St Thomas' Church of England Infant School, Woolton Hill

ST. THOMAS C. OF E. INFANT SCHOOL

Headteacher: Mrs J Bradley (Acting Head)

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ST. THOMAS C. OF E. INFANT SCHOOL

Reporting inspector: Mrs Gloria Hitchcock

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ST. THOMAS C. OF E. INFANT SCHOOL

Dates of inspection: 12 th – 13 th December 2000

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ST. THOMAS C. OF E. INFANT SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 St. Thomas C. of E. Infant School 2 December 2000 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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ST. THOMAS C. OF E. INFANT SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St. Thomas C. of E. Infant School 3 December 2000

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INFORMATION ABOUT THE SCHOOL

Type of school: St. Thomas’ Infant School

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INFORMATION ABOUT THE SCHOOL

School address: Woolton Hill Newbury Berkshire

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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 Christopher Buckingham

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 18 th February 1997 St. Thomas C. of E. Infant School 4 December 2000

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Team members

Strathblane House, Ashfield Road, Cheadle Stockport

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Team members

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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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St. Thomas C. of E. Infant School 5 December 2000

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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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PART C: SCHOOL DATA AND INDICATORS 14

St. Thomas C. of E. Infant School 6 December 2000

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INFORMATION ABOUT THE SCHOOL

St Thomas’ Church of England Voluntary Controlled Infant School is situated in Woolton Hill, a village south west of Newbury. Most of the pupils come from the surrounding area, but a growing number of pupils choose to travel to the school from some distance away. The school has to compete with private provision in the area. There are 112 pupils aged between four and seven (64 boys and 48 girls), which is smaller than most infant schools. They are taught in five classes, four of which have pupils of different ages and one class with the youngest pupils only. At the time of the last inspection there were 124 pupils, so the school is now slightly smaller. There is a wide range of attainment when children start school, but taken as a whole their attainments are average. Four per cent of children are entitled to free school meals, which is below average. Four per cent of pupils come from minority ethnic backgrounds and no children speak English as an additional language, which is low. Eighteen

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INFORMATION ABOUT THE SCHOOL

per cent of pupils are on the school’s register of special educational needs, which is broadly average and no pupils have statements of special educational need, which is below average. The main areas of special needs are learning or speech difficulties and emotional and behavioural difficulties.

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HOW GOOD THE SCHOOL IS

This is a very effective school. Pupils have good attitudes to learning and make very good progress during their time in school, so that by the time they leave, standards are well above average. This is partly due to the positive climate created in the school, where all pupils are valued, children are expected to work hard and enjoy learning. It is also the result of the good teaching they receive and the very good leadership of the school, where raising standards is a key priority. Standards are now higher than at the time of the last inspection. The school has an above average level of income and provides good value for money.

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What the school does well

Standards are well above average, mainly due to the good teaching and the careful assessment of what each pupil achieves. The leadership of the school is very good and sets high expectations of teachers and pupils. The ‘family’ atmosphere, good relationships and colourful surroundings have a very good effect on pupils’ personal development. The very good partnership with parents makes a positive contribution to pupils’ achievements.

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What could be improved

The governing body’s involvement in the life of the school.

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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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What could be improved

The strengths of the school far outweigh the areas that could be improved.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvements since the last inspection in February 1997. Standards have risen from average to well above average and the quality of teaching has improved. Trends in standards have improved steadily and the school is on course to meet the targets it has set for 2001. All of the key issues identified in the last inspection have been rectified and in addition there have been considerable improvements to the building. There is also new furniture, and light, bright colours on the walls, which all contributes to an attractive environment for children. Assessment of what pupils can do and what they should do to improve further is now a strong feature of the school. It is in a good position to improve further. St. Thomas C. of E. Infant School 7 December 2000

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STANDARDS

The table shows the standards achieved by 7 year olds based on average point scores in National Curriculum tests.

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Key

Reading C A B C well above average above average A B Writing A A A B Average below average C D Mathematics C A A B well below average E

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Key

This table shows a trend of steady improvement in standards over the last three years and they have improved since the last inspection. The school achieves well above average standards in writing and mathematics when compared with all schools nationally and above average standards in reading. Compared with similar schools, standards in reading are average, but in writing and mathematics they are above average. Results in reading dropped slightly in 2000, mainly due to the higher proportion of pupils with special educational needs in the group of pupils taking the tests this year. In particular there has been a significant improvement in mathematics, partly due the effective implementation of the numeracy strategy and partly to the way pupils are taught in groups suited to their abilities. Standards of work seen during the inspection match the test results. The school has set high targets for achievement in 2001 and is well on course to meet them. A strong feature is the proportion of

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Key

pupils who achieve levels higher than those expected of pupils of a similar age, especially in mathematics, where half of the pupils taking the tests achieved this higher level. Another strength is the quality of pupils’ handwriting. They are taught carefully how to join their letters from the time they start school and this has a positive impact as they move through the school. Pupils in the Foundation Stage make good progress. Given that standards are broadly average when pupils start school, inspectors found that pupils make very good progress and achieve well.

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Aspect Comment

Attitudes to the school Good. Pupils enjoy coming to school.

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Aspect Comment

Behaviour, in and out of classrooms Good.

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Aspect Comment

Personal development and relationships Very good and a strength of the school.

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Aspect Comment

Pupils love coming to school. They respond well to the opportunities for them to take responsibilities, such as taking around the Christmas post and turning off the class computers. Most behaviour is very good although a small minority of pupils have difficulty in behaving well. However they respond positively to the teachers’ good management of behaviour. This is helped by the very good relationships in the school. St. Thomas C. of E. Infant School 8 December 2000

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

Lessons seen overall Good Good N/A 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

Teaching was good in 63 per cent of lessons observed and very good in a further 25 per cent. There was no unsatisfactory teaching. This good teaching has a positive impact on the high standards pupils achieve. Pupils with special educational needs are supported well and all pupils are challenged to do as well as they possibly can, which accounts for the high proportion of pupils gaining good test results. A particular strength is the way teachers make clear at the start of every lesson exactly what pupils are going to learn and then remind pupils at intervals through the lesson. This helps pupils focus on their learning as when they learned how to construct stars inside a polygon in mathematics. English and mathematics are taught well and the literacy and numeracy strategies have been implemented very effectively. An occasional weakness is the very small minority of lessons where children are allowed to call out, which interrupts the flow of the lesson, but this a rare occurrence.

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

Teachers are particularly good at matching work to the needs of the pupils, so that although many pupils are in classes with different ages, they work at the right level for their ability, which has a very good impact on pupils’ very good progress.

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Aspect Comment

The quality and range of the curriculum Good.

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Aspect Comment

Provision for pupils with special educational needs Good. Pupils receive effective help based on their individual needs.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good and a strength of the school.

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Aspect Comment

How well the school cares for its pupils Good procedures for ensuring pupils’ welfare.

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Aspect Comment

This is a very caring school. Staff work hard to ensure that pupils are taught right from wrong and this makes a major contribution to the atmosphere in the school. In particular there is constant emphasis on consideration for others and what is expected of pupils within the school community. Together with the many planned opportunities for pupils to develop independence, this makes a very positive contribution to pupils’ personal development. Pupils have a wide range of learning experiences in school, including art, drama and music. Parents think highly of the school and the very good partnership between the two has a positive impact on pupils’ learning. St. Thomas C. of E. Infant School 9 December 2000

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good.

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Aspect Comment

How well the governors fulfil their responsibilities Governors meet their legal requirements, are supportive of the school and perform their duties satisfactorily.

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Aspect Comment

The school’s evaluation of its performance Very good.

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Aspect Comment

The headteacher provides very strong leadership and is supported very effectively by the acting headteacher who has led the school very well for the last two terms while the head supported another school. The governing body recognises the strength of headteacher, but although they fulfil the requirements of their role satisfactorily and influence the direction of the school, they do not play a sufficiently active part in the life of the school. However there is a new policy in place to help improve this element in the future. The school applies the principles of best value well, especially in relation to purchasing goods and services.

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What pleases parents most What parents would like to see improved

• Standards are high. • Teaching is good. • The school is well led and managed. • Their children like school. • Behaviour is good. • Information about how their child is getting on. • The amount of homework. • The extent to which the school works with parents.

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What pleases parents most What parents would like to see improved

The inspection team agrees with parents’ positive views. Some parents want more homework and some want less. The amount of homework is similar to that of other infant schools, is consistent with government guidelines and is judged to be appropriate. Parents receive a written report of their child’s progress every term, as well as being offered an open evening each term where they can talk to teachers. Teachers are always happy to answer informal queries. The inspection team judged that parents receive very good information about how their child is getting on. Some parents felt that the school did not work sufficiently closely with parents, while others were strong in their praise for this element. It was judged that the partnership between parents and the school was very strong and plays an important part in the atmosphere in the school and the progress pupils make. St. Thomas C. of E. Infant School 10 December 2000

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Standards are high, mainly due to the good teaching and the careful assessment of what each

1. Pupils’ performance in the 2000 National Curriculum tests for seven-year-olds was well above average in writing and mathematics and above average in reading in comparison with all schools nationally. In comparison with similar schools standards were average in reading but above average in writing and mathematics. Teachers’ assessments show that standards were above average in science. There was a higher proportion of pupils with special educational needs in the group of pupils taking the 2000 tests, which accounts for the fact that reading and science, although still above average, were slightly below standards in writing and mathematics. The school predicts that every pupil will reach the standard expected of seven-year-olds in all subjects in 2001. Standards have improved since the last inspection in 1997, mainly due to the improved teaching. Mathematics has shown a big rise, moving from below average at the last inspection to well above average now. This is partly due to

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Standards are high, mainly due to the good teaching and the careful assessment of what each

the effectiveness of the numeracy strategy and teachers’ confidence in their approach to teaching mathematics and partly to the decision to teach pupils in groups according to their abilities in mathematics.

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Standards are high, mainly due to the good teaching and the careful assessment of what each

2. A particularly strong feature of the standards the school achieves is the high proportion of pupils gaining levels above those expected of seven-year olds, which is a tribute to the way teachers ensure that each child does as well as they possibly can. Pupils of all abilities make very good progress; those with special educational needs are supported very effectively, while middle ability and high attaining pupils are stretched and challenged to continually improve.

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Standards are high, mainly due to the good teaching and the careful assessment of what each

3. The good standards pupils achieve owe much to the good teaching they receive. A strength is the way teachers explain clearly at the start of every lesson what the pupils will be expected to learn. This means that pupils focus on what they need to learn and make very good progress, as in a lesson in a mixed Year1/2 mathematics lesson where pupils were reminded throughout the lesson what they were trying to achieve. Consequently they made very good progress in producing a range of star shapes inside a polygon.

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Standards are high, mainly due to the good teaching and the careful assessment of what each

4. Teachers take great care to allocate the work to match pupils’ abilities and this is particularly successful in managing the mixed age classes. The challenge presented by teaching pupils of different age in the same class is turned into a bonus; because the work is matched to ability and not age, younger, more able pupils are inspired to achieve more and those who need extra help receive well targeted support.

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Standards are high, mainly due to the good teaching and the careful assessment of what each

5. Teachers manage the pupils very well and make it clear what is expected in terms of effort and behaviour. The great majority of pupils behave very well, but there is a small minority of pupils who find it difficult to conform. The behaviour policy is used in a consistent way by all staff and this has a positive impact on the level of constructive learning that takes place.

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Standards are high, mainly due to the good teaching and the careful assessment of what each

6. Literacy and numeracy are taught well and every opportunity is taken to build on what pupils have learned. For example in one English lesson with pupils in reception and Year 1, while the teacher effectively conveyed a sense of wonder when reading the Christmas Story, she interjected questions such as ‘what does astonished mean?’ which led pupils to respond with ‘amazed’ and ‘I can’t believe it’. They then St. Thomas C. of E. Infant School 11 December 2000 went on to identify what letter ‘sheep’ begins with, building on their earlier work on the sounds of different combinations of letters. This had a very positive impact on pupils’ progress in literacy. The school is working hard to include information and communication technology as a natural part of all subjects and, for example, computers are used effectively to aid pupils in literacy and numeracy.

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Standards are high, mainly due to the good teaching and the careful assessment of what each

7. Pupils’ skills in speaking are a strength. They speak confidently in small and large groups, as when many pupils contributed their thoughts and ideas about angels during a whole school assembly. This confidence grows as they move through the school, due to the constant encouragement from staff to offer their ideas without fear of being wrong, safe in the knowledge that all contributions are respected. Standards of handwriting are very good because they are taught to join their letters carefully from the time they start school and they continue to improve their skills as they grow older.

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The leadership of the school is very good and sets high expectations of teachers and

8. The leadership and management of the headteacher and key staff are very good. At the time of the inspection the headteacher had been seconded to support another school for almost two terms and the deputy headteacher had taken over as acting head during that period. The success with which this transition worked is a tribute to the systems already established by the headteacher, the close working partnership between the headteacher and deputy head in the time before the secondment and the effective leadership of the acting headteacher. Several parents described the change as ‘seamless’.

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The leadership of the school is very good and sets high expectations of teachers and

9. There is a clear sense of purpose and commitment to provide a high standard of education, which has had a marked effect on the standards pupils achieve. Two areas of particular strength are the methodical system of checking what is happening in classrooms and the meticulous tracking of the progress of each child. These were both key issues for improvement in the last inspection and now make a significant impact on the quality of teaching and the progress pupils make.

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The leadership of the school is very good and sets high expectations of teachers and

10. The headteacher, acting headteacher and staff with subject responsibilities undertake a systematic programme of watching lessons, identifying strengths and weaknesses in the teaching and setting targets for improvement for teachers. This is valued by the whole school community and has led to clear improvements, for example several of the records of observations suggested that teachers should make it clear to pupils what they were going to learn in a lesson. This has been acted upon and is now one of the strengths of the teaching.

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The leadership of the school is very good and sets high expectations of teachers and

11. The headteacher’s decision to introduce a system of tracking the progress of each child has led to an improvement in the day to day assessment of what pupils can understand, both by teachers and by classroom assistants who assess pupils progress within lessons, as when one classroom assistant checked on each child’s skills in using a ruler to measure centimetres. In addition the very thorough record keeping provides teachers with a view of what each child can do and the standard they are expected to reach both by the end of the year and by the time they leave school. This chart is compiled after discussions between teachers and the headteacher and provides staff with an instant picture of how an individual is progressing. It also highlights if there is a slow down in progress, and staff take action to put this right. This has a significant impact on the progress pupils make and the standards they achieve.

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The leadership of the school is very good and sets high expectations of teachers and

St. Thomas C. of E. Infant School 12 December 2000 12. There is a clear school improvement plan that sets out priorities for the school’s development, together with costs, the people responsible and ways in which the success of each priority can be measured. This provides a useful tool for deciding spending priorities.

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The ‘family’ atmosphere, good relationships and colourful surroundings have a very

good effect on pupils’ personal development.

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The ‘family’ atmosphere, good relationships and colourful surroundings have a very

13. The strong teamwork that operates between all teaching and support staff has a major impact on the development of pupils as happy, confident individuals. The good relationships are apparent throughout the school, and while the headteacher, acting headteacher, governors and staff create a climate for learning where hard work and success is expected, this is not at the expense of a happy atmosphere. The positive inclusion of fun in the activities pupils experience contributes to this, as when pupils in Year R/1 played a game of looking for ‘lost’ keys at the end of the day, which pupils enjoyed and the task helped to develop co-operation and good relationships within the group.

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The ‘family’ atmosphere, good relationships and colourful surroundings have a very

14. The school places great emphasis on providing opportunities for pupils’ spiritual, moral, social and cultural development and this is evident throughout the day to day life of the school. The Christian focus of the school is a strong influence in what happens in school and there are also planned opportunities for pupils to experience a sense of awe and wonder. For example, when the teacher had a collection of special ‘secret’ boxes hidden under a cloth, the pupils gasped in awe and anticipation when they saw what had been hidden. There is constant emphasis on consideration for others and teaching right from wrong.

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The ‘family’ atmosphere, good relationships and colourful surroundings have a very

15. Pupils gain increasing independence as they move through the school as a result of the very good opportunities provided by the school. This self-reliance starts from the earliest days as when Reception children take responsibility for registering themselves in the morning. They move their name from one side of a felt board to the other to show that they are in. They are also encouraged to take responsibility for their activities and when they have finished what the teacher allocates them, they go to a display showing a range of activities they can do next. This has a very good effect on their ability to take initiative for their own learning and is developed further as they move up the school; for example they use the library independently, act as monitors or see that all the computers are switched off at the end of the day.

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The ‘family’ atmosphere, good relationships and colourful surroundings have a very

16. The very good atmosphere for learning in the school is helped by the bright and attractive surroundings. The headteacher and governors have improved the buildings and the way they are decorated so that the surroundings now have a positive effect on pupils’ learning. There is a high standard of display throughout the school, which stimulates pupils’ interest. For example two pupils were looking at a display of wooden games used in Victorian times with great interest as they moved along the corridor.

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The very good partnership with parents makes a positive contribution to pupils’

17. The partnership between parents and the school is very good and has a positive impact on the happy atmosphere in the school and the way pupils progress. Eleven St. Thomas C. of E. Infant School 13 December 2000 parents have undertaken training to help in the Better Reading Partnership. They commit three sessions a week for ten weeks to coming into school and helping a particular child with their reading. This has a very good impact on pupils’ progress in reading.

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The very good partnership with parents makes a positive contribution to pupils’

18. Parents provide regular, well-organised and effective help in classrooms. They also help in other ways, including two who help twice a week in the library, others who have helped at lunchtime and many parents help when the school goes on visits. The Parents and Friends Association is very active in raising funds for the school and in 1999 donated £6598.00 to the school’s funds, which has helped to improve the resources and facilities for the children.

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The very good partnership with parents makes a positive contribution to pupils’

19. Parents particularly like the open, friendly atmosphere of the school and the way the school is led and managed. This openness is part of the two-way partnership between parents and the school. Some parents feel that they do not receive enough information about how their child is getting on, but the inspection team judged that they receive a very good level of information, with three written reports and three parents’ evenings per year, plus the informal contact with teachers.

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The very good partnership with parents makes a positive contribution to pupils’

20. The number of parents who are involved in the school is growing steadily. They are welcomed by the school; their help is appreciated and makes a positive contribution to pupils’ progress and the standards they achieve.

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WHAT COULD BE IMPROVED

The governing body’s involvement in the life of the school.

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WHAT COULD BE IMPROVED

21. Governors are conscientious, supportive of the school and perform their duties satisfactorily . They influence the future direction of the school Some help in classrooms and the rector takes assembly and some religious education lessons. However, they do not visit the school sufficiently regularly to gain first hand experience of how policies are working in practice or to observe how the National Curriculum is being implemented.

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WHAT COULD BE IMPROVED

22. The headteacher and chair of governors have recognised this as an area for development and a good policy for governors’ visits to classrooms has recently been finalised, which identifies the purposes of visits and protocols to be observed. There is also a useful aide memoire to assist governors who may not be familiar with infant classrooms. This has not yet been implemented, but should be a very positive step to strengthening this aspect of the governing body’s role.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

23. The headteacher, staff and governors should :

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- Increase the level of governors’ involvement in the life of the school by implementing the useful policy that has already been developed. ( paragraphs 21 and 22) St. Thomas C. of E. Infant School 14 December 2000

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Summary of the sources of evidence for the inspection

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

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

25 63 12 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 – Y2

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/A 112

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals N/A 5 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y2

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Information about the school’s pupils

Number of pupils with statements of special educational needs N/A 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 20

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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 7

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 7

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Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St. Thomas C. of E. Infant School 15 December 2000

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 15 17 32

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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 14 14 Numbers of pupils at NC level 2 and above Girls 13 15 16

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Attainment at the end of Key Stage 1

Percentage of pupils School 81(88) 91 (90) 94 (90) at NC level 2 or above National 83(82) 84(83) 90(86)

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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 15 Numbers of pupils at NC level 2 and above Girls 15 16 16

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Attainment at the end of Key Stage 1

Percentage of pupils School 88(93) 94(95) 97(100) at NC level 2 or above National 84(82) 88(85) 88(87)

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Attainment at the end of Key Stage 1

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

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 1 Other minority ethnic groups 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. St. Thomas C. of E. Infant School 16 December 2000

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 7 Financial year 1999/2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 17.3

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Teachers and classes Financial information

Education support staff: YR – Y2 Total expenditure 275,923

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Teachers and classes Financial information

Total number of education support staff 5 Expenditure per pupil 2,464

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Teachers and classes Financial information

Total aggregate hours worked per week 110 Balance brought forward from previous year 22,136

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Teachers and classes Financial information

Balance carried forward to next year 21,128

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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) N\A

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Teachers and classes Financial information

Number of pupils per qualified teacher N/A

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Teachers and classes Financial information

Total number of education support staff N/A

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Teachers and classes Financial information

Total aggregate hours worked per week N\A

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Teachers and classes Financial information

Number of pupils per FTE adult N\A FTE means full-time equivalent. St. Thomas C. of E. Infant School 17 December 2000

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 39 53 0 0 9

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Percentage of responses in each category

Behaviour in the school is good. 37 58 2 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 33 53 7 2 5

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 37 51 11 0 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 53 46 0 0 2

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 49 47 2 0 2

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Percentage of responses in each category

The school works closely with parents. 37 53 7 0 4

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Percentage of responses in each category

The school is well led and managed. 47 51 2 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 44 44 7 0 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 30 60 2 0 9

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