Other · Ofsted report

Farfield Primary and Nursery School

Inspected — · published 18 Jan 2001 · URN 107238

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Full report text

INSPECTION REPORT

Dates of inspection: 16 th – 19 th October 2000

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INSPECTION REPORT

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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INSPECTION REPORT

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. Buttershaw Primary School

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INFORMATION ABOUT THE SCHOOL

School address: Reevy Crescent Buttershaw Bradford

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr K Thomson

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: May 1998 Buttershaw Primary School INFORMATION ABOUT THE INSPECTION TEAM

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Team members Subject responsibilities Aspect responsibilities

Mr M J Mayhew Registered inspector Religious education Art English as an additional language Equal opportunities How high are standards (results and achievements)? How well are pupils taught?

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Team members Subject responsibilities Aspect responsibilities

Mr W Walker Lay inspector How high are standards (attitudes, values and personal development)? How well are pupils cared for? Partnership with parents Mrs A Dakin Team inspector Science Geography History Efficiency

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Team members Subject responsibilities Aspect responsibilities

Mr K Hobday Team inspector Mathematics Music Special educational needs Spiritual, moral, social and cultural development

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Team members Subject responsibilities Aspect responsibilities

Mrs L Parkinson Team inspector English Physical education Leadership and management Assessment Mrs F M Farman Team inspector Information and communication technology Design and technology Under-fives How good are curricular opportunities?

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Team members Subject responsibilities Aspect responsibilities

The inspection contractor was: TWA Inspections Ltd 5 Lakeside Werrington Peterborough PE4 6QZ

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Team members 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: The Registrar Inspection Quality Division

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Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Buttershaw Primary School REPORT CONTENTS

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PART A: SUMMARY OF THE REPORT 6

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

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HOW HIGH ARE STANDARDS? 10

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

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 28

Buttershaw Primary School PART A: SUMMARY OF THE REPORT

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INFORMATION ABOUT THE SCHOOL

The school is situated within the southern boundary of the city of Bradford. Until September 1999 it was a first school offering education to pupils aged from three to nine years of age. It is now a primary school and pupils now stay until the age of 11. Pupils currently in Year 6 will be the first in the school to take the Key Stage 2 Standard Assessment Tests. The governors recently appointed a new headteacher, who took up the post in September.

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INFORMATION ABOUT THE SCHOOL

The school was built in the 1960s, since when eight prefabricated buildings and a purpose-built nursery have been added. Most pupils live in the surrounding council owned housing and are judged to come from a socio-economic background which is below average. The school caters for 394 girls and boys, and there are 70 children who attend the nursery on a part-time basis. There are 91 pupils on the school’s register for pupils with special educational needs, seven of whom have been assigned Statements of Special Educational Need 1 . There are 37 per cent of full-time pupils eligible for free school meals, a proportion which is above the national average. One pupil speaks English as an additional language. Assessments of children when they enter the nursery show that their attainment in reading, language and mathematics is well below what might be expected nationally.

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HOW GOOD THE SCHOOL IS

This is an effective school. Pupils make sound progress over their time in the school. Nevertheless, inspection evidence suggests that there is some way to go before pupils in Year 6 are likely to achieve nationally expected levels of attainment by the time they leave the school. The quality of teaching is now good overall, with many examples of very good teaching. There is good leadership and management. Strategies put in place to raise levels of attainment include a much greater emphasis on the quality of teaching of literacy and numeracy. These strategies are effective. Good progress has been made in dealing with the issues raised at the last inspection. When account is taken of all these factors, the school gives good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Standards in reading and science at Key Stage 1 are good. • The school is well led and managed, and there is a very strong commitment to improvement. • Provision for pupils’ social development is good; that for their moral development is very good. • There is good quality and range of learning opportunities for pupils in the early years and in Key Stage 1. • The quality of teaching is mainly good across the school. Teaching for children in the early years is never less than good. • Pupils have good attitudes to their learning. There are good relationships between pupils and their teachers.

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HOW GOOD THE SCHOOL IS

What could be improved • Standards in English and mathematics in Key Stage 2. • Standards of handwriting, and the way that work is presented across all subjects in both key stages. • Standards in information and communication technology in Key Stage 2. • The provision for a daily act of collective worship. • Levels of attendance and punctuality. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since its previous inspection in May 1998, the school has made a good level of improvement. Standards at Key Stage 1 in reading, mathematics and science have risen, both in relation to national averages and to schools with pupils from similar backgrounds. There is some improvement at this key stage in writing, but more work needs to be done to secure a lasting improvement. It is not possible to make a comparison about standards in the core subjects at Key Stage 2 because the current pupils in Year 6 will be the first in the school to take the statutory assessment tests at the end of the key stage in 2001. Most of the key issues for improvement raised at the last inspection have been successfully addressed. The quality of teaching is much better than it was. This is mainly because teachers relate to and manage their pupils

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

1 Stages of special educational needs range from Stage 1, when limited additional support is provided for pupils entirely from within the school, to Stage 5, which ensures that a pupil has a statement outlining his or her needs and shows what additional and specific support that pupil will receive. Stages 3, 4 and 5 involves external specialists as well as staff within the school. Buttershaw Primary School more successfully and a good behaviour policy is consistently used by all teachers. The effective programme for monitoring the quality of teaching now needs to be established as a matter of course. Difficulties relating to the leadership and management of the school have been resolved successfully. There is now a more focused and informed approach to the management of the school. The newly appointed headteacher has already established an informed picture of what the school needs to do to achieve higher standards. He has the full support of the governors and his staff. The special educational

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

needs Code of Practice 2 is now fully implemented. Provision for pupils’ moral and social development has improved, but that for their spiritual development is weaker than it was. Most statutory requirements are fulfilled. However, the requirement to hold a daily act of collective worship is applied inconsistently and the school is not in a position to teach all the requirements of the National Curriculum for information and communication technology at Key Stage 2.

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

The results of standard assessment tasks taken by pupils at the end of Key Stage 1 in 2000 show that most pupils reached the nationally expected Level 2, or above, in reading and mathematics, but below the expected level in writing. In comparison with similar schools nationally, attainment in 2000 was well above national averages in reading and mathematics and met the average in writing. These results represent good improvement on previous years and are directly due to improved teaching in these subjects. Inspection findings confirm that, by the end of Key Stage 1, most pupils make good progress and achieve at least in line with national expectations. Inspection findings show that pupils in Key Stage 2 achieve levels in English and mathematics which are below the national expectation. Pupils achieve expectations for their age in science. Standards in this key stage are on a rising trend, but the effects of better teaching

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STANDARDS

are taking time to affect standards towards the end of the key stage. In information and communication technology at Key Stage 1, most pupils reach the nationally expected Level 2, but achievement in Key Stage 2 is too low. In religious education, pupils at the end of both key stages reach the expectations of the locally agreed syllabus. Pupils with special educational needs in Key Stage 1 make good progress towards the targets set in their individual education plans, and those in Key Stage 2 make satisfactory progress.

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STANDARDS

2 Code of Practice – this gives practical advice to schools and local education authorities about their responsibilities and tasks to ensure that pupils who have special educational needs receive the most appropriate help to further their learning and personal development. This is a statutory duty under the 1993 Education Act. Buttershaw Primary School

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Most pupils have good attitudes to their learning. They enjoy coming to school. Behaviour, in and out of classrooms Satisfactory overall; a minority of pupils cause some disruption to lessons from time to time. Personal development and relationships Good overall; pupils relate well to each other and to adults.

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PUPILS’ ATTITUDES AND VALUES

Attendance Unsatisfactory; below the national average. Attendance levels have fallen since the last inspection. Too many pupils arrive late for school.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

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 AND LEARNING

The quality of teaching is good and ranges from satisfactory to excellent. The teaching of young children in the Foundation Stage is never less than good, with 78 per cent very good. Children in the nursery and the reception class make good progress. In the rest of the school, 28 per cent of teaching is satisfactory, 50 per cent is good and 22 per cent is very good or excellent. There is no unsatisfactory teaching. One lesson seen in the inspection was excellent. These judgements represent a great improvement on the previous inspection, when there was a considerable proportion of unsatisfactory and poor teaching seen, especially in Key Stage 2. Overall, teachers relate very well to their pupils and ensure they always listen and behave well. There is no doubt that better teaching is having a positive impact on standards. This is evident particularly in reading, mathematics and science in Key Stage 1 and the early stages of Key Stage

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TEACHING AND LEARNING

2. It is taking longer for the impact of better teaching to become apparent in upper Key Stage 2. Strategies for teaching literacy and numeracy are effective but those for literacy are better established than numeracy.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good in the Foundation Stage and in Key Stage 1. Appropriately broad and relevant in Key Stage 2, with a good emphasis on developing pupils’ personal and social development. However, not enough time is given to physical education. There is an unsatisfactory range of out-of-school activities.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs These pupils are given satisfactory support, both within lessons and in small group teaching situations. They make sound progress towards meeting the targets set in their individual education plans. However, some plans are not sufficiently focused on the needs of individual pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. Provision is very good for pupils’ moral development, good for their social development and satisfactory for their spiritual and cultural development

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OTHER ASPECTS OF THE SCHOOL

How well the school works in partnership with parents There is a sound partnership with parents, who are generally pleased with the work of the school.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Procedures for child protection and pupil welfare are satisfactory. Pupils are given good educational and personal support. Systems for monitoring and assessing pupils’ progress in the core subjects are sound. Buttershaw Primary School

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The school is well led by the newly appointed headteacher and his interim management team. The headteacher has a clear view of what the school needs to do to improve its quality of education and to raise standards. The roles of the key stage and subject co-ordinators are developing satisfactorily.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The governors are well informed by the headteacher about the work and needs of the school, and fully understand the requirement to raise standards. They have taken some difficult but effective decisions at a time of great change for the school. Most statutory duties are fulfilled.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The formal monitoring of teaching and learning and the introduction of a range of strategies designed to raise standards are having a positive effect. From its analyses of test results, the school knows that there is still much to do in this respect. Targets are set, but the means to achieve them are still at an early stage of planning.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The adequacy of staffing, accommodation and resources There are sufficient appropriately qualified and experienced teachers to meet the demands of the primary National Curriculum. The work of support staff is generally effective in helping to take pupils’ learning forward, although better use could be made of these staff in Key Stage 2. There is a satisfactory range of learning resources, except for the teaching of information and communication technology in Key Stage 2 where there is a severe shortage of suitable equipment. The accommodation is satisfactory overall but it does not provide well for the teaching of physical education and information and communication technology.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The resources available to the school are used well in most areas and sensible decisions are taken to ensure that the school provides best value from the finances available.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The teachers are approachable and teach well. • They are kept well informed about their children’s progress. • Their children are expected to work hard. • The school is well led and managed. • Children are well behaved in school. • The range of out-of-school activities available to their children. • The way in which the school and parents work together. • The giving of homework on a regular basis.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Of 425 questionnaires sent to parents, 110 (26 per cent) were returned. Five parents attended the pre- inspection meeting for parents. The inspectors agree with the positive statements made by a significant proportion of parents. They also agree that, in comparison with similar sized primary schools, there are too few out-of-school activities available to pupils. Inspectors understand the concerns felt by parents about some lack of consultation with them. This factor is mainly due to a period of considerable change in the school. Recognition of the need for useful homework to be given on a more regular basis has led to a recent review and implementation of the school homework policy. Buttershaw Primary School PART B: COMMENTARY

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The school’s results and achievements

1. Children enter the school in the nursery with levels of attainment in most areas of learning that are well below expectations. They make good progress in the nursery, particularly in the development of their social skills. On entry to the reception class, levels of attainment are still below the age-related expectations. Children continue to make good progress, especially in their language and number skills but most are unlikely to reach expectations for their age by the time they enter Year 1 of the National Curriculum. Nevertheless, children make very good progress in their personal and social skills.

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The school’s results and achievements

2. Pupils make further good gains in their learning in Key Stage 1, with the result that their attainment at the end of the key stage in English and mathematics matches national expectations. Attainment in science at this key stage is above expectations. These judgements about reading and writing at Key Stage 1 represent an improvement since the previous inspection. They reverse well the downward trend in standards seen in the school over the previous three years up to 1999. In the 2000 statutory tasks and tests, most pupils reached the nationally expected Level 2 or above in reading and mathematics, but below the expected level in writing. The proportion of pupils reaching the higher Level 3 in reading and mathematics was also above the national average. In writing, the proportion reaching Level 3 was below the national average. However, when compared to schools with pupils from similar backgrounds, the school scored well above

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The school’s results and achievements

the national average in reading and mathematics, and met the average in writing.

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The school’s results and achievements

3. The school has recently changed status from a first school, with oldest pupils aged nine, to a primary school with pupils in Year 6. The first group of pupils to take the end of Key Stage 2 statutory assessment tests will do so in 2001. The inspection finds that most pupils currently in Year 6 are unlikely to achieve the nationally expected Level 4 in either English or mathematics. Most are likely to achieve Level 4 in science. Pupils’ rate of progress is improving in Key Stage 2 but, because pupils in Years 5 and 6 are mainly coming from a low starting point at Key Stage 1, their achievements are less pronounced than pupils in Year 2. The effect of the improved teaching in Key Stage 2 is therefore taking more time to make its mark.

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The school’s results and achievements

4. Pupils with special educational needs make appropriate progress in most areas of the curriculum. Progress is most marked where teachers and support staff know exactly what their needs are and provide a programme to meet those needs precisely. Pupils with Statements of Special Educational Need occasionally make less progress than they might because their individual education plans address only a portion of the needs identified in their statements.

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The school’s results and achievements

5. Pupils in Key Stage 1 make good progress in speaking and listening. In Key Stage 2, progress is satisfactory. In all lessons, there is a high priority given to question and answer sessions. Teachers value pupils’ comments and this gives them more confidence to speak and refine their language. Standards in reading, writing and mathematics at Key Stage 1 are higher than they were because of better quality teaching. There is no doubt that the good use of the Literacy Hour positively affects pupils’ learning, although much remains to be done to secure high reading and mathematics standards and to raise further writing standards. For example, there is a need for teachers in both key stages to raise their expectations of what pupils can achieve in terms of the quality of their writing. English and mathematics standards towards the end of Key Stage 2 are not high enough, although there is evidence to suggest that they are rising. With the continued

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The school’s results and achievements

Buttershaw Primary School implementation of the better teaching in the school, standards at this key stage should rise. Currently, most older pupils are too careless in their spelling, punctuation and presentation, they do not know how to plan, draft or redraft their writing, and they have a too narrow vocabulary to make their writing imaginative and expressive.

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The school’s results and achievements

6. In mathematics, pupils make good progress in Key Stage 1 and in the early part of Key Stage 2. In Years 5 and 6, the grouping of pupils in three sets according to prior levels of attainment is effective. Nevertheless, there are too many gaps in pupils’ mathematical skills for most of them to reach nationally expected levels by the time they leave the school. Sometimes higher attaining pupils have to work on tasks which are too easy for them and this hinders their rate of progress.

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The school’s results and achievements

7. The picture for science in Key Stage 2 is rosier than that for English and mathematics. There is good attention paid to the investigative aspect of science, and pupils by the end of Key Stage 2 have acquired a satisfactory range of scientific facts and understanding.

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The school’s results and achievements

8. In information and communication technology, pupils in Key Stage 1 make good strides in their learning and reach national expectations by the time they enter Year 3. Progress for pupils in Key Stage 2 is satisfactory in those aspects of the subject that they study. However, pupils do not have access to the full curriculum because there is not enough up-to-date equipment for them to use. Consequently, their attainment towards the end of the key stage is below the national expectation.

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The school’s results and achievements

9. In religious education, pupils in both key stages make sound progress and achieve the expectations of the locally agreed syllabus at the end of both key stages.

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The school’s results and achievements

10. Pupils at both key stages achieve appropriately for their ages in design and technology, geography and music. Achievement and progress in art and history are satisfactory in Key Stage 2. There is not enough evidence to make secure judgements about pupils’ achievement in art and history at Key Stage 1. In physical education, pupils in both key stages reach standards below expectations for their ages.

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Pupils’ attitudes, values and personal development

11. Most pupils have a good attitude to their work. In the nursery and at Key Stage 1 their attitude is often very good, mirroring the judgement made at the time of the previous inspection report. There has been a marked improvement at Key Stage 2, where there is now very rarely any unsatisfactory behaviour in the classroom and pupils’ attitudes are good or better in most lessons.

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Pupils’ attitudes, values and personal development

12. The great majority of pupils enjoy their schooling and arrive in good time, keen to get on with their work. Many come early to class and waste little time in settling down at their desks. They apply themselves happily to the tasks which have been prepared by their teachers whilst they wait for the school day to start. Others are less punctual. The late, almost casual arrival daily of a few pupils delays the start of formal lessons. It results in such pupils missing some valuable learning opportunities enjoyed by their classmates. The demeanour of the pupils reflects the view expressed by parents that their children are happy at school. Children in the nursery show few qualms as they leave their parents and become quickly absorbed in the stimulating activities provided for them. As they move through the school, pupils soon adapt to routines and realise the high expectations of their behaviour. They are keen to learn and anxious to be involved in preparations for

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Pupils’ attitudes, values and personal development

the day. They respond very well on the occasions when they are designated ‘special people’ with tasks, such as collecting registers or distributing books. They smile readily and most have the confidence to discuss their work with visitors. Buttershaw Primary School 13. Most pupils are generally well behaved. In class, behaviour is generally good and, throughout the school, it has a positive impact on the learning environment. Pupils know what is expected of them and respond well to the rewards and sanctions explained in the good behaviour policy. Individual pupils sometimes misbehave and become unruly, but teachers manage such occasions well, minimising disruption to the lesson. In Key Stage 2, there are occasions when those lessons lacking pace or stimulus result in a few pupils becoming distracted, but these occasions are exceptional. Overall, teachers are able to concentrate on their teaching to the benefit of all pupils.

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Pupils’ attitudes, values and personal development

14. Most pupils with special educational needs have good attitudes to learning. They want to make progress and work hard to do so. Most behave well, but a number of pupils have emotional and behavioural needs and sometimes find it difficult to conform to normal classroom expectations.

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Pupils’ attitudes, values and personal development

15. The school is a civilised and orderly place, with a good community atmosphere. Pupils move about calmly and generally show courtesy and consideration to others, particularly to visitors. Older pupils sometimes fall short of the high standards set for them. For example, inspectors saw incidents of pupils deliberately throwing colleagues coats on the floor and of others engaging in a scuffle in the dining hall. The school keeps records of the occasional rude or aggressive incident, and even violent behaviour. Pupils know well that such incidents are not tolerated but are dealt with by fixed term exclusion. The relatively high level of exclusions, which has increased markedly since the previous inspection, bears testimony to the school’s high expectations. It correlates with a significant improvement in standards of behaviour, particularly in the classroom, and has proved to be an effective strategy in improving the learning environment in Key Stage 2.

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Pupils’ attitudes, values and personal development

16. Pupils’ personal development is satisfactory. They take much responsibility for classroom routines. They collect registers, distribute books, tidy up after lessons and hold doors open for classmates. They carry out these tasks effectively and very willingly. However, there are limited opportunities for them to exercise whole school responsibilities. The school council, active at the time of the previous inspection, no longer meets. There are no particular roles for the older pupils in Years 5 and 6 to contribute to the day-to-day organisation of the school. Independent learning skills are generally underdeveloped at these ages. Little encouragement has been given to pupils to extend their library skills or to use their initiative to research or find the answers to problems. The headteacher is conscious of this weakness. Recently diaries were introduced for older pupils to encourage them to take personal responsibility for their homework.

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Pupils’ attitudes, values and personal development

17. Pupils’ overall level of attendance is too low and is unsatisfactory. The attendance rate is lower than it was at the time of the previous inspection.

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HOW WELL ARE PUPILS TAUGHT?

18. The teaching of the under-fives and the other children in the Foundation Stage is very good. The teachers, nursery nurses and members of the support staff have a very clear understanding of the needs of young children. All members of staff have suitably high expectations of what the children should achieve and how they should behave.

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HOW WELL ARE PUPILS TAUGHT?

19. The quality of teaching across the rest of the school is good overall. Twenty-two per cent of teaching is very good, 50 per cent is good and 28 per cent is satisfactory. One lesson was excellent and no unsatisfactory teaching was seen. These judgements represent a significant improvement on those made at the time of the previous inspection and are the direct result of close monitoring of teaching in the school and the sharing of good practice amongst the teaching staff. Buttershaw Primary School 20. Since the previous inspection, there has been very good attention paid to the way that teachers manage their classes, particularly concerning their expectations and control of pupils’ behaviour. Pupils make good, and often very good, progress in the Foundation Stage and Key Stage 1. They reach national expectations in English and mathematics at Key Stage 1 from a low level on entry. The progress pupils make is testimony to the

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HOW WELL ARE PUPILS TAUGHT?

strengths of the teaching in the lower part of the school, where teaching at the previous inspection was judged to be better than in Key Stage 2. The effect of the improved teaching in Key Stage 2 is taking more time to make its mark.

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HOW WELL ARE PUPILS TAUGHT?

21. The quality of teaching is recognised by most parents, who substantially agree that the school provides good quality teaching and that the school expects their children to try hard. Nearly all teachers expect, and get, a high level of interest and a good pace of working from their pupils. In many cases, a glance or a short reminder is all that is necessary in most classes for the teacher to have total concentration from all pupils. This promotes their learning.

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HOW WELL ARE PUPILS TAUGHT?

22. In the best lessons, as in a Year 4 art lesson, the contents of the lessons promote interest at all levels of attainment. The teacher makes good use of resources, varies tone of voice to emphasise particular teaching points and explains clearly to pupils what they are to do. Most teachers introduce lessons well. They are skilled in the way they use questioning to draw out from pupils and confirm what they have already learned. This skill reflects teachers’ good subject knowledge. For example, in a good Year 2 religious education lesson, the teacher assessed at the beginning pupils’ understanding of a range of faiths. She then used her assessment well to take pupils through a challenging discussion about people’s right to choose their own religious beliefs, taking care to phrase her words in a way that all pupils could understand.

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HOW WELL ARE PUPILS TAUGHT?

23. In some particularly effective lessons the teachers tell pupils clearly what they are going to do. Then, after the main task session, they use the end of the lesson well to evaluate with pupils what they have learned. For example, most teachers use this strategy well in the Literacy and Numeracy Hours, as recommended nationally. Some teachers use the same strategy to good effect in all of their lessons.

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HOW WELL ARE PUPILS TAUGHT?

24. All teachers have good relationships with the pupils because they consistently apply the school behaviour policy in their classrooms. This makes all pupils feel secure. They respond well to their teacher’s comments of praise and usually try harder.

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HOW WELL ARE PUPILS TAUGHT?

25. Most lessons move at a pace that keeps pupils interested in the work. This is particularly noticeable when the teacher shows real enthusiasm for the subject. For example, the teacher’s enthusiasm was particularly apparent in a very good science lesson for Year 6 pupils. The teacher used a video about life in an estuary, and then developed a good discussion on which pupils concentrated and posed their own questions.

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HOW WELL ARE PUPILS TAUGHT?

26. Whilst teachers’ expectations of pupils to listen and behave well are high, they are not so high concerning the quality of pupils’ finished work. Too often, teachers allow pupils to present untidy or careless work. There is too little attention paid to the use that pupils’ make of learning in other subjects. For example, pupils learn about punctuation, grammar and handwriting in their English lessons. They are not encouraged enough to use this learning when they write in other subjects, such as in religious education or in science. Indeed, there is an example of pupils copying writing from a worksheet. Many spelt words incorrectly or misplaced capital letters and the teacher failed to point out their carelessness.

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HOW WELL ARE PUPILS TAUGHT?

27. Teachers mark pupils’ work, but it is variable in its usefulness. At best, teachers point out what the pupil needs to do to improve, but these examples of good marking are few. At Buttershaw Primary School worst, the teacher simply ticks the work where appropriate and does not set targets to help measure pupils' rate of learning.

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HOW WELL ARE PUPILS TAUGHT?

28. The teaching of literacy is good and the school has embraced the National Literacy Strategy well. The use of the National Numeracy Strategy is developing but is not secure yet. The initial mental session is effective in the good and very good lessons, but in the satisfactory lessons it tends to be too short and limited in scope. Again, the end of the Numeracy Hour often tends to be too short, so that pupils do not have enough time to evaluate or confirm their learning from the lesson.

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HOW WELL ARE PUPILS TAUGHT?

29. Teachers provide appropriate tasks for those pupils who learn at a slower rate. In the nursery, teachers plan work very carefully to meet the needs of children of different abilities. This is generally also true in the rest of the school. However, as class teachers have not themselves written the individual education plans of pupils with special educational needs, they are not as aware as they might be of the exact needs of each pupil. The plans contain imprecise targets for these pupils. Consequently, teachers often ask classroom assistants to help pupils do exactly the same work as the remainder of the class, rather than assisting them to acquire the more specific skills they lack.

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HOW WELL ARE PUPILS TAUGHT?

30. All teachers in Key Stage 1 and the Foundation Stage use classroom assistants well. This is mainly the case in Key Stage 2, although sometimes an assistant sits doing little whilst the teacher talks to the class, or is not clear about her role in the main part of the lesson.

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HOW WELL ARE PUPILS TAUGHT?

31. Teachers set homework but not consistently. The school recognises this and recently reviewed its homework policy to rectify this deficiency.

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PUPILS?

32. The school provides a broad curriculum for its pupils. This includes all National Curriculum subjects and religious education. There is a suitable balance within the curriculum. However, the school is not yet in a position to teach all the requirements of the National Curriculum for information and communication technology at Key Stage 2. This does not meet statutory requirements at Key Stage 2. Pupils at Key Stage 2 lack opportunities for using control technology and for using the communication element of information technology. The presentation and application of writing in other subjects of the curriculum is underdeveloped. The curriculum for the foundation subjects is satisfactory, except for some aspects of physical education for the older pupils. This confirms the findings of the previous inspection. More space and equipment is needed to cater for the increased demands.

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PUPILS?

33. The school makes good provision for pupils’ social, health and personal development. The science curriculum includes a suitable health education programme that encompasses sex education and drugs awareness. The school is effectively implementing the National Literacy Strategy. This is having a positive impact on pupils’ reading skills but is not yet improving their writing skills sufficiently well. The implementation of the National Numeracy Strategy is having a positive impact on raising pupils’ standards in mathematics. The school places a suitable emphasis on the investigative element of work in mathematics, science, art and music. The time allocation in the curriculum for the foundation subjects is adequate. The inspection findings agree with the parents’ concerns about the school’s provision for extra-curricular activities. There is a football club, a breakfast club and day and residential visits to support pupils’

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PUPILS?

work. These broaden and enhance pupils’ experiences but the provision is less than that of similar schools. Buttershaw Primary School 34. The curriculum for children under five in the nursery and reception classes is good. The basis for this curriculum is the new Foundation Stage of Early Learning Goals. The curriculum gives children a firm base for work at Key Stage 1 of the National Curriculum. The school is continuing to develop and improve the quality of its provision for children under five since the previous inspection.

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PUPILS?

35. There is sound provision for pupils on the school’s register of special educational needs. The register meets the requirements set out in the Code of Practice. Procedures for recording and monitoring progress focus well on meeting the needs of individual pupils. However, the individual education plans do not always give sufficiently precise targets to help teachers and classroom assistants to provide suitable activities and support in lessons.

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PUPILS?

36. The school makes good provision for pupils with English as an additional language. It meets individual pupils’ needs well. The good quality support ensures pupils develop levels of skills in English that enable them to work confidently in lessons.

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PUPILS?

37. The school ensures that all pupils, regardless of age, ability or gender, have equal access to the curriculum. This is particularly effective in the case of pupils with special educational needs as they integrate into classroom work. Pupils with English as an additional language receive a good level of support that enables them to integrate fully into the Literacy Hour work. All pupils have opportunities to join in the available extra- curricular activities. They support them enthusiastically. The school ensures there is no financial disadvantage for any pupils, with the result that all pupils take part in educational visits.

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PUPILS?

38. There has been an improvement, compared to the previous inspection, in provision for pupils’ personal development, which is good overall. Provision for moral development is now very good and that for social development is good. Provision for cultural development and spiritual development is satisfactory, the latter judgement representing a decline from the previous inspection.

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PUPILS?

39. Teachers use many opportunities to develop pupils’ spiritual awareness and sensitivity. Most are implicit, such as the way in which all staff value the written and spoken contributions of individual pupils. There are many examples of good practice where teachers develop pupils’ understanding well. For example, a teacher enabled pupils to empathise with and reflect upon the life of poor people in Tudor times. In Year 4, an art lesson on the theme of journeys explored a range of symbolic and metaphorical ideas, including ways of portraying the ‘Journey of Life’. Pupils’ spiritual awareness was developed very effectively by this lesson. Attractive displays, such as one on autumn in the nursery, promote a sense of wonder and an appreciation of beauty.

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PUPILS?

40. The potential of school assemblies to contribute to the spiritual development of pupils is underdeveloped. Some of the whole school and key stage assemblies, occurring twice a week, make a good contribution, particularly when visitors tell biblical stories skilfully. On other days, class teachers are responsible for providing the daily act of collective worship within the classroom. These continue the week’s theme and some are effective. For example, one teacher explored pupils’ feelings about friendship. She promoted a calm and reflective atmosphere by lighting a candle, before reading a prayer as pupils meditated on the meaning of friendship. In other classes, these acts of worship do not always occur and they are not consistently planned and monitored. The school does not fulfil the statutory requirement to provide all pupils with a daily act of collective worship, and this limits opportunities to promote spiritual development.

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PUPILS?

Buttershaw Primary School 41. There is very good provision for the moral development of pupils and this is reflected in their good behaviour and the very positive attitudes displayed by most of them. All pupils clearly understand and distinguish between right and wrong. They are enabled to do this through clear school rules consistently applied by all members of staff. These rules, together with the rewards for good behaviour and sanctions to be applied for instances of poor behaviour, are displayed prominently in each classroom. Each class has also evolved its own particular set of rules. When unacceptable behaviour occurs, teachers refer to the rule which is being broken and explain the consequences if such behaviour continues. For the overwhelming majority of pupils, this is very effective in eliminating disruption to the learning process. Whenever possible, staff highlight positive attitudes

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PUPILS?

and encourage pupils to work together to achieve class rewards.

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PUPILS?

42. The school places a high priority on the social development of its pupils. A good programme of personal, social and health education is in place. This gives pupils valuable opportunities to examine social issues, such as the misuse of drugs, and personal issues, such as how to manage anger. All staff know their pupils well and display high levels of care and concern for them. They encourage pupils to build good relationships and to work co-operatively with each other. In Key Stage 2, there are limited opportunities for pupils to display initiative. These pupils currently have insufficient opportunities to acquire further skills in working co-operatively and independently, although the aims of the school specifically envisage gaining such skills.

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PUPILS?

43. Pupils’ wider social awareness is well promoted. For example, the school supports charities in Britain and in Africa. Many pupils enjoy meeting together at the ‘Breakfast Club’, but there are few other activities out of school hours to promote the social side of the school community.

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PUPILS?

44. The school makes suitable provision for pupils to develop their awareness of other cultures. This is effected mainly through the subjects of geography and religious education, in which pupils learn about contrasting areas and of the world’s major religions. Pupils’ understanding of British culture is extended through visits to places of interest, including a residential visit for Year 4 pupils. These visits include a good range of places of worship. Books sensitively portraying a range of other cultures are prominently displayed in the library. In the Foundation Stage, varying ethnic characteristics are represented in the dolls and toys children play with. Pupils’ understanding of the multi-cultural nature of British society is less well developed. This deficiency was criticised at the previous inspection. The school is aware of the need to use more extensively the resources presented by the ethnic diversity of the city of

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PUPILS?

Bradford. Links with other schools are satisfactory.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The school continues to provide a safe and supportive environment for its pupils. Teachers have a good knowledge of pupils in their charge and work hard to ensure their welfare. The good relationships that characterise the school give pupils the confidence to share any concerns and help them cope with any problems that may arise. A designated member of staff has been appointed to offer counselling for the more insecure pupils. This is indicative of the quality of care offered. The school has placed a high priority on the personal, social and health education of pupils and is currently developing a whole school policy and scheme of work to ensure consistency.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The school has reinforced the safety procedures since the previous inspection. The good health and safety policy delegates responsibility to named persons. There is appropriate provision made for risk assessment, monitoring and reporting. The policy has not yet Buttershaw Primary School been updated to reflect the changed status of the school and some of those named are no longer members of staff.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Arrangements for child protection comply fully with local authority guidance. Teachers and other classroom staff are conscious of their responsibilities in this regard. Nevertheless, the management recognises the need for further training to make staff more aware of the possible signs of child abuse.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The school monitors attendance carefully, although the level of attendance is unsatisfactory, below the national average. The school works closely with the education welfare office to develop strategies for improving the attendance rate and to reduce the higher than average level of unauthorised absence.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. Pupils with Statements of Special Educational Need, most of whom have emotional or behavioural difficulties, are well supported by skilful non-teaching assistants who help to modify their behaviour.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. In the event of the occasional emotional explosion, all staff are adept at restoring pupils to a calm and orderly state. Some other support assistants require additional training in order to meet the needs of pupils with learning difficulties more effectively. Occasionally, some carry out tasks for these pupils rather than helping them to acquire the skills themselves.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. The senior midday supervisor fulfils an important role in supporting pupils with emotional or behavioural difficulties. She has extra time to counsel these pupils when lunch-time incidents occur, to good effect. She liaises with the special educational needs co- ordinator on a daily basis. This is an effective way of ensuring that problems are dealt with and avoid problems spilling over into the afternoon session.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. Bullying is not tolerated. There is prompt and proper action taken to deal with any incidents of oppressive behaviour. The recently reviewed behaviour policy contains clear expectations of good conduct and outlines appropriate rewards and sanctions. All staff implement the policy consistently. This has proved effective in raising the standards of behaviour, particularly in the classroom. There is a calm and purposeful atmosphere about the school. This allows staff to concentrate on their main purpose of teaching and to raise the standards of achievement throughout the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. The monitoring of pupils’ academic performance and personal development is satisfactory overall. Where assessment and monitoring is strong, pupils achieve well and sometimes very well, for example in the Foundation Stage and in Key Stage 1. In these stages, day-to-day monitoring of pupils’ progress, and support and guidance provided in lessons are consistently good. They are satisfactory in Key Stage 2. Throughout the school, many teachers and learning support assistants are effective in the way they assess the work and personal development of pupils during lessons. There is clear recording of assessments, with some very good practice in the Foundation Stage. Teachers in this stage make assessments by observing children’s work. They also undertake an initial assessment of children’s attainment and use the results well to target groups of children for further help.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54. In both key stages, there are yearly reading tests, writing and mathematics assessments. As a result, the school has adjusted the curriculum successfully to promote reading, writing and mathematics throughout the school in order to raise standards. All pupils take end of key stage statutory assessment tests. In both key stages, assessments identify those pupils who could reach higher standards in English and mathematics. The results of such tests are used to group pupils in Years 5 and 6 according to their levels of Buttershaw Primary School attainment and to set targets for attainment in the statutory assessment tests at the end of Key Stage 2. Projections for pupils currently in Year 6 are too low and should be reviewed to give more challenge and to raise expectations. The school does not yet fully analyse results in terms of gender or ethnic differences. The school uses old test papers

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

to assess pupils’ work in science. This approach gives teachers information which identifies gaps in pupils’ learning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

55. There are weaknesses in the assessment, monitoring and evaluation of pupils’ achievement in the foundation subjects and for pupils with special educational needs. Although generally these pupils receive the help and guidance that best suits their requirements, targets set in individual education plans are variable in quality, and there is no whole school approach to initial assessment of pupils to identify special educational needs.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

56. There is no whole school approach to the assessment of information and communication technology and non-core subjects. As a result, the school does not provide secure information about pupils’ progress in these subjects as they move through the school. Assessment procedures work satisfactorily in design and technology, and this procedure could be used as an effective method for assessment and recording of achievement in subjects other than English, mathematics and science.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

57. These weaknesses make it difficult for subject co-ordinators to maintain an overview of standards in their subjects. The school managers have identified the need to improve procedures and the use of assessment in these subjects. Currently, the school is focusing on a more consistent approach to the use of assessment and analysis of assessment results.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

58. In all classes and at all levels there is sensitivity to the needs of pupils. Teachers have a good knowledge of pupils’ personal development. They make constructive efforts to provide challenge for those capable of higher attainment, except sometimes in mathematics in Key Stage 2. Through the recently introduced home/school agreement they have made a renewed commitment to work closely with parents. There are effective links with health and educational support agencies. Overall, the educational and personal support and guidance given to pupils has a positive effect in raising their levels of achievement.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

59. The school has long benefited from good parental support, but recent uncertainty appears to have damaged the relationship. Most parents still have positive views about the teachers and about the education their children receive. They find that their children are happy, consider they make good progress and judge then to be well behaved. However, a minority of parents do not feel that the school is working closely with them. They also express concerns about the inconsistency of homework and the lack of extra-curricular activities.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60. The circumstances of the school are untypical. The transition of status from a first school to a primary school has far reaching implications for pupils, parents and teachers, all of whom face a circumstance which they have not previously experienced. Coupled with the absence, until the current term, of the headteacher designate of the new school, this has resulted in some inevitable weakness in the system for communicating with parents. Some fruitful initiatives, such as the parents’ council and the ‘Mums R Us’ support group, have fallen into abeyance, a factor which may be reflected in the parental dissatisfaction. The new headteacher recognises the problems and has already taken a number of positive steps to improve the situation. Buttershaw Primary School 61. The quality of information provided for parents is good. The prospectus and governors’ annual report comply with legal requirements. Newsletters are helpful and informative.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

The circulation of curriculum information is good practice and helps parents support their children’s work. Annual reports on pupils are detailed and give parents a clear idea of their children’s work and effort over the previous year. They set targets for pupils, which is helpful, but most lack the precise terminology that would enable later evaluation to be made. The reading records for younger pupils and the home/school diaries for Years 5 and 6 provide a very constructive means of communication. There are parents’ consultation evenings held each term. Additionally, teachers make themselves accessible on a daily basis to discuss any concerns, a facility that is much appreciated by the parents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

62. The school’s links with parents make a positive contribution to pupils’ learning at school and in the home, but as yet there is some inconsistency. Very good procedures are in place to ensure that parents of children new to the school are made welcome. Teachers discuss with parents their children’s capabilities, and provide advice and guidance as to how they can best support their children’s work in the home. As pupils move through their early years, parents play an important part by listening to their children read and helping them with spellings and number facts. There has been a recent revision of the whole school homework policy. It makes clear and consistent provision for all year groups but it is not yet fully implemented. There are examples of good practice, such as the job survey carried out with parents’ assistance in Year 3, and the provision of home/school diaries for Years 5 and 6 to give pupils more responsibility for their own

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

learning. However, the provision is variable, particularly in Key Stage 1. The school has had a good response to its introduction of a home/school agreement. It has plans to develop the partnership by the introduction of curriculum evenings and the publication of a parents’ handbook. There is a weakness in the preparation of individual education plans for pupils with special educational needs. The school does not involve parents sufficiently at this stage.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

63. The school is well led and managed and has made good progress in addressing the issues raised at the previous inspection. The school is going through a number of important changes and difficulties, not least of which is the change from first to primary school status. Other constraints on the school have included:

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HOW WELL IS THE SCHOOL LED AND MANAGED?

a. previously low attainment at Key Stage 1; b. difficulties in accommodating the rising numbers of pupils; c. poor relationships identified at the previous inspection between the management of the school and the staff.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

64. The governors resolved the last of these constraints as part of their action plan resulting from the last inspection. Difficulties with accommodation remain and are likely to do so until the completion of a planned programme of rebuilding and refurbishment. The newly appointed headteacher has quickly come to grips with what needs doing to raise standards. He has determined that the downward trend in statutory assessment results seen between 1997 and 1999 should reverse. Together with the support of the governors and the staff, there are now a number of successful strategies in place to effect this change. The benefits are seen in the 2000 statutory assessment results at Key Stage 1. Of particular concern at the previous inspection was a significantly high proportion of unsatisfactory or poor teaching, particularly in Key Stage 2. There is a considerable improvement in the quality of teaching and this is having a direct, positive impact on

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HOW WELL IS THE SCHOOL LED AND MANAGED?

standards in both key stages. Through his policies and practices, and with the full Buttershaw Primary School support of the interim management team, the headteacher promotes in his staff high expectations for the pupils to achieve. Key stage and subject co-ordinators take an increasingly important role in shaping the future of the school and some subject action plans contribute well to plans for raising standards. Together, all staff and governors show a high commitment and concern at all levels of school life.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

65. The governors have followed closely the direction of the action plan devised after the previous inspection. Consequently, they have dealt with most of the issues raised, particularly that to do with improving the quality of teaching. However, standards in writing are still too low, particularly in Key Stage 2, and there are two statutory requirements that are not fulfilled. The requirement to hold daily acts of collective worship is not met consistently, and the school does not teach the full requirements of the National Curriculum for information and communication technology.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

66. Following the appointment of a permanent headteacher, and the completion of the two- year action plan, the governors now need to construct a detailed and strategic plan for future school development. The plan should take account of the need to raise standards further, particularly at Key Stage 2. For example, the school has set targets in English and mathematics for current Year 6 and Year 5 pupils to achieve by the time they leave the school at the age of 11. The governors and management of the school should review these targets in the light of the current positive effects of the better teaching, with the intention of making them more challenging.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

67. The governing body has learned a great deal about the school during a very difficult period. It is aware of the importance of monitoring standards and is increasingly involved in shaping the future of the school, including curriculum matters. The governors have attended training in performance management and headteacher appraisal and they are on course to set targets within the intended timescale.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

68. Close monitoring of teaching and learning, by the headteacher and some members of the senior management team, gives good opportunities for staff professional development and for the sharing of good practice. The headteacher fully accepts that this strategy should be undertaken regularly and as a matter of course.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

69. Provision for pupils with special educational needs is co-ordinated by the acting deputy headteacher, who has only recently assumed this responsibility. He has already worked hard to undertake an audit of the school’s current provision and to write individual education plans for all pupils on the special needs register. The governor with oversight of this area is closely involved in school life. Her energetic yet thoughtful approach to her role ensures that there is progress in addressing pupils’ needs at as early a stage as possible.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

70. The finances available for special educational needs are used well and all statutory requirements in this area are met. For example, the school has targeted additional funding to Year 4 pupils to provide extra support through the Additional Literacy Strategy.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

71. There are suitable arrangements to review the individual education plans of pupils with a Statement of Special Educational Need, but some other individual education plans are not reviewed frequently enough and parents are insufficiently involved in the review process. This was a concern at the previous inspection.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

72. The school has an adequate number of teachers who are suitably qualified and experienced to teach the National Curriculum and religious education. This is consistent with the judgement made in the previous inspection report. The school’s commitment to the professional development of all members of staff is having a beneficial effect on Buttershaw Primary School teachers’ confidence. The school makes good use of the expertise that exists amongst its own staff to support colleagues in their work. An example of this is the facility given to the mathematics and literacy subject leaders to monitor classroom practice and give feedback to individual teachers. Non-teaching staff members are deployed effectively at Key Stage 1 and they make a valuable contribution to the quality of educational provision. They are involved in planning and work closely with class teachers. Their deployment is less effective in some classes at Key Stage 2. This restricts the beneficial effect on

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HOW WELL IS THE SCHOOL LED AND MANAGED?

73. The accommodation is, overall, satisfactory. Although some classrooms, particularly the temporary ones for the older pupils, are cramped, careful planning and imaginative use of space provides good quality teaching areas. The displays of pupils’ work make a positive contribution towards celebrating achievement and to pupils’ learning. The school hall places constraints on the provision of physical education for the older pupils. There is very limited space for work in information and communication technology for the older pupils. This has an adverse effect on the quality of learning. The premises are very clean and there is obvious pride in their maintenance. There is effective use of the grounds for football and to provide an environmental area for educational and recreational purposes. The school has yet to develop the potential of an outdoor play area for children at the Foundation Stage in the reception class.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

74. There are, overall, sufficient resources to support learning effectively in most subjects. Resources are good in mathematics, religious education and for children at the Foundation Stage of learning. The resources for information and communication technology are, however, inadequate to meet the requirements of the National Curriculum. This has an adverse effect on standards for the older pupils.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

75. The school makes good strategic use of its resources. It links most decisions concerning finance to educational priorities. There is good use made of specific grants, for example for the Additional Literacy Strategy, for staff professional development and for the provision of support staff in classrooms. Constraints from the building and the change of school status have required the withholding of grants for improving resources.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

76. The principles of best value are soundly applied. The governors’ role in determining best value is stronger than it was. This is because they have increased their monitoring of the work of the school, the quality of education provided and the standards that pupils attain in relation to other schools, both locally and nationally.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

77. There is good financial control. A recent audit of the financial arrangements of the school highlighted a few minor weaknesses. The management is addressing these. The school office works well and satisfactory use is made of information and communication technology to handle and improve routine communication and essential office tasks. Buttershaw Primary School

p.21