Byerley Park Primary School

Byerley Park Primary School

Greenfield Way, Newton Aycliffe, County Durham DL5 7LE

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Byerley Park Primary School

Dates of inspection: 25 th -29 th September

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Byerley Park Primary School

Inspection number: 224731 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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Byerley Park 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. Byerley Park Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

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INFORMATION ABOUT THE SCHOOL

School address: Greenfield Way Newton Aycliffe County Durham

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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: Mrs Margaret Armstrong

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 27 th January 1997 Byerley Park Primary School - 4

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Team members

Barbara Jordan Registered inspector Terry Heppenstall Lay inspector Alan Heinzman Team inspector

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Team members

Schoools Services Stephenson House Stephenson Street North Shields NE30 1AQ

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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 Byerley Park Primary School - 5 REPORT CONTENTS Page

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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 12

Attainment in English, particularly reading, and mathematics is very high at both key stages due to the effective teaching of literacy and numeracy. The quality of teaching is good and results in high achievement in most subjects. Pupils’ behaviour is very good and they have very positive attitudes to their work and towards each other. The pupils’ skills in ICT are very well developed. Through high quality provision these skills are well used across the curriculum. The very high quality of the teaching and learning in the reception classes gives pupils a ‘flying start ‘ to their education. Procedures for analysing pupils’ performance and assessing learning are very effective and contribute to raising standards. The school benefits from very good leadership and effective management, which gives clear direction to the work of the school and builds strong teamwork among staff.

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WHAT COULD BE IMPROVED 18

The teaching and learning of music throughout the school. The greater use of music to enrich the daily life and culture of the school.

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INFORMATION ABOUT THE SCHOOL

Byerley Park Primary School has 248 boys and girls aged between four and eleven years. It is about the average size for a primary school. The school draws its pupils mainly from the local private housing estates. Children under five years are taught in two reception classes. At the time of the inspection very few children in the reception classes had reached their fifth birthday. The children’s attainment when they start school is above average and they have well developed language and social skills. The school is popular and is oversubscribed which leads to a great deal of pressure on space. The number of pupils entitled to free school meals is well below the national average (2.5%). A small group of pupils (seven) speaks English as an additional language and none is at an early stage of English language acquisition. The percentage of pupils on the school’s special educational needs register is broadly in line with

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INFORMATION ABOUT THE SCHOOL

the national average. There is one pupil with a statement of special educational needs.

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HOW GOOD THE SCHOOL IS

Byerley Park is a very effective school with a very good ethos and caring environment. Standards are well above the national average in English, mathematics and science at both key stages and when compared with similar schools. Teaching and learning are good and pupils’ attitudes to school and their behaviour are very good. Through the small size of the classes and the high quality provision, including teaching, pupils in the reception classes are given a very good start to their education. The school is very well led and managed. The headteacher and senior staff build strong teamwork among staff. As expenditure per pupil is around the national average, the school provides good value for money.

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What the school does well

• attainment in English, particularly reading, and mathematics is very high at both key stages due to effective teaching of literacy and numeracy • the quality of teaching is good and results in high achievement in most subjects • pupils’ behaviour is very good and they have very positive attitudes to their work and towards each other • the pupils’ skills in Information Communication Technology (ICT) are very well developed. Through high quality provision these skills are well used across the curriculum • the very high quality of the teaching and learning in the reception classes gives pupils a ‘flying start’ to their education • procedures for analysing pupils’ performance and assessing learning are very effective and contribute to raising standards • the school benefits from very good leadership and effective management, which gives clear direction to the work of the school and builds strong teamwork among staff

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What could be improved

The school has no major weaknesses, but in order to improve further, should consider: • improving the teaching and learning of music throughout the school • the greater use of music to enrich the daily life and culture of the school The areas for improvement will form the basis of the governors’ action plan. Byerley Park Primary School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There has been very good improvement since the school was last inspected in January 1997. High standards have been maintained in English, mathematics and science over the past four years. Standards at age eleven have risen in line with the national trend. The percentage of teaching that is good, very good or excellent has increased since the last inspection. The school has made very good improvements in the areas identified as key issues in the previous inspection. There are now very effective systems for tracking and assessing pupils’ progress and for analysing test results, and this information is the basis for setting targets for the school. Planning for action, as a result of the data analysis, becomes part of the school development plan, which is an effective tool giving clear direction to the work of senior managers, governors and teachers. There is now more involvement of the governing body in

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

managing the school. Governor committees have been introduced which provide a clear structure for monitoring and evaluating the school’s work. Governors now have a good understanding of their role and make a significant contribution to the effectiveness of the management. Very good progress has been made in developing multicultural awareness since the last inspection. There is now a good range of appropriate resources. The content of the curriculum and the use of images in the environment, particularly posters and photographs, reflect a multicultural society. Improving the effectiveness of co-ordinators has been rigorously addressed through a new innovative structure of paired co-ordination in the core subjects. This provides greater cohesion across and between key stages and ensures that all pupils make good progress. Key stage co-ordinators undertake a wide range of monitoring activities the results of which are used to identify areas for improvement and to

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STANDARDS

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

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Key

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

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Key

The majority of children in the reception classes achieve beyond what is normally expected for their age in language and literacy, early mathematical skills and personal and social development. This good start to their education contributes substantially to the high standards achieved in the school. In the 1999 tests, at the end of key stage 1, pupils’ results in reading, writing and mathematics are well above the average in comparison with all schools nationally and with similar schools. The percentage of pupils achieving at the higher level is well above the national average. Pupils make particularly good progress in reading. On average pupils are about two terms Byerley Park Primary School - 8 ahead of their age group nationally at both key stages. Standards of speaking and listening are high throughout the school. At age eleven, in 1999, both boys and girls attain very high standards in the results of national assessments in English, mathematics and science.

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Key

Attainment in the tests has remained consistently in line with or above the national average over the last few years. Inspection findings confirm that these high standards are being maintained. The school exceeded its targets for 1999 and 2000. Challenging targets in English and mathematics have been set for 2001. Early indications, from the unvalidated results of the 2000 assessments, are that the school has further improved its overall performance and increased the percentage of pupils achieving at the higher levels. Standards are at least as high as they should be in all subjects inspected with the exception of music where pupils do not learn and practise skills sufficiently.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to their work. They are well motivated, sustain interest, persevere with tasks and are keen to contribute.

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Aspect Comment

Behaviour, in and out of classrooms The behaviour around school and in lessons is very good. As a result, the school is an orderly community characterised by courtesy, politeness and respect for individuals.

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Aspect Comment

Personal development and relationships Personal development is very good and the school produces mature, confident children. Relationships are also very good and this contributes to a positive, caring ethos. Pupils develop a strong sense of responsibility for themselves and for others.

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Aspect Comment

Attendance Attendance is good it is above the national average. Pupils enjoy coming to school.

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Aspect Comment

Pupils in reception classes are clearly settled and confident despite only a short time in school. Their attention to and co-operation with each other is very good for their age.

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

Lessons seen overall Very good Good Good

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

Teaching was satisfactory or better in one hundred per cent of lessons observed. Thirty-nine per cent of lessons were good, twenty-eight per cent were very good and five per cent excellent. Teaching is particularly good in the reception classes and at upper key stage 2. Throughout the school teaching is good in Literacy and Numeracy lessons and has resulted in high standards. Teachers plan their lessons well with clear objectives. They have high expectations of their pupils. Lessons are well organised and provide appropriate levels of challenge to all pupils. Most lessons are conducted at a brisk pace. Teachers make their lessons interesting and use time well. They have a good knowledge of the subjects they teach although there is weakness in some aspects of music. Questioning by teachers is very effective and encourages children to think for themselves. Relationships are good in all lessons. There is a high level of mutual respect between teachers and pupils and teachers are

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

Byerley Park Primary School - 9 sensitive to the needs of individuals. In most lessons, the support of teachers for individuals and groups is very effective in raising attainment. Classroom assistants are well prepared and work effectively in the classroom. Teachers assess pupils’ work in lessons and help them to improve what they are doing. Where teaching was less effective it was linked to a slow pace in parts of the lesson or a lack of confidence in teaching the subject..

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Aspect Comment

The quality and range of the curriculum Good. The curriculum is broad and balanced with appropriate emphasis on Numeracy and Literacy skills. Curriculum provision for children in the reception classes is very good. The teaching and learning of Information Communication Technology is a strength of the school. The school’s provision for teaching reading is also a strength. The school provides very well for the needs of all pupils, who find their lessons interesting and enjoyable. There is some weakness in the delivery of the full music curriculum across the school.

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Aspect Comment

Provision for pupils with Special Educational Needs Good. Pupils with Special Education Needs are fully involved in lessons. They make good progress towards the targets in their individual education plans. Progress is regularly assessed and checked. The school is actively developing its support for gifted and talented pupils.

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Aspect Comment

Provision for pupils with English as an additional language Good. Pupils make good progress. They are well supported by the school.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. There is very good provision for pupils personal development which results in them having a highly developed social and moral understanding. The school develops a strong sense of responsibility in its pupils through the positive way in which individuals are treated and the celebration of pupils’ achievements. The school also provides good opportunities for cultural development. Spiritual development is satisfactory.

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Aspect Comment

How well the school cares for its pupils The school has a very caring ethos and a strong family atmosphere. Very good records are maintained and these provide a secure view of how well individuals are doing. Arrangements for health and safety, behaviour management and governor involvement are good. However further training in child protection is needed.

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Aspect Comment

There is a strong sense of belonging to a close knit community within the school. The school is making very effective use of newly recruited classroom assistants who are having a positive impact upon learning at key stage 2.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The quality of leadership and management of the headteacher and senior staff is a strength, and ensures clear direction and purpose to the life of the school. A strong team ethos prevails as does a high level of commitment to the school’s aims. Good management tools, for example, the analysis of SATs results, are used effectively to promote improvements.

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Aspect Comment

How well the governors fulfil their responsibilities Good. Since the last inspection the governing body has gained ‘ownership and involvement’. Governors have a good understanding of their role and fulfil their responsibilities for monitoring the work of the school.

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Aspect Comment

The school’s evaluation of its performance There is very effective analysis of how well the school is performing against national standards and similar schools. This information is used well as the basis for initiatives within the curriculum and for target setting.

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Aspect Comment

The strategic use of resources Good. The school’s educational priorities are well supported through financial planning. Specific grants are used effectively and major spending decisions take into account the principles of best value. There is a good level of quality resources for teaching and learning. The school actively seeks additional funding from external sources.

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What pleases parents most What parents would like to see improved

• the way the school expects their children to work hard and to achieve their best • the good progress their children are making • that the school achieves high standards of good behaviour • the good teaching • that their children enjoy coming to school • they are comfortable about approaching the school with questions or a problem • the range of activities outside lessons

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What pleases parents most What parents would like to see improved

Parents are very supportive of the school and the inspection team’s findings confirm their positive views. The inspectors judge that, for its size, the school offers a satisfactory range of activities outside of lessons, including an adventure weekend. Inspectors do not agree with the parents who felt that the range of activities outside lessons could be improved. The school has a good partnership with its parents and has effective arrangements to keep them informed about their children’s progress. Byerley Park Primary School - 11

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OTHER INFORMATION

The governing body is responsible for drawing up an action plan within 40 days of receiving the inspection report, showing how the school will tackle the improvements needed. This action plan will be circulated to all parents at the school. Byerley Park Primary School - 12

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Attainment in English, particularly reading, and mathematics is very high at both key

stages due to the effective teaching of literacy and numeracy. 1.When they enter the reception class the children’s attainment is above average in language, literacy and early mathematical skills. As a result of high quality teaching and provision for learning, pupils make good gains in their knowledge skills and understanding. At age five most children are exceeding the levels expected for their age in all aspects of their education. 2.At key stage 1 pupils continue to build upon these strong foundations. Many pupils have access to an extensive vocabulary which they use well. Standards of speaking and listening are high. In literacy lessons there is a steady development of strategies for word building and reading. Standards of reading are above expectations. Year 2 pupils have a good grasp of parts of speech and can extend simple sentences using sophisticated adjectives, as in ‘the chestnut fox’ and ‘a pitch black hole’. By the end of the key stage pupils’ writing is at an

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Attainment in English, particularly reading, and mathematics is very high at both key

above average standard. The teaching is well planned to meet the objectives of the National Literacy Strategy. Formative assessment is used effectively to identify pupils who are exceeding or falling behind the teaching objectives. 3.Standards in numeracy at the end of key stage 1 are above average and pupils make good progress. The pupils’ early mathematical skills are developed well through confident teaching and effective questioning which challenges their thinking. The gains in learning for most pupils are good. Their mental skills are developing well, for instance, in Year 1 pupils are noticing patterns in numbers in a sequence. 4.Pupils at key stage 2 enjoy reading and the majority read confidently and fluently. They have a daily reading session in which they read from a wide variety of quality books. By age eleven, most pupils have reading skills well above the average. They are well equipped

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Attainment in English, particularly reading, and mathematics is very high at both key

to use their skills to research from books and CD roms in a range of subjects. Pupils also read for pleasure and can articulate the reasons for their preferred authors and titles. 5.Writing skills are very good. Independent writing skills are effectively taught through literacy lessons. Pupils learn to write in a variety of styles with good grammar and punctuation. They learn how to improve their writing effectively. For example, Year 6 pupils investigate connectives and then use their findings to create complex sentences. By age eleven, pupils are writing very confidently using an extensive vocabulary. They use word processing programs to present their work, as when writing ‘My First Day at School’. Byerley Park Primary School - 13 6.Pupils’standards in mathematics at the end of key stage 2 are very high and well sustained by high quality numeracy lessons. The firm foundation in mathematics, that pupils gain as

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Attainment in English, particularly reading, and mathematics is very high at both key

they move through the school, is reflected in the way Year 6 pupils use their mathematical knowledge, skills and understanding in conjunction with a high degree of independence to solve problems. For example, they devise strategies to tackle complex two step calculations successfully and then produce a graph to show their results. By age eleven pupils are confident in handling complex calculations, and can offer mathematical solutions and methods for discussion. Teachers are able to discuss individual problems that arise, thus helping the pupils to make progress more accurately and quickly. 7.Well managed learning enables all pupils to make good progress. Teachers make good use of assessments to identify pupils who need extra help or who are higher attainers in order to give appropriate support and this is helping to raise the attainment of pupils, so that they achieve their full potential.

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The quality of teaching is good and results in high achievement in most subjects

8.The quality of teaching is good and in the reception classes and upper key stage 2 it is often very good. Teachers plan well with clear objectives which are carefully outlined to the children at the start of the lesson. They have high expectations of their pupils which are based on a very good knowledge of what they have already achieved. Teachers give clear explanations of what it is they want pupils to learn, such as one step operations with money, finding the cost of multiples, half-price and solving money problems. As a consequence pupils quickly take on new learning. Lessons are well organised and provide appropriate levels of challenge for all pupils. Most lessons are conducted at a brisk pace. The pupils understand how much time they have to complete a set task. 9.Teachers make their lessons interesting and build effectively on what the pupils already know. They make good use of time. A good balance between direct teaching and

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The quality of teaching is good and results in high achievement in most subjects

independent tasks for the pupils is achieved successfully. Questioning by teachers is very effective and encourages pupils to think for themselves. Teachers often ask additional questions about a particular point which challenges their pupils thinking even more. They also make sure that all children have the chance to take part, which is particularly effective in meeting the needs of all pupils. 10.Relationships are good in all lessons. There is a high level of mutual respect between teacher and pupils and teachers are sensitive to the needs of individuals. Pupils have the confidence to ask questions because they know that their ideas will be welcomed. Teachers’ expectations are high and pupils respond by accepting responsibility for their own learning. In most lessons the support given to individuals and groups is very effective in raising attainment. Classroom assistants are well prepared and work effectively in the

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The quality of teaching is good and results in high achievement in most subjects

classroom. Teachers assess pupils’ work in lessons and help them to improve what they are doing. They regularly identify and record pupils’ difficulties in learning and set clear targets for those pupils to be helped to improve. Byerley Park Primary School - 14 11.The teaching of literacy and numeracy is good because teachers have a secure understanding of the skills that pupils need to learn. They explain grammatical and numerical terms to their pupils in a clear and informative manner. No weak teaching was observed in the lessons but where teaching was less effective it was linked to a slow pace in parts of the lesson or a lack of confidence in teaching the subject.

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towards each other

12.The school has high expectations of its pupils and they respond very well. Attitudes to work and behaviour are both very good. Additionally, there are high quality relationships throughout the school. These factors contribute to the creation of a good atmosphere and environment for learning. Parents are very happy with the attitudes and values which the school promotes. Very good behaviour and positive attitudes have been maintained since the previous inspection.

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towards each other

13.Pupils like school and enjoy their work. Attitudes are very good in the majority of lessons, for example, in mathematics pupils work well on task because they have a clear understanding of what to do. In literacy lessons pupils try very hard and at Year 6 pupils show good concentration and application. Pupils work well independently or co- operatively in groups as required. There is no shortage of volunteers to contribute to discussions. 14.Behaviour is very good in lessons and around the school, even when teachers are not present, for example, in the playground at lunchtime. Pupils understand the concepts of good and bad behaviour and they can discuss why the standards are high. Good behaviour is very evident throughout the school, for example, pupils are very courteous and they show respect for property. The high standard of behaviour achieved by the school is recognised and appreciated by parents.

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towards each other

15.Parents strongly believe that the school helps their children to become mature and responsible and the inspection team agree with this view. The pupils respond well to opportunities to take responsibility. There is an effective system supporting younger pupils. Older pupils care for younger school friends thus developing their own personal skills and sense of responsibility. Younger pupils are aware of the support they can get from older pupils and say that this helps them to feel happy in school. Pupils deal confidently with adults and they form very good relationships. This benefits personal development. For example, good relationships allowed personal issues to be explored confidently in a Year 6 personal, social and health education lesson. Pupils like their teachers and pupil/teacher relationships are also good. The pupils’ skills in Information Communication Technology are very well developed.

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Through high quality provision these skills are well used across the curriculum

16.The school has been very successful in its aim to exceed the requirements of the National Curriculum for ICT. The pupils have responded well and standards of attainment and progress are high in all year groups. For example, key stage 1 pupils are able to access the Internet. As a measure of its success in this area the school has contributed work to the Qualifications and Curriculum Authority. 17.Pupils use ICT successfully throughout the curriculum and teachers clearly have good subject knowledge which supports the development of the pupils’ skills. During the Byerley Park Primary School - 15 inspection ICT was seen to be used for word processing in English and pattern making in art. Good use of digital photography was also observed in a Year 4 Religious Education lesson, where the teacher was able to display images of local places of worship. From a scrutiny of the pupils’ work ICT emerged clearly as a strength of the school at both Key

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Through high quality provision these skills are well used across the curriculum

Stages. Pupils produce a range of outcomes using different programs, such as, graphics and word processing as well as using topic information from the Internet. The quality and quantity of work done by pupils using ICT is very good. Parents have been introduced to ICT through a ‘parents on line’ scheme in which pupils acted as demonstrators. 18.The strength of ICT in the school is derived, in part, from well considered plans and good use of funds from a local authority initiative. This has resulted in the acquisition of good hardware resources at key stage 2, a CD Rom library and a comprehensive programme for training teachers. There are plans for the further development of resources at key stage 1.

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Through high quality provision these skills are well used across the curriculum

19.The ICT co-ordinator monitors the subject and ensures that it is taught and applied throughout the curriculum. The overall provision is enhanced by a computer club which provides extra-curricular activities for groups of pupils over four to five week periods.

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The very high quality of the teaching and learning in the reception classes gives pupils a

‘flying start’ to their education. 20.Most children when they enter the reception classes already have well developed speaking, listening and early number skills. They clearly benefit from joining small classes where the teachers quickly get to know them well and where the curriculum is being managed effectively to meet the needs of many higher attaining children. 21.The standards of achievement of the children are above expectations for age particularly in literacy and numeracy. Children follow the words of a poem as the teacher points, and they have the confidence to speak to the class about the picture. They know letter names and are learning initial sounds ‘c’and ‘p’.Awareness of initial sounds is good and many pupils are beginning to match, build and read simple words. At this point in the year children write and make books spontaneously, although many are successfully beginning copy writing.

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The very high quality of the teaching and learning in the reception classes gives pupils a

22.By the time they leave the reception classes children can do addition groups to six using well formed numerals and they can order and record numbers to ten with good presentation. They are working up to one year ahead of expectations for age being able to produce a range of written outcomes such as retellings and story planning. They undertake topics, for example, ‘Caring for Others’, within a broad curriculum. Science topics, as in ‘Parts of a Plant’, are a particular strength. Byerley Park Primary School - 16 23.The teaching is of good quality and greatly enhances the pupils’ achievements. Teachers work at a good pace and use directed activities effectively to ensure that all children gain relevant skills and experiences. The planning of the curriculum is thorough and detailed. Planning for literacy and numeracy is very specific and relates to the relevant objectives from the National Strategies. The expectations are high but the children are thriving on

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The very high quality of the teaching and learning in the reception classes gives pupils a

the challenge and receive well targeted support to enable them to make good progress in their learning. High levels of both co-operation and independence are fostered in the children and to support this the involvement of classroom assistants is well planned. There is good liaison among staff.

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Procedures for analysing pupils’ performance and assessing learning are very effective

and contribute to raising standards. 24.A detailed analysis of the school’s results in Baseline and National Assessment Tests is undertaken each year. Trends in the data are noted and where weaknesses are identified action plans are put in place. For example, the difference in attainment between boys and girls at key stage 1 is being addressed through a range of curriculum initiatives including the introduction of literacy web, new records for reading web and the targeting of key words. Likewise at key stage 2 improvement in the attainment of boys in English is being achieved through the introduction of new resources, the extended use of writing frames and classroom assistants working with targeted groups of pupils. These initiatives are having a positive impact upon the quality of learning and the standards pupils are achieving.

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Procedures for analysing pupils’ performance and assessing learning are very effective

25.On a day to day basis teachers carry out assessments to identify pupils who are not achieving the teaching objectives for specific lessons and those who are achieving above the objective. Through this assessment mechanism, support for groups of pupils can be put into place to ensure that higher attaining pupils are sufficiently challenged in their learning, while those who are having difficulties are supported and helped to make progress. In addition, other assessment systems are in use across the school. For example, a pupil achievement file, pupil progress tracking using a range of performance data and NFER analysis all of which are used to gain a clear understanding of pupils’ achievements and rates of progress. Comparative data is shared with parents at meetings to discuss their children’s progress. 26.The school is supporting groups of pupils at key stage 2 with additional reading and writing sessions and has recently recruited classroom assistants to work with each class.

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Procedures for analysing pupils’ performance and assessing learning are very effective

Early indications are that this is having a positive impact upon reading. 27.The information gathered from the various forms of assessment is utilised in the setting of high, but attainable targets at school, class, group and individual pupil level. Byerley Park Primary School - 17

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The school benefits from very good leadership and effective management, which gives

clear direction to the work of the school and builds strong teamwork among staff. 28.The quality of leadership and management is a strength of the school. The headteacher, together with the deputy head and senior manager, has a very clear view of what needs to be done to continue to improve the school. The headteacher is outward looking and is working with the local secondary school in seeking funding and external support for curricular developments that will enrich further the quality of education provided by the school. 29.Communication is good and is instrumental in building a strong team ethos and engaging all staff in fulfilling the aims of the school. Their commitment to continuing improvement and success is shown in the high standards being achieved by the pupils and their very good personal development. 30.Through their committee structure, the governors have a mechanism which ensures that

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The school benefits from very good leadership and effective management, which gives

they are well informed about all aspects of the school and that they are involved in decision making. This results in a well prioritised Development Plan focused upon school improvement. The Plan is regularly reviewed and achievements evaluated. The staff and governors share a common goal to continue improving. Governors understand the challenges facing the school and through the Development Plan they are clear about what needs to be done. Governors also have close involvement in financial planning and they seek best value in major spending decisions. 31.The school is experienced in evaluating its own success. The deputy headteacher is skilled in analysing data and the information gained is used effectively to check that the school continues to improve, and to set targets for the pupils. The information is also used to highlight the needs of particular groups of children or areas for curriculum

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The school benefits from very good leadership and effective management, which gives

development. For example the initiatives undertaken at both key stages to improve the standards of boys, and the deployment of new teaching assistants to support groups of pupils at key stage 2.

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The school benefits from very good leadership and effective management, which gives

32.Co-ordinators are active in monitoring their subject through checking planning, scrutinising work and observing teaching and this information is used well to develop further the quality of teaching and learning. Byerley Park Primary School - 18

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WHAT COULD BE IMPROVED

The teaching and learning of music throughout the school.

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WHAT COULD BE IMPROVED

33.Whilst the overall curriculum provided by the school is good and high standards are achieved in most subjects the teaching and learning of music is an exception to this pattern. 34.The standard of singing, as shown in assemblies, is below expectations for age at both key stages. Pupils do not sing with confidence, find it difficult to keep time and to sing tunefully. In the music lesson observed pupils’ attainment was below expectations in singing and in the production and control of a range of rhythms. 35.Some lack of confidence among the teaching staff in their knowledge of the subject is clearly a contributory factor to this situation. In addition, teachers’ planning in this area is weak, consequently pupils are not always receiving quality music lessons which build up their listening, singing and music making skills in a progressive way. The greater use of music to enrich the daily life and culture of the school.

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WHAT COULD BE IMPROVED

36.The school is aware of its shortcomings in the provision of a rich musical experience and environment for its pupils and is actively seeking to make music more of an integral part of the fabric of the school. It has joined with the local comprehensive in a bid for funding for ‘the arts’. This has the potential to help improve the teaching and learning of music across the school. It is investing in new CDs and a player in order to bring music into assemblies and it is seeking support from the LEA to help improve the standard of singing. These measures will go some way to improving the current situation in which pupils have limited lesson time spent on music and few further opportunities to listen to and appreciate music in other contexts such as assemblies and other subjects of the curriculum. Byerley Park Primary School - 19

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to improve further the governors and senior managers should seek to : 1) Improve the teaching and learning of music throughout the school, by: • further developing teachers’ expertise and confidence in the teaching of skills and singing through additional training or support. • ensuring the full implementation of the music National Curriculum, and that pupils make appropriate progress 2) Make greater use of music to enrich the daily life and culture of the school by: • introducing pupils to the enjoyment of music from different eras, cultures and traditions within a planned programme • introducing pupils to music within the wider curriculum Byerley Park Primary School - 20 PART C: SCHOOL DATA AND INDICATORS

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Summary of the sources of evidence for the inspection

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of discussions with staff, governors, other adults and pupils 30

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Summary of teaching observed during the inspection

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

5% 28% 39% 28% 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Pupils on the school’s roll Nursery YR – Y6

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils on the school’s roll (FTE for part-time pupils) 0 248

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of full-time pupils eligible for free school meals 0 9 FTE means full-time equivalent.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Special educational needs Nursery YR – Y6

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils with statements of special educational needs 0 1

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils on the school’s special educational needs register 0 34

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

English as an additional language No of pupils

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils with English as an additional language 9

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Pupil mobility in the last school year No of pupils

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Pupils who joined the school other than at the usual time of first admission 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Pupils who left the school other than at the usual time of leaving 6

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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. Byerley Park Primary School - 21 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 1999 17 15 32

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

National Curriculum Test/Task Results Reading Writing Mathematics

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Boys 16 17 17 Numbers of pupils at NC level 2 and above Girls 15 15 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of pupils School 97% 100% 100% at NC level 2 or above National 82% 83% 87%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Teachers’ Assessments English Mathematics Science

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Boys 17 17 17 Numbers of pupils at NC level 2 and above Girls 15 15 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of pupils School 100% 100% 100% at NC level 2 or above National 82% 86% 87%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Attainment at the end of Key Stage 2 Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 17 16 33

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

National Curriculum Test/Task Results English Mathematics Science

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Boys 15 15 16 Numbers of pupils at NC level 4 and above Girls 15 13 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of pupils School 91% 85% 94% at NC level 4 or above National 70% 69% 78%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Teachers’ Assessments English Mathematics Science

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Boys 15 15 15 Numbers of pupils at NC level 4 and above Girls 16 13 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of pupils School 94% 85% 94% at NC level 4 or above National 68% 69% 75% Percentages in brackets refer to the year before the latest reporting year. Byerley Park Primary School - 22 Ethnic background of pupils Exclusions in the last school year

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Black – African heritage 0 Black – African heritage 0 0

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Any other minority ethnic group 0 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.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Teachers and classes Financial information

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total number of qualified teachers (FTE) 10 Financial year 2000 - 2001

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils per qualified teacher 25

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Education support staff: YR – Y6 Total expenditure 431,192.00

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total number of education support staff 4 Expenditure per pupil 1,738.00

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total aggregate hours worked per week 30 Balance brought forward from previous year 16,211.00

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Balance carried forward to next year 16,252.00

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Qualified teachers and support staff: nursery

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total number of qualified teachers (FTE) 0

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils per qualified teacher 0

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Total number of education support staff 0

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Number of pupils per FTE adult 0 FTE means full-time equivalent. Byerley Park Primary School - 23 Results of the survey of parents and carers

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Percentage of responses in each category

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

My child is making good progress in school. 76% 19% 2% 0% 3%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Behaviour in the school is good. 72% 24% 1% 0% 3%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

My child gets the right amount of work to do at home. 42% 45% 11% 0% 2%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

I am kept well informed about how my child is getting on. 48% 45% 5% 0% 2%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

I would feel comfortable about approaching the school with questions or a problem. 79% 15% 4% 0% 1%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school expects my child to work hard and achieve his or her best. 87% 10% 0% 0% 3%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school works closely with parents. 57% 37% 3% 0% 3%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school is well led and managed. 68% 27% 1% 0% 4%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school is helping my child become mature and responsible. 69% 28% 0% 0% 3%

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school provides an interesting range of activities outside lessons. 42% 32% 13% 4% 9%

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