Weaver Primary School

Weaver Primary School

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

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Weaver 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. Weaver Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Western Avenue Nantwich Cheshire Postcode: CW5 7AJ

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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. A. Raisbeck

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 27 November 1995 Weaver Primary School - 4

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Team members

PkR Educational Consultants 6 Sherman Road Bromley KENT BR1 3JH

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Team members

Tele: 020 8289 1923/24 Fax: 020 8289 1919

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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 Weaver Primary School - 5

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REPORT CONTENTS

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

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PART B: COMMENTARY

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 13

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PART B: COMMENTARY

PART C: SCHOOL DATA AND INDICATORS 14 Weaver Primary School - 6

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INFORMATION ABOUT THE SCHOOL

Weaver Primary School is a community school for boys and girls aged four to eleven. The number of pupils on roll is 254. The school is larger than most primary schools and has expanded considerably since the time of the last inspection. The percentage of pupils known to be eligible for free school meals is below the national average. The proportion of pupils speaking English as an additional language is higher than in most schools. Pupils with special educational needs make up a smaller proportion than in most schools; the percentage of pupils with statements of special needs is low. The attainment of pupils on entry is broadly average.

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HOW GOOD THE SCHOOL IS

The overall effectiveness of the school is very good. Standards in English, mathematics and science are above average by the end of Key Stage 2. Over the years from 1996 to 1999 taken together, pupils have left Weaver Primary nearly one year ahead of pupils nationally in English and mathematics and nearly two terms ahead in science. The overall quality of teaching is good. The leadership and management by the newly appointed headteacher, the deputy headteacher and the governing body are very good. The school provides good value for money.

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What the school does well

• In national tests for eleven year olds, standards have been consistently well above average in English, mathematics and science; in the work seen during the inspection standards were above average in these subjects,. • The overall quality of teaching is good; teaching of those pupils in mixed age classes is appropriate for each age group. • Leadership and management by the headteacher, deputy headteacher, senior management team and governing body are very good. • Pupils’ attitudes and behaviour are good; pupils’ personal development is very good as are relationships • The school’s provision for pupils under five is good.

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What could be improved

• Pupils’ attainment in information and communication technology, whilst improving, is still below national expectations. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvement since the last inspection. The school was last inspected in November 1995. Since the last inspection, standards in English, mathematics and science have been well above the national average by the end of Key Stage 2. English and mathematics, however, have been consistently better than science. At the time of the last inspection, standards in English were below those in mathematics. That is no longer the case. Standards in pupils’ writing and spelling have improved satisfactorily. The key issue to sustain the supportive relationships and positive attitudes underpinning much of the pupils’ work has been appropriately addressed. The issue to develop pupils’ basic skills has been well met. An issue to agree and implement a common approach to marking and assessment of pupils’ work has been satisfactorily dealt with. Appropriate schemes of work have been developed. Classroom practice is now monitored and evaluated appropriately. Greater opportunities

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

have been provided for pupils’ personal research and independent learning; library provision has improved. Weaver Primary School - 7

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STANDARDS

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

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Key

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

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Key

Over the years from 1996 to 2000 averaged together, pupils aged eleven have left Weaver Primary nearly one year ahead of pupils nationally in English and mathematics and nearly two terms ahead in science. The school’s results are rising at a rate that is broadly in line with the national rate of improvement. The school’s targets are suitably ambitious and are on course to be met. In the work seen during the inspection, standards were above average in English, mathematics and science by the end of Key Stage 2. Standards for the current seven year olds at the end of Key Stage 1 are above average in speaking and listening and average in writing, reading, mathematics and science. Standards in information and communication technology are below national expectations at the end of both key stages. Whilst standards overall are high, they could be higher in science.

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Aspect Comment

Attitudes to the school Pupils’ attitudes to the school are good. They are confident and articulate.

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Aspect Comment

Behaviour, in and out of classrooms Pupils’ behaviour in and out of the classrooms is good.

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Aspect Comment

Personal development and relationships Pupils’ personal development is very good and relationships are very good. Pupils show appropriate respect for the feelings of others.

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Aspect Comment

Attendance Pupils’ attendance is good. Levels of unauthorised absence are in line with national levels. In and around school, pupils are polite and courteous. They behave well in assemblies and when having lunch. Weaver Primary School - 8

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

Lessons seen overall Good Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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

The overall quality of teaching throughout the school is good. All of the teaching seen in each of the classes was at least satisfactory. Twenty three per cent of lessons seen were satisfactory, 51 per cent were good and 26 per cent were very good. The quality of teaching in English and mathematics is good. The skills of literacy and numeracy are taught well.

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

Particular strengths in teaching include the way in which teachers share the learning objectives for lessons with the children so that pupils realise why they are in that lesson. Class management is good throughout the school. The school meets the needs of all its pupils well, including those who have special educational needs. The way in which assessment is used is particularly good for children under five. Strengths in pupils’ learning include their interest, concentration and ability to work independently.

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Aspect Comment

The quality and range of the curriculum The quality and range of the curriculum is satisfactory. Extra-curricular activities include netball, football, science club and art club. Additionally there are two recorder groups for Key Stage 2 pupils.

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Aspect Comment

Provision for pupils with special educational needs Provision for pupils’ special educational needs is good. Pupils’ individual educational plans are sharply focused.

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Aspect Comment

Provision for pupils with English as an additional language Provision for pupils with English as an additional language is satisfactory.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural, development Provision for pupils’ personal development is good overall. Provision for pupils’ spiritual and cultural development is satisfactory, for their moral development it is good. The school’s provision for social development is very good.

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Aspect Comment

How well the school cares for its pupils The school’s care for its pupils is satisfactory. Assessment in science is not as well developed as it is in English and mathematics.

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Aspect Comment

The school works very well in partnership with parents. Parents are generally very happy with the school. All areas of the curriculum meet statutory requirements; Weaver Primary School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff Leadership and management by the headteacher, senior management team and other key staff are very good. The senior management team works well together.

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Aspect Comment

How well the governors fulfil their responsibilities The governors’ fulfilment of their responsibilities is very good.

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Aspect Comment

The school’s evaluation of its performance The school’s evaluation of its performance is very good.

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Aspect Comment

The strategic use of resources The strategic use of resources is good.

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Aspect Comment

The new headteacher has made a very good start in monitoring standards. The deputy headteacher has worked hard on the school’s finances. The teacher in charge of the foundation stage tracks her children well as they move out of the reception classes and through Key Stage 1. The extent to which the school applies the principles of best value is very good.

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What pleases parents most What parents would like to see improved

• Their children like school. • Teaching is good. • The school has high expectations. • There are good links with parents. • Their children are making good progress. • Some would like to see a greater range of extra-curricular activities. • Some are not happy with the continued expansion of pupil numbers. • Some parents have expressed concerns about teaching in mixed age classes.

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What pleases parents most What parents would like to see improved

The inspection team agrees with parents’ positive views of the school. Inspectors judge that the range of extra-curricular activities is satisfactory. Currently, the number of pupils on the school’s roll is not adversely affecting standards. Teaching in the mixed age classes is appropriate for each age group. Weaver Primary School - 10

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average in English, mathematics and science; in the work seen during the inspection

standards were above average in these subjects.

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average in English, mathematics and science; in the work seen during the inspection

1. When children enter the reception class, their levels of attainment are broadly average. By the time pupils are seven, at the end of Key Stage 1, their test results over the last five years averaged together have been approximately two terms ahead of national averages in reading and mathematics and nearly one and a half terms ahead in writing. Over the last five years pupils have left Weaver Primary School aged eleven nearly one year ahead of pupils nationally in English and mathematics and nearly two terms ahead in science.

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average in English, mathematics and science; in the work seen during the inspection

2. Inspection findings are that standards in English, mathematics and science are above national averages by the end of Key Stage 2. This conflicts with the school’s results over the last five years where standards have been well above average. The school appropriately recognises the needs of pupils in Year 6 and has just split them into two groups for literacy, numeracy and some science. This should have the effect of raising these pupils’ attainment further. At the end of Key Stage 1, attainment is judged to be above national standards in speaking and listening and in line with national averages in reading, writing and mathematics. Again, this cohort of pupils, split appropriately into two groups, has several months to go before it is assessed against national standards. Contrary to the worries of some parents, inspectors did not find evidence that the attainment of those Year 2 pupils in the mixed Year 1 / 2 class was being

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average in English, mathematics and science; in the work seen during the inspection

adversely affected by their being in a mixed age class. Their current standards were judged to be at least in line with those in the single age Year 2 class.

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average in English, mathematics and science; in the work seen during the inspection

3. By the end of Key Stage 2, pupils are able to compare and evaluate a novel or a play such as ‘Macbeth’, talk and write coherently about the plot and characters and able to understand sophisticated punctuation. Eleven year olds are adept at “mental maths”. For example, in a session in which each member of the class had mathematics cards practising the nine times table one pupil would read from a card “what is (9x7) +6”. The pupil in the class who had the correct answer of 69 would then immediately say “sixty nine” and then go on to ask their question. This rapid questioning was enjoyed by the pupils and re-inforced their learning well. Many of these Year 6 pupils understand that when handling data on bar charts, bars may be labelled with the range but not the division between the bars. In a science lesson on dissolving substances, one group of lower attaining pupils worked inappropriately without access to necessary equipment

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average in English, mathematics and science; in the work seen during the inspection

and without a sufficient degree of accuracy. There is a lack of a sufficiently systematic build up of knowledge and understanding of key scientific vocabulary throughout the school, although there are shining examples of good practice. Additionally, a lack of consistent rigour in drawing scientific diagrams from an early age is restricting pupils’ attainment in science.

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average in English, mathematics and science; in the work seen during the inspection

4. Pupils aged seven at the end of Key Stage 1 read simple instructions, recipes and plans and use their awareness of grammar to decipher new or unfamiliar words. They use their literacy skills across the curriculum appropriately, for example in history when finding out about seaside holidays in the past. Pupils’ skills in speaking and listening are higher than those in reading and writing. In mathematics, pupils recognise a variety of two-dimensional and three-dimensional shapes. Pupils can rapidly carry out simple “sums” in their heads such as “What number is 11 more than 46?” Throughout the Weaver Primary School - 11 school, pupils’ instant recall of their multiplication tables is quite good but there was not a lot of evidence of whole class practising even further to improve this vital knowledge.

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average in English, mathematics and science; in the work seen during the inspection

5. Standards in information and communication technology are below national expectations at the end of both key stages. The coordinator for this subject has put in a huge amount of effort and this should start to bear fruit. Pupils’ work in the areas of monitoring and modelling is in its infancy.

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average in English, mathematics and science; in the work seen during the inspection

6. Attainment in other subjects is at least in line with national expectations.

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The overall quality of teaching is good; teaching in the mixed age classes is

7. All the teaching seen during the inspection in every class of the school was at least satisfactory. Approximately one in every four lessons was satisfactory, a further one in four was very good and in all the other lessons teaching was good.

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The overall quality of teaching is good; teaching in the mixed age classes is

8. Teachers are adept at sharing the learning objectives with pupils so that the children realise what the precise purpose of the lesson is. The teaching of those pupils with special educational needs is good. At times, some lessons lack “spark”. Teachers are inhibited sometimes from having a particularly lively lesson because of the open plan nature of much of the school.

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The overall quality of teaching is good; teaching in the mixed age classes is

9. In a very good Year 1 / 2 literacy lesson, the lesson plan linked well to the longer-term plan for the class. The class teacher was confident and set a brisk pace. Pupils responded well to this approach and enjoyed writing careful instructions on “How to make a puppet”. This re-inforced pupils’ literacy skills well.

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The overall quality of teaching is good; teaching in the mixed age classes is

10. A particularly good Year 3 science lesson on the subject of animal diets started with the teacher giving pupils very clear learning objectives. The teacher’s patient manner and high expectations drew out pupils’ previous knowledge of the different types of teeth that animals have. As a result of a good lesson on the story of “The Three Pigs”, in which the teacher had the full attention of the children, the reception class understand the importance of strength in materials.

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The overall quality of teaching is good; teaching in the mixed age classes is

11. Teaching in the mixed age classes was appropriate to the needs of each age group and was consistent with that in the single age classes. Some parents had raised concerns as to whether there were discrepancies. Standards of teaching, for example, in Year 1 / 2 and Year 2 were at a similar high level. The teaching seen in Year 4/ 5 was of a similar standard to that in Year 5. Teachers plan well between themselves so that over a period of time, the work covered is the same and pupils are not disadvantaged. Weaver Primary School - 12

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Leadership and management by the headteacher, deputy headteacher, senior

management team and governing body are very good.

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Leadership and management by the headteacher, deputy headteacher, senior

12. The leadership and management by the newly appointed headteacher, the deputy headteacher who has been acting headteacher for over a year, the senior management team as a whole and the newly constituted governing body are very good.

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Leadership and management by the headteacher, deputy headteacher, senior

13. The school has very clear educational direction and all staff are committed to further school improvement. The governing body meets its statutory responsibilities well and has handled the continued expansion of the school over the last twelve months sensitively. Whilst the accommodation has improved since the time of the last inspection by the addition of two well furbished mobile classrooms, the accommodation is judged to be only satisfactory overall for the considerably larger pupil numbers. This is a matter about which the governing body and some parents are concerned.

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Leadership and management by the headteacher, deputy headteacher, senior

14. Formal monitoring of teaching by the headteacher, whilst in its early stages, is taking place effectively. Additionally, curriculum coordinators effectively monitor planning and marking in the areas for which they are responsible. The school has a well thought out school development plan that clearly identifies the next stages in the school’s development.

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Pupils’ attitudes and behaviour are good; pupils’ personal development is very good

15. In all the lessons seen, pupils’ attitudes and behaviour were at least satisfactory and generally good or very good. This was also the case between lessons and on the playground. Discussions with pupils show that they enjoy school and particularly like the family atmosphere of which the school is rightly proud.

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Pupils’ attitudes and behaviour are good; pupils’ personal development is very good

16. Opportunities for pupils’ personal development and relationships both between pupils and with adults are very good. Older pupils have opportunities to help younger Reception children, for example, by helping them with their meals or packed lunches. Pupils act appropriately as road safety monitors and speak to the whole school in assemblies. The school has an appropriate house system in which pupils collect up house points from each class on a weekly basis and enter totals on the house points’ board. Whilst there is currently no school council, there are plans to form one.

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Pupils’ attitudes and behaviour are good; pupils’ personal development is very good

17. During a quiet shared reading session for pupils in Year 3 / 4, pupils showed great sensitivity when entering comments about their “partner reader” on the reading record sheet. When asked what they would write if their partner read poorly, they responded with “good try” or similar. They explained that they would not put a derogatory comment as that may upset the other pupil. Pupils are sensitive to others. Weaver Primary School - 13 The school’s provision for pupils under five is good.

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Pupils’ attitudes and behaviour are good; pupils’ personal development is very good

18. There are currently two parallel Reception classes and the children benefit from the school’s provision for their outdoor play. The coordinator for the under fives is also coordinator for Key Stage 1. She is a member of the school’s senior management team and has built up good provision for the under fives. When these children leave the early years section of school, she continues to track their progress appropriately through Key Stage 1. By the time that they are five, nearly all children reach the early learning goals in all curriculum areas.

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Pupils’ attitudes and behaviour are good; pupils’ personal development is very good

19. Teaching is good and the curriculum matches the early learning goals. This section of the school has good and important links with parents and staff visit the variety of feeder nurseries. Children are encouraged to share their portfolio of work with parents and reading diaries show a good home-school dialogue. The school organises a picnic in the summer for parents along with “help your child at home “ evenings covering topics such as reading and fine motor skills. Teachers for children under five plan well together and have good professional relationships with class assistants.

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Pupils’ attainment in information and communication technology, whilst improving, is

20. Pupils’ attainment in information and communication technology whilst improving is still below national expectations at the end of both key stages. The coordinator for the subject is very competent and hard working and has produced a comprehensive policy document together with helpful portfolios of written work.

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Pupils’ attainment in information and communication technology, whilst improving, is

21. All classes now teach the subject on a regular basis and make use of two laptop computers that are made available in their teaching areas on a rota basis. Not all classes yet have a P.C. and there is no information and communication technology suite due to constraints on the accommodation. Pupils are currently not given sufficient opportunities to use simulations and explore models or to monitor events and respond to them.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

22. In order to improve the school further, the headteacher, senior management team and governing body should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Raise pupils’ attainment in information and communication technology by ensuring that pupils have greater opportunities to use simulations, explore models, monitor events and respond to them, as specified in the National Curriculum. (Paragraphs 20, 21) Weaver Primary School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 12

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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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 254

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 7

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 21

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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 4

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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 35

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 3

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Attendance

School data 4.0 School data 0.3 Weaver Primary School - 15 National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Weaver Primary School - 16

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 13 15 28

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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 12 12 13 Numbers of pupils at NC level 2 and above Girls 15 14 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 96(73) 93(69) 100(100) at NC level 2 or above National 83(82) 84(83) 90(87)

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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 12 13 13 Numbers of pupils at NC level 2 and above Girls 14 15 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 93(69) 100(100) 100(100) at NC level 2 or above National 84(82) 88(86) 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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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 18 15 33

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 17 17 17 Numbers of pupils at NC level 4 and above Girls 13 12 13

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Attainment at the end of Key Stage 2

Percentage of pupils School 91(84) 88(86) 91(81) at NC level 4 or above National 75(70) 72(69) 85(78)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 17 18 17 Numbers of pupils at NC level 4 and above Girls 13 12 13

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Attainment at the end of Key Stage 2

Percentage of pupils School 91(86) 91(92) 91(89) at NC level 4 or above National 70(68) 72(69) 79(75)

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Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Weaver Primary School - 17

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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 0 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 11.4 Financial year 1999-2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 23.1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 339980

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Teachers and classes Financial information

Total number of education support staff 2.0 Expenditure per pupil 1810

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Teachers and classes Financial information

Total aggregate hours worked per week 42.6 Balance brought forward from previous year -3355

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Teachers and classes Financial information

Balance carried forward to next year 6616 Weaver Primary School - 18

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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. 42 54 3 0 1

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Percentage of responses in each category

Behaviour in the school is good. 42 51 3 3 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 44 37 14 3 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 37 49 10 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 68 27 3 3 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 65 32 0 0 3

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Percentage of responses in each category

The school works closely with parents. 45 50 3 3 0

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Percentage of responses in each category

The school is well managed and led. 46 42 1 3 6

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Percentage of responses in each category

The school is helping my child become mature and responsible. 47 46 0 1 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 24 35 18 10 13

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Other issues raised by parents

A number of parents are concerned about the continuing expansion in pupil numbers.

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