Warter Church of England Primary School

Warter Church of England Primary School

Dates of inspection: 16 th -17 th October 2000

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Warter Church of England Primary School

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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Warter Church of England Primary School

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Warter C of E Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Addelkel Warter East Riding of Yorkshire Postcode: Y042 1XR

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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: Mr Keith Marshall

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: July 1996 Warter C of E Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Derek Smith Registered inspector Susanna Stevens Lay inspector John Pryor Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Meridian Inspections 23 Marlingford Way Easton Norwich NR9 5HA

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Warter C of E Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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WHAT THE SCHOOL DOES WELL 10

Due to the very good quality of teaching, pupils make rapid learning gains and reach standards which are above average by the end of both key stages in English, maths, science and information and communications technology

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WHAT THE SCHOOL DOES WELL 10

Leadership and management provide a very clear educational direction for the school, notably monitoring its performance and taking effective action

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WHAT THE SCHOOL DOES WELL 10

The school provides very good opportunities for the development of the spiritual, moral, social and cultural dimensions of pupils’ lives and this helps them to develop very positive attitudes and values

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WHAT THE SCHOOL DOES WELL 10

The school makes excellent use of the resources at its disposal

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WHAT COULD BE IMPROVED 13

This is very effective school with no major areas of weakness

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INFORMATION ABOUT THE SCHOOL

Warter Church of England Primary School is a foundation school situated in a village in the Yorkshire Wolds. Most pupils are drawn from the villages of Warter, Huggate, and Nunburnholme whilst 30 per cent are from further afield. Of the 132 pupils on the school roll all are from white ethnic backgrounds, and most are from professional/agricultural families. Two pupils are on the school’s register of special educational need and no pupils have a statement. By the time of their admission to the reception class, all children have had some pre-school experience and most have attended the village play group which is adjacent to the school. In the main, their attainment is above average. Since the previous inspection the school has grown significantly in size with approximately 65 per cent more pupils than in 1996. The school’s accommodation has continued to improve with the addition of three new classrooms, two classroom extensions, and a new school library, computer suite and staff

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HOW GOOD THE SCHOOL IS

This is a very good school where the management of the headteacher, deputy and governors ensure a clear understanding of its educational priorities and continuing improvement. It is a dynamic and innovative school, which is able to manage the process of change in an uncomplicated and efficient way. The school looks for solutions to its day to problems and, for example, makes very good use of information technology as a tool for both management and for teaching and learning. It is a school which maintains high standards and the support of its parents and the community.

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What the school does well

• Due to the very good quality of teaching, pupils make rapid learning gains and reach standards which are above average by the end of both key stages in English, mathematics, science and information and communications technology • Leadership and management provide a very clear educational direction for the school, notably monitoring its performance and taking effective action • The school provides very good opportunities for the spiritual, moral, social and cultural dimensions of pupils’ lives, and this helps them to develop very positive attitudes and values • The school makes excellent use of the resources at its disposal

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What the school does well

This school has continued to make good progress since the previous inspection and gives good value for money.

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What could be improved

• The school is very effective school with no major areas of weakness The areas for improvement will form the basis of the governors’ action plan.

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What could be improved

The school has no major areas of weakness. Nevertheless, the school development plan identifies future developments which are designed to keep abreast of national initiatives such as Curriculum 2000, and the National Literacy and Numeracy Strategies. In addition, the school has identified priorities such as the development of the creative arts and further support for teachers to make the best use of its information and communications technology resources. The school recognises that the quality of pupils’ writing was not as good as it should have been in the 1998 and 1999 national tests of attainment, but inspection evidence and preliminary indications of the 2000 national test results indicate that the problem has been effectively addressed. Warter C of E Primary School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

All the key issues of the previous inspection have been addressed. For example, the school carefully targets the needs of all pupils including the gifted and talented, and this enables them to reach their potential. The school has developed an agreed approach to the marking of pupils’ work which is implemented consistently, and their presentation of work has improved as a result. The school rightly has confidence in the quality of leadership and management provided by the headteacher and governors. The impact of very good leadership is that standards have improved, particularly in Key Stage 2 English, mathematics, science, and information and communications technology, and the pace of pupils’ learning is better than at the time of the previous inspection. Pupils demonstrate increasingly positive attitudes to school as the provision for the spiritual, moral, social, and cultural dimensions of their lives has become more prominent. The school’s improving

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

accommodation and resources have enabled teachers to make real strides in the quality of their teaching and for pupils to make learning gains.

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

Over the past three years National Curriculum test results at the age of 11 show that pupils reach standards which are consistently well above average in mathematics and above average in science. This is largely due to the very good teaching throughout the school and particularly at the end of Key Stage 2. During the past two years however, pupils’ standards in writing declined while their reading and mathematics remained at their former high level. This was due to an imbalance of time allocated to writing as opposed to reading during the implementation of the National Literacy Strategy. However, the school has already rectified the problem by providing specific writing time for two days each week. Inspection evidence and preliminary indications of pupils’ most recent national tests of attainment confirm that standards of writing are rapidly returning to the previous level of 1997. Warter C of E Primary School - 8

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Aspect Comment

Attitudes to the school Throughout the school pupils develop very positive attitudes to school

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Aspect Comment

Behaviour, in and out of classrooms Parental and school expectations ensure that pupils behave well in class and at play

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Aspect Comment

Personal development and relationships Pupils’ personal development and the impact of very good working relationships with each other and their teachers enable them to give their best within a secure environment

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Aspect Comment

Attendance Pupils’ rate of attendance is good and they arrive punctually to their lessons

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Aspect Comment

Pupils develop very positive attitudes and values. These are a result of good support from home, the consistent high expectations of the school, and the effective way in which aspects of pupils’ spiritual, moral, social and cultural development are embedded into the life of the school.

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

14 lessons seen overall Very good Very Good Very 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 overall quality of teaching is very good. Of the 14 lessons observed 12 were very good and the remaining two were good. No lessons were less than good in quality. Throughout the school, teachers are confident of their subject knowledge and well prepared for lessons. Classes are well resourced and teachers make very good use of information technology for planning, recording and assessment of pupils. All teachers identify pupils with special educational needs and provide extension activities to challenge the gifted and talented. There are no weaknesses in teaching but the school has particular strengths in the quality of teaching in the Foundation Stage, and mathematics and information and communications technology in Key Stages 1 and 2.

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Aspect Comment

The quality and range of the curriculum Good. Children in the Foundation Stage are well catered for and the planned curriculum meets the requirements of the National Curriculum

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Aspect Comment

Provision for pupils with special educational needs Good. Although there are few pupils with special educational needs, learning opportunities are matched to their needs and Warter C of E Primary School - 9 also to those pupils who are gifted or talented

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. Opportunities for the development of the spiritual, moral, social and cultural dimensions of pupils’ lives are threaded through the life of the school

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Aspect Comment

How well the school cares for its pupils Very good. The school knows it pupils very well and effectively provides for both the pastoral and academic components of pupils’ welfare

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Aspect Comment

The curriculum is well structured for children in the Foundation Stage and this gives them a good start to their education. In Key Stages 1 and 2 the school has increased the time devoted to writing and this has resulted in significant improvements in the standards which they reach. All pupils, including those with special educational needs and the gifted and talented are challenged in mathematics, and they consistently do well throughout both key stages. The excellent use of the schools’ information and communications technology suite for skills development lessons has proved very effective in developing the confidence of pupils and teachers.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The leadership of the headteacher, deputy and senior staff is dynamic and innovative, and as a consequence the school manages the process of change in an uncomplicated and efficient way

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Aspect Comment

How well the governors fulfil their responsibilities Very good. The governors are committed to the success of the school. They are confident in their role and have developed efficient systems of management including securing best value for money in purchases and services

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Aspect Comment

The school’s evaluation of its performance Very good. The school has a clear understanding of how well its pupils are doing and where they have strengths or relative weaknesses

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Aspect Comment

The strategic use of resources Excellent: The school makes excellent use of the resources at its disposal including its information and communications technology resources and the nearby village church

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Aspect Comment

The leadership and management of the school are very good. The recognition of the need for continuing school improvement results in governors, headteacher and staff working together sharing an ethos which both embraces change and resolves problems without fuss. All who work in the school recognise that it occupies a special place within the community. Warter C of E Primary School - 10

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What pleases parents most What parents would like to see improved

• The high quality of teaching • The leadership and management of the school • The school’s high expectations of pupils • The school encourages pupils to develop maturity • The good behaviour in school • The range of interesting activities after school • Whilst the majority of parents feel that homework is about right, a minority would like their children to have more

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What pleases parents most What parents would like to see improved

The inspection team agrees with the positive views of the parents. The school provides an appropriate range of extra-curricular activities. Homework generally builds on pupils’ work in class and makes a good contribution to the standards they achieve. Warter C of E Primary School - 11

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science and information and communications technology

1. The previous inspection report recognised that no teaching was unsatisfactory and almost four out of 10 lessons were very good or better. However, the quality of teaching has continued to improve and almost nine out of 10 lessons are now very good. The leadership and management of the school ensure that teachers are well provided with guidance and resources which enable them to teach well.

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science and information and communications technology

2. At the time of their admission to the reception class most children in the Foundation Stage of education have a range of experiences and skills which are above the usual expectations for their age. They are taught very well and as a result children quickly develop a sense of security and confidence in their surroundings. The teacher assesses them soon after admission and makes very good use of the data to match activities to their learning needs. For example, she creates very good opportunity for the development of children’s language skills and mathematical understanding. When they are working with different materials such as clay and pastry the teacher skilfully asks them to describe the properties of the materials. They explain that the materials will bend and twist and develop their early mathematical understanding by describing the quantities they are working with. The teacher uses the skills of the learning support

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science and information and communications technology

assistant well and this helps children to develop sensible classroom routines such as following instructions, taking responsibility for their possessions and tidying up at the end of lessons. The quality of teaching in the Foundation Stage ensures that children have a very good start to their formal education.

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science and information and communications technology

3. The quality of teaching remains very good throughout Key Stages 1 and 2. It is characterised by high expectations, clear learning objectives, imaginative introductions to lessons, effective use of assessment and very good rapport between teachers and pupils. As a result pupils know what is expected of them and make rapid learning gains in English, mathematics, science and information and communications technology.

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science and information and communications technology

4. In a Year 1 English lesson pupils taped their poetry work and listened with obvious excitement to their work. The teacher was particularly effective in providing further challenge to the gifted and talented pupils to write about animals. Pupils in Key Stage 1 make very good learning gains in information and communications technology. They are taught very well how to use the different tools on the computer screen. Pupils learn to change the background colour with confidence, and use computer technology to construct portraits and to program robotic floor toys to follow sets of instructions. Teachers make very good use of the resources available to them, for example by planning the visits of key visitors to support pupils’ learning. For example, teachers in Key Stage 1 used a doctor and the expertise of a nurse to emphasise the importance of medicines but the dangers of taking drugs which are not intended for their use.

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science and information and communications technology

5. The quality of teaching remains very good throughout Key Stage 2. As a result the momentum for learning which begins in the Foundation Stage and Key Stage 1 continues throughout the junior years. In Years 3 and 4 pupils are taught very well to write in different genres. Furthermore, they are also taught to develop a critical approach to the quality of their own work by responding to the views of an editorial committee to improve the quality of writing. This has had a major impact on the recent Warter C of E Primary School - 12 improvement in the standards of pupils’ writing. Pupils are taught effectively to read and analyse what they read, and as a result they learn to recognise authors’ motives and intentions, such as the moral of a story. The school teaches mathematics very well and this is confirmed by pupils’ standards which are consistently well above average. The reasons for continuing high standards are that teachers do not waste any time.

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science and information and communications technology

Lessons begin promptly and pupils know just what is expected of them. They are not given work which is easy for them, but they are made to think. For example, pupils are taught problem solving strategies and are expected to use them to approach unfamiliar problems. As a result, up to one third of pupils in Year 6 are working at the higher levels of attainment.

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school, notably monitoring its performance and taking effective action

6. One of the most significant comments of the previous inspection was that the school functions with a sense of common purpose. This has remained an important feature of its effectiveness throughout a period as a grant maintained school and latterly as a foundation school. The governors have a very good understanding of the essential management requirements for the school to function well. They recognise that the school occupies a special place within the village and are responsive towards the community’s expectation of the school as a centre of excellence. Governors are confident that their systems of management work well. They speak authoritatively of the school’s plans, policies and budget, and secure best value in terms of purchases and services. The partnership between the governing body and the headteacher is very effective and together they maintain oversight of pupils’ performance through an annual

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school, notably monitoring its performance and taking effective action

review programme. Governors are well informed, and they ensure that the headteacher and staff have the necessary resources for effective teaching and learning which enables the school to function well.

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school, notably monitoring its performance and taking effective action

7. The leadership of the headteacher and senior staff is dynamic and innovative. As a consequence, the school manages the process of change in an uncomplicated and efficient way. The school development plan identifies future developments that are designed to keep abreast of national initiatives such as Curriculum 2000, and the National Literacy and Numeracy Strategies. However, the headteacher and senior staff have identified additional priorities for developments. These include the creative arts and further support for teachers to make the better use of its information and communications technology resources by, for example, staff using laptop computers for planning and assessment. In consequence, teachers have effectively embedded the use of information and communications technology into the day to day process of teaching, particularly in English.

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school, notably monitoring its performance and taking effective action

8. The headteacher and staff evaluate the effectiveness of previous development plans. Improvements are linked through annual development interviews and teachers’ targets to ensure continuing improvement. Teachers’ plans are checked by the headteacher, and this in addition to classroom monitoring has a significant role in maintaining very good quality teaching. The headteacher, governors and senior staff monitor pupils’ performance well and when necessary they take effective action. For example they recognised that the quality of pupils’ writing was not as good as it should have been in the 1998 and 1999 national tests of attainment. The school investigated the reasons for under-performance and concluded that as a school it was spending too little time developing pupils’ skills of writing. In response to these conclusions the school has introduced further opportunities for pupils to write at length on two days of each week.

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school, notably monitoring its performance and taking effective action

Inspection evidence and preliminary indications of the 2000 national test results indicate Warter C of E Primary School - 13 that the problem has been effectively addressed and that almost 70 per cent of pupils are reaching the higher level of attainment in English.

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very positive attitudes and values

9. At the time of the previous inspection the school was making sound provision for pupils’ spiritual development and good provision for their social, moral and cultural development. These aspects are all now strengths of the school and pupils demonstrate increasingly positive attitudes as the spiritual, moral, social, and cultural dimensions of their lives at school have become more prominent.

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very positive attitudes and values

10. Pupils are given ample opportunity to reflect on the meaning of assembly themes such the bible story of the loaves and fishes. Teachers emphasise that assemblies are special times and focus pupils’ attention on the importance of harvest time in a way which makes the story accessible to the youngest pupils. They skilfully create a respectful atmosphere by using soothing music which enables pupils to reflect on the personal contributions which they might make. Opportunities for pupils think deeply are not confined to assemblies. For example, the dream time stories written by pupils in Years 3 and 4 gave them the opportunity to create ‘wonder’ situations of their own.

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very positive attitudes and values

11. Pupils develop positive attitudes and values as a result of the importance the school places on their moral and social development. They are taught to think for themselves, to give their best and to discuss the quality of their work in an honest manner. Pupils develop a clear sense of right and wrong and learn to care for each other. During lunchtimes older pupils eat at tables with the younger ones, and this helps them to develop a sense of responsibility. One pupil in Year 4 for example explained the lunchtime arrangements as ‘making lunchtimes not so noisy and frightening for the younger ones’. Another pupil who had recently come from another school favourably compared the school with his previous one, explaining that he was able to settle in quickly.

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very positive attitudes and values

12. Opportunities for pupils’ cultural development permeate the life of the school and as a result they are well informed and develop positive attitudes towards people from other cultures and backgrounds. For example, the school provides a rich programme of cultural development which includes dance groups, an African Drumming workshop, an Indian Music workshop, and visits by theatre companies. Pupils are well informed of other cultures through their studies of the Chinese New Year and Islamic festivals. In addition to their own western European culture, pupils have the opportunity to learn from a Buddhist and a Jew to question the nature of their particular beliefs.

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The school makes excellent use of the resources at its disposal

13. Since the previous inspection the pupils on the school roll have increased by 65 per cent. In response, the governors and headteacher have implemented a planned programme of expansion which has included three new classrooms, two classroom extensions, a new school library, computer suite and staff room. Some parts of the school are new buildings whilst others have been refurbished and enhanced. The overall quality of the school’s accommodation is very good and this contributes significantly to the quality of education. Similarly, the school is very well resourced with books, materials and the appropriate facilities for children in the Foundation Stage of Warter C of E Primary School - 14 education. However, the school is most especially well equipped with information and communications technology resources.

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The school makes excellent use of the resources at its disposal

14. The school makes excellent use of the resources at its disposal. The governors, headteacher and senior staff are clear about their responsibilities, and this ensures that they are all able to make their unique contribution to the effectiveness of the school. Non teaching support staff, visitors and parents make a significant contribution to the standards which pupils reach. The school makes very good use of the local village church for displays of work and for special events. It also pays considerable attention to resource management and as result teachers are provided with the necessary equipment to teach well. For example, each class has an overhead projector and a whiteboard, and teachers use them effectively. Teachers also have an annual classroom allowance which enables them to respond flexibly to the specific needs of the planned curriculum and the pupils in their care. They make very good use of laptop

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The school makes excellent use of the resources at its disposal

computers as tools to organise, plan and record pupils’ achievements. This means that the details of planning can be accessed instantly. In addition, the school makes very good use of technology to monitor pupils’ progress. For example, it uses a system of computerised assessment which is e-mailed for marking, returned and then used to set individual targets for pupils.

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The school makes excellent use of the resources at its disposal

15. The use of the school’s information and communications technology suite is excellent and this is a major reason for pupils reaching standards which are above the expectations for their age at the end of both key stages. Pupils are taught the skills of computer use, and even the youngest pupils in Key Stage 1 demonstrate high levels of confidence. Throughout the school information and communications technology is used very well to support pupils’ learning in subjects such as history, music, science and design and technology.

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The school is very effective with no major areas of weakness

16. The school has no major areas of weakness. Whilst the school recognises that the quality of pupils’ writing was not as good as it should have been in the 1998 and 1999, national tests of attainment, inspection evidence and preliminary indications of the 2000 national test results indicate that the problem has been effectively addressed. These results show that Key Stage 2 pupils reached standards which were well above average when compared with all schools and when compared with similar schools. Warter C of E Primary School - 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

17. The school has identified the same national priorities as other schools such the continuing review of the effectiveness of its National Literacy and Numeracy Strategies in addition to the revised Curriculum 2000. In order to continue the momentum for change and improve the school further, the governors, headteacher and staff should implement existing plans which will:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) develop further opportunities for pupils to participate in the creative arts

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) develop further the use of information and communications technology as a classroom management tool and to accelerate pupils’ learning. Warter C of E 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 6

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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

Number of pupils on the school’s roll (FTE for part-time pupils) 132

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 3

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 2

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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 0

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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 8

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 4

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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. Warter C of E 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 11 6 17

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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 11 11 11 Numbers of pupils at NC level 2 and above Girls 6 6 6

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (100) 100 (85) 100 (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 11 11 11 Numbers of pupils at NC level 2 and above Girls 6 6 6

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Attainment at the end of Key Stage 1

Percentage of pupils School 100 (95) 100 (85) 100 (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 8 4 12

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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 6 8 Numbers of pupils at NC level 4 and above Girls 3 3 4

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Attainment at the end of Key Stage 2

Percentage of pupils School 75 (60) 75 (90) 100 (90) 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 6 6 8 Numbers of pupils at NC level 4 and above Girls 3 3 4

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Attainment at the end of Key Stage 2

Percentage of pupils School 75 (90) 75 (90) 100 (90) at NC level 4 or above National 68 (65) 69 (65) 75 (71)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Warter C of E Primary School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage Black – Caribbean heritage

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage Black – African heritage

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 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) 5.7 Financial year 1999

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.2

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 313,714

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Teachers and classes Financial information

Total number of education support staff 3.3 Expenditure per pupil 2,395

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Teachers and classes Financial information

Total aggregate hours worked per week 67 Balance brought forward from previous year 4,193

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Teachers and classes Financial information

Balance carried forward to next year* 23,522

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Teachers and classes Financial information

* The relatively high projected carry forward is due to the transitional one-year protection to safeguard the school against contingencies as it changes status from Grant Maintained to Foundation status. Warter C of E 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. 64 32 1 0 3

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Results of the survey of parents and carers

Behaviour in the school is good. 65 33 0 0 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. 42 41 14 0 3

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 45 45 7 3 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 58 35 4 3 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 74 26 0 0 0

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Results of the survey of parents and carers

The school works closely with parents. 54 43 1 1 0

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Results of the survey of parents and carers

The school is well led and managed. 72 28 0 0 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 70 30 0 0 0

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 28 42 17 9 4

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Results of the survey of parents and carers

The comments raised prior to the inspection by parents were overwhelmingly positive and supportive of the school. Parents particularly valued the quality of teaching and the leadership and management of the school.

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