Kings Meadow Primary School and Early Years Education Centre

KINGS MEADOW PRIMARY SCHOOL

Dates of inspection: 3 rd – 4 th October 2000

p.1

KINGS MEADOW 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.

p.1

KINGS MEADOW 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. Kings Meadow Primary School - 1

p.2

INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

p.3

INFORMATION ABOUT THE SCHOOL

School address: Meadow Lane Ainsdale Southport

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs P Krishnan

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17 th June 1996 Kings Meadow Primary School - 2

p.3

Team members

Dr B Blundell 23868 Registered inspector Mrs T Bradley 1234 Lay inspector Mrs M Marriott 10144 Team inspector

p.4

Team members

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

p.4

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:

p.4

Team members

The Registrar Inspection Quality Division

p.4

Team members

Alexandra House 33 Kingsway London WC2B 6SE Kings Meadow Primary School - 3

p.4

PART A: SUMMARY OF THE REPORT 4 - 7

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

p.5

INFORMATION ABOUT THE SCHOOL

Kings Meadow School is a gem of a school. It is a community Junior and Infant Primary School, with a nursery and a resourced speech and language base, situated on a council estate in Ainsdale, Southport. The number on roll is 132 including 28 in the Nursery. The proportion of pupils speaking English as an additional language is higher than in most schools. The percentage of pupils known to be eligible for free school meals is well above the national average. The proportion of pupils identified as having special educational needs is above the national average and the proportion of pupils with statements of special educational needs is well above the national average. Pupils’ attainment on entry is below average.

p.6

HOW GOOD THE SCHOOL IS

The overall effectiveness of the school is very good. Standards in English, mathematics and science are above average for pupils aged eleven. The number of pupils aged eleven taking the national tests in 1999 and 2000 has been too small to make national comparisons. Nonetheless, results in these two years have been significantly higher than the school’s results in the previous two years. The overall quality of teaching is very good. Leadership and management by the headteacher, deputy headteacher and governing body are excellent. The school provides very good value for money.

p.6

What the school does well

• Levels of attainment in English, mathematics and science are above average for pupils aged eleven. • The leadership and management of the school are excellent; the school reflects the dedication of the headteacher in all areas. • The overall quality of the teaching is very good; assessment procedures are excellent. • The attitudes and behaviour of pupils are very good; relationships and pupils’ personal development are also very good throughout the school. • Provision for pupils under five in the school’s Early Years Education Centre is very good. • The provision for pupils with special educational needs, both in the resourced speech and language base and elsewhere in the school, is very good. • Links with parents are excellent; the “parents as educators” courses run in the school are having a big impact on pupils’ learning.

p.6

What could be improved

• Attainment in information and communication technology, whilst improving, could improve further. The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in June 1996. The school’s improvement since that inspection has been very good. The key issue to improve the standard of pupils’ written work has been appropriately addressed and procedures have been agreed for the presentation and marking of pupils’ work. Appropriate schemes of work have been produced. The key issue to build upon the positive attitudes and team spirit in the school has been achieved. An issue to initiate systems for evaluating the effectiveness of expenditure has been addressed well. Parents are now appropriately informed about the school’s performance. Suitable attention has been given to discouraging the public use of the playing fields. There has been a considerable improvement in the standard of pupils’ attainment in English, mathematics and science. Kings Meadow Primary School - 5

p.6

STANDARDS

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

p.7

Key

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

p.7

Key

The upward trend in the school’s results for English, mathematics and science for pupils aged eleven, is above the national trend.

p.7

Key

# Note: in 1998 and 1999, there were less than 10 pupils in the cohort, making the data unreliable when compared with schools nationally or with similar schools. Results in 1999 were considerably better than in 1997 and 1998. Provisional results for 2000 show further improvement in English and mathematics.

p.7

Key

Pupils’ attainment at the end of Key Stage 1 in 1999 was well above average in reading, broadly in line with national averages in writing and above average in mathematics. Taking the four years from 1996 to 1999 averaged together, pupils’ attainment in reading was in line with the national average. In writing it was well below the national average and in mathematics it was just below average. Results for the year 2000 show a considerable improvement on those for previous years.

p.7

Key

The school’s targets are suitably ambitious and are on course to be met.

p.7

Key

In the work seen during the inspection, standards in English, mathematics and science were above average by the end of both Key Stage 1 and Key Stage 2. Some particularly good work in these subjects was seen in the current Year 5 class. Standards in information and communication technology, whilst improving, are still not high enough by the end of both key stages.

p.7

Key

Overall standards at this school are high and are improving.

p.7

Aspect Comment

Attitudes to the school Pupils’ attitudes are very good. They are enthusiastic, interested and confident.

p.7

Aspect Comment

Behaviour, in and out of classrooms Behaviour in class and around the school is very good.

p.7

Aspect Comment

Personal development and relationships Personal development and relationships are very good. Adults and pupils get on very well with one another. All contribute to the very good atmosphere at the school, whatever their role.

p.7

Aspect Comment

Attendance Pupils’ attendance is very good. The rate of unauthorised absence is well below the national average. Kings Meadow Primary School - 6

p.7

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

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

p.8

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

The quality of teaching in English and mathematics is very good throughout the school. A particular strength is the school’s use of assessment throughout, which is excellent. Teachers’ management of pupils is very good in all areas, as is teachers’ knowledge and understanding. Teachers work very hard for their pupils and teach them in a consistently professional way.

p.8

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

The skills of literacy and numeracy are taught very well throughout the school, with very good contributions to these areas from subjects across the curriculum, such as history. The school meets the needs of all pupils very well.

p.8

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

The percentage of good or better teaching seen was 100 per cent; very good or better teaching was 88 per cent and unsatisfactory or worse teaching was zero per cent. Indeed, no lessons were observed where the teaching was merely satisfactory. In every lesson, it was at least good. Particular strengths in pupils’ learning include their interest, concentration and independence which are very good and their effort which is also very good throughout the school. There are no particular weaknesses.

p.8

Aspect Comment

The quality and range of the curriculum The quality and range of the curriculum are very good and are enhanced by extra-curricular activities.

p.8

Aspect Comment

Provision for pupils with special educational needs The provision for pupils’ special educational needs both in the mainstream classes and in the resourced speech and language base, is very good.

p.8

Aspect Comment

Provision for pupils with English as an additional language The provision for pupils with English as an additional language is very good.

p.8

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development This provision is good in all areas. Pupils’ social development is enhanced with the inclusion of pupils from the language base into mainstream classes where appropriate.

p.8

Aspect Comment

How well the school cares for its pupils The school cares very well for its pupils. Child protection procedures are very good. There are excellent procedures for assessing pupils’ attainment and then using the results of these assessments to help to plan the curriculum. The procedures for monitoring and supporting pupils’ academic progress are excellent.

p.8

Aspect Comment

The effectiveness of the school’s links with parents is excellent. The “parents as educators” courses are having a positive effect in raising attainment.

p.8

Aspect Comment

All areas of the curriculum meet statutory requirements. Kings Meadow Primary School - 7

p.8

Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Leadership and management by the headteacher, deputy headteacher, senior management team and governing body are excellent.

p.9

Aspect Comment

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

p.9

Aspect Comment

The school’s evaluation of its performance The school evaluates its performance very well.

p.9

Aspect Comment

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

p.9

Aspect Comment

The headteacher is hard working and committed to raising standards; this is a school which is being steered very much in the right direction. The accommodation is very good and has significantly improved since the last inspection. It is very well maintained.

p.9

Aspect Comment

Particular strengths in leadership and management include the very effective monitoring and evaluation of the school’s performance.

p.9

Aspect Comment

The school applies the principles of best value very well.

p.9

What pleases parents most What parents would like to see improved

• They are comfortable approaching the school with questions or problems. • The school has high expectations. • The school is well managed and led. • Teaching is good. • They are well informed about their child’s progress. • A small minority of parents would like a greater range of extra-curricular activities.

p.9

What pleases parents most What parents would like to see improved

The inspection team agrees with parents’ positive views. Inspectors judge that the school’s provision of extra-curricular activities is satisfactory and improving further. Kings Meadow Primary School - 8

p.9

Levels of attainment in English, mathematics and science are above average for

1. Inspection findings are that standards in English, mathematics and science are above national averages by the end of Key Stage 2 and also above national averages at the end of Key Stage 1. In the 1999 National Curriculum tests, there were only nine pupils aged eleven, which is a very small sample. This makes comparison of the results for those pupils with pupils nationally unreliable. Nonetheless, this particular group of pupils performed significantly better than pupils at the school have previously done. Bearing in mind that this is a very small sample, it is of interest to know that these pupils obtained marks that were in the top five per cent overall, when compared with schools of a similar type. Results for the year 2000 show further improvement in English and mathematics.

p.10

Levels of attainment in English, mathematics and science are above average for

2. In the 1999 National Curriculum tests for seven year olds, there were enough pupils to make national comparisons more valid. Pupils’ performance in reading was well above average, in writing it was average and in mathematics it was above average. Results for the year 2000 show further improvement.

p.10

Levels of attainment in English, mathematics and science are above average for

3. By the end of Key Stage 1, current pupils read and write at an above average level overall. They produce accounts of what they have learned in other subjects such as history. Pupils who are currently starting Year 2 in the speech and language base spell their words either correctly or phonetically; in writing, their letters are generally correctly formed. By the end of Key Stage 2, pupils read fluently with expression. They understand key points and can re-tell the story of Cal’s Log, for example. In shared reading, one Year 6 pupil commented that when the opening of a story is intriguing, “it makes you want to find out more”. When re-writing the opening of a story, pupils are fully aware of the need to link reading, spelling and writing. Pupils aged eleven have successfully entered poems in a local writing competition on the theme of “Up, up and away”.

p.10

Levels of attainment in English, mathematics and science are above average for

4. In mathematics, Year 2 pupils use mental addition and subtraction appropriately to solve word problems involving money. They show appropriate understanding of place value in numbers approaching 1000. Pupils who are starting Year 6 recall their multiplication tables appropriately. They show good knowledge and understanding of key words connected to fractions. Pupils change improper fractions such as 17/4 to the mixed number 4 1/4 appropriately and also perform the reverse operation.

p.10

Levels of attainment in English, mathematics and science are above average for

5. By the end of Key Stage 1, pupils have built up appropriate skills in scientific methods and have a good understanding of scientific vocabulary. Pupils in the mixed age Year 3 / 4 class can investigate springs and are aware that a force is a push or a pull. One girl was able to explain that a twist is also a force. These pupils generally produce well presented scientific diagrams of springs in various positions and label them. Pupils in Year 6 show good levels of attainment when investigating the term upthrust. They understand that when an object such as a balloon floats, its weight is balanced by the upthrust from the water. Pupils learned to their cost what happens when a balloon is forced below the level of water in a trough and then released quickly. The large volume of water that engulfed their clothes and workbooks is something that they will not forget! Pupils record their findings clearly.

p.10

Levels of attainment in English, mathematics and science are above average for

6. Standards in other subjects, except information and communication technology, are at least in line with national standards. Corridors are enriched with many good diverse displays of pupils’ work on themes such as Anne Boleyn, the life of The Beatles, Queen Victoria and alien pictures.

p.10

The leadership and management of the school are excellent; the school reflects the

dedication of the headteacher in all areas. Kings Meadow Primary School - 9 7. The leadership and management of the school by the headteacher, deputy headteacher, senior management team and governing body are excellent. This school knows exactly where it is and where it wants to go. There is no complacency and a major aim is to give the best deal possible to all the pupils who pass through it. The educational direction is now excellent and results are improving. The school tracks its pupils very well in order to maximise their attainment. The leadership has put most effective systems in place to ensure that class teachers know exactly what needs to be done to help pupils achieve their best.

p.10

The leadership and management of the school are excellent; the school reflects the

8. The headteacher and deputy headteacher have monitored all teachers formally and have given them written feedback on any points for development. This is an on-going process that is now built into the life of the school. Self-evaluation is an effective feature of the school improvement plan. The reflection of the school’s aims and values in the life of the school is excellent. The role of the curriculum coordinators has been effectively and sensibly developed.

p.11

The leadership and management of the school are excellent; the school reflects the

9. The governing body is most committed to school improvement and encompasses a wide range of expertise. Their role in shaping the educational direction of the school is excellent. They have had the foresight to work with the headteacher in improving the accommodation of the school. They fully share the belief that they want to have a school that gives its children an excellent start. The governing body fulfils its requirement to act as a critical friend of the school. It fulfils its statutory responsibilities appropriately.

p.11

The leadership and management of the school are excellent; the school reflects the

The overall quality of teaching is very good; assessment procedures are excellent.

p.11

The leadership and management of the school are excellent; the school reflects the

10. The overall quality of teaching in the lessons seen was very good. It was very good for the under- fives, pupils in Key Stage 1 and those in Key Stage 2. Overall, every lesson seen in every class in the school was at least good. No lessons were merely satisfactory let alone unsatisfactory. Nearly nine lessons in every ten were very good or better. One Year 5 lesson was excellent.

p.11

The leadership and management of the school are excellent; the school reflects the

11. Teachers expect their pupils to work hard. For example, in a Year 2 numeracy lesson on the two times table, the teacher, having thoroughly covered the required knowledge to “twelve twos” stretched pupils by asking them 2x50, 2x100, 2x0 and so on. Such teaching inspires pupils to give their best. In another numeracy lesson for Year 3 / 4, the teacher set high expectations as he asked pupils to multiply “hard numbers” such as 32 by 10. When the inspector asked pupils questions such as 1000x10, pupils did not hesitate to give the correct answer. Because of the teacher’s expectations, pupils had no fear of “big” numbers.

p.11

The leadership and management of the school are excellent; the school reflects the

12. Teachers in all classes manage their pupils very well. This means that the atmosphere in all classes is most conducive to learning; the teaching is such that the pupils want to learn. Despite pupils coming from a variety of backgrounds, the teachers have established successful relaxed routines that enable pupils to give their best. In an excellent Year 5 literacy lesson focusing on Oliver Twist, management of the pupils was excellent.

p.11

The leadership and management of the school are excellent; the school reflects the

13. Assessment procedures are excellent. They are an integral part of the learning process. They are not bureaucratic and are having a big effect in raising standards. Sensibly, because the school has built up a very good set of lesson plans in previous years, these are not re-written each year but adapted appropriately. This gives teachers the time to concentrate on the assessment strategies which are clearly laid down for all. Teachers’ marking is consistent through the school. Teachers give appropriate oral feedback to pupils on their numeracy and extended writing work in “conference” sessions, which occur each week on a rotational basis. Teachers regularly share with their pupils the learning objectives for a lesson and re-visit these learning objectives near the end of the lesson to see how far they have been achieved. A feature of nearly all lessons is a “quick-fire” question and answer session to assess what pupils have learned. Targets are set for each pupil in

p.11

The leadership and management of the school are excellent; the school reflects the

English, mathematics and science and are regularly reviewed. By assessing their pupils regularly, teachers know what level (for example level 3c) they are working at. The targets show the level that the individual pupil should be working at by the end of the year. Teachers are therefore fully aware of what is required to be done to maximise each pupil’s attainment. They do it most enthusiastically. Kings Meadow Primary School - 10

p.11

The attitudes and behaviour of pupils are very good; relationships and personal

development are very good throughout the school.

p.12

The attitudes and behaviour of pupils are very good; relationships and personal

14. Pupils’ enthusiasm for school is very good. They are very interested in school and involve themselves willingly in lessons and other activities. Relationships throughout the school between adults, whatever their role, and pupils are very good.

p.12

The attitudes and behaviour of pupils are very good; relationships and personal

15. Pupils are given very good opportunities for their own personal development. Whether it is in operating the CD player in assembly, acting as messengers or organising the “Certificates Board” each Friday, they take their job seriously and want to be helpful. They are given appropriate opportunities to learn independently.

p.12

The attitudes and behaviour of pupils are very good; relationships and personal

16. It is worthy of note that in every lesson seen, pupils’ attitudes and behaviour were at least good and in nearly 90 per cent of lessons they were very good or excellent.

p.12

Provision for pupils under five in the school’s Early Years Education Centre is very

17. There are two classes for pupils under five consisting of a nursery and a reception class. The school sees the role of this area as being that of a true foundation and not merely an “add on”. Its work is a very good preparation for Key Stage 1. The classes are housed together in one area of the school and have a large area for integrated activities between them. The learning areas are appropriately organised and this key stage is well managed.

p.12

Provision for pupils under five in the school’s Early Years Education Centre is very

18. In numeracy, the children are given appropriate opportunities to use mathematical language, for example, in number games. Children are able to practise their number work when running the “shop” or acting as a customer in it. Reception children build appropriately on their work in the nursery in, for example, design and technology. They use appropriate language and understand their objectives. Children attain the early learning goals appropriately in all areas.

p.12

The provision for pupils with special educational needs, both in the resourced

speech and language base and elsewhere in the school is very good.

p.12

The provision for pupils with special educational needs, both in the resourced

19. The school has a high proportion of pupils with special educational needs. Pupils with special educational needs nationally are graded from stage 1 to stage 5. At Kings Meadow, there are 11 pupils on stage 1, 10 on stage 2, 13 on stage 3, 1 at stage 4 and 13 pupils at stage 5. This is a very significant proportion of the school’s population. It is a credit to the school that these pupils are so well integrated and are stretched academically as much as other pupils.

p.12

The provision for pupils with special educational needs, both in the resourced

20. The ten pupils in the resourced speech and language base are making very good progress. They are a mixture of ages from Year 1 to Year 5 and are well supported. The deputy headteacher is responsible for this base and is a very good classroom practitioner. She works very well with the classroom support assistants, all of whom are well briefed as to their role. All the pupils have individual education plans with appropriately tightly focused targets. Reviews of pupils’ progress take place appropriately. Pupils in this class are taught in mainstream classes wherever possible, with the required degree of support.

p.12

The provision for pupils with special educational needs, both in the resourced

21. Pupils with special needs in other classes are very well supported. Teachers have full knowledge and understanding of pupils’ very detailed individual needs.

p.12

Links with parents are excellent; the “parents as educators” courses run in the

school are having a big impact on pupils’ learning.

p.12

Links with parents are excellent; the “parents as educators” courses run in the

22. The school has its own coordinator to promote effective links with parents. There are no barriers between the school and parents. Parents are always able to approach school with any concerns. The school provides regular and informative newsletters to parents who find them of great value. Kings Meadow Primary School - 11 23. Each Monday afternoon, a group of parents arrive for another two hour session on their “parents as educators” course. This is taught by the Year 2 teacher. Parents say that they find this most beneficial. The school is currently training its fifth group of ten parents. Parents are then able to help their children more effectively at home and six of these parents now come into school to help as literacy volunteers. As a result, pupils are able to read more frequently to adults.

p.12

WHAT COULD BE IMPROVED

Information and communication technology, whilst improving, could improve further.

p.13

WHAT COULD BE IMPROVED

24. Approximately one month ago, the school opened its new information and communication technology suite. All classes are timetabled appropriately to use this suite on a weekly basis. Additionally there are computers in most classes of the school. The improved facilities for this subject should enable pupils’ skills to be further developed.

p.13

WHAT COULD BE IMPROVED

25. Currently, pupils’ attainment in using simulations and exploring models in order to answer “What if…?” questions is below national expectations. They are carrying out some appropriate cross curricular work in word processing.

p.13

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to improve standards at the school further, the headteacher and governing body should:

p.13

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve pupils’ attainment in information and communication technology, by ensuring that the areas of using simulations and exploring models are appropriately taught. (Paras 24, 25) Kings Meadow Primary School - 12

p.13

Summary of the sources of evidence for the inspection

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

p.14

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.14

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.

p.14

Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

p.14

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 28 104

p.14

Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0 39

p.14

Information about the school’s pupils

Special educational needs Nursery YR – Y6

p.14

Information about the school’s pupils

Number of pupils with statements of special educational needs 0 14

p.14

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 8 45

p.14

Information about the school’s pupils

English as an additional language No of pupils

p.14

Information about the school’s pupils

Number of pupils with English as an additional language 2

p.14

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.14

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 3

p.14

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 2

p.14

Attendance

National comparative data 5.4 National comparative data 0.5

p.14

Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Kings Meadow Primary School - 13

p.14

Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 11 6 17

p.15

Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

p.15

Attainment at the end of Key Stage 1

Boys 10 10 10 Numbers of pupils at NC level 2 and above Girls * * *

p.15

Attainment at the end of Key Stage 1

Percentage of pupils School 88(59) 88(41) 88(71) at NC level 2 or above National 82(80) 83(81) 87(84)

p.15

Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

p.15

Attainment at the end of Key Stage 1

Boys 9 10 10 Numbers of pupils at NC level 2 and above Girls * * *

p.15

Attainment at the end of Key Stage 1

Percentage of pupils School 82(59) 82(35) 88(47) at NC level 2 or above National 82(81) 86(85) 87(86)

p.15

Attainment at the end of Key Stage 1

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

p.15

Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 4 5 9

p.15

Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

p.15

Attainment at the end of Key Stage 2

Boys * * * Numbers of pupils at NC level 4 and above Girls * * *

p.15

Attainment at the end of Key Stage 2

Percentage of pupils School 78(22) 78(67) 89(78) at NC level 4 or above National 70(65) 69(59) 78(69)

p.15

Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

p.15

Attainment at the end of Key Stage 2

Boys * * * Numbers of pupils at NC level 4 and above Girls * * *

p.15

Attainment at the end of Key Stage 2

Percentage of pupils School 78(22) 78(67) 78(78) at NC level 4 or above National 68(63) 69(65) 75(72)

p.15

Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Kings Meadow Primary School - 14 * Figures omitted where the number of boys or girls is below ten. Kings Meadow Primary School - 15

p.15

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 1 Black – Caribbean heritage 0 0

p.17

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 3 Black – African heritage 0 0

p.17

Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 2 Other minority ethnic groups 0 0

p.17

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.

p.17

Teachers and classes Financial information

Total number of qualified teachers (FTE) 7.5 Financial year 1999-2000

p.17

Teachers and classes Financial information

Number of pupils per qualified teacher 28

p.17

Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 399583

p.17

Teachers and classes Financial information

Total number of education support staff 6.0 Expenditure per pupil 3027

p.17

Teachers and classes Financial information

Total aggregate hours worked per week 136 Balance brought forward from previous year 111744

p.17

Teachers and classes Financial information

Balance carried forward to next year 67941

p.17

Teachers and classes Financial information

Qualified teachers and support staff: nursery

p.17

Teachers and classes Financial information

Total number of qualified teachers (FTE) 1

p.17

Teachers and classes Financial information

Number of pupils per qualified teacher 28

p.17

Teachers and classes Financial information

Total number of education support staff 1

p.17

Teachers and classes Financial information

Total aggregate hours worked per week 20

p.17

Teachers and classes Financial information

FTE means full-time equivalent. Kings Meadow Primary School - 16

p.17

Percentage of responses in each category

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

p.18

Percentage of responses in each category

My child is making good progress in school. 75 23 0 0 2

p.18

Percentage of responses in each category

Behaviour in the school is good. 66 32 0 0 2

p.18

Percentage of responses in each category

My child gets the right amount of work to do at home. 55 25 7 2 11

p.18

Percentage of responses in each category

I am kept well informed about how my child is getting on. 71 25 2 0 2

p.18

Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 85 11 2 0 2

p.18

Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 80 18 0 0 2

p.18

Percentage of responses in each category

The school works closely with parents. 71 27 0 0 2

p.18

Percentage of responses in each category

The school is well led and managed. 81 14 0 0 5

p.18

Percentage of responses in each category

The school is helping my child become mature and responsible. 66 30 0 2 2

p.18

Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 34 43 5 2 16

p.18