Schools & FE · School inspection (1993-2005)

Park Walk Primary School

Inspected — · published 21 Jun 2001 · URN 100486

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Ofsted published the report on 21 Jun 2001. Source: Ofsted (Open Government Licence v3).

Summary

No overall grade in this framework

What we read, and from where

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URN verified
100486

Page 1 of 48

Deep dive

What this report says

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Tone of the report

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

+67Positivemore positive than 68% of reports of this type

In line with other reports of this type.

Praiseexcellentgood progresspositivehigh expectationsmake good progresseffectiveimprovedclear

Criticisminsufficientlackbelowpoorconcernnot yetlimitedserious

How the report reads, start to finish

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FindingsAbout the inspectionWhat needs to improve positive critical

Findings8965w+70
What needs to improve13696w+64

Strengths

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The school has access to an excellent off- site computer facility for use by pupils and this is having a positive effect on improving pupils’ skills. p.22
The school’s strong investment in providing a happy and positive start to these children’s p.12
They have high expectations of the children and calmly and sensitively relate to the children in a positive way. p.14
The quality of teaching is good overall and very good, and occasionally excellent, in nearly a third of lessons. p.6
Across the school, the quality of teaching is excellent in three per cent of lessons, very good in 29 per cent, good in 50 per cent and satisfactory in 18 per cent. p.8

Concerns

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This is because they have started school with poor language skills and insufficient time has passed for them to reach the level demonstrated by the majority of children of the same age nationally. p.11
Standards in music are below average due to a lack of richness in the curriculum, and insufficient resources and opportunities for pupils to develop their performance skills. p.12
The lack of good quality instruments and insufficient number of beaters, for example, impedes pupils’ progress in music. p.22
Also, work is not well matched to pupils’ prior attainment due to deficiencies in assessment. p.12
Children enter the nursery with a range of abilities and experiences but most have poor language skills. p.11

Next steps

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The music curriculum and pupils’ achievements in music. p.7
Teachers assess pupils’ attainment well in English, mathematics and science but assessment in other subjects is less formalised and consequently it is more difficult to track pupils’ progress from one class to another. p.7
Despite vigorous efforts on the part of staff and governors the attendance rate is unsatisfactory. p.7
The areas for improvement will form the basis of the governors’ action plan. p.7
The last full inspection of the school took place in June 1998 when, although the school was judged to be giving its pupils an acceptable standard of education, it nevertheless had serious weaknesses. p.7
Since then, the school has made significant improvements in many areas of the curriculum and addressed the key issues identified in the inspection report. p.7
The introduction of the literacy and numeracy strategies has resulted in more pupils attaining an appropriate level for seven year olds in reading and writing and in more pupils attaining an appropriate level for 11 year olds in both English and mathematics. p.7
Pupils’ attainment has also improved in science, information and communication technology, art, design and technology and history at both key stages and in religious education at Key Stage 2. p.7

What the report dwells on

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

Teaching & assessment249
“An excellent lesson Park Walk Primary School - 36 observed in the top set of Year 5 and Year 6 pupils was characterised by very high expectations, excellent subject knowledge on the part of the teacher, very good pacing and challenging questioning, and evidence of very well-planned tasks for a range of learning needs.” p.35
Progress & outcomes147
“In a very effective lesson in Year 2, very good management with clear direction and demonstration ensured very good progress in the use of the Colour Magic program.” p.44
Curriculum118
“An excellent lesson Park Walk Primary School - 36 observed in the top set of Year 5 and Year 6 pupils was characterised by very high expectations, excellent subject knowledge on the part of the teacher, very good pacing and challenging questioning, and evidence of very well-planned tasks for a range of learning needs.” p.35
Maths102
“The co-ordinator has an excellent grasp of mathematics and the subject is very well led and managed.” p.36
Communication & language89
“This is because they have started school with poor language skills and insufficient time has passed for them to reach the level demonstrated by the majority of children of the same age nationally.” p.11
Reading & phonics65
“For example, the teacher's clear pronunciation is very effective in helping nursery children to identify letters and sounds linked to the story ‘Brown Bear, Brown Bear’, and good use is made of pictures and resources to support learning.” p.30
SEND & inclusion39
“These strengths are built upon successfully in Key Stage 1 where the school focuses on developing the core skills of literacy and numeracy, and targets valuable additional support for pupils with special educational needs and for those who speak English as an additional language.” p.8
Parents & families36
“Teaching and support staff make a point of getting to know pupils and their family circumstances very well and this knowledge is used effectively to guide and support pupils throughout their time in the school.” p.19

Anatomy of the report

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

Pages: 48
Words of findings: 22,441; longer than usual (typical 15194)
Reading level: Hard; Flesch 45, typical 48
Average sentence: 21 words
Next steps: 8; typical 8
Hedged sentences: 7%; “some”, “not always”, “most”…

Where the words go

Findings 39%What needs to improve 59%About the inspection 2%

Full report text

PARK WALK PRIMARY SCHOOL

Dates of inspection: 6 th – 9 th November 2000

p.1

PARK WALK PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

p.1

PARK WALK 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. Park Walk Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Park Walk Kings Road London Postcode: SW10 0AY

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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: Mrs. Deborah Cowie

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 8 th – 11 th June 1998 Park Walk Primary School - 4

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responsibilities

Ms Ruth Frith Registered inspector English History Music Special educational needs What sort of school is it? What should the school do to improve further? The school’s results and achievements. How well are pupils taught? How well is the school led and managed? Ms Juliet Baxter Lay inspector Pupil’s attitudes, values and personal development. How well does the school care for its pupils? How well does the school work in partnership with parents? Ms Geraldine Dinan Team inspector Science Art and design Design and technology Religious education Equal opportunities How good are the curricular and other opportunities offered to pupils?

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responsibilities

Ms Hilma Rask Team inspector Mathematics Information and communication technology Geography Physical education Foundation Stage English as an additional language

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responsibilities

The inspection contractor was: WES World-wide Education Service Canada House 272 Field End Road Eastcote Middlesex HA4 9NA 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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responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Park Walk Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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HOW HIGH ARE STANDARDS? 11

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

p.5

INFORMATION ABOUT THE SCHOOL

Park Walk Primary School is a community school for boys and girls of all abilities aged three to eleven years. There are 168 full-time and three part-time pupils on roll including 30 children aged under five. The school is situated in Chelsea in the Royal Borough of Kensington and Chelsea where 53 per cent of primary school children resident in the borough are educated privately. The school population reflects a wide range of socio- economic backgrounds and over half live in un-waged households. Many of the children live close to the school in social housing and the percentage of pupils entitled to free school meals is well above the national average. On entry to the nursery, most children have low standards, particularly in social development and language. Nearly 60 per cent of the pupils come from ethnic minority backgrounds and over 50 per cent come from homes where English is not the first language. There is an above average percentage of pupils with

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INFORMATION ABOUT THE SCHOOL

special educational needs. High mobility is a strong feature of the school and records indicate that 44 per cent of pupils start or leave school outside of the usual times.

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HOW GOOD THE SCHOOL IS

Park Walk Primary School is a good school, which serves the local community well. It achieves high standards when compared with similar schools and is particularly effective in supporting pupils with special educational needs and those for whom English is not their first language. The leadership and management of the school are very good and manifest themselves in a strong commitment to raising standards whilst also developing the personal and social education of the pupils. The focus on improving the quality of teaching has brought significant improvements and over eight out of ten lessons observed were judged to be good or better. Finances are well managed and used effectively to improve the quality of learning and the environment. Taking all these factors into account, the school provides good value for money.

p.6

What the school does well

• The school is very well led and managed. The vision and commitment of the headteacher and the senior staff are key features in the school’s development and work to improve standards. • By the time they leave school pupils achieve very high standards in English and science and well above average standards in mathematics when compared with pupils from similar schools. • The quality of teaching is good overall and very good, and occasionally excellent, in nearly a third of lessons. • The curriculum for the Foundation Stage is very good and this, together with the consistent good quality of teaching, results in these children developing good attitudes to learning and making good progress. • Pupils with special educational needs and those who speak English as an additional language receive good support, which ensures that they achieve well in relation to their prior attainment. • The good ethos reflects the supportive and encouraging attitude which staff have for the

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What the school does well

pupils in their care. This, in turn, develops confidence in the pupils and makes them keen to come to school and learn. • The provision for pupils’ spiritual, moral, and social development is good and this encourages pupils to develop good behaviour and very good relationships, personal and social skills. • Links with parents are good. Parents are supportive of the staff and the work that they do. Park Walk Primary School - 7

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What could be improved

• The music curriculum and pupils’ achievements in music. • Teachers assess pupils’ attainment well in English, mathematics and science but assessment in other subjects is less formalised and consequently it is more difficult to track pupils’ progress from one class to another. • Despite vigorous efforts on the part of staff and governors the attendance rate is unsatisfactory.

p.7

What could be improved

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

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The last full inspection of the school took place in June 1998 when, although the school was judged to be giving its pupils an acceptable standard of education, it nevertheless had serious weaknesses. Since then, the school has made significant improvements in many areas of the curriculum and addressed the key issues identified in the inspection report. The introduction of the literacy and numeracy strategies has resulted in more pupils attaining an appropriate level for seven year olds in reading and writing and in more pupils attaining an appropriate level for 11 year olds in both English and mathematics. Pupils’ attainment has also improved in science, information and communication technology, art, design and technology and history at both key stages and in religious education at Key Stage 2. These improvements are a result of a much improved curriculum which is planned to meet the variety of needs within each class. All subjects now have appropriate schemes of work

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

which ensure that pupils’ knowledge, skills and understanding are built on systematically. Work is now better matched to the pupils’ prior attainment, and the good support provided for pupils with special educational needs and those who speak English as an additional language ensures that they make similar progress to that of their peers. Assessment of the pupils’ work and attainment has improved in English, mathematics and science and the information gained from this is used well when planning lessons.

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

1998 1999 2000 2000 very high A* English E D C A* Well above average above average A

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STANDARDS

B mathematics E D D A average below average C D science E* E A A* well below average very low E

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STANDARDS

These results show that in 2000 the performance of pupils in English was average, in mathematics it was below average and in science it was well above average when compared with all schools nationally. Over the last four years the school’s standards in English, mathematics and science have been improving in line with the national trend. When compared to schools with pupils of a similar background, the results indicate very high standards in English and science and well above average standards in mathematics. Park Walk Primary School - 8 Evidence from this inspection confirms that pupils’ attainment in the current Year 2 and Year 6 is below average in English, average in mathematics and above average in science. Pupils are generally on course to reach the targets set in English and mathematics, although the number of pupils in the current Year 6 class is small and achievement by an individual pupil will significantly impact on the overall percentage of attainment. Throughout

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STANDARDS

both key stages, attainment is adversely affected by the significant number of pupils who join the school with little or no English, the above average percentage of pupils with special educational needs, the unsatisfactory rates of attendance and high levels of mobility which results in a fragmented learning experience for many pupils.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Children quickly gain good attitudes to learning on entry to school and sustain these throughout both key stages.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Good throughout the school. Pupils generally respond well to the high expectations of teachers and support staff.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships The staff help pupils to develop into mature and responsible pupils by the time they leave school. Relationships in the school are very good.

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PUPILS’ ATTITUDES AND VALUES

Attendance The attendance rate is very low in comparison with other schools and this impacts negatively on the quality of learning. A small minority of pupils arrive late to school.

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PUPILS’ ATTITUDES AND VALUES

The pupils’ good behaviour, very good relationships and personal development provide a good basis for their learning and make a positive contribution to the levels of attainment that they achieve.

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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 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

Across the school, the quality of teaching is excellent in three per cent of lessons, very good in 29 per cent, good in 50 per cent and satisfactory in 18 per cent. No unsatisfactory teaching was observed. Teaching has improved as a result of a good professional development programme based on identifying good practice and areas for development, through systematic monitoring and evaluation. The teaching of children in the Foundation Stage is particularly effective in developing their personal and social skills and their attitudes to learning. These strengths are built upon successfully in Key Stage 1 where the school focuses on developing the core skills of literacy and numeracy, and targets valuable additional support for pupils with special educational needs and for those who speak English as an additional language. Teachers are encouraging and this results in most pupils becoming confident, keen to answer questions

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TEACHING AND LEARNING

and put forward their own points of view. Teachers have adopted the literacy and numeracy strategies well and many use the format of these sessions when teaching other subjects. In the best lessons, they help pupils to understand the relevance of what they are doing by sharing with them the learning objectives for the lesson and encouraging them to review their achievements at the end of the session. Park Walk Primary School - 9 The quality of teaching in English and mathematics is good overall but teachers do not always develop pupils’ writing sufficiently in lessons other than literacy. Staff are responding enthusiastically to the use of the excellent off-site facilities where they teach specific information and communication technology lessons.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The quality and range of the curriculum for the Foundation Stage pupils are very good. They are satisfactory at Key Stage 1 and 2.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Curricular provision for pupils with special educational needs is good. Pupils are carefully assessed and their needs are accurately diagnosed.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language Pupils learning English as an additional language are well provided for by class teachers and support staff. Work is carefully planned and these pupils receive enhanced opportunities for speaking and listening through good quality questions.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural, development Provision for pupils’ spiritual, moral and social development is good. The school develops a range of positive values in the pupils, including those of care, respect and tolerance. Provision for cultural development is satisfactory.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Staff have good knowledge and understanding of their pupils and make very good provision for their welfare, health and safety. Teachers assess pupils’ attainment well in English, mathematics and science but assessment in the other subjects is less systematic.

p.9

OTHER ASPECTS OF THE SCHOOL

The school works well in partnership with the parents and encourages them to become involved in their children’s learning. Parents feel valued by the school and they appreciate what it does for them and their children. The quality of information provided for parents is particularly good.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Very good. The headteacher has a clear vision for the school and central to this is the aim to raise standards. She is effective in motivating staff and building a team with a shared sense of values and priorities. She is ably supported by the senior management team and subject co-ordinators.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The governors fulfil their roles well and are fully involved in the school development planning process. They support and work with staff effectively and have a clear understanding of the school’s priorities for improvement. All statutory requirements are met.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance There is an established culture of monitoring and target setting that keeps the school moving forward towards achieving its aims.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Financial planning by the headteacher and governors is good and the school manages and uses its resources well. Correct financial procedures are followed and staff and governors seek to obtain the best value for their spending.

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HOW WELL THE SCHOOL IS LED AND MANAGED

There are sufficient suitably qualified teachers to ensure that class sizes are not too large. Teachers are versatile and between them have good knowledge of all primary school subjects. Support staff are well trained and the good support they provide is a contributory factor in the pupils’ learning. The building provides spacious accommodation and the school’s learning resources are good overall. Park Walk Primary School - 10

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The school is well led and managed. • Children like going to school and make good progress. • The teaching is good and children are expected to work hard. • The school works closely with parents and they are kept well informed about their child’s progress. • Parents feel comfortable about approaching staff if they have any questions or problems. • Teachers are very good at supporting pupils and promoting a caring ethos. • Behaviour is good. • The consistency and quality of homework. • A wider range of extra-curricular activities.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors support the positive views held by parents. However, they do not concur with the views of a minority of parents who think that the consistency and quality of homework are unsatisfactory. Inspectors believe that the provision of homework is very good and the homework set effectively supports the work done in school. The inspectors understand and appreciate the parents’ views on the provision of extra-curricular activities, but when lunchtime activities are taken into account along with visits and activities outside of formal school hours, provision is satisfactory. Park Walk Primary School - 11

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The school’s results and achievements

1. Children enter the nursery with a range of abilities and experiences but most have poor language skills. A few children each year enter the nursery with little or no spoken English. They make good progress due to the very good quality and breadth of the curriculum, and good teaching. By the time they are ready to start Year 1, the large majority of children reach the nationally expected standards in mathematical development, knowledge and understanding of the world, creative, physical, personal, social and emotional development. A minority of pupils do not reach the expected standard in communication, language and literacy although they have made good progress. This is because they have started school with poor language skills and insufficient time has passed for them to reach the level demonstrated by the majority of children of the same age nationally.

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The school’s results and achievements

2. Results of the 2000 National Curriculum tests and teacher assessments for seven year olds indicate that in comparison with all schools, pupils’ attainment was well below the national average in reading and below average in writing and mathematics. When compared with schools whose pupils are from a similar background, attainment was average in reading, above average in writing and well above average in mathematics. At the age of 11, pupils’ attainment in the 2000 National Curriculum tests, when compared with all schools, was average in English, below average in mathematics and well above average in science. When these overall results are compared with those of similar schools, pupils’ attainment in English and science was very high and in mathematics it was well above average.

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The school’s results and achievements

3. The school has an above average percentage of pupils with special educational needs and a significant number of pupils joining the school with little, or no, spoken English. Although these pupils make good gains in their learning, sometimes they are insufficient to bring them up to the standards expected for their age. Over the last four years the school’s standards in English, mathematics and science have been improving in line with the national trend although there have been dips in attainment within this. The school’s tracking system, which indicates the gains that pupils make in their learning, highlights that the vast majority of pupils meet the targets set by the school although in some cases this does not equate with the national levels of attainment. Care should be taken when analysing the results of small year groups such as the current Year 3 and Year 6 as the effect of one additional pupil on, for example, a school percentage measure can be considerable.

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The school’s results and achievements

4. Evidence from this inspection confirms that, overall, the standards achieved by pupils in the current Year 2 and Year 6 are below average in English because few pupils reach the higher levels. Also, a significant number of pupils in each class have special educational needs which affects their learning in reading and writing. The introduction of the literacy strategy has had an impact in the school by helping to focus teaching in English, particularly reading and writing. This is enhancing the standards achieved overall, but particularly in writing at Key Stage 1 and in all aspects of the English curriculum at Key Stage 2. There is evidence that standards are improving in speaking, listening, reading and writing at both key stages. In some classes, however, pupils receive insufficient opportunities to write at length in other subjects of the curriculum beside English.

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The school’s results and achievements

5. Standards of attainment for pupils in mathematics are average for seven year olds and 11 year olds. The introduction of the numeracy strategy is beginning to impact Park Walk Primary School - 12 on the progress which pupils make and the standards that they achieve. Pupils get regular practice in developing and consolidating their number skills and the daily mental mathematics sessions aids their thinking. It is also starting to enhance learning in other areas of the curriculum such as science, design and technology and information and communication technology. The heightened pace of work and additional challenge which teachers are able to provide in the twice-weekly sessions when pupils are placed in groups of pupils with similar ability, are significant factors in improving standards at Key Stage 2.

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The school’s results and achievements

6. By the age of seven and 11, pupils reach above average standards in science. The adoption of a new scheme of work and the greater focus on investigative activities have already led to improved standards in science. Teachers make meaningful links between science and other subjects and this has a positive impact on the pupils’ overall knowledge and understanding.

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The school’s results and achievements

7. Pupils make good gains in learning in art and design at both key stages and reach standards that are above those expected for pupils of the same age nationally. There is a strong commitment to the development of the subject and some pleasing work of a good standard is evident throughout the school. At Key Stage 2, pupils make good progress in design and technology and reach above average standards. Designing and making activities are purposeful, enjoyable and well taught and this, together with the pupils’ good attitudes to the subject, has helped to improve the standards achieved. Standards have also improved in religious education at Key Stage 2 and pupils now reach standards above those expected for pupils of this age.

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The school’s results and achievements

8. Satisfactory gains in pupils’ learning have been made elsewhere apart from in music and geography at the end of Key Stage 2, where standards currently are below those expected. However, standards in geography are satisfactory with the younger pupils. The school has recently introduced a new geography curriculum and the older pupils have not benefited from a systematic curriculum in the past. Standards in music are below average due to a lack of richness in the curriculum, and insufficient resources and opportunities for pupils to develop their performance skills. Also, work is not well matched to pupils’ prior attainment due to deficiencies in assessment. Consequently, some pupils do not make the progress of which they are capable.

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The school’s results and achievements

9. No significant difference was noted in the progress of boys and girls during the inspection but the school has identified the need to continue to monitor this and use the information gained from tests to see if any clear differences emerge. The school has already taken certain actions to try to improve standards in writing, particularly for the boys, and early indications are that these are proving successful.

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The school’s results and achievements

10. Pupils with special educational needs make good progress towards the targets identified on their individual education plans. They receive a good level of in-class support and, by the time they leave the school, most reach standards in line with their abilities.

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The school’s results and achievements

11. Pupils learning English as an additional language make good progress towards their individual targets, especially pupils in the earliest stages of learning English where language acquisition is most rapid and very good progress is made.

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Pupils’ attitudes, values and personal development

12. Children joining the nursery and reception classes clearly benefit from the school’s sensitive and well-structured induction arrangements that include home-visits from Park Walk Primary School - 13 the early years staff. These little ones quickly adjust to the school’s routines and procedures and immediately start to make good progress in all aspects of their work and play. They attend whole-school celebrations and enjoy the contribution of older pupils, as observed when Year 2 presented a lively assembly. In the reception class, children listen attentively, for example, to their stories at the end of the school day. They talk confidently about the contents and make some astute comments as the stories unfold. This illustrates good progression in their speaking and listening skills and includes children for whom English is an additional language. The school’s strong investment in providing a happy and positive start to these children’s

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Pupils’ attitudes, values and personal development

schooling is a wise one that provides a very firm foundation for their future years in the school.

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Pupils’ attitudes, values and personal development

13. Pupils’ attitudes in all year groups are generally positive. Most enjoy their lessons and they comment that they particularly relish investigative work in science. Mathematics is also popular with a number of pupils, particularly the older ones. With a few exceptions, they concentrate and pay attention well throughout all lessons. This is due to the teachers’ skills in making lesson content interesting and ensuring appropriate pace of learning which is tailored to meet individual needs.

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Pupils’ attitudes, values and personal development

14. Standards of behaviour are generally good in all classes throughout the school day and although behaviour was judged to be good at the time of the last inspection many parents and staff did not agree and comment that there has been a vast improvement since then. There are still instances of less than acceptable behaviour on occasions but this tends to be silliness on the part of a small number of pupils as opposed to more serious misbehaviour. There were seven exclusions in the year prior to this inspection involving three pupils. There have been no exclusions since.

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Pupils’ attitudes, values and personal development

15. Behaviour outside the school in the playground is also generally good. The school does not have a green field site and the playground is small and thus confining to pupils who naturally want to let off steam at break-times. Playground support staff, on their own initiative, have produced an impressive and effective system where areas of the playground are zoned and pupils are given the opportunity to play in different zones on a rotating basis throughout the week. One of these staff runs a popular and oversubscribed sewing club which develops pupils’ skills, helps to reduce congestion in the playground and ensures appropriate behaviour. No bullying was observed during the inspection and pupils confirm adamantly that this does not take place in the school. They are confident that should it do so, all adults in the school would deal it with firmly and effectively.

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Pupils’ attitudes, values and personal development

16. Pupils’ personal development in all year groups is good. They are invested with the staff’s trust to carry out a variety of responsible tasks, for example as monitors and head monitors, and they respond well to the challenges with which they are charged. Year groups 3 to 6 elect representatives to sit on the School Council and there are class meetings in these year groups to discuss the Council’s actions and to make suggestions and recommendations for its agendas. Attendance at School Council meetings on the part of an outsider is a delight to observe. Subtly enabled by the headteacher and chair of governors, pupils discuss matters of importance in the day- to-day running of their school with confidence and maturity, in the knowledge that their contribution will be listened to and valued.

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Pupils’ attitudes, values and personal development

The way the Council and class meetings have been set up ensures that a large number of pupils are beginning to understand representative and democratic processes and that they make a strong contribution to the running of the school community.

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Pupils’ attitudes, values and personal development

17. Relationships between pupils and pupils and adults in the school are very good and based on mutual respect and trust. There is a racial harmony in this community that Park Walk Primary School - 14 believes implicitly in the promotion and celebration of diversity. Pupils from many varied backgrounds and cultures play and learn together throughout the school day in an atmosphere of warm respect and acknowledgement that each and every individual has something special to offer the school.

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Pupils’ attitudes, values and personal development

18. Pupils’ positive attitudes, generally good behaviour, high standards of personal development and very good relationships are a noticeable feature that underpins their improving attainment and progress.

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Pupils’ attitudes, values and personal development

19. Despite vigorous efforts on the part of staff and governors, the attendance rate is very low when compared with other schools. This is explained mainly by high mobility and long holidays taken by some pupils when they return to their country of origin. Individually, a large number of pupils have good attendance rates but, as the school endeavours to meet the targets for attendance agreed with the local education authority, it is the above two factors which make the task a difficult one. Punctuality, again usually on the part of a small number of pupils, is frequently unsatisfactory and a number of pupils lose a considerable amount of lesson and learning time by arriving late at school.

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HOW WELL ARE PUPILS TAUGHT?

20. The school has improved the quality of teaching since the last inspection and this has helped to enhance the progress which pupils make and the standards that they achieve. Across the school, teaching is excellent in three per cent of lessons, very good in 29 per cent, good in 50 per cent and satisfactory in 18 per cent. No unsatisfactory teaching was observed.

p.14

HOW WELL ARE PUPILS TAUGHT?

21. The quality of the teaching for children in the Foundation Stage is good, and an important factor in the way children develop good personal and social skills, attitudes to learning and behaviour. In the nursery, planning is good and reflects the national guidance for teaching children of this age. Appropriate attention has been placed on settling children into the nursery environment and a very good range of activities is provided which maintains the children’s interest and supports their learning. A good balance is made between direct adult teaching and activities, which encourage the children’s ability to make choices and work independently or with each other. The assistants give valuable support to children and work well with the teacher to provide a consistent approach to teaching and learning.

p.14

HOW WELL ARE PUPILS TAUGHT?

22. These good features are systematically built upon in the reception class where the teacher and support staff work well together. They have high expectations of the children and calmly and sensitively relate to the children in a positive way. This results in children being clear about what they should do and learn. The good quality of the planning results in pupils receiving a wide range of experiences across all curriculum areas, which build systematically on their prior attainment. The reception class children gain experience of a modified literacy and numeracy session each day and this ensures, that by the time they reach Year 1, they are familiar with the teacher’s expectations in these areas.

p.14

HOW WELL ARE PUPILS TAUGHT?

For some periods during the week, children in the nursery and reception classes work and play together. This ensures that the reception class children have good access to a range of imaginative and outdoor play, and that all children have further opportunities to develop their social skills.

p.14

HOW WELL ARE PUPILS TAUGHT?

23. In the Key Stage 1 and Key Stage 2 classes, the quality of teaching is good overall. Teachers focus well on developing the pupils’ literacy and numeracy skills and target valuable support to those pupils with special educational needs and those who speak Park Walk Primary School - 15 English as an additional language. This use of resources is proving successful in enhancing the progress that these pupils make, and the standards that they achieve. The placing of pupils into sets for mathematics for two periods a week is proving to be successful, as teachers find it easier to plan work that meets the range of abilities in the class.

p.14

HOW WELL ARE PUPILS TAUGHT?

24. Across the school, teachers plan their lessons well. The school has developed a coherent system where clear learning objectives are identified and shared with pupils. This means that the pupils are clear about what they should learn and at the end of most lessons have the opportunity to reflect on the progress that they have made. Increasingly so, teachers are using the structure of the literacy and numeracy sessions in other subject lessons and this is contributing positively to the overall quality of teaching. Many teachers start the lessons with a clear outline of what the class will be doing, recap on previous learning and introduce new information and skills either through direct exposition or demonstration. The pupils then work either in groups or independently to consolidate this learning and come together as a class at the end of the lesson to share learning points and evaluate what they have done.

p.15

HOW WELL ARE PUPILS TAUGHT?

Within this structure, a satisfactory range of teaching methods is used to gain the interest of the pupils and ensure that they are involved in their learning. For example, in a Year 1 class, pupils are encouraged to play the role of a character in the book and answer questions from the teachers and others in the class. This activity develops the pupils’ confidence, and speaking and listening skills, well.

p.15

HOW WELL ARE PUPILS TAUGHT?

25. Staff have focused on developing the pupils’ skills in a coherent way and have successfully used the literacy and numeracy strategies to meet the needs of pupils. The literacy strategy helps to engender the love of poetry as in the Year 4 class, and the numeracy strategy ensures that pupils get regular practice in using their mental mathematics skills. Planning has improved and staff ensure continuity of provision through their medium and long-term planning. Additional booster classes have also been provided, which have supported the pupils’ learning. Support teachers and assistants work effectively alongside class teachers and make a significant contribution to pupils’ learning in these areas. Teachers are now at the stage to extend the opportunities for pupils to practise their writing more consistently across other subjects.

p.15

HOW WELL ARE PUPILS TAUGHT?

26. In the best lessons, expectations are high, the pace of learning is good and pupils are challenged. In a Year 3/4 mathematics lesson, these good features were evident as pupils were encouraged by the teacher to understand mathematical concepts. Overall, teachers have good subject knowledge, which is a result of an effective staff development programme, and they use this well in their planning. Teachers generally use time and resources well.

p.15

HOW WELL ARE PUPILS TAUGHT?

27. The quality of relationships between staff and pupils is very good and this has a significant influence on how, in most cases, staff successfully manage the pupils in their care. Teachers are encouraging and supportive and this results in most pupils becoming confident, keen to answer questions and put forward their views.

p.15

HOW WELL ARE PUPILS TAUGHT?

Teachers use their knowledge of pupils well and encourage them to improve and work harder in lessons. Teachers take full opportunity to comment on pupils’ work through their marking and this ensures that most pupils are clear about how they can improve. Also, the presentation of pupils’ work is of a good standard as teachers have high expectations and encourage pupils to do the best they can. The school has very good arrangements for the setting and marking of homework, which extend and complement the pupils’ work in school time. The work covers several curriculum areas with a particular focus on English and mathematics. Homework is marked well and praise given, when appropriate. Park Walk Primary School - 16 28. Senior management has a clear view of the quality of teaching expected from staff and work hard to achieve it. The team realises that many of the pupils have specific needs, which will only be fully addressed with the provision of consistent good

p.15

HOW WELL ARE PUPILS TAUGHT?

teaching. Staff work hard to improve the environment by displaying pupils’ work, for example, in art. This supports the children’s sense of self-esteem and encourages them to work harder.

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HOW WELL ARE PUPILS TAUGHT?

29. Good strategic planning ensures that pupils in the greatest need receive additional support to develop their use of English as an additional language. The nature of support is reviewed on a regular basis in order to respond to changing needs within the school. At the current time, there is a focus on partnership teaching in the Foundation Stage and in the Key Stage 1 classes. This provides teachers with a model of good practice in supporting pupils at all stages of learning English as an additional language, and benefits all pupils. Good teaching takes place, which results in good progress in learning. The newly appointed teaching assistant who is funded by the Ethnic Minorities and Travellers Achievement Grant provides good further support. In response to the significant number of pupils at Key Stage 2 who are in the earliest stages of learning English as an additional language, regular withdrawal

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HOW WELL ARE PUPILS TAUGHT?

sessions take place. In these sessions the specialist teacher is able to build up the pupils’ knowledge and understanding of the basic structural patterns and key vocabulary of English, which will enable this group of pupils to participate more fully in the classroom in the future. During these sessions the pupils make good progress and teaching is of a consistently good quality.

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HOW WELL ARE PUPILS TAUGHT?

30. The teaching of pupils with special educational needs is good. Their needs are correctly identified and teaching is well focused towards reaching the targets identified on their individual education plans. Teachers and support staff work well together and provide a consistent approach to teaching and learning which helps pupils to feel secure in their learning and be willing to try hard, in most cases.

p.16

PUPILS?

31. The Foundation Stage Curriculum in the nursery and reception classes is very good. The children receive a good range of experiences, which develops their knowledge, skills and understanding across all areas of learning. At Key Stages 1 and 2 the curriculum is satisfactory. This represents good improvement overall since the last inspection.

p.16

PUPILS?

32. The school meets its statutory obligations to teach all the subjects of the National Curriculum and religious education. There are effective policies which reflect the school’s long-term aims and there are good, systematic schemes of work for use in all subjects. The national initiatives of literacy and numeracy have been well implemented throughout the school. The time allocation for other curriculum subjects, many offered on a rotational rather than regular basis, has made comparable rates of progress difficult to achieve.

p.16

PUPILS?

The major weakness in the curriculum is music. Pupils are not given sufficient opportunities to play music and receive additional specialist music tuition. In spite of this, all teachers have worked hard together to make improvements in most subjects and the school is preparing to refocus on subject time allocation to allow for sufficient depth in what is a broad and otherwise balanced curriculum. There are limited opportunities to develop pupils’ independent research skills. Boys and girls make similar good progress through inclusive provision and share equal access to all learning opportunities. Park Walk Primary School - 17 33. Pupils learning English as an additional language have the same curriculum opportunities as other pupils throughout the school. However, pupils at the earliest stages of learning English as an additional language at Key Stage 2 are withdrawn from some lessons at the present time, in order to develop and extend their overall

p.16

PUPILS?

language and literacy skills. This arrangement is short-term and the aim is for pupils to remain in the class as soon as they have sufficient English language skills to participate more fully in these lessons.

p.17

PUPILS?

34. Curricular provision for pupils with special educational needs is good. The school complies fully with the Code of Practice. Pupils are carefully assessed and their needs are accurately diagnosed. They receive good support in school and from outside agencies. The quality of individual education plans is good and activities are well matched to the targets they set.

p.17

PUPILS?

35. Sex education is sensitively handled through units of work such as ‘Ourselves’, ‘Life Cycles and Plant and Animal Growth’. All the elements of personal, social and health education are well identified and taught as appropriate to pupils’ needs, during activities such as circle time or through specific inclusion in subject schemes of work such as religious or physical education.

p.17

PUPILS?

36. To enrich the curriculum further, the school takes pupils on visits to the Bethnal Green Museum of Childhood, National Portrait Gallery, Science Museum, Tate Modern, Hampton Court and the Imperial War Museum. Pupils also benefit from visits to places of worship such as a church, synagogue and mosque to gain useful insights into the beliefs and traditions of some of the major world faiths.

p.17

PUPILS?

37. Provision for extra-curricular activities across the school year is generally satisfactory and staff are aware of the need to review it regularly. The school has offered more in the past but insufficient children participated to make the provision viable. An after- school club shares the same site as the school and many pupils attend this. Girls and boys enjoy the lunchtime sewing club, which provides attractive designing and making activities and helps the development of pupils’ skills.

p.17

PUPILS?

38. Pupils benefit from the positive relationships built up with partner institutions. In particular, student teachers from a local university initial training course, make a very useful and welcome contribution to the life of the school. A strong feature of this is the link tutor scheme, recently implemented, which gives continuity to the training programme.

p.17

PUPILS?

39. The school has developed very useful links with local businesses, notably a local pizza company where pupils from Reception and Year 1 designed and made their own pizzas in the restaurant, under the supervision of the chef, and enjoyed their finished meals. Pupils in Years 2 and 3 benefited from a five-week project in conjunction with a local restaurant, during which they enjoyed sampling unusual fruits and vegetables, sea foods and other culinary treats.

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PUPILS?

They learned about food production, preparation and made their own gingerbread biscuits before visiting the restaurant for an impressive meal during normal opening hours, developing skills of social interaction and gaining a first-hand awareness of some aspects of the world of work.

p.17

PUPILS?

40. The school cultivates pupils’ spiritual development well through carefully planned assemblies. This is a good improvement since the last inspection. Pupils are encouraged to reflect upon the beliefs of others through themes which enable them to examine issues from other people’s points of view, taking a moment to reflect upon words chosen for that day for example, “Let us walk, let us talk, hearing all their Park Walk Primary School - 18 views. Let us listen and walk…a mile in their shoes.” Pupils listen to and enjoy music from a range of traditions when entering or leaving assemblies. This sets the mood and creates a good spiritual ethos. There is an inspirational quiet garden area in the playground to mark the millennium. Here, pupils are encouraged to be reflective, whether alone or in groups.

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PUPILS?

41. The provision for pupils’ moral development is good. The adults in the school present positive role models to the pupils and there are clear codes of behaviour. Pupils are taught to know right from wrong through their day-to-day interaction with staff and through lessons and assemblies, which indicate examples of good moral practice. A strong moral dimension is seen in most lessons where teachers constantly emphasise good behaviour so pupils understand what is acceptable conduct. This is reflected in the pupils’ conduct. Adults in the school also provide good role models by their courtesy and respect for pupils. Pupils respond well to this and, in turn, relate well to others and respect their views.

p.18

PUPILS?

42. Since the last inspection, good social relationships have been maintained and are promoted through co-operative group work in lessons and through assemblies, where pupils celebrate each other’s work, take pride in achievement and become positive role models for others. There is a wide range of trips during the year that provide good opportunities for pupils to extend and develop their social relationships with each other and with their teachers and other adults. This is particularly strong in the school’s residential visit. Pupils have good opportunities to develop a sense of responsibility. There are many occasions in lessons when pupils take responsibility for putting out and organising equipment and for collecting it in and putting it away. The School Council is a forum for pupils to raise and discuss issues that concern them, and helps them develop a sense of citizenship and community.

p.18

PUPILS?

43. The provision for pupils’ cultural development is satisfactory and has been promoted through the visits to cultural establishments and in lessons where they learn about the life and work of recognised artists, designers and craft workers from a range of traditions. Pupils are also encouraged to celebrate the richness of both their own and other cultures, and a cultural contribution is made by the study of a number of religions and faiths in religious education lessons. Also, there is a clear cultural dimension in many of the trips out of school and in the visits made by people who come to talk to pupils in school. The different languages which pupils bring with them to school are held in high regard within the school and this is in evidence for example, in the translated versions of the golden rules of the school, in displays, dual-text story books, and translated welcome packs for new pupils. This positive

p.18

PUPILS?

ethos supports the personal development of pupils who are new to the school and are speakers of other languages.

p.18

PUPILS?

44. The provision for pupils’ personal development has improved since the last inspection. The school now offers a wide range of activities, which support the overall good development of pupils’ spiritual, moral, social and cultural education.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Good quality pastoral care and a concern for the safety and welfare of all pupils is a high priority in the school with a range of effective policies underpinning this aspect of the school’s work. Governors exercise vigilance with regard to health and safety matters and are fortunate to enjoy a high degree of attention to this aspect of pastoral care in that the Borough Council undertakes scrupulous and detailed annual health and safety audits that include fire protection and first aid. The daily efficiency and rigorous monitoring by the site manager supplements these audits. Procedures Park Walk Primary School - 19 for child protection are securely in place. The headteacher is the designated officer for child protection and all staff in the school are fully aware of the procedures.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. Class teachers, in co-operation with the administrative staff, headteacher, governors and education welfare office, monitor attendance and punctuality very well. Despite these efforts, attendance remains below average.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Monitoring of pupils’ behaviour and personal development is mainly informal and based on observation in lessons and general behaviour in different settings throughout the school day. Teaching and support staff make a point of getting to know pupils and their family circumstances very well and this knowledge is used effectively to guide and support pupils throughout their time in the school. All adults implement the behaviour policy consistently and corporately. They do so in a non- confrontational but firm manner that ensures all pupils are aware of the high expectations in regard to their behaviour. Rewards are given sparingly but appropriately, only when they have been truly earned by pupils. Sanctions are applied in a similar fashion and few were given during the inspection. The personal, social and health education programme is another sound dimension of the school’s monitoring of pupils’ behaviour and personal development.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Pupils with special educational needs are well supported by school staff and a variety of visiting professionals from outside agencies. They are fully included in the social and academic life of the school and make good progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. The specialist teacher of pupils who speak English as an additional language maintains very detailed records of progress in English. As a result of thorough and regular assessments, good individual education support plans are written and used by teachers to monitor progress and support new learning. A very good welcome pack of worksheets and activities is provided by the specialist teacher to support pupils in the classroom during their earliest stage of learning English, and this is also translated into other languages whenever possible.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. A key issue from the last inspection report indicated the need to improve assessment and use assessment information more effectively. The school has made good progress in addressing this issue, and the approach taken has been to refine and streamline its methods of assessment and the paperwork involved. This has been developed into an assessment policy that gives clear guidance to all staff on assessments across the school to include, for example, early years’ profile, baseline assessments, year-on-year tests and a number of other effective diagnostic methods.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Assessment practices include target setting for pupils and these targets are appropriate and achievable. For pupils with special education needs and English as an additional language, assessment against National Curriculum levels takes place three times a year. Currently assessment is good in English, mathematics and science. The school now needs to use this good practice in order to ensure implementation of effective assessment in the other subjects and thereby raise standards.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. The good relationship between parents and the school, as identified in the previous inspection report, has been maintained and developed considerably over the last two years. The school is committed to promoting an effective partnership with parents and is sensitive to the varied home situations of all its pupils. Park Walk Primary School - 20 52. Communication with parents and the quality of information they receive are very good. Newsletters from the headteacher, appropriately translated for those parents for whom English is an additional language, are sent out weekly. They are lively, detailed and informative. The new school prospectus is a considerable improvement on older versions, and parents are well informed through this document of what they can expect when their children join the school. Parents are also informed of programmes of study and are invited to support their children’s learning at home

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

through homework diaries and are asked to comment on the homework pupils receive.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. Teachers work closely with the specialist teacher and work hard to build links between home and school, providing translators if required. Additional funding awarded by the Ethnic Minorities and Travellers Achievement Grant is well used to provide additional classroom support and to develop all pupils' further knowledge and understanding of the Moslem culture through a Moslem storytelling initiative. This is in direct response to requests by parents and is an indication of very good home and school partnership.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. Parents of pupils with special educational needs are also kept fully informed of their child’s progress. They are involved in regular reviews of provision and their views are considered when making any decisions.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. Pupils’ annual reports are of high quality and, again, are helpful and informative to all parents. The headteacher meets parents informally each day and there are more formal meetings during the term to discuss pupils’ progress. Parents, and indeed pupils, are invited to make known their views about the school by means of a questionnaire and are consulted on a number of issues.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. The nature and situation of many parents are such that they are unable to give their time and commitment to the more traditional forms of parental involvement in schools such as a formal Home School Association or by helping in classrooms. However, they are involved in other ways. For example, they participate in the successful international evening held in the school and, as observed during the inspection, by their enthusiastic support of the whole school assembly.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57. Parents’ response to the pre-inspection questionnaires and their mainly positive comments at the pre-inspection meeting, make it clear that they feel valued by the school and that they appreciate what it does for them and their children.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The leadership and management of the headteacher and key staff are very good. The headteacher has a clear vision for the school and central to this is the provision of high quality teaching to ensure good standards. She is also keen to ensure that pupils are well-rounded individuals, who are able to relate positively to each other and to a range of experiences. She has a good understanding of the pupils’ needs and how they learn and this is reflected in the school’s practice, which encourages independence and learning through a range of activities. These features are well demonstrated on entering the school when an ethos of care and concern together with high expectations are evident. By the time pupils leave school they show a mature attitude and are sensitive to the needs of others. There is a good degree of mutual tolerance and respect and racial harmony is self-evident.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The headteacher is particularly effective at team building and motivating staff. An outstanding feature of staffing is the strength of united teamwork that is noticeable immediately on entering the school. It is purposeful and motivated, resulting in Park Walk Primary School - 21 improving standards and a determined will to succeed. She has a strong senior management team and the skills and expertise of the headteacher and deputy headteacher are well complemented. The senior managers have a clear view of the school’s strengths and priorities for development and ably assist the headteacher. The headteacher is outward looking, keen to take on new initiatives after evaluating their effectiveness; and does so enthusiastically. She helps colleagues to become fully involved in school improvements, stays up to date with developments and offers support when necessary. At the same time, she encourages staff to lead

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HOW WELL IS THE SCHOOL LED AND MANAGED?

developments and take responsibility for key areas for improvement. The role of subject co-ordinator has developed well over recent years and although a number of the current co-ordinators are recent appointments, they share a clear understanding of what should be achieved. Established co-ordinators are well informed and effective in promoting their subjects and in monitoring standards.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

60. The school’s aims of raising standards and improving the quality of education are increasingly reflected in its work. Good systems are used to monitor pupils’ progress and to evaluate the quality of teaching. Records indicate that the school is successful in achieving better academic results but due to the small cohort of pupils in some years, any individual pupils’ level of attainment can seem quite significant in the overall statistical analysis. The school’s tracking system, which indicates the gains that pupils have made in their learning, highlights that the vast majority of pupils meet the targets set by the school although in some cases this does not equate with the national levels of attainment. When compared with similar schools, the pupils achieved standards in 2000 at Key Stage 1, which were average or above, and at Key Stage 2 they were generally very high.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

61. The school has successfully addressed the key issues arising from the last inspection. Governors give full support to the school and they and the headteacher have worked hard to make improvements. Governors have good levels of knowledge and are well informed, which helps them to be fully involved in discussions and developments. They have trust in the headteacher and staff. Governors, headteacher and staff continue to show a clear commitment to maintaining the pace of improvement. There is an established culture of monitoring and target setting that keeps the school moving forward towards achieving its aims. The school development plan sets a clear agenda for improvement and is the result of a good consultation process. Governors fulfil their statutory responsibilities.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

62. The management of the provision for pupils with special educational needs is good. Records are well maintained and pupils’ progress is carefully charted. The governing body is well informed and committed to helping the school to meet the needs of all its pupils. Funding for pupils with special educational needs is used appropriately, primarily to provide additional teaching and support staff. The levels and quality of support provided have a positive impact on the progress of these pupils.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

63. The specialist teacher has a very good understanding of the teaching of English as an additional language and manages provision well. She keeps very well maintained records of pupils’ development through the stages of fluency in English. Good strategic planning makes effective use of the specialist teacher's time. Good systems are in place whereby the headteacher and the specialist teacher undertake regular reviews of provision and make adjustments to the level of additional support accordingly.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

64. There are sufficient and appropriately qualified teaching staff to ensure that classes are not too large and that the curriculum is taught well. Induction procedures for new staff are very thorough and newly qualified teachers receive very good personal and professional support. Currently, there are no formal appraisal systems in place but all Park Walk Primary School - 22 teachers have had professional development interviews over the last months and the school is prepared for the full introduction of performance management in the New Year.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

65. The quality of assistance given by the classroom support staff, who also support pupils over the lunch period, is very good indeed. They are included in lesson planning and in all aspects of the school’s daily life. They are used well and directed by teachers who clearly rely on their expertise to enhance pupils’ learning.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

66. The school occupies a large, tall Victorian building and the accommodation is more than adequate in size to deliver the curriculum. It has three halls, good-sized classrooms and a very large library, although pupils comment that this latter is kept locked for a large part of the school day. The school has access to an excellent off- site computer facility for use by pupils and this is having a positive effect on improving pupils’ skills. Displays in classrooms provide both a colourful and stimulating learning environment as well as celebrating pupils’ achievements. The site manager and his staff keep the accommodation very clean and well maintained. This, in turn, encourages pupils to take care of the school.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

67. The school is fortunate to have its own well-maintained swimming pool. This is a significant factor in the standards which pupils achieve in swimming and the confidence they develop in the water from an early age. There is no green field site and the playground is small. It is, however, well marked and its limited space is used well by pupils. A most attractive and recently completed feature is the Millennium Wall, a seating and garden area which is thoroughly appreciated by all the pupils and which will receive even more use and attention in the summer months.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

68. The school is fortunate to access a considerable sum of money each year through letting its accommodation to local organisations. It can only do this with the hard work and commitment of the site manager who works long hours to ensure this vital financial support is raised annually.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

69. The quality and quantity of resources are good in most subjects although there is a need for more CD-ROMs in information and communication technology. Resources are satisfactory in English but unsatisfactory in music and design and technology. The lack of good quality instruments and insufficient number of beaters, for example, impedes pupils’ progress in music. Also, there are insufficient supplies of good quality tools in design and technology and this restricts the teaching of skills. Resources are well cared for and easily accessible to staff and pupils.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

70. The condition of some classroom furniture could be improved. It is noticeable that the older pupils work on tables and sit on chairs that are the same size as those used for younger pupils in the school. Pupils themselves commented on this independently of the observation made by the inspection team.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

71. Good financial planning, by the headteacher and governing body, ensures the school’s income is used to best effect. Governors have a good grasp of the school’s finances, and the finance committee, within the considerable constraints of a tight budget, undertakes strategic financial planning. Professional development of staff is given a high priority and good use is made of the allocated funding for this purpose. Regular in-service training is organised and relates well to staff requests for their own individual training needs and the overall needs of the school. Special educational needs funding and specific funds for pupils for whom English is an Park Walk Primary School - 23 additional language are spent appropriately on teaching staff and support assistants, resulting in the good progress made by these pupils.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

72. Financial planning is thorough and takes full account of the cost of implementing the school’s plan for development, so that priorities can be addressed. The day-to-day organisation of the school is very efficient. The senior administrative officer and the school secretary provide a first-class administrative service to support staff, pupils and parents.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

73. The school has successfully addressed the key issues arising from the last inspection and developed significantly since that time. This is due in the main to the very good leadership and direction given by the headteacher and key managers, the support of governors and the hard work of the staff, all of whom endeavour to improve the quality of education provided and the standards achieved. The school now gives good value for money.

p.23

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve the music curriculum and pupils’ achievements by: * developing procedures for assessing pupils’ work and progress in order to match work to the pupils’ prior attainment; * investigating the possibility of additional specialist music tuition; * improving the quantity and quality of resources. (Paragraphs 8,69,140,142,143,144)

p.23

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Adapt existing good practices in the assessment of English, mathematics and science to the assessment of pupils’ work in other subjects and use the information gained from this to: * monitor and evaluate pupils’ progress; * set targets for pupils’ achievements, when appropriate; * plan future work. (Paragraphs 50,121,134,139,143)

p.23

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve pupils’ attendance and punctuality by: * continuing to monitor rates of absence and informing parents of the importance of full attendance in raising pupils’ attainment. (Paragraphs 19, 46) Park Walk Primary School - 24

p.23

OTHER ISSUES WHICH SHOULD BE CONSIDERED BY THE SCHOOL

• Ensure that pupils have sufficient opportunity to practise their writing across a range of subject areas. (Paragraphs 4,25,88,127,132)

p.24

The school has already highlighted in its School Improvement Plan the need to raise

levels of attendance and improve the quality of writing across the school. Park Walk Primary School - 25

p.24