Somerset Bridge Primary School

SOMERSET BRIDGE PRIMARY SCHOOL

Dates of inspection: October 10 th – 12 th 2000

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SOMERSET BRIDGE 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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SOMERSET BRIDGE 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. Somerset Bridge Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Somerset Bridge Primary School Bridgewater Somerset

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: March 1997 Somerset Bridge Primary School - 4

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Team members

Ann Coughlan 21124 Registered inspector Ken Parsons 9756 Lay inspector David Tomkins 27387 Team inspector

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Team members

Quality Assurance Associates Ltd Herringston Barn Herringston Dorchester Dorset DT2 9PU

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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 Somerset Bridge Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

The school is smaller than average with 152 girls and boys on roll. Most pupils come from the local residential area where there is a mixture of owner occupied and local authority housing. A few come from further afield. The school has identified 11.5 per cent of pupils as having special educational needs; this is below the national average. 3 pupils have a statement of special educational need. There are no pupils from ethnic minorities. The percentage of pupils eligible for free school meals at 10.8 per cent is below the national average but pupils come from a wide range of backgrounds. The school admits children at the beginning of the year in which they have their first birthday, initially on a part time basis. Most have experienced some pre-school provision. The children’s attainments on entry vary but are average overall.

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HOW GOOD THE SCHOOL IS

This is an effective school, with many good features, that meets its aims and prepares pupils for their next stage of education very well. Pupils make good progress and attain high standards by the time they leave at eleven years old. The headteacher, staff and governors have established a clear, common purpose that results in a lively, industrious and caring atmosphere. This promotes the pupils’ interest in learning, very good relationships and personal development. The school provides sound value for money.

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What the school does well

• Pupils attain high standards in English, mathematics and particularly in science because the school helps them to make good progress. • The headteacher gives a strong lead on teaching and learning that promotes good quality teaching throughout the school. • Teachers assess the progress of all pupils closely and use the information gained to provide work that leads to good achievement • The pupils enjoy coming to school and are eager to learn because staff provide interesting work and promote their personal development very well.

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What could be improved

• Standards in information technology are not as high as they should be since pupils do not have enough opportunities to develop their skills use computers across the curriculum. • The governing body is not involved enough in determining the strategic development of the school as it has insufficient means for evaluating its strengths and weaknesses 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 developed well since its last inspection in March 1997. It has responded successfully to the weaknesses identified at that time. The headteacher and staff have agreed a good quality teaching and learning policy that has been instrumental in spreading good practice and providing consistency in teaching quality. The school has extended its monitoring of pupils’ progress. The careful introduction of the national literacy and numeracy strategies has enhanced the good quality learning that was already taking place in these areas. The school has developed its partnership with parents through improved induction procedures for the under fives and a home school agreement. The school and governing body have persevered in trying to improve the inadequacies of the accommodation and the construction of new toilets is due in December of this year. Extension of the school grounds has improved facilities for outdoor physical education and is providing support for other areas of the

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

curriculum through development of the school’s Millennium Garden. Somerset Bridge 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 C A* A* well above average above average A B

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Key

Mathematics B B A A average below average C D

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Key

These results show that the school is maintaining high standards overall and the work pupils were doing during the inspection confirmed this. The results for eleven year olds in 1999 are well above both the national average and the average for similar schools. The school is in the top five per cent for English nationally and for English and science when compared with similar schools. Owing to the small numbers of pupils taking the test there is some variation year on year. Over the last three years standards have risen in line with the national trend and the school has exceeded its targets for the tests in 2000. Pupils make good progress and attain at or above the expected level in all subjects except information technology where their achievement is unsatisfactory and standards are below those expected. By the end of the foundation stage children’s attainment is close to the expectations of the

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Key

early learning goals and above these in reading and personal development. At seven years of age, most pupils attain above average levels in English and about the national average in mathematics.

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Aspect Comment

Attitudes to the school Good: the pupils are attentive and concentrate well in lessons. They contribute confidently to discussions and respond well to a wide range of challenges.

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Aspect Comment

Behaviour, in and out of classrooms Good in lessons, assemblies and around the school. Pupils are courteous, friendly and responsible. No incidents of bullying or harassment were seen during the inspection.

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Aspect Comment

Personal development and relationships Very good: pupils can reflect on their own experiences and those of others. Their self-confidence increases and they develop greater independence in their learning. Older pupils help the younger ones.

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Aspect Comment

Attendance Good: overall attendance is above the national average but around 20 per cent of pupils take holidays during term time.

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Aspect Comment

The good standards in pupils’ attitudes and behaviour and their very good personal development contribute significantly to their high levels of achievement.

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

Somerset Bridge Primary School - 8 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

In all lessons seen, teaching was at least satisfactory; it was good in over 45 per cent of lessons and very good in 30 per cent. The quality of teaching for Year 5 and Year 6 pupils in the top class is very good. The teaching of reading is effective and introduction of the literacy strategy has widened the range of both fiction and non-fiction texts pupils study. Pupils learn to write well for a wide variety of purposes. Teachers place good emphasis on helping pupils to develop good mental strategies in mathematics and investigative skills in science. The wide range of interesting activities, good questioning by teachers and the purposeful working atmosphere in most lessons encourage pupils to learn and find out things for themselves. The good teaching of pupils with a wide variety of special educational needs helps them overcome difficulties. However, both teaching and learning in information technology are unsatisfactory

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

and pupils do not achieve the standards of which they are capable.

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Aspect Comment

The quality and range of the curriculum Good overall: the curriculum is broad, largely well balanced and relevant. Visits to places of interest, residential visits and good extra-curricular activities broaden the pupils’ experiences and extend their understanding.

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Aspect Comment

Provision for pupils with special educational needs Good: early identification, the work designed especially for them and good assessment of their achievement enables these pupils to make good progress and participate in all school activities.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good overall: the strong values of trust and hard work, clear codes of behaviour and the good role models provided by staff help the pupils to develop a mature understanding of their moral and social responsibilities.

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Aspect Comment

How well the school cares for its pupils Satisfactory procedures for child protection and ensuring the welfare of pupils. Good monitoring of pupils’ academic and personal progress.

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Aspect Comment

• The school is not meeting the statutory requirements for the provision of information technology. • There is good integration of a well though out scheme for personal, social and health education. • There is only limited provision of outdoor play facilities for children in the foundation stage.

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Aspect Comment

Leadership and management by the headteacher and other key staff Good leadership by the headteacher and senior staff strongly supports learning and high achievement. Good monitoring of curriculum development but less effective monitoring of teaching. Somerset Bridge Primary School - 9 How well the governors fulfil their responsibilities Governors do not have effective systems for informing themselves about the work of the school and this limits their ability to fulfil their responsibilities.

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Aspect Comment

The school’s evaluation of its performance The school makes good use of national tests and assessments of pupils’ progress to evaluate its performance and modify practice.

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Aspect Comment

The strategic use of resources Good use is made of most resources but the use of computers is inefficient and ineffective. There is a lack of clarity about long-term strategy and the cost of new developments.

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Aspect Comment

Governors are very supportive and maintain very good relationships with staff thus making a strong contribution to the positive ethos of the school. They manage the annual budget prudently but do not evaluate the cost effectiveness of initiatives in relation to their effect on standards. They are beginning to apply the principles of best value appropriately but as yet the school does not sufficiently challenge itself about all aspects of its provision.

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What pleases parents most What parents would like to see improved

• Children like coming to school and their behaviour is good • Teaching is good and teachers are approachable • The school expects children to work hard and to do their best so they make good progress • The school is well led and managed • The school helps children to become mature and responsible • The amount and consistency of homework • The range of activities outside lessons • Information about their children’s progress

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What pleases parents most What parents would like to see improved

The inspection team endorses most of the parents’ positive comments. However, aspects of the financial management of the school need strengthening. Although parents who responded to the questionnaire showed concern about homework, other parents at their meeting and those spoken to during the inspection were satisfied. The amount of homework given is similar to that of other primary schools and judged to be largely appropriate. In addition to the good range of extra-curricular opportunities in relation to its small size, the school makes effective use of the locality to broaden pupils’ experiences, there are social events for pupils and parents and there is a biennial residential visit for older pupils. Parents are always welcome to discuss their children’s progress with the class teacher or headteacher. Good information is provided for the parents of pupils with special educational needs. However, formal consultations for all pupils are arranged for the autumn and summer term only. The

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What pleases parents most What parents would like to see improved

annual written reports to parents on their children’s progress do not give any clear indication of how a child is performing in relation to national standards nor any specific targets for improvement. The school is considering ways to improve the quality of information in these reports.

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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.

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Pupils attain high standards in English, mathematics and particularly in science because the

school helps them to make good progress.

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Pupils attain high standards in English, mathematics and particularly in science because the

1. Baseline assessments show that children on entry at four years old are attaining below the average for the local authority and that girls are performing better than boys. The inspection team judged that although there is a wide range of attainment on entry, overall it is average. National tests indicate that by the age of seven, girls are attaining above average levels and boys meet average levels in mathematics and reading and above average in writing. Results of national tests for eleven year old pupils over the last four years indicate that both boys and girls are attaining well above average standards and were also well above average when compared with similar schools in 1999. This represents good value added by the school from the pupils’ standards on entry and also shows that the gender differences on entry have been overcome. Inspection evidence confirms these high standards and the good progress pupils make.

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Pupils attain high standards in English, mathematics and particularly in science because the

2. Work in science exemplifies this; common features are the clear learning objectives that teachers provide and the strong emphasis they place on first hand experience and keen observation. As a consequence, pupils develop good investigative and practical skills. Their depth of understanding is increased by good cross-curricular work especially in literacy, numeracy and art.

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Pupils attain high standards in English, mathematics and particularly in science because the

3. Pupils make a good start in the reception class through motivating practical activities. Good questioning by the teacher steered children towards the use of scientific language and concepts when investigating and comparing which fruits will roll best down a slope and why. The teacher encouraged the pupils to make predictions, then find out practically and attempt to explain their findings. The idea of a fair test was introduced by comparing what happened if the fruit was pushed or just let go.

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Pupils attain high standards in English, mathematics and particularly in science because the

4. From Year 1 to Year 3, pupils are given plenty of opportunity to develop skills of observation, classification and accurate recording through drawing and use of charts and tables. For example, younger pupils learn to sort fruit from vegetables, giving reasons for their choice. Older pupils reinforce and extend their knowledge of electrical circuits by introducing different materials to establish what will allow electricity to flow.

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Pupils attain high standards in English, mathematics and particularly in science because the

5. Year 4 and Year 5 pupils build on their skills and knowledge when they observe the behaviour of snails. They learn the importance of respect for living creatures and, with some help, begin to plan their own investigations into the sort of food snails prefer. The good quality interaction of teachers with the pupils provides effective role models for the appropriate use of scientific language and encourages discussion, so that pupils begin to modify their ideas as the investigation proceeds.

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Pupils attain high standards in English, mathematics and particularly in science because the

6. By the time pupils are in their last year, teachers challenge them to develop more sophisticated approaches to work in science. Pupils were able to construct simple hypotheses in relation to work on forces. The teacher provided good quality supporting materials and appropriate guidance that helped pupils to quickly plan their investigations. They showed a good awareness of fair testing and the need to repeat tests, as they measured the distance different toy cars travelled from the top of a slope. Pupils made good use of their mathematical skills in accurate measuring and by calculating averages. In another lesson, the teachers provision of well-structured work enabled pupils to develop a clear understanding of how light travels and they showed that they could draw conclusions consistent with the evidence from their investigations.

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Pupils attain high standards in English, mathematics and particularly in science because the

7. Scrutiny of work shows that pupils learn to write good accounts of their investigations, illustrating these with clearly labelled diagrams and well set out results. Pupils further extend their knowledge and skills in science during their residential visits in studies of quadrats of a forest floor, for example, and through investigations of insects and their larvae that involve a range of experimental and recording activities. Somerset Bridge Primary School - 11

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teaching throughout the school

8. A clear aim of the headteacher is to provide the highest possible standards through a broad and balanced curriculum. He has steered the school to manage this effectively through careful introduction of the national literacy and numeracy strategies and by maintaining a sharp focus on other subjects through over-arching broad topics that provide relevance for pupils and increase their depth of understanding.

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teaching throughout the school

9. The school has successfully addressed a key issue from the last inspection to devise a teaching and learning policy to extend high quality teaching. Following discussions, the headteacher and staff have drawn up agreed statements on good teaching practice and on classroom organisation. These provide useful checklists for teachers and result in consistent good quality teaching across the school without detracting from individual style. There are no significant weaknesses in any aspect of teaching, no unsatisfactory teaching was observed in this inspection and the proportion of very good teaching has increased since the last inspection. The good pace of nearly all the lessons seen and the high expectations for good behaviour and application to the given tasks encourage pupils to make considerable effort and concentrate well so they achieve a lot in the time.

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teaching throughout the school

10. The headteacher provides a good role model in his own teaching and also by creating a purposeful working atmosphere with strong emphasis on good relationships and teamwork. He encourages teachers to provide a wide range of interesting challenges for pupils, based on much first hand experience, and to choose an approach and activities that fit the learning objectives. By regular discussions with subject co-ordinators he steers the development of the curriculum and teaching at an appropriate pace in all subjects except for information technology.

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teaching throughout the school

11. There is good teaching of basic literacy and numeracy skills. Teachers have maintained the previous good standards, while introducing national strategies appropriately, in ways that take good account of the mixed age groups and wide range of prior attainment in their classes. Literacy is used well across the curriculum and underpinned by a strong emphasis on listening and speaking skills in many lessons. Non-fiction work is frequently addressed through topic work; a good example was seen in guided work for Year 4 and Year 5 pupils. The pupils were learning how to extract information about snails from an encyclopaedia and then design their own page of information.

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teaching throughout the school

12. The school has some concerns about standards in writing, and is currently addressing these. However, teachers encourage pupils to write for a wide variety of purposes and help them to develop accurate spelling and punctuation. Pupils learn to refine their work and organise their ideas. By the time they leave the school they write sensitive poetry with well-chosen vocabulary and in prose work vary the beginning of sentences well. They learn to write accurate and well- sequenced accounts, reports and letters.

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teaching throughout the school

13. Through introduction of the numeracy strategy, teachers have sharpened their focus on oral work and the development of mental mathematical skills. Their own enthusiasm and enjoyment of this work encourages the pupils to participate well and improve their mental strategies. Teachers manage this part of the lesson well with good emphasis on mathematical vocabulary and improvement of speed of response. Their questioning is well directed to the different age groups and attainment levels within their class.

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teaching throughout the school

14. Another strong feature of the teaching is the encouragement of good observational skills. In art lessons teachers help pupils to learn to observe shape, colour and texture accurately. They use the work of significant artists skilfully to help pupils develop their own techniques. Delightful examples in all classes clearly chart the progress pupils make. Successful achievement in these lessons is largely owing to the good questioning of teachers and their provision of appropriate resources and good quality supporting materials. The development of these skills strongly supports learning in other subjects such as science, history and geography. Somerset Bridge Primary School - 12 15. The headteacher is aware that strengthening the monitoring of teaching through a well-focused programme will further strengthen teaching and learning.

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work that leads to good achievement

16. Teachers and support staff know their pupils very well through many informal discussions as they have a keen interest in their progress. This knowledge is strengthened through good ongoing assessment in lessons and school procedures. Teachers use questioning effectively to assess the levels of pupils’ understanding as they work, as in a lesson on forces for Year 5 and Year 6 pupils. Classroom assistants provide valuable support keeping notes on reading progress and, for example, evaluating Year 1 pupils’ judgement in weighing.

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work that leads to good achievement

17. The school has a good quality assessment policy that provides clear guidance for teachers thus encouraging consistency in practice. Through a range of national and school tests teachers track the progress of individuals as they move through the school. The school analyses the results of tests carefully to find out any weaknesses in individual progress or in a particular year group or key stage. For example, good analysis by the mathematics co-ordinator of performance in national tests over several years have indicated a weakness in data handling that needs to be addressed by more emphasis on scale in Key Stage 1 and interpretation of data throughout the school. Teachers use analysis of baseline assessment and other scores to group pupils appropriately in lessons. Assessment information is taken into consideration when judging when a pupil needs to stay in a class for two years and parents appreciate the individual care taken over this.

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work that leads to good achievement

18. Early identification and good assessment of the progress made by pupils with special educational needs enables them to overcome learning difficulties and gain access to all areas of the curriculum. The class teacher and co-ordinator review the good quality individual education plans termly and these are supported by current teaching plans for each pupil. These are used well during support work with clear notes made on response and progress to guide planning of the next steps in learning

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work that leads to good achievement

19. Pupils have individual portfolios containing samples of work from each term. These are attached to proformas that can be completed easily by teachers giving the context and the pupils’ responses. The teacher adds a short comment and indicates any support needed or targets for further improvement. These are relevant to the individual and provide clear indications of their rate of progress. They also provide a useful basis for the annual written report to parents.

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work that leads to good achievement

20. The school is currently installing computer software to assist with good record keeping and analysis. It is aware that making pupils and their parents more aware of targets for improvement would be helpful.

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The pupils enjoy coming to school and are eager to learn because staff provide interesting

work and promote their personal development very well.

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The pupils enjoy coming to school and are eager to learn because staff provide interesting

21. The headteacher and staff have high expectations that pupils should work hard and do their best. They plan experiences to make learning challenging and exciting. The school creates an atmosphere that helps pupils to feel relaxed, confident and secure. The comprehensive programme of personal, social and health education is addressed well across the curriculum, for example during science, drama, religious education and in acts of collective worship. Teachers show pupils that their work is valued through the attractive way they display pupils’ work and through assemblies where work is shared.

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The pupils enjoy coming to school and are eager to learn because staff provide interesting

22. These factors evoke a positive and enthusiastic response from pupils. They are eager to show adults what they are doing and what they have achieved. Hard work, good concentration and a determination to improve are evident in all classes. They take pride in their work and present in a Somerset Bridge Primary School - 13 well-organised and attractive way. The good and frequently very good attitudes to learning are a significant factor in the high standards achieved.

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The pupils enjoy coming to school and are eager to learn because staff provide interesting

23. As they become older, pupils’ developing interest in their learning enables them to work independently and in small groups with a minimum of supervision. Pupils in the top class show very mature attitudes. They select their own resources, settle quietly and work well on their own, they are well behaved and concentrate, taking considerable responsibility for own learning. They co-operate well during practical work in science, negotiating with each other over details. Their good collaboration is seen in work based on a Paul Klee painting indicating very high quality colour mixing and careful execution. When pupils are chosen to read out examples of their work or take part in demonstrations to illustrate place value, others comment constructively and in a pleasant and encouraging manner.

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The pupils enjoy coming to school and are eager to learn because staff provide interesting

24. The school has strengthened its induction procedures since the last inspection and parents appreciate this. They feel that their children settle in quickly and that the children see the adults in school as their friends. The pleasant relaxed start to the school day when parents bring the children into the classroom, the teacher greets each child and the friendly relationships between the adults makes even the very youngest feel secure. The parents can leave without any upset and no time is wasted.

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The pupils enjoy coming to school and are eager to learn because staff provide interesting

25. When they begin school many children find it hard to take turns or listen to others carefully. Through skilful management and firm but pleasant discipline the teacher helps the children to develop their attention and concentration levels, for example, when the class is sharing a big book. Calm, quiet instructions and good use of language by the teacher ensured very good progress in control and co-operation in a physical education lesson. This commitment of the teacher results in older reception pupils working well on their own, getting on and not misbehaving during group activities.

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The pupils enjoy coming to school and are eager to learn because staff provide interesting

26. Pupils in Key Stage 1 build on this by playing a greater part in the organisation of their classrooms and activities. They follow instructions well and look after resources. For example, Year 1 and Year 2 pupils share books with each other, handling them carefully. There is often a positive buzz of activity as pupils work on a range of tasks.

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The pupils enjoy coming to school and are eager to learn because staff provide interesting

27. Pupils make good contributions to lessons, eagerly answering questions and joining in discussions. They show respect for each other’s ideas and achievements and realise they can learn from each other. This is seen in good co-operation in practical work when pupils in Year 4 compared the bold shapes and colours they used when compiling collages inspired by Matisse’s ‘The Snail’.

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The pupils enjoy coming to school and are eager to learn because staff provide interesting

28. The very good relationships seen across the school between adults and pupils and among the children are an important factor in pupils’ enjoyment and keenness to learn. Parents report that their children are confident to approach adults and older children. They confirm that their children enjoy coming to the school and try to do their best. They think the school promotes good attitudes to learning and respect for individuals. They are very pleased with the way their children’s self- confidence grows as they move through the school. Somerset Bridge Primary School - 14

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technology across the curriculum

29. The standards pupils attain in information technology by the end of both key stages are well below those expected for their age and are not high enough when compared with the standards they achieve in other subjects. Pupils understand that computers and other systems respond to commands and even the younger pupils operate tape recorders and headphones successfully. However, from discussion with pupils from Year 2 to Year 6 it is clear that apart from some understanding of basic text manipulation their knowledge of the possibilities of information technology is very limited. Their skills in using computers are under developed.

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technology across the curriculum

30. The school has spent a considerable capital sum in providing up-to-date computers in each classroom with printers and a satisfactory range of software for basic information and communications technology needs. These resources are not yet used efficiently or effectively, as the school has not backed them up with a policy to guide teachers in using computers as a tool for learning. There is no scheme of work to ensure the progressive development of skills. There is a lack of equipment for teaching the monitoring strand in Key Stage 2. In three classes there is a health and safety issue with either the back of the equipment exposed or with insecure wiring. Monitors in two classes are not set at an appropriate height.

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technology across the curriculum

31. Inspectors saw very little teaching of information technology since in most lessons the computers were not in use at all. Pupils have hardly any opportunity to practise skills and increase their knowledge. There is no supporting material adjacent to the computers, no portfolios of work to provide an evidence base and no displays relating to information technology. Only very few examples of basic word processing were seen in pupils work. The school has not yet come to grips with teaching specific information technology skills or the way to use computers to support learning across the curriculum.

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technology across the curriculum

32. The subject co-ordinator is well aware of weaknesses in the teaching of information technology and has alerted the headteacher and staff of work needed to meet current requirements. However, she has neither received training to help her organise implementation of the programmes of study, nor has she been allocated time to monitor or support work in other classes.

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technology across the curriculum

33. The school has some plans to improve provision but these are not formulated or costed in detail. It has organised some training for next April to improve the competence and confidence of teachers but the limited nature of this training is unlikely to make much impact on school needs. Currently, the school is not meeting statutory requirements for the teaching of information technology.

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school as it has insufficient means for evaluating its strengths and weaknesses

34. Governors support the school and through their good relationships with the headteacher and staff make a significant contribution to its positive ethos for learning. They have actively pursued improvements for toilet accommodation and overseen other work on the buildings and grounds. Although it is clear that they are very committed to the success of the school, they have not developed sufficient procedures to effectively monitor and evaluate its work. They do not have a clear strategic view of how the school needs to improve and the consequent financial implications.

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school as it has insufficient means for evaluating its strengths and weaknesses

35. Although the governing body evaluates test results, in other areas governors rely too heavily on the headteacher for information. The governing body do not act as a critical friend to the school by, for example, asking searching questions. There is no evidence of genuine debate or questioning in the minutes of meetings of the governing body, the headteacher’s reports appear to be accepted without discussion. No reports from governors with particular interests are minuted. The governing body has not set targets for the headteacher or addressed performance management. Somerset Bridge Primary School - 15 36. This lack of knowledge of the strengths and weaknesses of the school results in lack of clarity in strategic planning. The school prepares its annual budget prudently, the governing body approves this appropriately and monitors spending carefully. However, immediate needs drive the setting of

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school as it has insufficient means for evaluating its strengths and weaknesses

the budget rather than this being placed in the context of a long-term financial plan. The different ways in which financial planning can be used to support school development and raise standards have not been fully explored. Governors and staff work together to compile the school development plan but this is short term and relates only to the year ahead. No costings or time budget are given and the criteria for the success of items within the plan are not sufficiently related to improving standards. There is no clear link between school development planning and the monies available to the school. Governors have not yet developed procedures to evaluate the cost effectiveness of spending decisions.

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school as it has insufficient means for evaluating its strengths and weaknesses

37. The recent audit report has highlighted some weaknesses in financial management such as the lack of costings in the school development plan, lack of a financial policy and insecure virement procedures.

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school as it has insufficient means for evaluating its strengths and weaknesses

38. Some principles of best value are in place. The governing body compares the school’s performance in tests with national averages and similar schools and there is increased communication and consultation with parents. However, the school does not ask challenging questions about all aspects of its provision and does not always ensure it is getting best value for expenditure.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

To raise further the standards of work and the good quality of provision apparent in many aspects of the school, the headteacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1. Raise standards in information technology by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• developing a policy and scheme of work to guide teachers’ planning and ensure full coverage of NC requirements; *** (para. 30)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensuring sufficient time for pupils to develop their skills systematically in all aspects of the subject; (para. 31)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• providing further training for teachers and support staff in order to increase their confidence and competence and by *** (para. 33)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• providing a costed action plan for the development of the subject with suitable success criteria (para. 33)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2. Increase the involvement of the governing body with strategic planning for improvement by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• establishing a range of strategies to inform itself of the school’s strengths and weaknesses; (para. 34)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• developing a finance policy; (para. 37)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• establishing clear procedures to link spending with raising standards (para 36) and by

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• developing procedures to evaluate the cost effectiveness of spending decisions (para. 36) *** indicates items already under consideration by the school

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PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection Somerset Bridge Primary School - 16 Number of lessons observed 17

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PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 13

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PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

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PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Pupils on the school’s roll Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s roll (FTE for part-time pupils) 0 152

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils eligible for free school meals

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PART C: SCHOOL DATA AND INDICATORS

Special educational needs Nursery YR – Y6

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs 0 3

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s special educational needs register 0 18

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PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with English as an additional language 1

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PART C: SCHOOL DATA AND INDICATORS

Pupil mobility in the last school year No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Pupils who joined the school other than at the usual time of first admission 4

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PART C: SCHOOL DATA AND INDICATORS

Pupils who left the school other than at the usual time of leaving 11

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PART C: SCHOOL DATA AND INDICATORS

National comparative data 5.4 National comparative data 0.5

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PART C: SCHOOL DATA AND INDICATORS

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Somerset Bridge Primary School - 17 Attainment at the end of Key Stage 1 Year Boys Girls Total

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PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 12 9 21

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PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results Reading Writing Mathematics

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PART C: SCHOOL DATA AND INDICATORS

Boys 11 11 11 Numbers of pupils at NC level 2 and above Girls 8 9 7

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 90 95 86 at NC level 2 or above National 82 83 87

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 11 11 12 Numbers of pupils at NC level 2 and above Girls 9 6 9

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 95 81 100 at NC level 2 or above National 82 86 87

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PART C: SCHOOL DATA AND INDICATORS

Attainment at the end of Key Stage 2 Year Boys Girls Total

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PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 8 9 17

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PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 6 6 6 Numbers of pupils at NC level 4 and above Girls 9 8 9

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 88 82 88 at NC level 4 or above National 70 69 78

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 6 7 7 Numbers of pupils at NC level 4 and above Girls 9 9 9

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 88 94 94 at NC level 4 or above National 68 69 75 Somerset Bridge Primary School - 18 Ethnic background of pupils Exclusions in the last school year

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PART C: SCHOOL DATA AND INDICATORS

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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PART C: SCHOOL DATA AND INDICATORS

Black – African heritage 0 Black – African heritage 0 0

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PART C: SCHOOL DATA AND INDICATORS

Any other minority ethnic group 0 Other minority ethnic groups

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PART C: SCHOOL DATA AND INDICATORS

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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PART C: SCHOOL DATA AND INDICATORS

Teachers and classes Financial information

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 6 Financial year 99/00

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 23

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PART C: SCHOOL DATA AND INDICATORS

Education support staff: YR– Y6 Total expenditure 291,716

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PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 5 Expenditure per pupil 1919

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PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 83 Balance brought forward from previous year 4.911

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PART C: SCHOOL DATA AND INDICATORS

Balance carried forward to next year 4,027 Somerset Bridge Primary School - 19

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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. 57 37 3 0 3

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Percentage of responses in each category

Behaviour in the school is good. 59 39 0 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 17 55 18 5 5

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 41 41 11 0 7

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 50 40 10 0 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. 67 33 0 0 0

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Percentage of responses in each category

The school works closely with parents. 41 43 15 0 2

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Percentage of responses in each category

The school is well led and managed. 60 37 2 0 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 55 38 3 0 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 31 41 18 0 10

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