took part in leadership courses. The record of the school in encouraging parent helpers to study for qualifications and become classroom assistants is good. The school received an Investors in People award for its training programmes in

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HOW WELL IS THE SCHOOL LED AND MANAGED?

49. The school’s accommodation is very good overall. It is spacious and provides rooms for specialist teaching. Some classrooms are cramped and sometimes made more so by the furniture arrangements. Neither the library nor the information and communications technology suite are timetabled for use by classes and as a result they are much under used. The under use of the library was criticised in the previous inspection report. Access to the hall is constrained by the allocation of too much time, by the catering managers, to lunchtime preparation and clearing up. The internal decoration of the school is in good order and it is kept very clean. Good use is made of classroom and corridor walls for displaying and celebrating the pupils’ work and for recording events in the life of the school. The grounds are also spacious, providing ample hard and grassed areas for breaks and for physical education including an adventure playground for the younger children and some seats.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

A pair of temporary classrooms provides facilities for a pre- and post-school club for pupils and for a playgroup. The school has plans to improve upon the bleakness of the larger playground. The external decoration of the building is in a poor state and the surface of the larger playground is in need of attention.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

50. There is a satisfactory range of resources for most subjects and these are mostly well organised. There is unsatisfactory provision for science and design technology. This restricts the children’s access to the full range of activities needed for these subjects. The library has a barely adequate non-fiction collection for the size of the Stanville Primary School - 20 school and some of these books are out of date. The fiction collection in the library and for more advanced readers is unsatisfactory. The information and communications technology suite is equipped with mostly second- hand computers but these are adequate until the school qualifies for grants under the national grid for learning scheme. Good use is made of external resources, for example, visiting sports coaches, the local swimming pool and library and educational visits that enhance the school’s curriculum. Stanville Primary School - 21

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

51. In order to maintain the improvements already put in place by the school the following points should be included in their action plan by the headteacher, staff and governors:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) raise the standards and improve the pace of progress in English in Key Stage 2 by: • expecting clearer and longer answers from the children and teaching them how to use subject terminology more accurately and confidently; (paragraphs 67, 81) • improving the teaching of spelling, grammar, punctuation and handwriting and ensure the children write at greater length and to a higher standard in the extended writing lessons; (paragraph 73)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) improve the standards in information communications technology in Key Stages 1 and 2 by: • implementing the key issues for action from the last inspection; • ensuring all classes use the computer room and the resources regularly to learn and develop their skills, knowledge and understanding; (paragraphs 105,106) • providing training for the teachers in using the current resources; (paragraphs 105, 108) • developing ways of using information communications technology appropriately in the curriculum subjects; (paragraphs 84, 89, 106)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) strengthen and clarify the role of key teachers by: • ensuring targets and timescales are included in job descriptions and pinpointing required developments; (paragraph 45) • providing increased opportunities for subject co-ordinators to disseminate the best practice throughout the school; (paragraph 45)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(4) improve the assessment procedures by: • checking and analysing and recording the children’s standards and progress as they move through the school, especially in the core subjects of English and science; (paragraph 38) • developing ways of informing the next teacher about each child’s standards and progress. (paragraph 38)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(5) improve the provision for developing an understanding of cultural diversity by: • widening the scope of assemblies to consider other religions as well as Christianity; (paragraph 30) • including greater opportunities in religious education lessons to compare world religions; (paragraphs 33, 121) • displaying more widely the range of artefacts that represent different cultures. (paragraph 33)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to the issues above, the following are less significant weaknesses that should be considered for inclusion in the action plan:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve the provision for design technology and ensure satisfactory standards of attainment by: • providing a range of basic and essential resources to support the subject; (paragraph 97) • providing appropriate training and support for teachers to improve their subject knowledge; (paragraph 108); • develop the provision for the children’s social and emotional development, speaking, listening and writing in the reception classes; (paragraphs 55, 57, 58 ) • improve the emergency exits in the school; (paragraph 36) • improve resources in science (paragraph 90) and in the library; (paragraph 71) • improve the children’s attendance figures. (paragraph 11) Stanville Primary School - 22

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