Other · Ofsted report

Pirehill First School

Inspected — · published 15 Mar 2001 · URN 124164

Original PDF ↗

Summary

No overall grade in this framework

What we read, and from where

Click a reading to see it highlighted in the report.

URN verified
124164

Page 1 of 41

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+80Very positivemore positive than 82% of reports of this type

In line with other reports of this type.

Praiseexcellentvery wellvery highgood progressvery effectiveeffectivelyhigh expectationsstrength

Criticismweaknesseslackpoorconcernsweaknessnot yetinadequateerrors

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improve positive critical

Findings20060w+81
What needs to improve946w+58

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 41
Words of findings: 20,840; longer than usual (typical 1049)
Reading level: Hard; Flesch 49, typical 45
Average sentence: 19 words
Next steps: 8; typical 5
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 94%What needs to improve 4%About the inspection 2%

Full report text

PIREHILL FIRST SCHOOL

Inspection number: 225181 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

PIREHILL FIRST 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. Pirehill First School - 3

p.2

INFORMATION ABOUT THE SCHOOL

Type of school: First School category: Community Age range of pupils: 4 - 9

p.3

INFORMATION ABOUT THE SCHOOL

School address: Pirehill First School Tilling Drive Walton Stone Staffordshire

p.3

INFORMATION ABOUT THE SCHOOL

Telephone number: 01785 354041 Fax number: 01785 354041

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr S Felthouse

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 13/05/96 Pirehill First School - 4

p.3

Subject responsibilities Aspect responsibilities

Mrs. B. Iles Registered inspector Areas of learning for children under five What sort of school is it?

p.4

Subject responsibilities Aspect responsibilities

English Standards: the school’s results and pupils’ achievements. Art How well are pupils taught? Design and Technology How well is the school led and managed? Mr. K. Greatorex A09545 Lay inspector Attitudes, values and personal development

p.4

Subject responsibilities Aspect responsibilities

How well does the school work in partnership with parents? How well does the school care for its pupils? Mr. B. Aldridge Team inspector Special educational needs How good are curricular and other opportunities? Music Religious Education Mathematics Mrs. M. Debrou Team inspector Equal opportunities

p.4

Subject responsibilities Aspect responsibilities

English as an additional language Science Geography History Physical education Pirehill First School - 5 The inspection contractor was:

p.4

Subject responsibilities Aspect responsibilities

St. Mary’s Inspection Unit Waldegrave Road Strawberry Hill Twickenham TW1 4SX

p.5

Subject responsibilities Aspect responsibilities

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.5

Subject responsibilities Aspect responsibilities

The Registrar Inspection Quality Division

p.5

Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Pirehill First School - 6

p.5

PART A: SUMMARY OF THE REPORT

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.6

HOW HIGH ARE STANDARDS? 1 - 17

The school’s results and achievements Pupils’ attitudes, values and personal development

p.6

INFORMATION ABOUT THE SCHOOL

Pirehill First School serves the local community of Walton in Stone, Staffordshire. It is about the same size as most primary phase schools. Two hundred and twenty six pupils attend the school aged from four to nine. Sixty- four children were under the age of six at the time of the inspection. Just over 5 per cent of pupils have free school meals. Seven pupils come from backgrounds beyond Europe and have English as an additional language. Sixteen pupils are on the register of special educational needs, which is below average. Four pupils have statements at the current time.

p.7

INFORMATION ABOUT THE SCHOOL

The pupils are admitted to the reception class at the start of the year in which they become five. There is a range of attainment on entry, but overall it is similar to the local average. The majority of pupils live in the surrounding area although a growing number comes from outside the reserved area as the school grows in popularity. Most families live in privately owned homes with a small and increasing proportion living in rented housing. The proportion of parents who have higher qualifications is about average.

p.7

HOW GOOD THE SCHOOL IS

This is a very effective school with more strengths than weaknesses. Standards are well above average in reading, writing and mathematics at the ages of seven and nine. Standards in science are above average overall. The more able pupils are well challenged. The teaching is very good in the infants and the Year 4 class, which enables the pupils to make very good progress. The school is very well managed by the headteacher, and governors give very good support. The strong community links and the school’s commitment to improvement enable the pupils to develop a love of learning and awareness of citizenship. The school provides a very good quality of education and very good value for money.

p.7

What the school does well

• Standards in reading, writing and mathematics are well above average by the ages of seven and nine. • The pupils are well challenged and the proportion achieving the higher levels is well above most schools by the age of seven. • The headteacher provides very good leadership and a clear direction for the school’s work. • The school’s provision for the pupils’ spiritual, moral, social and cultural development is of the highest standard. • The nurturing of a sense of citizenship and links between the school and community are significant strengths

p.7

What could be improved

• Standards in information and communication technology. • The small proportion of unsatisfactory teaching in the juniors. • There is no safe outdoor play provision for pupils in the foundation stage.

p.7

What could be improved

The areas for improvement will form the basis of the governors’ action plan.

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in May 1996. Since then, the quality of teaching has improved in the infants and Year 4 and consequently good progress has been made in raising standards in reading, writing and mathematics. Assessments are used well to monitor progress and in the planning of subsequent teaching and learning. The issue regarding the challenging of more able pupils, which was raised in the last inspection report, has been addressed effectively and a higher proportion of pupils now achieves the higher levels by the ages of seven and nine. A lack of curriculum planning was a weakness identified in the last report. The planning and monitoring arrangements are now detailed, thorough and a strength of the school. Very good progress has been made to improve the provision for the pupils’ spiritual, moral, social and cultural development and these aspects are now significant strengths. Opportunities for the pupils to develop awareness of the importance of citizenship and to

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Pirehill First School - 8 take responsibility are now of the highest standard. Good partnership with the parents supports the pupils’ learning well. The capacity of the school to continue to improve is excellent.

p.8

STANDARDS

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

p.8

Key

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

p.8

Key

Trends over the last four years show standards are consistently above average. More pupils than average attain the higher levels. Variations in standards are due to differences in the nature of pupils’ special needs within cohorts. When compared to similar schools, pupils’ performance is well above average in reading and writing and average in mathematics. The most recent teacher assessments in science show attainment is above average and results show improvement from the previous year. Well over a third of the pupils attained the higher levels in these subjects in the 2000 tests. The teacher assessments also show the proportions of pupils who achieve the expected levels are very high in reading and aspects of science. Achievements exceeded the targets set by the school, which were based on prior attainment.

p.8

Key

The inspection evidence shows that the standards attained by seven and nine year olds are well above average in English and mathematics and above average in science. The level of achievement in mathematics is higher in the current Year 2 than in the previous cohort. In religious education, the pupils’ achievements exceed the age- related expectations of the locally agreed syllabus. Standards in information and communication technology are below average; the weaknesses are due to the lack of direct teaching of the subject and the inadequacy of the organisation of provision currently available to support teaching and learning. Attainment in art, design and technology and music exceed the age-related expectations. In history and geography, the standards match the age-related expectations. Standards in physical education could not be judged due to adverse weather conditions, which caused extensive damage to the facilities. The children in the foundation stage make very good

p.8

Key

progress and by the end of the reception year their achievements exceed the expectations of the Early Learning Goals. The pupils continue to make good progress in the infants, satisfactory progress in Year 3 and very good progress in Year 4. The progress of the higher attaining pupils is a strong feature. By the ages of seven and nine, the pupils’ achievements show good improvement when measured against their prior attainment. Expectations in the infants and Year 4 class are high and the quality of the teaching of literacy and numeracy is very good in these classes.

p.8

Aspect Comment

Attitudes to the school The pupils love coming to school and enjoy their lessons and playtimes

p.8

Aspect Comment

Behaviour, in and out of classrooms The behaviour of the pupils in lessons and in the playground is of a very high standard.

p.8

Aspect Comment

Personal development and relationships The relationships between staff and pupils are very strong and promote trust, confidence and self-esteem. Pirehill First School - 9 Attendance Attendance is above average.

p.8

Aspect Comment

The care shown to pupils is very good. The pupils’ strong relationships with the staff enable them to understand their strengths and weaknesses and to meet the high expectations made of them. Consequently all pupils experience success in learning.

p.9

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-9 years

Lessons seen overall Very good Very good Satisfactory 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.9

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-9 years

In the foundation stage, half the lessons seen during the inspection were excellent and the other half were very good. Eight out of ten lessons in the infant classes were at least very good and one in five was excellent. The remaining lessons were at least satisfactory. The teaching in the juniors is satisfactory in the Year 3 classes and very good in the Year 4 class. Two unsatisfactory lessons were observed in the teaching of eight-year-olds. Weaknesses in the teacher’s subject knowledge and management of the pupils slow the rate of progress for this age group. The teaching of literacy is strong and the reason why standards are very high in reading and writing. There is more variation in the quality of the teaching of numeracy, but it is very good for five, seven and nine year olds. High expectations, good subject expertise and knowledge of the pupils support their learning well. The pupils who are more able and those with special educational needs receive very good support. All pupils

p.9

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-9 years

receive very good support from classroom assistants and helpers and this has a positive effect on their learning.

p.9

Aspect Comment

The quality and range of the curriculum The curriculum is broad and balanced and very well planned.

p.9

Aspect Comment

Provision for pupils with special educational needs This provision is very good and enables the pupils to make very good progress.

p.9

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The provision is excellent and makes this aspect of the school’s work is a significant strength.

p.9

Aspect Comment

How well the school cares for its pupils The pupils are very well cared for.

p.9

Aspect Comment

The partnership with parents and the local community is a significant strength and supports the curriculum and the development of a sense of responsibility and citizenship very effectively. Consequently, there is a very clear understanding of school aims and how they can be achieved through partnership. This has a very positive influence on the pupils’ attitudes to school as a focal point of the local community. There is an excellent range of extra-curricular activities that enhances the school’s general provision. The members of staff know the pupils and their families very well, and the child protection arrangements are very good. Pirehill First School - 10

p.9

Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides inspirational leadership and is very well supported by the deputy head and staff.

p.10

Aspect Comment

How well the governors fulfil their responsibilities The governors are very committed and give very good support to the headteacher.

p.10

Aspect Comment

The school’s evaluation of its performance The procedures are detailed and thorough.

p.10

Aspect Comment

The strategic use of resources Very good use is made of the school’s resources including grants to improve provision.

p.10

Aspect Comment

The headteacher steers school improvement very effectively. The priorities, based on detailed and thorough evaluation, are clearly and accurately defined. The principles of best value are applied effectively and the school very successfully bids for funding to secure improvements. The recent floods have caused extensive damage to the hall floor, but the situation has been very well managed. The levels of staffing and resources are sufficient to support the pupils’ learning effectively. The weakness in provision for the foundation stage of learning is the lack of a safe outdoor play area.

p.10

What pleases parents most What parents would like to see improved

• The children love school and enjoy their learning. • The good progress their children make. • The children are expected to work hard. • The pupils’ behaviour is very good • The school’s work with the community is very valuable. • More information about their children’s progress and • more extra curricular activities. • A small minority do not feel the school is well managed.

p.10

What pleases parents most What parents would like to see improved

The inspectors support the parents’ very positive responses to the school’s work. The annual written reports provide good information about the children’s learning and set targets for further improvement. The “open door” policy enables parents to talk to the teachers about their children’s progress at times other than the termly open evenings. There is a wide range of extra curricular activities, exceeding that of most first schools, which enables the pupils to develop high levels of community awareness. The school is very well led and managed and sensitive issues and emergencies are handled effectively, taking due account of local guidance and issues of confidentiality. Pirehill First School - 11

p.10

The school’s results and achievements

1. In the 2000 tests for seven-year-olds, the pupils achieved standards in reading and writing, which were well above average nationally and well above those of similar schools. In mathematics, the results were above average and about the same as similar schools. Trends over time are in line with the national trend and show that standards are improving. While there was a dip in the trend in mathematics in 2000, the inspection evidence shows that standards in mathematics in the current cohort of seven year-olds are well above average. Over a third of the pupils now achieve the higher level 3 in English and mathematics, which is well above average. The teacher assessments for science also show standards are above average with the proportion of pupils achieving the higher levels being well above average. While the performance of boys and girls exceeds the national averages by age seven, the boys perform

p.11

The school’s results and achievements

better than the girls in reading and writing.

p.11

The school’s results and achievements

2. Standards have improved in reading and writing. The teacher assessments in reading now show very high achievement, and writing, described as being satisfactory in the last report, is now well above average. In mathematics and science, standards continue to be above average, and particular strengths are evident in the high proportion of pupils achieving level 3 in number, algebra, shape, space and measures. Standards are also very high in aspects of science, such as the study of life and living processes and materials and their properties. The successful implementation of the national literacy and numeracy strategies is supporting the raising of standards well and challenging targets have been exceeded.

p.11

The school’s results and achievements

3. Since the school was last inspected, good progress has been made in raising standards, with particular gains in the proportions of pupils who achieve the higher levels at seven and nine. The need to improve provision for more able pupils, which was highlighted in the previous report, has been addressed well. Standards in art, design and technology and music are also higher and in most other subjects satisfactory standards have been maintained. Although standards in ICT are now judged to be unsatisfactory, national changes have raised expectations, which are now significantly different from the time of the last inspection. The curriculum for information and communication technology is well planned, but not directly taught with sufficient regularity to enable the pupils to make the progress they should. The school has not yet received the funds and training, organised through a national programme, to support teaching and learning in this subject. The school improvement plan has already

p.11

The school’s results and achievements

prioritised this curriculum area for development and it is in a similar position to many other schools at the present time. New equipment and staff training will enable the school to timetable the direct teaching of the subject and address. This key issue.

p.11

The school’s results and achievements

4. The children start school at the age of four. The examination of baseline assessment results, show a broad range of attainment and variations between cohorts. Overall, the children’s achievements are similar to those in most local schools in the important areas of literacy and numeracy. They make very good progress in the foundation classes, infants and Year 4. They achieve very well in relation to their prior attainment by the age of seven. There is a slight dip in the rate of progress of children in the Year 3 classes at the present time. Although the teaching is satisfactory, it is not as strong as in other classes. This is due to minor weaknesses in the teacher’s subject knowledge and the inadequate management of the pupils’ exuberant behaviour. Consequently, the pace of lessons is less rigorous. The school’s monitoring of the teaching and learning has already identified this inconsistency and is providing

p.11

The school’s results and achievements

5. From the earliest stages of learning, the pupils are encouraged to express their ideas and to record them neatly in a range of ways. The quality of their writing is a significant strength of the school. The Pirehill First School - 12 youngest children are given regular opportunities to write independently, their mark making is valued, and they consequently become confident to attempt to write. The pupils in Year 1 apply the phonic skills taught in the literacy sessions to their work in other subjects and the majority construct simple sentences accurately. By the age of seven, the pupils attempt to spell unknown words and put together sequences of sentences that are descriptive and interesting. The pupils’ spelling is mainly accurate and the quality of their handwriting is very good. These skills are extended well in the juniors. The pupils are taught to analyse the styles of different authors and various types of text and to understand their

p.11

The school’s results and achievements

appropriateness for different readerships and purposes. The teachers enable their pupils to plan and construct their writing by looking at the use of language to create effects. For example, Year 4 pupils examined the work of Roald Dahl and learned the difference between play scripts and prose; they then used a broad range of adjectives and adverbs to develop a character sketch of their own. Punctuation is used competently and colons, speech marks, exclamation and question marks are evident in the pupils’ work. The pupils confidently attempt to spell difficult words and the results are phonetically plausible, at times reflecting the local dialect. However, this characteristic is not prevalent as the teachers usually use language precisely to ensure that the pupils’ speech is accurate. Standards in speaking and listening are also well above average because the teachers have high expectations of their pupils to

p.12

The school’s results and achievements

contribute orally to lessons. There are good opportunities for the pupils to speak to audiences in assemblies, in making presentations to their classes and during the evaluation of each other’s work in whole class sessions.

p.12

The school’s results and achievements

6. These very high standards are evident across the curriculum. Pupils of all ages are eager and confident to contribute to discussions using the specific language that has been taught. For example, in the literacy hour they refer to text to exemplify their understanding of terms such as calligram, phoneme, digraph and simile to back up their opinions. Their skills exceed those of most nine-year-olds. A very good example of this work was seen in a Year 4 lesson when more able pupils analysed the text of C.S. Lewis and his character descriptions of Edmund and the queen. Standards are high because the teachers are enthusiastic and express their personal love of literature. Detailed planning, which ensures tasks are well matched to pupils’ needs, results in good learning. The teachers make clear reference to the schemes of work in their daily lessons and their very good curriculum planning enables them to

p.12

The school’s results and achievements

build successively on the knowledge and skills taught at each stage.

p.12

The school’s results and achievements

7. A further reason why standards have risen in literacy and numeracy is the varied and interesting opportunities that the pupils have to use their skills and knowledge in other subjects. This can be seen, for example, when they are making lists of resources, writing directions and measuring materials in design and technology, report writing and measuring in science and writing letters to members of the local community as part of the work on citizenship. The pupils understand the relevance of their learning to daily life and this brings excitement and purpose to their work.

p.12

The school’s results and achievements

8. In mathematics, the pupils are taught to identify patterns whilst classifying numbers according to their counting order. Progress is swift because the teachers correct errors and set very high standards in the level of accuracy required. In the infants, mental work is very well developed. The pupils in Year R/1 count forwards and backwards beyond 20, and replace ‘stolen’ numbers on the number line. The very high expectations of the pupils to succeed results in high achievement. The pupils in Year 2 build well on this learning by playing games such as money bingo, competently doubling the amounts shown on the teacher’s cards. Higher attainers use various methods to make up sums of money with specific groups of coins. They apply addition and subtraction skills well to identify methods of solving problems. In Year 3 and Year 3/4 the pace of learning is slower because the teaching, while satisfactory,

p.12

The school’s results and achievements

is not as rigorous. In the Year 4 class, the teaching is very good and consequently the pupils’ rates of learning accelerate. They have a very good understanding of percentages and use fractions to describe proportions at levels beyond those of most nine-year-olds. In practical tasks, the pupils mentally calculated bargain prices by using the percentage reduction of goods.

p.12

The school’s results and achievements

9. The pupils make good progress in science in the infants, particularly in developing their investigative skills. The Year 2 pupils relate their work on electricity when discussing how Christmas tree lights work. They explain that the circuit is broken when the lights are switched off and make good use of technical vocabulary, such as plug, switch, wire, crocodile clip and appliance. By the age of nine, the pupils carry out investigations, for example, to predict and determine the absorbency of different papers. Pirehill First School - 13 The pupils are confident to test ideas and are encouraged to learn from their errors. This was evident in the Year 3 and 4 class when a pupil explained that his group might not have been careful enough when measuring the elasticity of tights. He recognised the results were different from the rest of the class and realised they would need to be more accurate next time. However pupils have insufficient opportunities

p.12

The school’s results and achievements

to devise and plan their own experiments.

p.13

The school’s results and achievements

10. Standards in religious education are appropriate for pupils aged seven and eleven. They have a sound knowledge of the life of Jesus and of well-known stories from the Bible. The pupils in Year 2 show an increasing familiarity with the Christmas story and talk about the angel that was sent to Mary and how Joseph was told of the baby Jesus in a dream. By the age of nine the pupils understand that Christians see Jesus as the light of the world and believe He came to light the way so that other might see. They are also aware of other religions and the very good use that is made of educational visits supports their learning well. They see their world as a group of communities, all of which deserve to be valued and appreciated in their own right. By the time they leave the school, the pupils are aware of a range of different world faiths and show respect for the different beliefs and values of others. Religious

p.13

The school’s results and achievements

education makes a good contribution to the pupils’ spiritual, moral, social and cultural development. 11. The progress of the pupils with special educational needs is very good. The school devises individual education plans that have appropriate and clear targets that address the pupils’ difficulties effectively and provide a focus for improvement. A key factor in their rates of progress is the very skilled work undertaken by learning support assistants. The self-esteem of these pupils and the confidence with which they tackle their tasks is the direct result of the value that the teachers and learning assistants place on their efforts. This confidence helps pupils to maintain their enthusiasm.

p.13

The school’s results and achievements

Further details about standards in other subjects can be found in subject paragraphs in Part D of the report.

p.13

Pupils’ attitudes, values and personal development

12. The pupils’ attitudes to learning are excellent. From the earliest stages of their time in school, they are well motivated and say that they like school. In lessons, they are enthusiastic about their work and eager to succeed. The pupils sustain very high levels of interest and concentration because the teachers plan tasks that interest and motivate them. They take great pride and enjoyment in producing work of good quality and are encouraged to express their ideas and opinions. They respond to the high expectations made of them with confidence, enthusiasm and enjoyment. 13. The pupils’ behaviour is consistently very good, and this confirms the views of parents. When they come to school, in lessons, assemblies, at lunchtimes and at playtimes, very high standards of behaviour are achieved. They move around the school in a quiet and orderly manner and have a very clear understanding of the standards expected of them. During the inspection, there was no evidence of

p.13

Pupils’ attitudes, values and personal development

bullying or lack of respect for school property. The school’s positive strategies to manage behaviour are very effective and there have been no exclusions. The pupils with special educational needs show unbounded enthusiasm for their work. They are cheerful and excited and relish the challenges set for them by their teachers. The interesting, and at times inspirational, lessons help to promote very high levels of interest and concentration. This means that behaviour is always very good because pupils are so keen to carry on with their work and to please their teachers. 14. Relationships in the school are excellent. The pupils form extremely constructive relationships with each other and with adults. They work co-operatively, listen with interest and strive to understand the views of others. On several occasions, pupils spontaneously applauded the work of their classmates, for example, when singing number rhymes in the reception class and when a group of lower attaining pupils

p.13

Pupils’ attitudes, values and personal development

in Year 3 shared their play reading with the class. The pupils play together well and the lunchtime playworker is particularly successful in promoting interesting activities and games. All pupils consistently demonstrate patience, tolerance and understanding for others. 15. The pupils' personal development has improved dramatically since the last report and is now excellent. The school provides a wide range of opportunities for the pupils to show initiative and take responsibility. They regularly perform jobs within the classroom and around the school, for example, Pirehill First School - 14 taking registers to the school office and ensuring their classrooms are maintained neatly and tidily. As they progress through the school greater levels of independence are encouraged. Older pupils regularly help the younger ones in a range of ways, for example, in the dining hall and in the playground. Recently, the pupils acted as ‘managers for the day’ at the local supermarket. During the inspection, a

p.13

Pupils’ attitudes, values and personal development

book of children’s work was launched. The pupils represented their school proudly, meeting the local mayor to receive their awards. Three pupils were interviewed live on the local radio station and presented their poems and stories. All pupils are eager to be involved in fund raising activities.

p.14

Pupils’ attitudes, values and personal development

16. Attendance at the school remains above the national average and is good. There is no unauthorised absence. Punctuality is very good. Virtually all pupils are punctual, many arriving early. They come happily to school, eager and ready to learn, thereby enabling the school to make a prompt and efficient start to the day. 17. The pupils’ excellent relationships and attitudes to learning, their very high standards of behaviour and the vastly improved opportunities for their personal development are important strengths of the school. All these factors have a beneficial influence on the quality of the teaching and learning.

p.14

HOW WELL ARE PUPILS TAUGHT?

18. The teaching in the infants’ classes and Year 4 is a strength of the school. Almost a quarter of lessons seen were either excellent or very good. A further seven out of ten lessons were good and the remainder were mainly satisfactory. Two unsatisfactory lessons were observed in the classes of Year 3 pupils. The high proportion of excellent and very good teaching in the infants and Year 4 is the reason why the pupils make very good progress in their learning. Overall, the teachers have very good subject knowledge across the breadth of the curriculum and their lessons are planned in detail to ensure a very good balance of review, extension and reinforcement. The lesson objectives are very precise and consistently displayed to remind pupils of the focus of their learning during each lesson. Consequently, the pupils are very clear about the expectations made of them. 19. A feature of the excellent teaching observed in Years 1, 2 and 4 was the consistently positive way that

p.14

HOW WELL ARE PUPILS TAUGHT?

the teachers talked to pupils. When introducing them to new ideas they take great care to describe the purpose of the learning and link it to the pupils’ experiences. This makes learning exciting and enjoyable and results in very positive attitudes to work. The teachers and classroom assistants value the responses of all pupils and this generates the very high levels of trust and respect and establishes very good relationships. An example was evident in a literacy lesson in Year 3. The pupils were eager to listen to the teacher and to learn how to recognise prose from a playscript. The teacher’s good explanations and questioning of individual pupils enabled them to respond positively to identify differences and to work together. They enjoyed the teacher’s humorous approach to the text, and subsequent opportunities to model his expressive language and present their interpretations to the class. They aspired to read with the same fluency and expression, and by the end of the lesson made

p.14

HOW WELL ARE PUPILS TAUGHT?

good progress in identifying the key differences between these types of texts. 20. All pupils received the appropriate level of challenge and support to secure success. The less able pupils contributed to the whole class discussion and presented their play readings, having received very good support from the classroom assistant. The spontaneous applause of other pupils showed how they are taught to value the contributions of others to their learning.

p.14

HOW WELL ARE PUPILS TAUGHT?

21. Inspiring features of the very good teaching are the teachers’ desire to see the children succeed and their commitment to ensuring that all pupils achieve their best. In the teaching of the additional literacy strategy, the classroom assistant reinforced directions continuously and asked searching questions to support self-evaluation. This enabled pupils to recognise the many and varied ‘igh’ sounds within a passage of text and at the same time provided opportunities to extend their speaking and reading skills. The ability of the pupils to attempt difficult tasks independently is a measure of the confidence they have to make mistakes and learn from the evaluative comments of the adults who teach them and their friends. Well-focussed training has enabled staff to achieve consistency in the strategies they use, and this is a significant strength of the provision. Pirehill First School - 15 22. The teaching of literacy is strong and leads to the achievement of high standards. Specific details of the

p.14

HOW WELL ARE PUPILS TAUGHT?

qualities of teaching literacy can be found in the English paragraph, but the approaches used to develop speaking, listening and the application of reading and writing to other subjects enable the pupils to understand the importance of these aspects of learning. Consequently, they read with expression, write to engage the interest of the reader and speak clearly to maintain the interest of the listener. The teachers’ very good use of technical vocabulary supports the learning very well. By the age of nine, the pupils use terms such as digraph, alliteration and paragraph in their self evaluations and the more able pupils work with text, creating character profiles and accounts of historical events, such as the dissolution of the monasteries, in vivid detail.

p.15

HOW WELL ARE PUPILS TAUGHT?

23. The pace of the lessons is brisk. The teachers balance the level of new knowledge, skill development and interactive questioning to secure progress. This results in all pupils being fully engaged in their tasks. The pupils know that they will be expected to achieve specific targets and to contribute to the whole class sessions. The teachers make very good links between the various subjects, ensuring that learning is meaningful and the pupils apply their skills and knowledge across the curriculum. This is evident, for example, in reinforcing the importance of directions in design and technology and in the interpretation of factual information in history. They provide opportunities for features of writing introduced through the literacy hour to be practised, such as note taking, letter and poetry writing. The very good subject knowledge of teachers in subjects such as music and art has a positive influence on

p.15

HOW WELL ARE PUPILS TAUGHT?

learning. In a lesson in Years 3 and 4, the teacher skilfully enabled the pupils to use tuned percussion instruments to compose repeating patterns. Because the teacher enabled the pupils to know when phrases of music should end, they improved their performances during the lesson and achieved standards above those of most pupils of this age range. Similarly, in a Year 4 art lesson, the pupils improved their awareness of form and colour because the teacher required them to observe carefully and to select a portion of a picture as the focus of their work. The pupils become skilful in describing the outcomes of their work because the intentions of their learning are clear and they recognise the progress they have made, both within the lessons and over time. Teachers’ comments are supportive and evaluative. The setting of time related targets for learning has a positive effect on the standards achieved. However, in subjects other than English the written marking is inconsistent from one class to

p.15

HOW WELL ARE PUPILS TAUGHT?

another. There are very good examples of marking that indicates how successful the pupils have been and what they need to do next to improve. This practice now needs to become consistent across all classes. Similarly, although the majority of teachers use Standard English very well, a small proportion does not consistently apply this strategy to their teaching, and at times uses dialect which is inappropriate in formal situations. This is one of the main differences between teaching which is very good and that which is satisfactory.

p.15

HOW WELL ARE PUPILS TAUGHT?

24. The focus on reading stories from world religions and the performance of these stories in assemblies supports the pupils’ cultural development and understanding very well. Teachers make good use of stories such as Baboushka and the traditional Christian stories of Christmas to enable pupils to act out the roles of people from different cultures. These opportunities to compare and contrast different beliefs and to respect different interpretations are strengths of the provision.

p.15

HOW WELL ARE PUPILS TAUGHT?

25. The teaching in the classes of Year 3 pupils is mainly satisfactory but at times good, for example, in the lessons for literacy and information and communication technology. However, in contrast to the infants and Year 4, the lessons generally do not have the same consistent degree of rigour. Two unsatisfactory lessons were observed in the teaching of religious education and history. In these lessons, the teachers had insecure subject knowledge and in one instance the pupils’ exuberance for learning was inadequately channelled and the class management was inappropriate. Consequently, opportunities to direct and develop the children’s interest and motivation were lost. This is a key issue.

p.15

HOW WELL ARE PUPILS TAUGHT?

26. Other minor weaknesses were observed when the teachers’ expectations in regard to the pupils’ speaking skills were not sufficiently high to support progress at a faster rate.

p.15

HOW WELL ARE PUPILS TAUGHT?

27. The quality of the teaching for the pupils with special educational needs is very good, and the work of the learning support assistants is at times exemplary. The teachers and learning assistants maintain extremely close links; they are very well prepared before lessons and have very thorough feedbacks at the end of sessions. This enables them to track the pupils’ progress carefully to ensure that the next lesson builds very well on the success of the last. The very high quality teaching and support that is Pirehill First School - 16 clearly focussed on pupils’ needs maintains the very good rates of these pupils’ progress throughout the school.

p.15

HOW WELL ARE PUPILS TAUGHT?

28. The quality of the teaching has improved overall since the last inspection. There is now a much higher proportion of very good and excellent teaching and only a very small number of unsatisfactory lessons were observed. The school’s monitoring programme has already promoted the features of high quality teaching, identified the issues raised for development and taken steps to improve them.

p.16

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

29. The school’s curriculum is very good. It contains the subjects of the primary National Curriculum and religious education and is very strongly influenced by the value the school places on pupils working in the community. The school has taken great pains to ensure that the curriculum is broad and balanced across the various subjects and that the learning experiences of each year group are carefully considered at the planning stage. This means that when the assessment results are analysed particular subjects are emphasised to make certain that the pupils are receiving learning experiences that are relevant. However, the planning is sufficiently flexible to allow for changes to be made to include other aspects of learning as the need arises. This responsive approach is well managed and carefully monitored. All in all, it brings about a curriculum that is rich in practical experiences, focussed on

p.16

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

promoting high achievement and ensures that the pupils see how their learning is relevant to the world of work and their responsibilities as maturing citizens.

p.16

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

30. These enriching activities form crucial elements of pupils’ personal development; for example, the personal, social, health and sex education aspects of the curriculum are very well addressed and are integrated carefully with work in science and design and technology. Citizenship is given very high prominence as all pupils learn how local politicians lead their community and the importance of local democracy. As the pupils visit the council chambers and, for instance, chat to the mayor, they begin to develop an understanding of the rights they have, but that these rights should be exercised within a framework of responsibility to others. Other very good links led to the pupils having the opportunity to manage their local supermarket for a day. They learned the importance of being able to work with other people to achieve goals in a similar way to the targets they are set in their work in school. The classroom

p.16

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

displays in Year 4 highlight the qualities of a good citizen and so the pupils learn that friendship, reliability, caring and thoughtfulness, honesty and optimism are all important aspects of their growth. This work is very skilfully taken from an in-depth study of literature and again the pupils see immediately the relevance of their studies to their everyday lives. The planning of the curriculum is sophisticated and the targets set for the managers and teachers are directly linked to curriculum improvements. Enrichment and entitlement targets focus on building a curriculum that is rich in worthwhile and interesting activities. These are at the heart of the school’s approach to teaching and learning. From supporting a local hospice to participating in Britain in Bloom, no opportunity is missed to ensure that the pupils receive the highest possible curriculum provision.

p.16

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

31. The pupils with special educational needs are included in all aspects of the curriculum. The challenges are high and support is well focused for all pupils. The targets laid out in the individual education plans are carefully tailored to meet the requirements of all pupils with special educational needs. At the same time a very wide range of curriculum activities is also available to other pupils. For example, the school included work of pupils with special educational needs in entries for a Christmas poetry and story publication. The school’s work on meeting the needs of all pupils in its local community is a testament to the high quality special educational needs policy and the school’s determination to design an inclusive curriculum that benefits all pupils. Equality of access to the opportunities the school provides is excellent.

p.16

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

32. The school’s provision for extra-curricular activities is also excellent. The choice is wide-ranging and interesting and includes almost 100 places for music, including thriving peripatetic string tuition, a new Pirehill First School - 17 French club, extensive ‘before and after school’ provision and educational visits which provide highly relevant learning experiences. The teachers are highly skilled at exploiting opportunities to improve their school’s environment as well as teaching the pupils important lessons about the wider community. A good example is the development of the sensory garden. This excellent learning provision involved the pupils, parents, staff, artists and local companies in developing a garden rich in fragrance, colour, texture and sound.

p.16

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

33. The school’s strategy for teaching literacy and numeracy is very effective although one area of relative weakness is the length of some lessons in the morning session. In some classes, over-long lessons lead to a lack of concentration and a slowing of the pace of learning. Generally, however, not only are the pupils provided with opportunities to see how their learning is based on the real life situations of the world of work, but they are also taught the skills to be used in other subjects, by drawing upon very good quality literature, for example. The very high standards in reading, writing and number are shown in all work and highlight the school’s success in developing a curriculum that is highly effective in the development of knowledge, skills and ideas.

p.17

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

34. The provision for the pupils’ spiritual, moral, social and cultural development is excellent. This shows a considerable improvement since the last inspection.

p.17

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

35. The school uses the time when the pupils are gathered together in assemblies to create an atmosphere of reflection and wonder. Music and candles are used to great effect. For example, in a whole school Christingle service the mood is heightened by darkening the room for the candle procession and prayers by Year 4 pupils. The audience is totally spellbound and the headteacher asks them to carry that special feeling with them throughout the day. Every assembly gives pupils the opportunity to have a sense of joy and sharing. Links are very skilfully made to the pupils’ everyday lives and feelings. In an infant assembly, the teacher tells the pupils about overcoming her fear of the dark by cuddling her teddy and in a junior assembly, a group's guitar playing and the teacher's beautiful singing provided a moving introduction and finale. In lessons, there is often time for quiet reflection and consideration. This is

p.17

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

further enhanced by imaginative use of the sensory garden.

p.17

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

36. The school's five golden rules promote tolerance and respect and are at the heart of all aspects of school life. They are evident in the exemplary behaviour of the pupils both in class and in the playground. The pupils are always encouraged to consider the impact of their words and actions on others. In discussions, they talk comfortably about qualities such as truthfulness and fair play and know these are valued in their school. They have a well-developed sense of what is right and wrong and are not afraid to make mistakes. They are given opportunities in class to share special feelings and beliefs. Examples include a reflection corner in Year 4 and "magic moments" in Year 2. This helps the pupils to understand how they should work and play together and how they are all members of a learning community. The pupils show great pride when awarded house points for their particular achievements. A range of charities is well supported by the pupils and their families. All adults provide

p.17

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

very good role models in how they treat each other and the pupils.

p.17

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

37. The high status given to promoting the pupils' social development contributes very effectively to the atmosphere of calm and order throughout the school. The parents feel the school is very successful in promoting positive attitudes and behaviour and that they are valued for the contribution they make. There are clear expectations of how the pupils should work and play together. Those who have been elected to represent the school take their responsibilities very seriously. They help younger pupils in the playground and have a supervisory role at lunchtimes and in the library. The sensible way in which the pupils organise themselves and their equipment is impressive and shows the importance given to developing responsibility and independence. Both the staff and the pupils are proud of the school, its ethos and appearance. Some pupils were upset by the damage to the hall, as a result of the recent

p.17

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

flooding, not only because they missed their PE lesson, but also because it spoilt how the school looked. The pupils benefit from excellent links with the local community and an extensive range of visits and visitors. The "Walking Bus", which encourages pupils to walk to school together accompanied by volunteer adults, is a nationally acclaimed initiative and again fosters very good opportunities for social interaction. Pirehill First School - 18 38. There is a genuine feeling of celebrating cultural difference in many aspects of the work of the school. In art, for example, Indian embroidery is studied for its influence on design. Musical instruments include a range from other countries and music is used imaginatively as a stimulus for creative writing. Very good use is made of links with a school in Mousehole to enrich many areas of the curriculum, for example, through correspondence with the pupils in English and a comparison of the different features

p.17

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?

of the locality in geography. The pupils studied the techniques of a local Cornish artist and were very motivated when they saw paintings they knew well on the Internet. Their knowledge and understanding of their own community is well developed through good quality planning in geography. Effective use is made of seasonal activities to celebrate the traditions and culture of this country. Country dancing is provided as part of the PE curriculum and history is brought alive by a very popular visit to Little Moreton Hall and by actors who visit the school. Working closely with one of the governors, the school is preparing to bid for funds to support a very exciting project on promoting cultural diversity. If successful, this will give the pupils further opportunities to extend their awareness of other faiths and cultures though a wide range of enrichment activities. The provision for pupils’ spiritual, moral, social and cultural development is now a significant strength of the school curriculum

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Throughout the school there are very good procedures for assessing and monitoring the pupils' academic achievements and progress in literacy and numeracy. This is now a strength of the school. It represents a significant improvement since the previous inspection when it was a key issue for development.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The infant teachers make very good use of the high quality records passed on by the reception teacher to plan their work. All teachers use information from tests and reviews very effectively to set targets for individuals and groups of pupils in literacy and numeracy. These targets identify what they expect their pupils to learn and they are discussed with parents at regular termly meetings. The teachers then evaluate how successful the pupils have been in achieving the targets and this helps them to plan very good learning opportunities. Consequently, the pupils are highly motivated and want to do their best. This has had a major impact on standards in English and mathematics, which are now well above the national expectations. The teachers keep very detailed records of their pupils' achievements in literacy and numeracy. These are passed on to the next teacher to make sure that the planned work meets the

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

pupils' needs and they continue to make good progress. In lessons, the learning objectives are shared with the pupils so they have a better understanding of the work and why they will be doing it. This makes for a very productive learning environment where pupils are engaged and challenged. In some subjects, these objectives are too broad to help teachers judge how well the pupils have progressed during the lesson. An excellent example of how well the school cares for the pupils is in the setting of enrichment targets for improvement in behaviour and attitudes and self esteem. These help to develop well-rounded and confident individuals. The school has made a good start in assessing and recording achievement at the end of topic units in other subjects, particularly science.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The annual written reports for parents contain targets for English and mathematics. The parents are valued for the contribution they make to help the pupils to meet these targets. The care and attention afforded to the pupils with special educational needs are very good. The identification of pupils who might have special educational needs is very good and effectively ensures that if difficulties arise then the school can flexibly meet their needs. A key feature of this work is the very early identification of pupils’ difficulties and the follow-up work with the learning support service. This combined approach, along with the very high quality notes that the learning assistants maintain, ensures that needs are met and progress is tracked. As a result, new plans are made which ensure that pupils are kept on target. These plans are regularly reviewed with the parents.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The headteacher provides a very good role model to promote the care for and high expectations of each pupil. These high standards are shared by staff throughout the school. The well being of all pupils is prioritised and there is a wide range of measures to promote their development. The teachers are sensitive to the needs of the pupils and consistently monitor very well their ability to cope on a day-to- day basis. Staff continue to be completely successful in promoting very high standards of good behaviour. The behaviour policy is consistently applied and fully understood. Pirehill First School - 19 43. The school has very effective systems in place to monitor and promote attendance. The registers are marked speedily, correctly and efficiently at the start of the school day and after lunch. Frequently, this time is used creatively to support learning, for example, by singing the register in the reception class and

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

counting the numbers of pupils present and absent in Year 2. All absences are properly noted and contact is made with parents to justify them. 44. Child protection is handled very effectively. The headteacher continues to hold responsibility for these issues and ensures all staff are aware of the need for vigilance and the steps to take if concerns arise. Health and safety is promoted well across the curriculum, for example, through the teaching of healthy eating in science and the correct use of tools and equipment in design and technology and information and communication technology. Potential hazards are identified and appropriate action is taken when necessary. All staff are safety conscious and take care to ensure the security of the children. Hazardous materials are kept securely away from pupils.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Overall, the staff works extremely hard and creates a caring environment where the interests of the pupils are promoted very effectively.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. Parents are extremely supportive of the school and confirm that it has many strengths. Virtually all parents responding to the questionnaire believe that their children like school and are making good progress. They also believe that behaviour is good, teaching is good, their children are expected to work hard and the school is helping them to become mature and responsible individuals. They also feel comfortable about approaching the school at any time. However, a small minority of parents showed concerns about the leadership and management of the school, the range of activities provided outside lessons and the partnership with parents. These reservations were not supported by inspection evidence. The school is very well led and managed and there is strong partnership between the headteacher, staff and governors. They are effectively moving the school forward and strive to take on board the views of parents through the use of questionnaires. They also offer opportunities for the

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

parents to discuss school issues at curriculum meetings, parent training opportunities and annual meetings with governors. Difficult issues relating to confidential aspects of health and safety have been handled sensitively by following local guidance explicitly. During the inspection, the condition of the hall floor, damaged by recent floods, worsened considerably. The management of this situation was exemplary, ensuring the health and safety of pupils and adults as a priority and instigating speedy action to repair the damage at the earliest opportunity.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. Parents and other adults are encouraged to become involved in the life of the school and many respond enthusiastically by participating in a wide range of activities. Many help regularly within the classroom and around the school as well as on trips and other activities. All helpers are deployed effectively; they are given clear directions and their help is well structured. In addition parents are very supportive of the work that their children are expected to do at home. There is an active “Friends of Pirehill School” group, which organizes a comprehensive range of social and fund-raising activities in support of the school. The school values highly the contributions made by the parents, which enhance the children’s learning and personal development.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The parents are well informed about the school, their children’s activities and progress in learning through a range of very high quality letters, newsletters, reports and meeting. The “open door” policy enables parents to speak to staff regularly.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The special educational needs co-ordinator ensures that the parents are full participants in reviewing the progress their children make against their individual education plans. These reviews meet the requirements of the Code of Practice and are handled flexibly by the school to guarantee that the pupils’ needs are met in the most suitable manner. There are good links to inform parents of their child’s progress and regular consultations with parents to review progress and needs.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. The governors’ annual report to parents is clearly written, provides interesting information and is very well presented. The prospectus is also very attractive and informative. The annual written reports to Pirehill First School - 20 parents provide good information about their child’s progress and set future targets. However, they could give more advice about areas for development within each subject. The parents are well informed about the areas of study for their children and ample opportunities are provided for consultation when concerns arise. The school provides very good quality information and access to parents and good improvements have been made since the last inspection.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

51. The headteacher provides strong, effective leadership of the highest quality. Her creativity and drive to move the school forward, high expectations and commitment to developing citizenship and the school’s place within the community underpin the school’s aims. Strong, caring leadership and commitment to developing community links have enabled her to forge an impressive number of contacts with local schools, businesses and the local council. This has enabled the school to benefit from a wide range of donations and contributions, which have enhanced the quality of education provided. For example, a local business and garden centre supported the development of the sensory garden, and the links of a school governor have also enabled pupils to visit the local council chambers. In addition, a very well run “Before and After” school club supports families at the start and end of the school day.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

52. The school has a warm, caring ethos in which the pupils are expected to work hard and achieve their best. These qualities are recognised in the parents’ responses. The headteacher and senior staff provide very good role models in projecting the values that the school promotes. There is a very strong team spirit and commitment to school improvement, ensuring that all pupils achieve their best. The aims of the school are present in its daily life and are very well met. The headteacher and the deputy head work in close partnership. All staff are included in the decision-making processes and their roles and responsibilities are clearly defined. These features enable the staff and pupils to work in a happy learning environment. Staff contribute their ideas and embrace new initiatives with enthusiasm. For example, there is significant excitement and anticipation about the forthcoming admission of four-year-

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

olds to school and the very good links which have been established with local play groups have enabled these plans to progress speedily and harmoniously. Because the views of staff are welcomed, the policies are clearly understood. This enables the pupils in all classes to benefit from consistent approaches to discipline and learning. The rigorous monitoring of standards in literacy and numeracy and of the quality of teaching are examples of very good practice.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The monitoring of standards is now a strength of the provision. Since the last report, when it was a key issue, significant strides have been taken in evaluating strengths and weaknesses in the teaching and learning. Senior staff and the co-ordinators for literacy and numeracy have time allocated to enable them to observe lessons, review planning and look at the pupils’ work. The governors play an important role in this process. They undertake responsibility for subjects, have discussions with co-ordinators and spend time in school. They write evaluative reports and share their findings at governors’ meetings. Consequently, the governors have a good knowledge of standards and are aware of the school’s strengths and weaknesses. They offer very good support, and this is because their strengths are used well to support improvements. For example, the literacy governor spends time in school on a regular

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

basis and has a clear view of the improvements made in the teaching of reading and writing and the stimulus of new books on pupils’ enthusiasm for reading. She also recognises that some remaining old books are of less interest to younger pupils and that these will be replaced in time. The governors feel valued and take part in a wide range of school initiatives. During the inspection, a book of poems was published to raise funds for a local charity as a result of a governor’s initiative. The pupils also benefited from reading their poems on local radio, which was both exciting and rewarding. The governors are eager to attend local training sessions and are well informed. New governors are well supported and attend induction training. The annual report for parents and the school prospectus are of very good quality; they provide useful information for parents, which is very attractively presented and

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The work of the governor who oversees the school’s special educational needs work has many outstanding features and makes a considerable contribution to the very high quality of provision. The monitoring of the provision is frequent and meticulous, and not only tracks the school’s work against a good quality policy but also maintains a critical watching brief on the work of the local education authority and support agencies. Excellent reports are provided for the governing body and the school Pirehill First School - 21 benefits greatly from the suggestions and advice contained in them. The special educational needs co- ordinator manages this aspect of the school’s work very well. The great efforts undertaken to ensure that all pupils are offered the best possible curriculum and teaching are a key strength of the school.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The headteacher, staff and governors are very skilled at bidding and receiving additional funds from industry, local and national government and charities. These funds are used extremely effectively to support the school’s educational priorities and provide learning opportunities for pupils, which would not otherwise be possible. The school has used special educational needs funding to provide learning support of the very highest quality. This extremely sensible approach has made it possible for all pupils, and notably those with special educational needs, to receive excellent support based on the very close and effective working relationships between teachers and learning support assistants.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The school development plan is carefully costed to support the school’s priorities for improvement and the staff and governors are provided with good quality information based on spending patterns. These reports are derived from the school’s effective use of computer tracking. The information provided helps the governors and managers to ensure that the principles of best value are applied very well. The administration and the financial control overseen by the governors are of very good quality, and although the school has not been audited recently the low-level issues identified in 1997 have been addressed well.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The school is well staffed and resourced to meet the needs of the pupils. The accommodation, internally and externally, is spacious, but there is a lack of outdoor toys and a secure play area for children in the foundation stage of learning. This is a weakness. The library is well appointed and teachers go to great lengths to provide very high quality displays, which not only celebrate the pupils’ work to very good effect, but are also a key feature of the learning experiences provided by the school. Teachers who are new to the school are very well supported, and all members of staff are provided with a professional development programme of high quality. Pirehill First School - 22 58. WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

(1) * Raise standards in information and communication technology by:

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

Improving the teachers’ confidence and subject expertise Timetabling the direct teaching of the subject (paragraphs 3 and 112)

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

(2) Improve the teaching where it is unsatisfactory by: Providing further training to enhance the teachers’ subject knowledge and the effectiveness of their behaviour management. Continuing to monitor rigorously the progress made in addressing these weaknesses

p.22

(paragraphs 25, 108 and 127)

(3) * Seeking ways to improve the outdoor facilities to support the curriculum for children in the foundation stage of learning. (paragraphs 58 and 67)

p.22

Other issues which should be considered in the action plan:

Ensure consistency in the quality of marking in all classes. Review the length of lessons in morning sessions.

p.22