Mickleover Primary School

MICKLEOVER PRIMARY SCHOOL

Dates of inspection: 1 st – 2 nd November 2000

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MICKLEOVER 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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MICKLEOVER 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. Mickleover Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Vicarage Road Mickleover Derby Derbyshire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. Richard Tapping

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 18 th March 1996 Mickleover Primary School - 4

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Team members

Martin Lester, 20596 Registered inspector Andy Anderson, 14083 Lay inspector Lynne Wright, 22398 Team inspector Tony Taylor, 4262 Team inspector

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Team members

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

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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 Mickleover Primary School - 5

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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

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WHAT THE SCHOOL DOES WELL 1 - 19

• Standards in Literacy and numeracy are high because good quality teaching results in effective learning.

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WHAT THE SCHOOL DOES WELL 1 - 19

• The very good provision for personal development enables the pupils to form very positive relationships and contributes significantly to the well-being of the school community.

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WHAT THE SCHOOL DOES WELL 1 - 19

• There is a broad and balanced curriculum enhanced by educational visits and an excellent range of clubs and out of school activities.

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WHAT THE SCHOOL DOES WELL 1 - 19

• Strong and effective leadership is bringing about continued school improvement by drawing upon effective strategies for self-evaluation.

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WHAT COULD BE IMPROVED 20 - 22

• The provision of resources for information and communication technology (ICT) needs to be enhanced so that pupils' standards are raised.

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INFORMATION ABOUT THE SCHOOL

This is a larger than usual primary school with 378 pupils on roll comprising 191 girls and 187 boys. The school roll is rising with approximately one third of pupils attending from outside the catchment area. The pupils are of predominantly white ethnic origin. The number eligible for free school meals (9) is below average and the percentage of children with special educational needs (7.3%) is well below average There is no nursery class, but most pupils have some form of pre-school experience before joining the reception class in either September or January, according to when they become five years old. The pupils' attainment on entry covers the full range, but is generally above average.

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HOW GOOD THE SCHOOL IS

This is a very good school which parents rightly hold in very high regard. It has an obvious sense of purpose, a strong work ethic and a very positive ethos. The pupils are very well supported in their personal development, and benefit from teaching that is rarely less than good and often is very good. By the age of eleven, the pupils attain standards that are above average in mathematics and well above average in English. The headteacher, staff and governors work most effectively as a team to maintain, and in several cases enhance, the many strengths identified at the time of the last inspection. Funding per pupil is low, and the school offers very good value for money.

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What the school does well

• Standards in literacy and numeracy are high because good quality teaching results in effective learning. • The very good provision for personal development enables the pupils to form very positive relationships and contributes significantly to the well being of the school community. • There is a broad curriculum enhanced by educational visits and an excellent range of clubs and out of school activities. • Strong and effective leadership is bringing about continued school improvement by drawing upon effective strategies for self-evaluation.

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What could be improved

• The provision of resources for information and communication technology (ICT) needs to be enhanced so that pupils standards are raised. The areas for improvement will form the basis of the governors’ action plan.

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What could be improved

The school has identified this area for improvement within its existing development planning.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in March 1996. The conscientious response of the headteacher, staff and governors to the last report has further strengthened the quality of education and care provided and resulted in sustained high performance by the pupils. The high quality of the teaching has been maintained; it is good overall and is often very good. The systems for planning and assessment are very good. The provision for the pupils' personal development has improved from good to very good and contributes most effectively to the creation of a harmonious and very hard working community. The quality of the accommodation has improved due to the replacement of a dilapidated terrapin with a new brick building. The school has made good progress since the last inspection and is well placed to sustain further improvement. Mickleover Primary School - 7

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STANDARDS

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

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Key

English A A A B well above average above average A B Mathematics B B B C Average below average C D Science B A A B well below average E

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Key

The table shows that in 1999 the pupils achieved results in the national tests that were well above average in English and science and above average in mathematics. When compared with similar schools, the results in English and science were above average and in mathematics were average. Further analysis shows that in recent years, the pupils' results have improved broadly in line with the national trend and that there is no significant difference between the performance of boys and girls.

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Key

In the 1999 tests for seven-year-olds, the pupils' performance was of a similar high quality. Standards in writing and mathematics were well above average in comparison with both the national picture and similar schools. Standards in reading were well above the national average and above average in comparison with those achieved by pupils in similar schools. The 2000 national test results for both seven and eleven year olds were similar to 1999 results with the proportion of pupils attaining the expected levels remaining well above average.

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Key

Although it is early in the school year, the inspection findings confirm that the standards in English and mathematics at the end of the Foundation Stage and Key Stage 1 and 2 are high. The children in the Foundation Stage make a very good start to school and by the time they transfer to Year 1 most are securely working in the early stages of the National Curriculum. As the pupils move through the school they maintain good, and often very good, progress and by the age of eleven most of them attain the expected level with a significant minority attaining higher standards.

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Key

The standard of pupils' work in ICT is satisfactory at the end of Key Stage 1, but below expectations at the end of Key Stage 2. Although an appropriate curriculum is planned, the pupils' progress, particularly in Key Stage 2, is restricted by a lack of appropriate resources.

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Key

There is a well-established system for the setting of improvement targets for all pupils. In addition, the pupils identified as having special educational needs benefit from clearly defined targets in their individual education plans. The small class sizes when the pupils first start school and the organisation of Key Stage 2 pupils into relatively small ability groups in English and mathematics enable all pupils to make good progress. For example, almost all pupils in the Year 5 and 6 mathematics groups are on course to attain the expected Level 4 by the age of eleven with at least 40% expected to reach the higher Level 5.

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Aspect Comment

Attitudes to the school Very good. The children enjoy their time in school and work very hard.

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Aspect Comment

Behaviour, in and out of Very good. The school operates as an extremely orderly and polite community. Mickleover Primary School - 8 classrooms

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Aspect Comment

Personal development and relationships Excellent. Relationships within the school are extremely harmonious. The children readily accept responsibility from an early age.

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Aspect Comment

These aspects are major strengths. The school is a welcoming, happy and productive community. The pupils are keen to learn and proud of their school and its achievements.

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

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

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

The high quality of the teaching has been maintained since the last inspection; it is good overall and is often very good. During the inspection 50% of lessons were very good, 36% good and 14% satisfactory.

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

The classrooms are well organised, and there are clear rules and expectations about attitudes to work and behaviour. The teachers show an impressive consistency in the management of their pupils. As a result, relationships between the teachers and the pupils are very good. In addition, there are very good procedures for assessment of both the pupils' academic performance and their personal development. The overall effect is that the teachers have a very good knowledge of the pupils they teach and effectively set them appropriate but challenging targets for improvement.

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

Similarly, the teachers have a good knowledge of the subjects they teach. This is particularly the case in English and mathematics where they make effective use of the guidance provided by the national strategies for literacy and numeracy. The teachers also make good use of the national guidance for other subjects to present a broad and interesting range of learning opportunities. However, despite the teachers’ best efforts, their teaching in ICT suffers from a lack of appropriate resources, preventing them from providing regular hands-on opportunities for the pupils.

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

The quality of the teaching is also well supported through prudent spending and the “value for money” decisions taken by the leadership. This has provided small classes when the pupils first begin school and the deployment of additional teachers to support group work in Key Stage 2. The youngest pupils receive very well focussed attention and make a very good start to school. The older pupils are often very well taught in ability groups in English and mathematics and make good progress.

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Aspect Comment

The quality and range of the curriculum A good range of educational visits and excellent provision for extra-curricular activities enhance a good quality, broad and balanced curriculum.

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Aspect Comment

Provision for pupils with special educational needs These pupils are well supported. As a result, they make good progress towards the targets within their individual education plans.

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Aspect Comment

Provision for pupils’ personal, including The very good provision effectively contributes to the pupils' very positive attitudes, behaviour, values and relationships. The daily routines are based on Mickleover Primary School - 9 spiritual, moral, social and cultural development clear values and principles that promote the personal and academic growth of all pupils.

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Aspect Comment

How well the school cares for its pupils The pupils receive very good educational and personal support and guidance. The procedures for child protection and ensuring pupils' welfare are also strong. The very good care, support and guidance given to the pupils have a very positive impact on their personal development and overall achievements.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The leadership provides a very clear educational direction and ensures that the school's aims and values are reflected in its everyday work.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body effectively fulfils its responsibilities and plays a key role in shaping the future direction of the school.

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Aspect Comment

The school’s evaluation of its performance The leadership, including the governing body, has a very good understanding of the strengths and weaknesses of the school

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Aspect Comment

The strategic use of resources Good. Money is spent according to the development priorities of the school and takes account of “value for money” principles. Strong and effective leadership is bringing about continued school improvement.

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improved

• The children come willingly to school and enjoy working hard in their lessons. • The children make good progress as a result of good teaching. • The children are very well behaved. • The school is well led and managed and promotes appropriate values. • The amount of information about their children's progress • The range of after school activities

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improved

The inspection team agrees with the overwhelmingly positive views expressed by parents at the pre-inspection meeting, in the questionnaires and during informal discussions over the inspection period. The quality of the end of year reports is very good, and parents have both formal and informal opportunities to discuss their children's progress. However, the school should ensure that all parents are fully aware of the opportunity to discuss the end of year report in the summer term. The provision for extra-curricular activities is excellent and far stronger than that found in most similar schools. Mickleover Primary School - 10

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WHAT THE SCHOOL DOES WELL

Standards in literacy and numeracy are high because good quality teaching results in effective learning.

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WHAT THE SCHOOL DOES WELL

1. The national tests of 1999 reflected the consistently high standards achieved by the pupils in recent years. Pupils aged eleven achieved results that were well above average in English and above average in mathematics. When compared with similar schools, the results in English were above average and in mathematics were average. The pupils aged seven achieved standards in writing and mathematics that were well above average in comparison with both the national picture and similar schools. Standards in reading were well above the national average and above average in comparison with those achieved by pupils in similar schools. The 2000 national test results for both seven and eleven year olds provide a similar picture, with the proportion of pupils attaining the expected levels remaining well above average.

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WHAT THE SCHOOL DOES WELL

2. The school also carries out regular testing of pupils throughout Key Stage 2 for example, using the voluntary national tests. In addition, the teachers regularly include assessment activities within their lesson plans in order to accurately identify the pupils' progress. The resulting information enables the teachers to set appropriate but challenging improvement targets for all pupils. Consequently, in both key stages the higher attaining pupils are reaching levels that exceed the national expectation, and most of the lower attaining pupils are reaching the expected level. For example, half of the current Year 6 cohort were assessed as reaching Level 4 in mathematics at the end of Year 5; this is the expected level for the end of Year 6. Moreover, a significant majority of Year 5 pupils in the lower attaining mathematics group are on target to reach the expected Level 4 at the end of Year 6. The targets for these

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WHAT THE SCHOOL DOES WELL

two year-groups are intended to produce test results that are well above average at age eleven.

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WHAT THE SCHOOL DOES WELL

3. All pupils start school in the year of their fifth birthday. The results of teacher's early assessments reveal that each intake contains the full range of abilities, but that overall the children's attainment is above average. The children make very good progress during the Foundation Stage, and by the time they transfer to Year1 most are securely working on the early stages of the National Curriculum. Very good attention is paid to the early development of the skills of literacy and numeracy. For example, many pupils write using simple words and phrases with the letters clearly shaped and positioned. They can also recognise, write, count, sequence and add numbers up to ten.

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WHAT THE SCHOOL DOES WELL

4. The inspection findings confirm that the standards in English and mathematics at the end of Key Stages 1 and 2 are high. For example most pupils aged seven have a secure knowledge of full stops, speech and exclamation marks and how to use them in their own writing. Most of the lower attaining Year 6 pupils achieve the expected level for pupils of this age for example, they use appropriate words to join phrases and express a clear point of view about books that they have read. A significant number of the higher attaining Year 6 pupils talk and listen with assurance in a wide range of activities and settings. In mathematics nearly all Year 2 pupils work securely with numbers to 100 and a significant minority are working confidently with numbers to 1000 and show good mental recall of the 10 times table. Most high attaining Year 6 pupils can calculate fractions or percentages of numbers and measures and reduce a

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WHAT THE SCHOOL DOES WELL

fraction to its simplest form in order to aid calculations.

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WHAT THE SCHOOL DOES WELL

5. The main reason why the standards are high is the good quality of the teaching. The teachers make effective use of the guidance provided by the national strategies for literacy and numeracy. They draw upon their good subject knowledge to present interesting and challenging lessons that enable the pupils to achieve very good levels of literacy and numeracy. This was evident, for example, in lessons for the youngest pupils in which the teacher’s expectations were high and the children responded very positively to the very carefully organised and targeted activities. For example, when pupils used model foodstuffs and magic boxes containing counters to support counting within 10, and listened to a glove puppet leading a literacy session. The teachers throughout the school have similarly high expectations, and most of the lessons are well matched to the needs and targets of the pupils. For example, simple but

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WHAT THE SCHOOL DOES WELL

effective resources such as large number squares, timers, overhead projector and digit cards were used most imaginatively to promote pupils’ enjoyment and motivation in mental arithmetic sessions. A strong feature of literacy lessons is the pupils’ awareness of their personal targets for improvement. Mickleover Primary School - 11 6. The teaching is further supported through prudent spending and the “value for money” decisions taken by the headteacher and governors. This has provided small classes when the pupils first begin school and the deployment of additional teachers to support the group work in Key Stage 2. The youngest pupils receive very well focussed attention and make a very good all round start to school. The older pupils are usually very well taught and make good progress in ability groups in English and mathematics. Throughout the school the pupils with special educational needs receive effective

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WHAT THE SCHOOL DOES WELL

support within class and group work and make good progress towards the targets in their individual education plans.

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The very good provision for personal development enables the pupils to form very positive relationships and

contributes significantly to the well being of the school community.

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The very good provision for personal development enables the pupils to form very positive relationships and

7. All pupils are encouraged to accept responsibility for their work and actions and to develop positive relationships with each other and the adults in school. From an early age, the children are expected to assume responsibility for simple tasks within the classroom and around the school. The children in the reception classes are expected, for instance, to care for the classroom and each other and to join in with tasks such as tidying the room. By the age of eleven, many are capable of a significant contribution to school life through the well established prefect system. For example, several of the older pupils assist younger pupils and the supervisors in the dining hall every lunchtime. Pupils of all ages answer questions thoughtfully and talk openly of their positive experiences at school. Several older pupils spoke with clarity about the importance and responsibility of membership of the school council.

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The very good provision for personal development enables the pupils to form very positive relationships and

8. The school places great importance on the development of a sense of belonging to and contributing to a community and provides a broad range of opportunities to further this aim. The curriculum is planned to include visits into and visitors from the community. Special events such as a celebration of the new millennium encouraged children and adults to collaborate to very good effect in creating the Mickleover Dome in the school hall. This became an exhibition of the children's work that described in words, artwork, models etc. aspects of the past centuries. Opportunities for the pupils to reflect on their own and others’ feelings, values and beliefs are provided for example, within religious education lessons, group discussions and assemblies. Where possible, effective links are made between these activities. For instance, a very good assembly focusing upon the theme of light and dark was very well developed

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The very good provision for personal development enables the pupils to form very positive relationships and

in a religious education lesson later that day. Both the assembly and the lesson were characterised by a feeling that the observer, like the children, had the time to stop and reflect as they experienced something special. The school makes very good use of the recently published national guidance on personal, social and health education and the teachers plan weekly sessions for this area of learning. Two very good lessons were observed in which the teachers very sensitively ensured that all pupils had the fullest opportunities to express their thoughts and feelings. This resulted in the development of a great sense of trust between all the participants.

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The very good provision for personal development enables the pupils to form very positive relationships and

9. There are very thorough and effective systems for recording and monitoring the pupils' academic performance and personal development. For example, the procedures for ensuring the welfare, health and safety of the pupils are very good. This helps to provide a most secure environment in which the children confidently go about their daily routines. The arrangements for regularly assessing the pupils' progress and revising appropriate but challenging targets for improvement are well established. All of these measures make important contributions to the very good care, support and guidance that the school offers to the pupils.

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The very good provision for personal development enables the pupils to form very positive relationships and

10. The outcome of this very strong provision is the very responsible attitude of the children towards everybody involved in the life of the school. In lessons, it is evident in the ways in which the children are pleased to share the responsibility for their learning. They are usually very well behaved and work most willingly and diligently. The children and adults appear to very much enjoy each others company and share a common aim of supporting each other to do their best. It is not surprising that so many parents value this aspect of school life.

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There is a broad curriculum enhanced by educational visits and an excellent range of clubs and out of school

activities. Mickleover Primary School - 12 11. Although the school has placed considerable emphasis, to good effect, on the development of the curriculum in English and mathematics, it has not overlooked other subjects. It has successfully adopted not only the national strategies for literacy and numeracy, but also much of the material contained within recent national guidance for other subjects. This material has been successfully adapted to meet the needs of the school. As a result of a well-managed programme of curriculum review, the school is successfully introducing the new Curriculum 2000 and the Foundation Curriculum.

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There is a broad curriculum enhanced by educational visits and an excellent range of clubs and out of school

12. The curriculum is well planned to include a broad range of interesting activities and is enriched through the use of resources from within and outside the school. Regular opportunities are planned for the pupils to visit places of educational interest and for members of the community to come into school. For example, the “Open the Book” team contribute to assemblies, and older pupils participate in an annual outdoor adventure residential week. In addition, the teachers thoughtfully combine aspects from different subjects in order to enrich and enliven the pupils’ learning. For example, carefully chosen music is used to good effect during assemblies, art and physical education lessons. In these instances, the music adds a dimension that makes the learning opportunities that little bit more special.

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There is a broad curriculum enhanced by educational visits and an excellent range of clubs and out of school

13. The children are regularly encouraged to extend the level of involvement with their work through the use of the school library, the local library, the Internet and homework. The school has devoted considerable time to the development of appropriate and widely understood arrangements for homework. Although there remain some differences of opinion about this issue, many parents rightly believe that the current arrangements effectively contribute to the pupils' learning. They not only help to extend the pupils’ learning, but also provide a valuable opportunity for parents to become involved.

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There is a broad curriculum enhanced by educational visits and an excellent range of clubs and out of school

14. Although an appropriate ICT curriculum is planned, the pupils' progress, particularly in Key Stage 2, is restricted by the lack of resources.

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There is a broad curriculum enhanced by educational visits and an excellent range of clubs and out of school

15. An extensive range of extra-curricular activities provides the children with opportunities to enjoy and develop particular interests and skills. Some of the activities are seasonal, but include the following clubs: athletics, cricket, football, netball, rugby, tennis, sketching, sewing, nature, Makaton signing, choir and instrument tuition for brass, guitars, recorders, violin and woodwind. This provision is far stronger than that usually found in similar schools.

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Strong and effective leadership is bringing about continued school improvement by drawing upon effective

strategies for self-evaluation. 16. The management team provides a very clear educational direction and ensures that the school's aims and values are reflected in its everyday work. They are also committed to developing a well-motivated and enthusiastic team in which willingness and generous nature are apparent. They are successfully achieving this aim. However, they are well aware of the need to regularly monitor the quality of education provided and the pupils' performance in order to sustain and further improve the present high standards.

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Strong and effective leadership is bringing about continued school improvement by drawing upon effective

17. The leadership, including the governing body, has a very good understanding of the strengths and weaknesses of the school. For instance, the headteacher maintains a very good overview of the pupils' academic performance and personal development. He regularly visits classrooms to observe the quality of education provided and to talk to the children about their work. The senior members of staff share this responsibility. The school also makes good use of the support of the Local Education Authority Adviser who has monitored literacy and numeracy lessons in order to identify “best practice” for sharing with colleagues. The governing body is provided with much helpful information through the headteacher’s reports and regular contact with the subject co-ordinators. The information is carefully considered before strategic plans are made and decisions taken. For example, a working party of staff

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Strong and effective leadership is bringing about continued school improvement by drawing upon effective

and governors take a leading role in drafting the school development plan for consultation. The governors are then able to allocate the budget according to the clearly identified development priorities taking account of “value for money” principles. This enables the governing body to play a key role in shaping the future direction of the school.

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Strong and effective leadership is bringing about continued school improvement by drawing upon effective

18. Although the pupils' achievements are high, the leadership is not complacent and continually strives to further raise standards. They are well aware of the importance of comparing Mickleover both with Mickleover Primary School - 13 schools nationally and with those in similar circumstances. This has resulted in the clear identification of some challenging improvement targets. A good example is the aim to further raise standards in mathematics at the end of Key Stage 2 in order to bring them more securely into line with the pupils’ very high performance in English. The school has tackled this issue on several fronts including curriculum development, enhancement of resources and staff training. The inspection evidence indicates that standards are rising and that test results in the next two years are likely to reach these well above average levels. It is impressive that this has been achieved during a period of considerable staff

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Strong and effective leadership is bringing about continued school improvement by drawing upon effective

19. Appraisal has been an important and effective element in encouraging staff to assess their own performance and identify appropriate training needs. A particular strength of the staff’s approach is the shared commitment to improvement and the desire to succeed. The leadership has accurately identified aspects of existing practice that will be included within a performance management policy.

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The provision of resources for information and communication technology (ICT) needs to be enhanced so that

20. The standards of pupils' work in ICT are satisfactory at the end of Key Stage 1 but below expectations at the end of Key Stage 2. By the age of seven, the pupils have a sound appreciation of word- processing and use the mouse and cursor to change size, style and colour of text. The pupils in Year 4 have further developed these skills and can better organise and amend their work using an appropriate vocabulary. By the end of Year 6, the pupils have some experience of spreadsheets, but their levels of competency are restricted by inadequate “hands on” experience.

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The provision of resources for information and communication technology (ICT) needs to be enhanced so that

21. The quality of teaching in ICT is satisfactory and there are some good elements. The co-ordinator has worked very hard to improve the confidence and competence of the teachers. As a direct consequence, the teachers often show good subject knowledge and effectively use an appropriate vocabulary when discussing ICT procedures with the pupils. However, although an appropriate curriculum is planned, the pupils' progress particularly in Key Stage 2 is restricted by the lack of resources. For example, Internet access is restricted to one computer resulting in very limited opportunities to use e-mail, import information from digital cameras and scanners and access data from Internet sources. The current number and deployment of computers means that availability in lessons is restricted to one or two machines. The pupils develop some ICT knowledge and skills, but greater understanding and increasing competencies are not effectively developed as the pupils move through the school. The

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The provision of resources for information and communication technology (ICT) needs to be enhanced so that

pupils are hard working, conscientious and keen to further develop their ICT skills. Homework tasks involving the use of ICT are well used wherever possible. However, this does not adequately compensate for the lack of learning resources in school.

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The provision of resources for information and communication technology (ICT) needs to be enhanced so that

22. The governors have drawn up ambitious plans for the provision of a new, suitably equipped room for ICT. They have carefully considered the financial implications and intend to have this provision in place for the beginning of the new school year. Moreover, the provision of additional staff training through the New Opportunities Funding is eagerly anticipated by a staff team that is well aware of the need to extend further their work in this subject.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

23. In order to raise standards at the school still further the headteacher, staff and governing body should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Enhance the resources for Information and Communication Technology to match the demands of the curriculum and the needs of the pupils.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school has identified this area for improvement within its existing development planning. Mickleover Primary School - 14

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PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

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PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 8

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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) 0 378

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils eligible for free school meals 0 9

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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 4

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s special educational needs register 0 23

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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 11

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

% % Mickleover Primary School - 15 School data 3.4 School data 0.1

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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. 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 27 34 61

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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 25 25 27 Numbers of pupils at NC level 2 and above Girls 32 32 32

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 93 93 97 at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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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 26 25 25 Numbers of pupils at NC level 2 and above Girls 33 32 29

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 97 93 89 at NC level 2 or above National 82 (81) 86 (85) 87 (86)

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PART C: SCHOOL DATA AND INDICATORS

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

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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 25 24 49

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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 24 24 24 Numbers of pupils at NC level 4 and above Girls 21 15 23

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 92 80 96 at NC level 4 or above National 70 (65) 69 (59) 78 (69)

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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 20 21 23 Mickleover Primary School - 16 Numbers of pupils at NC level 4 and above Girls 20 14 21

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 86 72 90 at NC level 4 or above National 68 (65) 69 (65) 75 (72)

p.16

PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Ethnic background of pupils Exclusions in the last school year

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PART C: SCHOOL DATA AND INDICATORS

Black – Caribbean heritage 7 Black – Caribbean heritage 0 0

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PART C: SCHOOL DATA AND INDICATORS

Black – African heritage 2 Black – African heritage 0 0

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PART C: SCHOOL DATA AND INDICATORS

Any other minority ethnic group 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

Qualified teachers and classes: Y[R] – Y[6]

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 14 Financial year 1999-2000

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 27:1

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PART C: SCHOOL DATA AND INDICATORS

Education support staff: Y[R] – Y[6] Total expenditure 512970

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PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 7 Expenditure per pupil 1383

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PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 128 Balance brought forward from previous year 28474

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PART C: SCHOOL DATA AND INDICATORS

Balance carried forward to next year 29197

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PART C: SCHOOL DATA AND INDICATORS

Qualified teachers and support staff: nursery

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 0 Mickleover Primary School - 17 Number of pupils per qualified teacher 0

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PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 0

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PART C: SCHOOL DATA AND INDICATORS

FTE means full-time equivalent. Mickleover Primary School - 18

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Questionnaire return rate

Percentage of responses in each category

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Questionnaire return rate

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

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Questionnaire return rate

My child is making good progress in school. 55 38 4 1 2

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Questionnaire return rate

Behaviour in the school is good. 66 31 2 0 2

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Questionnaire return rate

My child gets the right amount of work to do at home. 34 53 9 1 4

p.18

Questionnaire return rate

I am kept well informed about how my child is getting on. 33 50 14 2 2

p.18

Questionnaire return rate

I would feel comfortable about approaching the school with questions or a problem. 63 28 4 3 2

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Questionnaire return rate

The school expects my child to work hard and achieve his or her best. 75 25 0 0 1

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Questionnaire return rate

The school works closely with parents. 39 50 9 1 1

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Questionnaire return rate

The school is well led and managed. 67 31 1 1 1

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Questionnaire return rate

The school is helping my child become mature and responsible. 56 41 1 0 2

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Questionnaire return rate

The school provides an interesting range of activities outside lessons. 30 42 12 2 14

p.18