Prae Wood Primary School

Dates of inspection: 17 – 18 October 2000

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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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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. Prae Wood Primary School - 3 INFORMATION ABOUT THE SCHOOL

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School address: King Harry Lane St Albans Hertfordshire Postcode: AL3 4HZ

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Appropriate authority: The Governing Body

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Name of chair of governors: Mrs Samanda Othen

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Date of previous inspection: 18/11/1996 Prae Wood Primary School - 4 INFORMATION ABOUT THE INSPECTION TEAM

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Team members Lynda Maple 6435 Registered inspector Bryan Findley 9003 Lay inspector Lyn Watkins 10856 Team inspector

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MA education consultants Hillcrest Chatter End Farnham Bishops Stortford Herts CM23 1HL

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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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The Registrar Inspection Quality Division

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Alexandra House 33 Kingsway London WC2B 6SE Prae Wood Primary School - 5 REPORT CONTENTS

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PART A: SUMMARY OF THE REPORT

Information about the school 3 - 9 How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

Prae Wood Community Primary School has 193 pupils on roll and is an average sized primary school. There is a part-time nursery class with 26 children. The percentage of pupils eligible for free school meals is six per cent; this is below average. The ethnic composition of the school is mainly white with one per cent of pupils with English as an additional language. Twenty five per cent of pupils have special educational needs, the majority of these pupils have moderate learning difficulties, but three pupils have a statement of educational need. Attainment on entry to the nursery and reception class is high.

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HOW GOOD THE SCHOOL IS

Prae Wood is a good school and one that is improving. Pupils achieve very high standards in English, mathematics and science, and able pupils do particularly well. The quality of teaching overall is satisfactory and enables pupils to build on their previous learning. The headteacher and governors work closely together to maintain and develop the school as a friendly and caring community and achieve the school’s aims. Careful financial planning ensures the school’s available resources effectively support priorities. The school provides good value for money.

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What the school does well

• Pupils attain high standards in English, mathematics and science at the end of Key Stage 2. • The headteacher and governing body provide good management and leadership of the school. • There is good provision for children in the Foundation Stage, especially in the nursery. • Very good provision is made for the pupils’ welfare and guidance; they behave very well and their positive attitudes help them learn effectively.

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What could be improved

• The quality of teaching, though satisfactory overall, is not as good as it could be - the amount of good teaching is low and some teaching is poor. • The school’s systems for monitoring teaching and learning are not rigorous enough.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good progress overall since the last inspection in November 1996. There is an established senior management team that meets regularly. Matters for action are clearly identified and systematically followed up and reviewed. School development planning is effective; priorities are identified and linked to careful financial planning and success criteria. Detailed schemes of work are now in place and provide teachers with a sound basis for termly planning. The majority of teachers use these effectively to prepare weekly plans, though in Years 5 and 6 planning is not sufficiently based on appropriate learning objectives. The roles of curriculum co-ordinators have been developed to include opportunities to influence and monitor work in their subjects. The headteacher and key subject co-ordinators have carried out classroom observations. Further developments are planned as part of the school’s

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

participation in the Investors in People programme. Prae Wood Primary School - 7

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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 B A A* A well above average above average A B

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Key

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

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Key

These are very good results and show consistently high standards being maintained. The results in mathematics are in the highest five per cent of schools nationally. They are also in the highest five per cent when compared with schools in similar circumstances; that is, schools with a similar proportion of pupils known to eligible for free school meals. A similar picture emerges when comparing the school’s performance with prior attainment. The percentage of pupils attaining the above average level (level 5) in English and mathematics was very high in comparison with the national average. In science it was well above average. The trend in the school’s average National Curriculum points for all three subjects was above the national trend. The results of the most recent, unpublished results for 2000 show that attainment remains high with the great majority of pupils attaining the higher level. The school achieved its targets in

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Key

English and mathematics in 2000 and greatly exceeded the percentage predicted to attain level 5. It is on course to achieve its targets next year.

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Key

The inspection took place early in the year so only a small amount of work was available to judge standards of the present pupils. However, inspectors found that pupils’ attainment in English, mathematics and science in Year 6 broadly reflects the results above. In Year 2, standards are above average in reading, writing and mathematics though evidence suggests that overall results at the end of the year will be lower than in the previous two years.

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Aspect Comment

Attitudes to the school Pupils’ attitudes are very good and help pupils in their learning. Pupils participate willingly in activities.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good in class and during playtime because pupils understand and accept the school code.

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Aspect Comment

Personal development and relationships These are good. Pupils have good relationships with each other and the adults in the school. Older pupils are caring towards the younger ones.

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Aspect Comment

Attendance This is above the national average. There has been no unauthorised absence during the current year.

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Aspect Comment

The pupils’ positive attitudes and mature and considerate behaviour reflect the school’s high expectations and consistent approaches. Prae Wood Primary School - 8

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

11 lessons seen overall Good Satisfactory Satisfactory 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 AND LEARNING

Teaching was satisfactory or better in 91 per cent of lessons seen. In the remainder, one lesson in Key Stage 2, it was poor. In 36 per cent of lessons teaching was good and, in one lesson, it was excellent. The teaching of English is satisfactory and occasionally good. In mathematics, it is satisfactory overall, though in Key Stage 2 it ranges in quality from excellent to poor. The National Literacy and Numeracy Strategies have been implemented and many teachers use these well to prepare interesting lessons. Most teachers have satisfactory subject knowledge, manage their classes well and have good relationships with them. Some lessons, however, proceed at too slow a pace and, as a result some pupils, particularly the less able, lose interest and do not participate actively. In lessons where the same task was given to the whole class less-able pupils often could not keep up.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The quality and range of the curriculum overall is good and the school successfully promotes the basic skills of literacy and numeracy. The school’s schemes of work are based on national guidance and fully reflect statutory requirements.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs There is good provision for pupils with special educational needs in the Foundation Stage. It is satisfactory in Key Stages 1 and 2. More support for Key Stage 2 pupils has recently been provided and systems are just being established.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language There are very few pupils with English as an additional language. Satisfactory provision is made for them, although more support within lessons would aid their progress.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good for moral and social development. Good for spiritual and cultural development. The school works hard to be socially inclusive. It successfully provides equality of opportunity. It actively promotes moral principles and helps pupils develop self-awareness and self-esteem and consideration for others.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Provision for the pupils' welfare is very good.

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OTHER ASPECTS OF THE SCHOOL

The well-planned curriculum in the Foundation Stage covers all the national early learning goals and relevant aspects of the National Curriculum. It is carefully structured to meet the varying needs of the children. The curriculum for the oldest pupils is enhanced by a residential trip at the beginning of Year 6. This positive experience enriches the curriculum and provides a broad range of worthwhile opportunities that stimulate and motivate pupils. In contrast, some aspects of the Year 6 curriculum are not fully developed because too much time is spent preparing pupils for the end of key stage tests.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides good leadership and effective management. She is clear about the school’s strengths and weaknesses and what needs to be done to improve. The senior management team makes a satisfactory contribution to achieving the school’s aims and objectives. The role of curriculum co-ordinators is developing well and a satisfactory start has been made to gaining an oversight and influencing work in their area.

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Aspect Comment

How well the governors fulfil their responsibilities Governors fulfil their statutory responsibilities very well. They are well informed about the school and play an active part in evaluating the quality of education provided.

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Aspect Comment

The school’s evaluation of its performance The school has good procedures for tracking pupils’ progress and setting appropriate targets. Governors have effective systems for monitoring and evaluating the effectiveness of their decisions on the standards achieved.

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Aspect Comment

The strategic use of resources The school uses its available resources well and fluctuations in income have been managed efficiently. The headteacher and governors provide clear educational direction for the work and development of the school and are committed to maintaining high standards. They work together very effectively to ensure the school provides a good standard of education. The school is aware of the principles of best value and endeavours to apply them, albeit in an informal way.

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What pleases parents most What parents would like to see improved

• Children like school • Behaviour is good • The school is approachable • Teaching is good • Their children make good progress • The school helps pupils become mature and responsible • The school is well led and managed • Children are expected to work hard • Information they are given about progress • The range of activities outside lessons • The amount of homework • A broader curriculum that is less restricted by the focus on literacy and numeracy work

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What pleases parents most What parents would like to see improved

Parents express substantial levels of confidence in the school with significant support in many areas of school life. The inspection team agrees fully with those aspects of the school that please parents; however, teaching is not consistently good and there are some weaknesses in teaching in Key Stage 2. The provision for lower-attaining pupils is not always adequate and inhibits the progress they make. The concern of some parents about the quality of information about progress is sometimes justified and reports on pupils vary between very good and poor. The best reports are of high quality. The poor reports focus only on what pupils have covered and contain inadequate information about what progress has been made, with few indications of areas for improvement. The inspectors do not agree with parents that the range of extra- curricular activities is inadequate. There is a broad range of activities, including a French club

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What pleases parents most What parents would like to see improved

and chess club, that are well supported by the pupils. The school’s policy for homework is satisfactory, but there is a lack of consistency between classes, in how the policy is implemented. In general the curriculum is not restricted by literacy and numeracy work, there are comprehensive schemes of work for all subjects. Prae Wood Primary School - 10 PART B: COMMENTARY

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Pupils attain high standards in English, mathematics and science at the end of Key

1. Standards in English, mathematics and science are very high and reflect the good results published for 1999. The unpublished results for 2000 show a similar picture of high attainment, although standards in science have improved and overall results in English and mathematics are not quite as high as they were. The percentage of pupils attaining the higher level (level 5) in English, mathematics and science remains high.

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Pupils attain high standards in English, mathematics and science at the end of Key

2. Pupils’ attainment on entry is above average and most make good progess and maintain good standards throughout their time at the school. By the end of reception, almost all children have achieved the early learning goals and many have progressed beyond them. Through well-structured opportunities for play, they practise and build up ideas, concepts and skills. They think creatively and communicate with others to help them investigate and solve problems. They establish a solid foundation on which they can build in all areas of their learning.

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Pupils attain high standards in English, mathematics and science at the end of Key

3. By the end of Key Stage 1, almost all pupils reach the level expected in reading, writing and mathematics. In the 1999 National Curriculum tests, compared with similar schools, pupils’ results in reading and writing were above the national average and well above in mathematics. Discussions with pupils and work in lessons and in their books indicate that pupils are enthusiastic speakers and listeners, keen to learn and share experiences with adults and other children. They have a good grasp of basic skills in numeracy and literacy and demonstrate their ability to use these in other areas of the curriculum. For example, pupils read instructions on worksheets and interpret them correctly. They find out more about things that interest them by using information books and work done by other pupils. The more-able pupils show a good command of the conventions of English grammar. They compose different

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Pupils attain high standards in English, mathematics and science at the end of Key

forms of writing with good attention to spelling and punctuation. In mathematics, pupils are developing their knowledge and understanding through practical activity and discussion. The higher-attaining pupils apply their knowledge of numbers and calculations to solve problems that emerge in their interactions with others. For example, they work out differences in ages between them and their siblings. By the time they reach the end of Key Stage 1, pupils have established positive attitudes, work hard and have the necessary skills and competencies to underpin future learning.

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Pupils attain high standards in English, mathematics and science at the end of Key

4. By the age of 11, pupils’ speaking and listening skills are well above average; they speak clearly, fluently and confidently to different people and are keen to join in discussions. They use language effectively to interest, entertain or persuade their audience. They know and use specialist subject vocabulary with ease and are well versed in the conventions of Standard English, using it confidently in both formal and informal situations. Many have read widely from a range of genres, some at a demanding level, and are familiar with the work of significant children's authors. Their writing is well structured, shows appropriate use of paragraphs and often contains imaginative use of vocabulary. Handwriting is fluent and well formed, spelling is generally accurate and punctuation correctly used.

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Pupils attain high standards in English, mathematics and science at the end of Key

5. Pupils’ numeracy skills are good. They have a good knowledge of the number system and how it works. They are proficient in written calculations and many have a Prae Wood Primary School - 11 good repertoire of mental strategies for solving problems. They are familiar with the vocabulary associated with mathematical topics and use it correctly to explain their workings. They have good recall of number facts and use these to calculate with large numbers. Most understand the relationship between aspects of number; for example they know how addition and subtraction are related and how these operations link with multiplication and division. Pupils understand and calculate fractions, decimals and percentages and convert one to the other using standard written methods. The higher-attaining pupils organise their work well and are confident in using a range of diagrams and symbols to record their work. They are

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Pupils attain high standards in English, mathematics and science at the end of Key

familiar with a range of standard units for measuring and can choose the appropriate ones for a given task. They convert one standard unit to another, and understand how centimetres and square centimetres are used to find the perimeter and area of shapes.

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The headteacher and governing body provide good management and leadership of

6. The headteacher provides good leadership and understands what underpins a successful school. She has established a positive learning environment where every pupil is valued as an individual regardless of ability or particular learning need. Pupils with particular learning needs are fully integrated into the life of the school and are helped to participate in as many aspects of school life as they can. She acknowledges the skills and competencies pupils have already developed by the time they start at the school and is committed to building on this good foundation by setting high standards for everyone. She has ensured that the National Literacy and Numeracy Strategies have been successfully implemented. Together with the co- ordinators, she monitors the work to ensure good standards are maintained. She is has ensured that the issues identified in the last inspection report have been successfully tackled and is clear about other weaknesses that need to be addressed.

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The headteacher and governing body provide good management and leadership of

For example, although the school’s English results are high; she has identified some aspects of writing as needing more attention in order to raise standards even further. She understands the need for all staff to be fully involved in the work of the school and to understand the ways in which they can contribute to its successful operation. The school’s application to gain Investors in People status is seen as way to endorse this.

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The headteacher and governing body provide good management and leadership of

7. The governors are fully supportive of the school and make a valuable contribution to providing a good standard of education for its pupils. There are appropriate committees that oversee the various aspects of the school and enable the governing body to fulfil its statutory responsibilities well. Governors visit regularly and are kept up to date with initiatives such as the National Literacy and Numeracy Strategies. They are fully aware of the standards reached and how they compare with other schools. They are sufficiently well informed to set realistic though challenging targets and have effective systems for reviewing progress. The governing body as a whole is effectively involved in school development planning and ensures priorities are appropriately resourced and supported.

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The headteacher and governing body provide good management and leadership of

8. In the recent past, the governors were required to deal with a very challenging financial situation. They handled the issues arising sensitively and examined a number of options before deciding what action to take. They used the experience positively and established a ways of preparing both short-term and long-term objectives based on projected numbers. They are aware of the need to evaluate spending decisions and are currently developing ways to do this. For example, more teaching assistants have been recruited to assist in lessons. The governing body is keen to evaluate the impact of their work on pupils’ progress and is establishing systems for judging value for money. Prae Wood Primary School - 12 There is good provision for pupils in the Foundation Stage, especially in the nursery.

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The headteacher and governing body provide good management and leadership of

9. Most children have previous experience of nursery or play group before joining the nursery class and their attainment on entry is high. By the time they are ready to start Year 1 almost all have attained the early learning goals and most have exceeded them.

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The headteacher and governing body provide good management and leadership of

10. The school has maintained the good provision noted in the previous inspection report when the teaching in the nursery was described as good and personal and social development was accorded high priority by the staff. The good quality of provision continues to have a positive effect on the children's well being and their attitudes to school and learning. Their self-confidence and self-esteem develop well. Children with special education needs are fully included in the activities. Adults know the children well and are good at assessing their achievements and planning work that builds on what they have done before. The adults are very good role models for the children; they show real appreciation when children have made an effort to succeed and take every opportunity to affirm and encourage good behaviour. Talk, play and practical activity underpin the curriculum, particularly inside; outside there is scope to

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The headteacher and governing body provide good management and leadership of

develop teaching and learning. The nursery outdoor area is principally used as a playground, and though it is sometimes used for teaching activities, opportunities are missed to utilise its potential fully.

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The headteacher and governing body provide good management and leadership of

11. The children's personal, social and emotional development is very well supported in both the nursery and the reception class. Children show high levels of interest in activities and persist at their tasks until they are satisfied with the results. They confidently approach adults for help if they need it but are keen to solve their own problems whenever they can. They get on very well with each other and show interest in what others are doing. The adults foster these qualities by giving children time to learn and to try to do things independently. They organise resources so that the children can choose for themselves. For example, when the nursery children made musical instruments they were free to decide on the kind of instrument the wanted and to make it and decorate it as they wished. They were encouraged to consider what would be the best way of joining the materials for example and to try

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The headteacher and governing body provide good management and leadership of

12. Communication, language and literacy skills are fostered well in both classes and children make good progress in this area of their learning. Children read and write for a range of purposes, including using and creating non-fiction texts. They have a good range of opportunities to talk and ask and answer questions about their activities. The older children are beginning to write words and captions independently and know the names and sounds of letters. The reception children talked animatedly about the illustrations of fruits and vegetables in the shared book in their literacy lesson.

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The headteacher and governing body provide good management and leadership of

13. In both classes children learn number and counting rhymes. Their language is extended through participation in a good range of practical activities. Recently, for example, the nursery children have grown pumpkins from seed, observing and recording the experience in a range of ways. They have a role play area where they can explore different themes, including, during the inspection, a well-resourced hospital play area.

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The headteacher and governing body provide good management and leadership of

Very good provision is made for the pupils’ welfare and guidance; they behave very well and their positive attitudes help them learn effectively.

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The headteacher and governing body provide good management and leadership of

14. The school is a safe and caring place for pupils. Procedures for the welfare of pupils are managed very effectively and teachers and other members of staff share Prae Wood Primary School - 13 considerable expertise to deal with incidents of illness or injury, including training for areas of special need. There are successful arrangements for child protection with a properly designated teacher to oversee practice in the school and appropriate work in the curriculum for pupils. Health and safety arrangements are well managed, with clear roles and responsibilities and monitoring procedures which ensure that risks are properly assessed and effective action is taken.

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The headteacher and governing body provide good management and leadership of

15. The school promotes a very good response from pupils, who demonstrate very good attitudes to school life similar to those apparent at the time of the last inspection. They enjoy their time in school and the vast majority participate sensibly and supportively in the classroom.

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The headteacher and governing body provide good management and leadership of

16. Behaviour in lessons and around the school is very good because pupils have a clear understanding and acceptance of rules and routines. They can be trusted to work independently in groups with little overt supervision from adults. For example, this worked well in a literacy lesson in Year 1. Pupils also show respect for property. For example, they keep dining areas tidy and ensure the absence of litter around the school. Pupils are motivated to behave well and attract few sanctions of any severity. There has been only one permanent exclusion in recent times.

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The headteacher and governing body provide good management and leadership of

17. Relationships and personal development are very good with no evident tensions between pupils. Space is shared very well in the playground, where play is characterised by affection and friendship. Levels of co-operation are high, especially between older pupils, such as in the sharing of materials and collaborative work seen in mathematics in Year 6. Older pupils acquire a very high standard of social and moral awareness through their involvement in the school council. They also present very good role models of behaviour for younger pupils.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

amount of good teaching is low and some teaching is poor.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

18. There has been little change in the quality of teaching in the school since the previous inspection. It remains satisfactory overall. In about one third of the lessons seen it was good and in one lesson it was excellent. In the remaining two thirds of the lessons, teaching was satisfactory with the exception of one instance when it was poor. This is a broadly similar picture to that at the time of the previous inspection though none of the teaching then was described as poor.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

19. Some aspects of the teaching have improved, notably in the area of subject planning. Good schemes of work have been introduced and most teachers succeed in translating them into clear lesson plans based on specific learning objectives matching the range of levels of attainment in the class. This was particularly evident in the nursery and Years 2, 3 and 4. The National Literacy and Numeracy Strategies have been implemented and many teachers use these well to prepare lively and interesting lessons. In Year 4, for example, in a numeracy lesson, excellent teaching harnessed the pupils' interest and challenged their thinking. The work planned for the class presented appropriately different levels of challenge to each of the groups of pupils. The teacher skilfully used questions, discussion, explanation and demonstration to introduce new ideas and ensure that all pupils could follow the thread. This class made very good progress indeed in their learning.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

Prae Wood Primary School - 14 20. In the poor lesson, however, the teacher did not make effective use of the new schemes of work. In this Year 5 mathematics lesson, the teacher did not plan clear objectives and provided the same work for the whole class despite very wide variations in their understanding and prior knowledge. A major weakness was that the least-able pupils were given no help to do the work; this group is developing a dislike for the subject because the work set is too hard for them. The pupils' books and the teacher's plans indicate that this is the case in many of their lessons in many subjects of the curriculum.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

21. In the remaining lessons, teachers demonstrated that they have satisfactory subject knowledge and often make lessons interesting. They manage their classes well and have good relationships with them. A common weakness identified in the previous inspection still remains however; lessons often proceed at too slow a pace and as a result some pupils, particularly the less able, lose interest and do not participate actively. This was the case in several literacy lessons in both key stages and a science lesson in Year 1. Too often pupils waited for a small number of individuals to answer questions or watched them demonstrate writing on the board. These strategies slowed the pace of lessons and restricted active participation to a minority of the class. In the science lesson the same task was given to the whole class; it was too easy for many of the pupils and they were given too long to complete it.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

Progress as a result was slower than it should be.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

22. In the last two years of Key Stage 2, teachers' planning does not take sufficient account of the school's schemes of work. They acknowledge that one reason for this is the need to prepare the pupils for the end of Key Stage 2 statutory assessments. In physical education for example, planning is limited to unduly narrow learning objectives and, as a result, skills acquired earlier are not sufficiently built on. Teachers' plans indicated that lessons may not take place when the hall is needed for practice for performances or assembly presentations. In subjects such as design and technology, history and geography, objectives for lessons are not always appropriate and the learning needs of the less able are not taken into account. Work in pupils' books indicates that history and geography in Year 5 for example, are not based on the National Curriculum programmes of study.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

The school’s system for monitoring teaching and learning are not rigorous enough.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

23. A key issue in the previous inspection report was to enable co-ordinators to have greater influence over the school’s work in their subjects. A satisfactory start has been made on this and the work of the co-ordinators has been developed to include a monitoring role. As part of the implementation of the National Literacy and Numeracy Strategies, subject co-ordinators conducted an audit that included an evaluation of the quality of teaching. Verbal and written feedback was given to individual teachers and whole-school issues discussed with the whole staff. This was a useful exercise as it provided the school with an overview of strengths and weaknesses in the teaching seen. However, there has been no follow-up to this exercise to check whether identified areas have been addressed and improvements made.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

24. Inspection findings show that some teachers have not yet implemented two main recommendations arising from the mathematics audit. In one case, the observations and recommendations from the co-ordinator were rejected but there were no established systems for dealing with the situation to ensure school policy would be followed. Where the weaknesses still exist, work is not being planned that builds on pupils’ previous levels of attainment; everyone in the class is set identical work. Teachers are not making the most of their time and they are not providing focused Prae Wood Primary School - 15 support for particular groups; they deal with individuals who attract their attention while some of the most needy pupils go unnoticed. This is having a detrimental effect on pupils’ learning, particularly some of the least-able pupils who are not making sufficient progress.

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The quality of teaching, though satisfactory overall, is not as good as it could be - the

25. The school has not yet implemented a rigorous programme for monitoring that ensures all staff understand the purpose of classroom observations, how they are to be conducted and what is expected as a result of this exercise. There are currently only informal systems for informing the senior management team of the observations so they can be part of the whole monitoring process. However, the school’s application for the Investors in People Award reflects the school’s awareness of the weaknesses of the present system. Effective strategies have been identified for making the necessary improvements and to ensure the co-operation and support of all staff.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Improve the overall quality of teaching and ensure poor teaching is brought up to a satisfactory level by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

using the strengths of the best teachers to influence the rest;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

ensuring the school’s schemes of work are followed in all classes;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

ensuring work is planned to meet the differing needs of pupils;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

increasing the pace in lessons so that all pupils participate actively.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Continue to improve the school’s system for monitoring and evaluating the quality of teaching by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

implementing the action plan outlined in the Investors in People programme;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

ensuring weaknesses identified in lessons are systematically followed up and targets for improvement are clearly understood and regularly reviewed. Prae Wood Primary School - 16

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 29

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y7

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 11 197

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 16

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Information about the school’s pupils

Special educational needs Nursery YR – Y7

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 1 52

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 9

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 20

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 10

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Prae Wood Primary School - 17

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 16 15 31

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 13 13 15 Numbers of pupils at NC level 2 and above Girls 15 15 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 91 (93) 91(96) 94 (100) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 13 14 14 Numbers of pupils at NC level 2 and above Girls 15 15 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 88 (96) 91 (100) 91 (100) at NC level 2 or above National 82 (81) 86 (85) 87 (86)

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Attainment at the end of Key Stage 1

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

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 7 17 24

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 6 7 6 Numbers of pupils at NC level 4 and above Girls 16 16 16

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Attainment at the end of Key Stage 2

Percentage of pupils School 92 (89) 96 (97) 92 (100) at NC level 4 or above National 70 (65) 69 (59) 78 (69)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 7 7 7 Numbers of pupils at NC level 4 and above Girls 17 16 16

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Attainment at the end of Key Stage 2

Percentage of pupils School 100 (89) 96 (93) 96 (92) at NC level 4 or above National 68 (65) 69 (65) 75 (72)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Prae Wood Primary School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 6 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.8 Financial year 1999/00

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Teachers and classes Financial information

Number of pupils per qualified teacher 20.7

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 383,085

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Teachers and classes Financial information

Total number of education support staff 9 Expenditure per pupil 1825

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Teachers and classes Financial information

Total aggregate hours worked per week 119 Balance brought forward from previous year 17,315

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Teachers and classes Financial information

Balance carried forward to next year 22,243

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 0.5

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Teachers and classes Financial information

Number of pupils per qualified teacher 26

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Teachers and classes Financial information

Total number of education support staff 2

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Teachers and classes Financial information

Total aggregate hours worked per week 26

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Teachers and classes Financial information

FTE means full-time equivalent. Prae Wood Primary School - 19

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 55 36 7 0 2

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Results of the survey of parents and carers

Behaviour in the school is good. 57 38 3 1 1

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 32 47 16 1 4

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 42 34 19 2 3

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 67 24 5 3 1

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 53 37 5 0 5

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Results of the survey of parents and carers

The school works closely with parents. 43 36 15 3 3

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Results of the survey of parents and carers

The school is well led and managed. 51 34 10 3 2

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 55 36 4 3 2

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 22 41 23 3 11

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