Other · Ofsted report

St Paul's CofE (C) Primary School

Inspected — · published 19 Sept 2002 · URN 124227

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Summary

No overall grade in this framework

Helen Barter

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Inspectorssingle source
Helen Barter
URN verified
124227

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FindingsAbout the inspectionWhat needs to improve positive critical

Findings8758w+82
What needs to improve13499w+83

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Pages: 50
Words of findings: 22,076; longer than usual (typical 1049)
Reading level: Hard; Flesch 48, typical 45
Average sentence: 19 words
Next steps: 8; typical 5
Hedged sentences: 5%; “some”, “not always”, “most”…

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

Full report text

Primary School

Dates of inspection: 17 th – 20 th June 2002

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Primary School

Inspection number: 225514 Full 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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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. Edensor Church of England (VC) Primary School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Byatts Grove Longton Stoke-on-Trent Staffordshire Postcode: ST3 2RH

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Rev’d D. Heywood

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 13 th March 2000 Edensor Church of England (VC) Primary School - 5

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

20950 Roger Burgess Registered inspector Mathematics Geography History What sort of school is it? How high are standards? How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 9052 Helen Barter Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 20281 Gill Dunkling Team inspector Science Art and design Design and technology Foundation stage How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

21858 John Pryor Team inspector English Information and communication technology Music Physical education Religious education Equal opportunities Special educational needs

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INFORMATION ABOUT THE INSPECTION TEAM

6 Bridle Dene Shelf Halifax West Yorkshire HX3 7NR

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Edensor Church of England (VC) Primary School - 6

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REPORT CONTENTS

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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PART B: COMMENTARY

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

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HOW GOOD ARE THE CURRICULAR AND OTHER

OPPORTUNITIES OFFERED TO PUPILS? 16 – 18

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HOW GOOD ARE THE CURRICULAR AND OTHER

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 18 – 20

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HOW WELL DOES THE SCHOOL WORK IN

HOW WELL IS THE SCHOOL LED AND MANAGED? 21 – 23

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HOW WELL DOES THE SCHOOL WORK IN

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 24

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HOW WELL DOES THE SCHOOL WORK IN

PART C: SCHOOL DATA AND INDICATORS 25 – 28

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PART D: THE STANDARDS AND QUALITY OF TEACHING IN

AREAS OF THE CURRICULUM AND SUBJECTS 29 – 47 Edensor Church of England (VC) Primary School - 7

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INFORMATION ABOUT THE SCHOOL

Edensor Church of England Primary School is situated in the Longton area on the south eastern side of Stoke-on-Trent. It is an average sized primary school for pupils aged from three to 11 and currently has 210 on roll, including 22 children who attend the nursery full time. Most pupils come from the immediate area where most property is rented. Children are admitted to the nursery class on a part time basis when they are three years old. They join the reception class at the beginning of the academic year in which they are five. When they start the nursery most children have levels of attainment which are well below those expected for their age. There are no pupils from minority ethnic groups and all pupils speak English. The proportion of pupils eligible for free school meals, approximately a quarter, is above the average for schools nationally. The percentage of pupils identified as having individual needs

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INFORMATION ABOUT THE SCHOOL

on the school’s register of special educational needs is below the national average.

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HOW GOOD THE SCHOOL IS

This is a very good school where pupils make good progress and have achieved very well this school year. The headteacher, governors and staff work effectively together to provide a very good quality of education for all pupils. Pupils enjoy coming to school and make excellent relationships. The quality of provision is very good, with all teaching being good or better and all staff contribute significantly to the success of the school. In relation to their previous work pupils achieve well in most subjects, including English, mathematics, science and information and communication technology. Learning benefits from the very good attitudes of the pupils which the school is successful in developing. The governing body make a very good and effective contribution to the work of the school. The headteacher and governors are clear about what needs to be improved and how to achieve it. The school gives good value for

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What the school does well

♦ The overall quality of teaching and learning is very good. ♦ The headteacher, governors and senior staff provide very good leadership. ♦ The excellent monitoring of the work of the school resulting in the identification of areas for improvement and appropriate action being taken. ♦ The excellent provision for pupils’ personal development. ♦ Pupils achieve very well in relation to their previous attainment (achievement refers to the progress that pupils make over time in relation to their starting point). ♦ Excellent monitoring of behaviour and promoting high standards. As a consequence pupils behave very well and have very good attitudes to school. ♦ Relationships are excellent, reflecting the school’s very good provision for the care and protection of pupils. ♦ The school works well in partnership with parents and the community.

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What could be improved

♦ The quality and range of resources – this is recognised in the current school improvement plan. ♦ Standards of handwriting. ♦ The reporting of pupils’ progress in Foundation subjects in pupil’s annual written reports. Edensor Church of England (VC) Primary School - 8 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

Improvement since the last inspection in March 2000 has been very good. A visit by HMI in March 2001 judged improvement to be reasonable. Since that visit the school has continued to effectively implement the good plans to tackle the weaknesses identified in the last report. The implementation of some of these, for example, assessment and the development of the curriculum, have been addressed well and are having an increasing impact on standards. The work of the senior management team and co-ordinators has been addressed well and they become actively involved in the monitoring and development of their subjects. The school improvement plan has been developed and schemes of work have been produced for all subjects. Assessment arrangements have been extended and practice is consistent, reflected in work which is well planned to meet the needs of all pupils. The most significant improvements have been in target setting for individual pupils and the use of assessment

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

information in planning lessons which have resulted in significant improvements to the standards attained. Since the previous inspection standards have improved at a greater rate than those in other schools. This was recognised with the award of a School Achievement Award in 2001. The headteacher, staff and governors have made improvements in many aspects. There is a strong commitment to improve the quality of education through a programme of review and development. The school now has much better information to enable it to assess pupils' progress and set targets, which have been well met. The school recognises that further progress can be made and is well placed to continue to build on its recent improvements with clear and positive leadership, which promotes high standards of provision and attainment.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 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

English E E* D B well above average above average A B Mathematics E E E E average below average C D Science E* E* E D well below average very low E E*

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STANDARDS

Although the performance of 11 year olds in these tests was below or well below the national average, as the table above shows, it was above that achieved in schools in similar contexts in English, below in science and well below in mathematics. Targets set with the local education authority were met. The trend in test results in all subjects has been upwards, particularly in English and science. In the 2001 national tests and assessments for 7 year olds, pupils’ results were well below the national average in reading, writing and mathematics. Results compared with those in similar schools were well below average in reading and below average in writing and mathematics. These represent a significant improvement on results in 2000. Edensor Church of England (VC) Primary School - 9 From a low start, pupils achieve well by the time they leave the school. In the nursery and reception classes, children make good progress but a significant number of children do not

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STANDARDS

reach the early learning goals for children of their age. From current inspection, the majority of 7 and 11 year old pupils now attain the expected levels in English, mathematics, science and information and communication technology. In religious education, pupils achieve in line with the expectations outlined in the locally agreed syllabus. In art and design, geography, history, music and physical education, pupils’ attainment is in line with expectations for their age.

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Aspect Comment

Attitudes to the school Very good. Pupils enjoy coming to school and are very interested and involved in activities. Pupils work hard and sustain concentration. Behaviour, in and out of classrooms Very good. Pupils understand the school’s firm and fair rules and follow them well. This has a positive impact on pupils’ progress. Incidents of bullying are very rare and they are dealt with promptly. Personal development and relationships Pupils’ personal development is very good. Pupils are very thoughtful for others and welcome opportunities to take on responsibilities. Relationships are excellent. This creates a positive atmosphere in which pupils learn confidently. Attendance Satisfactory. The school has made a concerted effort to improve levels of attendance.

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Aspect Comment

The school’s strong, caring ethos supports the development of pupils’ very good attitudes and values. Pupils listen attentively and respond well in lessons. In their personal development, pupils willingly take responsibility for tasks and show initiative, such as when undertaking independent research and supporting different charities. Despite the best efforts of the school, a significant number of absences are due to holidays during term time. This has a detrimental effect on the progress and achievement of these pupils.

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TEACHING AND LEARNING

Teaching of pupils in: Nursery & Reception Years 1 – 2 Years 3 – 6

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TEACHING AND LEARNING

Quality of teaching Very good Very good Very 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 overall quality of teaching is very good and this has a positive impact on pupils’ learning and the raising of academic standards. Teachers work hard, exhibit a strong loyalty to the school and serve the pupils well. All teaching was good or better. These findings are an improvement on the good standards reported in the last inspection. Teaching was of a particularly high quality for the two oldest classes, with examples of excellent teaching in Years 5 and 6. As a result, pupils make particularly good gains in learning in these classes. The quality of teaching is always good or better in English, mathematics, science, information and communication technology and music. It is also very good for children in the Foundation Stage. The high quality of teaching is helping to ensure pupils make good gains in learning Edensor Church of England (VC) Primary School - 10 throughout the school. Their needs are met well and they gain skills, knowledge and

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Aspect Comment

The quality and range of the curriculum Very good overall. The school provides a broad and balanced curriculum which is enhanced with interesting visits and a very good level of extra-curricular activities. Provision for pupils with special educational needs Good. Pupils progress well because of the good levels of curricular and adult support.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Excellent. Pupils are taught the difference between right and wrong. There are well-organised opportunities, such as the Anti Bullying Council, for pupils to develop a sense of responsibility. Teaching of the broader multicultural aspects of life in modern society is developed very well. How well the school cares for its pupils There are very good procedures for the care and protection of pupils. Health and safety issues are dealt with appropriately. Assessment and monitoring procedures are very good. The school makes good of the wealth of information gained to plan effectively for future learning.

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Aspect Comment

The procedures for monitoring and promoting good behaviour are excellent and reflected in the behaviour of pupils throughout the school. Procedures for supporting pupils’ personal development are excellent. There are good links with parents. The school makes a strong effort to work in partnership with parents. This has been of particular benefit where the parent response has been good. Homework has a positive effect on children’s education and progress. Regular information is sent to parents on school events. Annual reports on pupils’ progress do not give parents enough information on how their children are doing in all subjects.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher leads the school well. She is very ably supported by key staff. There is a clear management structure with well-focused job descriptions to define senior teachers’ responsibilities. How well the governors fulfil their responsibilities Governors are very conscientious and they fulfil their statutory duties well. Their role in creating a community spirit and caring for the pupils is very good and they are developing their role as critical friend to the headteacher effectively. The school’s evaluation of its performance Excellent. The headteacher and co-ordinators analyse the school’s performance in national and other tests rigorously and shares the information appropriately with staff and governors. The school improvement plan helps governors to evaluate how well the school has done. Edensor Church of England (VC) Primary School - 11

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Aspect Comment

The strategic use of resources Good. Funds are used appropriately for the purpose for which they are intended. Governors manage the finances of the school well and give appropriate consideration to the effectiveness of their spending.

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Aspect Comment

The level and quality of support and administrative staff are good. Learning resources and the accommodation, which are used very well, are satisfactory. Leadership provides very clear direction for the school and promotes collaboration and high standards. The governing body provides active support in the management of the school. The principles of best value are used well, for example, through the use of individual teacher’s subject specialisms, for example, in music. This enhances the quality of provision. Professional training for teachers and classroom assistants is of very good quality and new staff are integrated into the school well.

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What pleases parents most What parents would like to see improved

♦ Their children like school and make good progress. ♦ They feel comfortable about coming with questions or problems. ♦ The school has high expectations. ♦ Homework. ♦ Activities outside of lessons.

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What pleases parents most What parents would like to see improved

Inspectors support the parents’ positive views of the school. The school has surveyed parents’ views on homework and has an appropriate policy and practice. The range of activities is very good and includes a variety of visits linked to the curriculum and visitors to the school as well as a range of different clubs, including sporting and musical activities. Edensor Church of England (VC) Primary School - 12

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The school’s results and pupils’ achievements

1. The school has taken a rigorous approach to improving standards. The upward trend in the school’s results for English, mathematics and science for 11 year olds is in line with the national trend from 1996 to 2000. Since the time of the last inspection in March 2000, the percentage of 7 and 11 year olds achieving the expected levels has risen in English, mathematics and science. Fewer pupils reach the higher levels than happens in many schools. The school’s successful introduction of assessment linked to targets for individual pupils has had a significant effect on pupils’ attainment.

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The school’s results and pupils’ achievements

2. In the 2001 National Curriculum tests for 11 year olds, in comparison with all schools pupils’ performance in English was below the national average, it was well below the national average in mathematics and science. In comparison with similar schools, pupils’ performance was above average in English and below average in science and well below average in mathematics. The performance of boys was well below that of girls. These results represent a significant improvement in English and science. Early indications are that there has been a similar improvement in mathematics results in the most recent tests in May 2002. The school is monitoring gender performance and providing classroom support and learning resources to redress the situation.

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The school’s results and pupils’ achievements

3. From current inspection, standards in Year 6 are in line with national expectations in English, mathematics and science for most pupils. Scrutiny of pupils’ work in Years 4 and 5 shows that standards are improving and pupils achieve well. In its drive to raise standards, the school groups pupils in Years 3 to 6 by prior attainment in mathematics and English. The targets set with the local education authority for English and mathematics in 2000 were exceeded and this year’s targets have been raised to present a real challenge for the school.

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The school’s results and pupils’ achievements

4. In the 2001 national tests for 7 year olds, the school’s performance in reading, writing and mathematics was well below the national average compared with all schools nationally. In comparison with similar schools, pupils’ performance was well below average in reading and below average in writing and mathematics. These results show a significant improvement on previous results particularly in writing and mathematics. Inspection evidence indicates that standards for 7 year olds are in line with expectations in reading, writing and mathematics for most pupils. This represents good achievement from a low start. The staff have analysed the school’s results in national and voluntary tests in order to build on strengths and overcome weaknesses.

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The school’s results and pupils’ achievements

5. Children enter the nursery with levels of attainment which are well below those expected for their age. Children in the Nursery and Reception classes make very good progress, particularly in their personal and social development. The children achieve very well although a significant number do not achieve the nationally agreed early learning goals by the end of the Foundation Stage particularly in communication, language and literacy and mathematical development. Children make very good progress because of the very good teaching and support based on a clear and secure understanding of the needs of young children. The planning of the curriculum is very good and staff create a happy and purposeful atmosphere in which children learn confidently. Edensor Church of England (VC) Primary School - 13 6. By the time they are 7 years old, most pupils gain skills, knowledge and understanding of English at a good rate and achieve well from a low base. Pupils develop their speaking

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The school’s results and pupils’ achievements

and listening skills effectively and acquire appropriate specific subject vocabulary so that they are able to express their ideas clearly. They ask questions and share their thoughts openly during discussions. Pupils enjoy reading and experience a wide range of texts so that they practise their skills in all subjects. Slower learning pupils use illustrations to help them to understand stories. The school emphasises the step-by-step teaching and learning of letter sounds and patterns so that pupils achieve well in reading, writing and spelling and gradually learn to build simple words. A significant number of pupils do not use capital letters and full stops consistently to demarcate sentences. Higher attaining pupils use interesting vocabulary and show a clear sense of narrative in their writing.

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The school’s results and pupils’ achievements

7. In mathematics, the majority of pupils acquire a good range of strategies to answer the teachers’ brisk questions in mental arithmetic sessions. Pupils benefit from the skilful intervention of the teacher and support staff to tease out their thoughts during individual and group work. Pupils develop an increasing awareness of the use of mathematics in everyday life, for example, in weighing, measuring and shopping.

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The school’s results and pupils’ achievements

8. In science, the school’s increased provision of practical investigations helps pupils to gain a deeper understanding and knowledge of the world around them. Most pupils develop skills of systematic observation and recording at a good rate and their use of appropriate vocabulary supports their good progress.

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The school’s results and pupils’ achievements

9. By the time they are 11 years old, pupils use their skills in speaking and listening effectively, for example, they support their arguments effectively during discussions and take part in the school council. The high quality of relationships in the school ensures that pupils are able to express their views without fear of criticism. Most 11 year olds answer teachers’ questions confidently and are keen to contribute their ideas. Pupils benefit from reading together from enlarged texts during the literacy hour. They explore spelling patterns, look for specific punctuation and consider how words are used to create a range of effects. Consistent teaching of spelling and regular practice in basic grammar give pupils a good grounding so that they achieve increasingly effective writing skills. They write for a good range of purposes and use their literacy skills effectively in other subjects.

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The school’s results and pupils’ achievements

10. In mathematics, pupils' positive and enthusiastic approach to mental arithmetic helps them to gain increasingly secure knowledge of the four rules of addition, subtraction, multiplication and division of numbers. Pupils increasingly use this knowledge to solve practical problems which are expressed in words rather than figures. In science, pupils gain knowledge and understanding at a good rate because of the school’s increasingly practical approach to the teaching and learning of the subject.

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The school’s results and pupils’ achievements

11. Seven and 11 year olds achieve at levels typical for their age in information and communication technology. This is an improvement since the last inspection. Younger pupils use the mouse confidently and are adept at using the keyboard for word processing and simple editing. They use simple programs to extend their learning in literacy, numeracy, geography and art and design. As they grow older, pupils gain increasing experience with data handling, control and modelling and the use of a wide range of electronic equipment to achieve above average standards. Most pupils use CD-ROMs and the Internet confidently by the time they are 11. Edensor Church of England (VC) Primary School - 14 12. In religious education, pupils aged 7 and 11 achieve standards which are in line with expectations outlined in the locally agreed syllabus. This concurs with findings at the last inspection. Pupils throughout the school gain appropriate skills, knowledge and understanding

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The school’s results and pupils’ achievements

which enable them to know about a range of faiths which are practised in modern Britain. Christianity is the principal religion studied and pupils know Bible stories, including those about the life and work of Jesus. Pupils achieve well in all other subjects . In art and design, geography, history, music and physical education, pupils’ attainment is in line with expectations for their age. These standards represent a clear improvement since the last inspection.

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The school’s results and pupils’ achievements

13. Higher attaining and talented pupils are achieving well because teachers now have high expectations of them and convey this very clearly. This is an improvement since the previous inspection. Pupils with special educational needs make good progress towards the targets in their individual education plans. Realistic targets are set for these pupils to achieve regular success. Teaching support is good and classroom assistants help pupils to achieve well in lessons.

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The school’s results and pupils’ achievements

14. Factors which enhance the progress of pupils with special educational needs include the good quality of pupils’ individual education plans, the close teamwork between teaching and non-teaching staff, the highly qualified staff for dyslexic pupils, the good links between school and home, the very good use of the school’s resources, especially in information and communication technology, and the good links with the support services of the local education authority.

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Pupils’ attitudes, values and personal development

15. Since the last inspection, pupils’ attitudes and behaviour have strengthened further and are now very good. Pupils say that the school is ‘a friendly place where your views are listened to’. They say that their teachers ‘work hard and help them to learn’. They have a clear sense that they come to school to learn as well as to have fun. These high standards have been achieved through very good support and encouragement which raises pupils’ self-esteem and confidence in themselves and their work. Parents are particularly pleased with the high expectations of teachers that their children will work hard and do their best.

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Pupils’ attitudes, values and personal development

16. Pupils’ attendance is satisfactory. Attendance levels are just in line with national averages although there is a slightly higher incidence of authorised absence. The school is aware of the number of term-time holidays, particularly during the traditional period of ‘potters’ holidays’ which disrupt pupils’ education. Most pupils arrive on time for school and registrations are carried out quickly at the beginning of morning and afternoon sessions. This means that little learning time is wasted.

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Pupils’ attitudes, values and personal development

17. Pupils are highly motivated, enthusiastic and eager to contribute and participate in lessons and other activities in and around the school. This has a significant impact on the quality of their learning. Pupils settle to work quickly and purposefully. They are well focused on their tasks and can concentrate for extended periods of time, putting in maximum effort to their work. They are confident to both ask questions and volunteer information in discussions and listen well to their teachers and to other pupils. Pupils clearly enjoy learning and have very positive attitudes in all subjects of the curriculum. Edensor Church of England (VC) Primary School - 15 18. Standards of behaviour in and around the school are very good. Most parents are pleased with the high standards of discipline and feel that their children behave very well as a result. Pupils say that children behave well and that they have lots of friends. They are happy

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Pupils’ attitudes, values and personal development

that, when there are problems, teachers listen to their concerns and help them to sort out their difficulties. The school is a welcoming, orderly community where pupils have

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Pupils’ attitudes, values and personal development

a very good sense of self-discipline. Although class rules are clearly displayed, teachers rarely have to refer to them because pupils have a clear understanding of what is expected of them.

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Pupils’ attitudes, values and personal development

19. Pupils are friendly and courteous to staff and adults in the school. In class, pupils are very happy to talk about what they are doing and are willing to show their work to inspectors. No oppressive behaviour was observed during the inspection and pupils were seen to behave very well in assemblies, at lunchtime and in the playground. The school works hard to include and support all pupils, especially those with individual behaviour problems. There has only been one exclusion in the past year.

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Pupils’ attitudes, values and personal development

20. Pupils make very good progress in their personal development. Relationships in the school are excellent and help pupils to feel fully included in the school community where everyone respects and values each other. Pupils themselves say that everyone is treated equally. Teachers and pupils have relaxed relationships with each other and there is a lot of good-natured humour between them. Pupils help each other and show consideration for others’ feelings, values and beliefs. They co-operate well and enjoy working together in pairs and groups.

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Pupils’ attitudes, values and personal development

21. Pupils demonstrate high levels of initiative and personal responsibility. They carry out jobs around the school willingly. Older pupils organise and run school fund-raising events. They are very aware of their own learning and say that the class and individual targets are good because ‘we can work towards them.’ Year 5 and 6 pupils in the Anti Bullying Council are proud of their role in helping pupils to behave well and resolve their problems. They say that they ‘want to set an example to others’ and recognise that their roles will ‘help us for when we are older – it gives a chance to try team work.’ Year 6 pupils feel that they have been very well prepared for their move to secondary school and are looking forward to new opportunities. They welcomed the chance to talk to inspectors and their mature and positive discussions were a credit to the pupils and to the school.

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HOW WELL ARE PUPILS TAUGHT?

22. The quality of teaching is very good overall. This is an improvement since the last inspection, when it was good. During this inspection, it was very good or better in nearly three quarters of the lessons seen and good in the remainder. The best teaching was in Years 5 and 6 and four excellent lessons were seen for the oldest pupils. As a result of this overall good teaching, most pupils learn at a good rate and achieve well. Rigorous attention to the teaching of the basic skills of literacy and numeracy is a prominent good feature. The good quality of teaching reflects the teacher’s good planning of lessons, so that pupils build effectively on what they already know. Throughout the school, the best lessons are characterised by the teachers’ high expectations of pupils.

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HOW WELL ARE PUPILS TAUGHT?

23. In the Nursery and Reception classes, the quality of the teaching gives the children a positive start to their schooling. Staff recognise the importance of children’s language development and there is appropriate emphasis on literacy and numeracy, with rigorous Edensor Church of England (VC) Primary School - 16 teaching of letter shapes and sounds and thorough practice of early arithmetical skills. The nursery nurses are closely involved in the teaching and all staff are involved in the planning of activities. The staff value the children; they listen to them patiently and are interested in what they have to say. This builds children’s confidence and helps them to express their views and ideas. Staff prepare a bright and stimulating environment which encourages children to want to learn. The children’s development is monitored closely and work is planned to meet the needs of individuals and groups, including children who have special educational needs. In the

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HOW WELL ARE PUPILS TAUGHT?

reception class, the pace of teaching increases and children benefit from more structured lessons as they get older.

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HOW WELL ARE PUPILS TAUGHT?

24. The teachers’ high level of interaction with the pupils mean that learning takes place at a very good rate. Teachers manage the pupils well and deal with a wide range of pupils’ needs. In English and mathematics, the teaching was characterised by the teachers’ effective implementation of the national strategies for literacy and numeracy. In all subjects, the best lessons were organised well and moved along at a brisk pace. The ‘quick fire’ mental arithmetic sessions at the beginning of each numeracy lesson were particularly effective. Throughout the school, teachers gave clear explanations of what the pupils were expected to do so that they could get on with their work and did not waste time.

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HOW WELL ARE PUPILS TAUGHT?

25. Teachers use a wide range of methods to stimulate pupils’ interest. In science, teachers’ attention to the development of pupils’ skills of scientific enquiry was demonstrated by their use of probing questions which made pupils think hard before they answered. The good level of intervention and support in physical education lessons helped pupils to experiment with ideas and refine their work critically. Very good relationships were a major feature in all lessons and were a strong and positive element in the integration of pupils with special educational needs. All staff work hard with these pupils and look thoughtfully for ways to help them. Teachers manage pupils’ behaviour well by following the school’s code of conduct and by creating a positive atmosphere in which pupils strive for rewards and want to be successful.

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HOW WELL ARE PUPILS TAUGHT?

26. Pupils who have special educational needs achieve well and teachers plan carefully to meet their needs. They set targets for both individuals and groups of pupils with similar needs so that pupils are challenged appropriately. The main thrust in support for these pupils is in literacy and numeracy and teachers plan well and involve classroom assistants effectively during activities so that pupils make good progress in line with their classmates. In other subjects, good support with language and literacy helps pupils to do research, organise findings and explain what they have done with increasing success. Support staff play an important role in the education of all pupils; their support for pupils with special educational needs is particularly valuable. Pupils make good progress because of the sensitive management and thorough understanding of their needs.

p.16

HOW WELL ARE PUPILS TAUGHT?

27. Staff have worked well to raise the standards of pupils’ attainment. Literacy and numeracy are taught well throughout the school and are promoted effectively in all subjects. The regular and thorough teaching of letter sounds and spelling patterns helps pupils to improve their spelling, especially in Years 1 and 2. Throughout the school, the teachers’ thoughtful selection of interesting literature helps pupils approach new texts with increasing confidence. Marking of pupils’ work is good in mathematics, but it is not used consistently as a tool for teaching and learning in all written work. Opportunities are sometimes missed for pupils to correct their work. Edensor Church of England (VC) Primary School - 17 28. Teachers evaluate their own work critically and note how pupils have progressed in lessons, with particular rigour in English, mathematics and science. This helps them to form a continuous picture of how each pupil is doing and to plan appropriate work for groups and

p.16

HOW WELL ARE PUPILS TAUGHT?

individuals, including those pupils who have special educational needs or are talented.

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HOW WELL ARE PUPILS TAUGHT?

29. Teachers have also developed effective assessment procedures in information and communication technology. In other subjects, teachers keep brief and useful records which help them to prepare lessons, give a short summary at the end of each term and report annually to parents. The school has helpful systems for teachers to record how pupils are acquiring knowledge and skills systematically, for example, in history and geography, in order to provide clearer information for parents and the pupils’ next schools.

p.17

HOW WELL ARE PUPILS TAUGHT?

30. Teachers deploy non-teaching staff effectively to support pupils during activities. Learning resources are chosen effectively to help pupils to understand and remember what is being taught and to bring life to their learning. Information and communication technology is used increasingly to reinforce and extend pupils’ learning. For example, pupils explore the use of computers to collect and collate information in the form of graphs in many subjects. Teachers use a broad range of information and communication technology, including audio and video recording equipment, to bring excitement and interest to lessons. Throughout the school, teachers plan for pupils to search for information in CD-ROMs and on the Internet.

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HOW WELL ARE PUPILS TAUGHT?

31. Homework is set regularly and teachers work hard to involve parents with their children’s learning, both in and out of school. They are particularly successful with the reading programme, in which many parents play a valuable role in listening to their children and maintaining dialogue with the school through entries in reading diaries.

p.17

PUPILS?

32. The school provides a curriculum that is very broad and balanced and meets statutory requirements. All subjects of the National Curriculum and religious education are taught. The allocation of time to each subject is in accordance with national guidelines. The school has undertaken a significant review of its curriculum and the planning for its delivery since the last inspection. All key issues have been addressed.

p.17

PUPILS?

33. There is very good provision for children in the Foundation Stage. The very wide range of first hand experiences for children in the Foundation Stage ensures that very good opportunities are provided in all areas of learning. The teacher and nursery nurses work very closely to plan and develop stimulating activities for the children. The curriculum provided in the Reception Class makes a smooth transition into the National Curriculum programmes of study.

p.17

PUPILS?

34. At Key Stages 1 and 2, effective learning opportunities are provided for all pupils, in the different subjects of the National Curriculum and in religious education. There is appropriate provision for sex education and drugs misuse awareness through the curriculum and the personal and social education programme, with support from the school nurse. The school’s provision for personal, social and health education is excellent. In their personal development, pupils throughout the school willingly take on responsibility for tasks and show initiative. The school places great emphasis on its personal care of pupils. Edensor Church of England (VC) Primary School - 18 35. There are policies and schemes of work in place for all subjects. The school development plan contains review dates for each subject, providing an opportunity to improve continuity and progression in curricular planning.

p.17

PUPILS?

36. The National Strategies for Literacy and Numeracy are effectively in place. Teachers follow the guidelines very well. They structure their lessons to ensure that the balance of direct teaching and pupils’ activities maintain high levels of application and motivation in the pupils. In both literacy and numeracy, teachers carefully plan activities that are appropriate to pupils’ differing prior attainment. 37. Central to the school’s ethos is the excellent provision of equal opportunities for all pupils to learn and make progress. All pupils have equal access to the curriculum and pupils with special educational needs receive good support to aid their learning. Health education is an important component of science teaching and learning. Good displays around the school indicate pupils’ interest in healthy living. Through the physical education, games and swimming activities, the school contributes to the development of pupils’ physical fitness.

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PUPILS?

38. Provision for pupils with special educational needs is good. Individual education plans are used effectively and these pupils' special needs are being targeted. The pupils are supported through the provision of differentiated activities and through the work of support assistants. Pupils with special educational needs are well integrated into this caring environment. The school encourages high levels of co-operation and support to enable pupils to participate fully alongside others in the life of the school.

p.18

PUPILS?

39. The very good provision of extra-curricular activities strongly enhances the curriculum. At present, activities include gym, art, drama, library and information and communication technology clubs, recorder teaching and football coaching by Stoke City Community Football Association. Links with the community make a good contribution to pupils’ education. Recently local businesses donated prizes for the school initiative “Books and Beyond”. There are sound links with other local schools. Subject co-ordinators attend local meetings and there are sound transfer arrangements in place to ensure that pupils move from one school to another with minimum disruption to their learning.

p.18

PUPILS?

40. The school makes excellent provision for the pupils' spiritual, moral, social and cultural development. Developing their self-esteem, sense of belonging to a caring and cared for community, their understanding of what it means to be a responsible member of society and their appreciation of the wide variety of cultural experiences open to them, lie at the heart of the school's aims. The high quality of this provision results in the excellent mutual relationships between everyone associated with the school and especially between pupils and staff that are the hallmark of the school. This represents a very good improvement on the previous inspection.

p.18

PUPILS?

41. The clear but gently stated Christian ethos of the school defined in its Church of England Voluntary Controlled status is visible in the concern of teachers and governors for the rounded development of the pupils as people. A very important feature of the provision for pupils' personal development is the Anti Bullying Council for which pupils volunteer for selection. The pupils themselves manage this, they are trained to help their fellow pupils who experience any sort of harassment and encouraged to bring concerns to appropriate members of staff. This body has not only been very effective in its primary purpose, but as the pupils became more self-confident it has become a means by which they can affect the life of the school positively. Not only the members of Anti Bullying Council but the other pupils also feel, as a result of its efforts, that their opinions matter and that the school really cares about them.

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PUPILS?

Edensor Church of England (VC) Primary School - 19 42. As well as feeling comfortable with themselves in an everyday fashion, the pupils are provided with the means of expressing their deepest feelings through prayer and reflection in the well-managed and sensitive acts of collective worship. Following an initial assembly on thanking God for their city pupils were invited to make their own prayers, attached to a cardboard "candle", during the week for any aspect of city life that moved them. Each day the number of candles used increased. Pupils are also invited to offer prayers before meals and at the end of the day and are thus provided with an appropriate language in which to express their feelings of awe and thanksgiving. 43. The provision for the pupils' moral development is also excellent. The behaviour policy is implemented in positive ways so that pupils are encouraged to behave well, rather than

p.19

PUPILS?

discouraged from behaving badly. The excellent relationships between staff and pupils create a climate in which pupils learn the difference between right and wrong and behave naturally in harmony with one another. The methods of encouraging positive relationships and hence good behaviour are practised by all the adults involved in the school. They support the very good work of the Anti Bullying Council pupils who also contribute to the other pupils' perception of what is good and what is bad behaviour.

p.19

PUPILS?

44. The very good teaching methods, which encourage co-operative working, also support the development of a well founded ethical community within the school. This is achieved without the pupils developing a superior and self-regarding holier-than-thou view of themselves. They behave well because that is the way it is.

p.19

PUPILS?

45. The very good provision for the pupils' social development is related to the provision for spiritual and moral development and is grounded in the excellent relationships promoted and experienced in the school. The pupils have very good models of social behaviour in the work of volunteers and governors who give of their time and talents to support the school and create in it a welcoming community, supporting the very good work of the staff in this respect.

p.19

PUPILS?

46. The recently revived breakfast club, named the "Cornflake Club" by the younger pupils and with a logo devised by older ones, is run by parents and other volunteers from the church and the community. This is well supported by pupils and provides another very good model of how societies depend on the help people give to one another. The visits the younger pupils make within the local community help them to understand how society functions. In much the same way the discussions in subjects, such as English and geography about social and environmental matters, provide the pupils with insights into how society functions.

p.19

PUPILS?

47. The school makes very good provision for the pupils' cultural development through the curriculum in subjects such as art and design, music, English, history, geography and physical education, and does this consciously. Throughout the school pupils are made aware of the range of music which is available to them and they learn about composers from a variety of traditions and cultures. This is also introduced through dance. The books selected for literacy and provided in the library or used as models for the pupils' own writing are drawn from both the British European culture and those from more distant lands.

p.19

PUPILS?

48. In religious education the pupils learn to understand the Christian background and cultural heritage, for example, in the visit to Lichfield Cathedral by Year 6 and local churches by the younger pupils. They also study the beliefs and cultures of Islam, Judaism, Hinduism and Islam at appropriate levels. This develops their sympathetic awareness of the variety of cultural traditions they may come across. Edensor Church of England (VC) Primary School - 20

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. The school continues to provide a caring, supportive and inclusive environment where pupils flourish because the staff know and value them as individuals. Parents feel that their children are safe and well cared for in a happy and friendly community.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. The school has very good systems for ensuring pupils’ health, safety and welfare. Child protection procedures are followed correctly and the school has a good understanding of its responsibilities towards any pupils in public care. All staff show sensitivity to pupils in need and make good provision for their care when they are hurt or unwell or have specific medical needs.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. Midday staff care well for pupils at lunchtime and actively promote happier playtimes by playing with pupils and providing indoor activities for those who feel that they need a quiet space or reassurance. The Breakfast Club, run by governors and volunteers, provides pupils with good levels of care, including nutritious food and a range of interesting activities. Arrangements for health and safety are good and the school regularly reviews its routines and procedures through risk assessments to ensure pupils’ health and safety, for example, when undertaking visits.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. Procedures for monitoring and improving attendance are good. Good links are established with the educational welfare officer who visits regularly and follows up individual cases where necessary. Registrations are carried out efficiently and unexplained absences are followed up by staff who have a good knowledge of individual pupils who are regularly absent or late for school. The school is aware of the traditional culture of ‘potter’s holidays’ which affect authorised absence and continue to impress upon parents the importance of uninterrupted education.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. The procedures for monitoring and promoting behaviour and for eliminating any oppressive behaviour are excellent. This is reflected in the very good behaviour of pupils and the calm atmosphere in the school. The behaviour policy provides clear guidelines for promoting good behaviour and ensures consistency of approach in behaviour management from all staff. Pupils are involved in negotiating class rules and, as a result, are clear about what is expected of them.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54. The school is also very effective in supporting individual pupils with significant behaviour problems and monitors them well. An outstanding feature of the school’s behaviour management procedures is the involvement of pupils in the Anti Bullying Council. Through this council, older pupils, with the support and guidance of staff, learn to promote discipline amongst their peers and to mediate between pupils who are not getting on well. Their role in school is highly valued by staff and pupils alike and has an excellent impact on pupils’ personal development and levels of self-discipline.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

55. The school has made very good progress in improving its procedures for assessing pupils’ attainment and progress. This area is a now a strength of the school. From baseline assessments in the nursery and reception classes, the school has developed very good testing and record keeping procedures in English, mathematics and science, which are now being extended and developed in other subjects. Edensor Church of England (VC) Primary School - 21 56. The school makes very good use of detailed comparative data from the local authority to extensively monitor and analyse the data from testing. With this information it identifies trends and variances in achievement, places pupils in ability sets for English and mathematics in Years 3 to 6 and tracks the progress of pupils of all abilities to ensure that they are progressing fast enough against predicated levels of achievement. Answers in tests are closely analysed so that staff can pinpoint exactly where pupils have gaps in their

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

understanding, for example, the use of data handling in mathematics or characterisation in writing.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

57. Through their assessments in lessons and monitoring of pupils’ records, teachers are setting good, and increasingly precise, targets for pupils to work on. The assessment co- ordinator has been successful in unifying systems and overseeing all assessment procedures. She is now working with staff to develop individual pupil portfolios with pieces of pupils’ work chosen by teachers, and sometimes pupils, in order to build up a clear picture of pupils’ progress. The school is now further developing whole school portfolios of pupils’ work, in subjects other than English and mathematics, so that teachers can more accurately assess work against specific National Curriculum levels.

p.21

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

58. Overall, the quality of educational and personal support and guidance is very good and there is excellent support and monitoring of pupils’ personal development. Teachers’ marking helps pupils to understand how well they have achieved and where they need to make improvements. Teachers take a great deal of time to celebrate special pieces of work in class or at ‘praise assemblies’. In addition to a whole class target, all pupils have half-termly individual targets that are shared with parents and are referred to regularly.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

59. There is a strong emphasis on independent learning in all lessons and good displays which indicate to pupils the levels at which they are working and what they need to do to achieve a higher level. This enables pupils to understand their strengths and those areas needing further work. For example, at the end of Year 4 science lesson, the teacher asks pupils if they think they have fully understood the work on conductive and insulating materials. Pupils have to evaluate their own performance and respond by putting their thumbs up or down, or by moving their thumbs half way to indicate that they need more practice. The teacher notes this response in order to assess what she must teach at the next lesson. This simple, yet effective, approach allows pupils to take additional responsibility for their own learning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

60. Teachers and staff know all the pupils very well and give good guidance and support in lessons and around the school. The system of reward, such as stickers and team points, is well understood by pupils and teachers ensure that all pupils are included in the celebration of achievement over the school year. This helps to raise pupils’ self-esteem and has a very positive impact on the quality of their learning and their personal development.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

61. The school’s partnership with parents is good and remains a high priority for development for the school and the governing body. Since the last inspection the school has maintained its effective links with parents and provides them with good quality information. Most parents have very positive views of the school and some wrote letters to the inspectors to emphasise their appreciation of the quality of education provided for their children. They are particularly positive about the ‘praise assemblies’ to which they are invited each week and which enable them to participate in celebrating their children’s achievements. Edensor Church of England (VC) Primary School - 22 62. Parents are particularly pleased with the progress that their children make as a result of good quality teaching, high expectations for their children’s achievement and the support that pupils receive to help them behave well and grow up. As at the last inspection, a significant

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

number of parents were concerned about the range of activities provided outside school. The inspection team considers these to be very good. Some parents still express concerns about the school’s provision for homework, although these range from those who would like their children to have more work to those who do not wish their children to have any. Although the school involved parents in its discussions about homework during the writing of the current home-school agreement, it recognises the need to consult with them further in order to address these concerns.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

63. The quality of information provided for parents is good. The prospectus and governors’ annual report to parents are well written and give detailed information about the school and its activities. There are good quality newsletters which help parents to know what is going on in school and which encourage parents to get involved in school life and their children’s learning. Regular consultation evenings are held for parents to review their children’s progress and achievements and to discuss the targets set for pupils. These are usually well attended and parents make good use of these opportunities to look at their children’s work.

p.22

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

64. The annual reports to parents regarding pupils’ progress and attainment cover all subjects of the curriculum. They clearly identify what pupils are able to do and how well pupils achieve in English, mathematics, science and information and communication technology. There is too much similarity in reporting in other subjects of the curriculum because teachers are not using the assessment information available to them well enough to more clearly indicate to parents what pupils know, understand and can do, rather than merely describe what they have done.

p.22

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

65. The school is aware of the need to continue to encourage more parents to be involved in their children’s learning at school and home. Through its community links in the parish, it develops links with parents through ‘Sure Start’ and the Mothers and Toddlers Group before children start school. An Early Years Open Day is a good feature which gets parents involved at the beginning of their children’s education. The school holds workshops on mathematics and science, has offered computer courses for parents in conjunction with Cauldon College and has encouraged parents to participate in Family Literacy schemes such as the ‘Books and Beyond’ family focused reading project. Those parents who participate in school life make a good contribution.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

66. A small number of parents and grandparents help regularly in classrooms. They support activities such as group work and one grandparent has made a significant impact to the school’s appearance through his gardening expertise. Pupils use the garden outside the front door as a good resource for learning, for example, when looking at the habitats of insects. The school no longer has a Parent, Teacher and Friends’ Association due to lack of interest but parents do give their support to any fund-raising activities organised by the school. There is very good attendance by parents at church services, praise assemblies and consultation meetings.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

Edensor Church of England (VC) Primary School - 23 67. The quality of leadership of the headteacher and key staff is very good and it ensures a clear sense of purpose in the school. The headteacher provides good educational direction, which is focused on the achievement of good standards and positive learning experiences for all pupils. Her vision guides the school’s work effectively. It is reflected in the aims of the school and is shared by staff and governors. There is a strong and successful commitment to the development of very good relationships and a caring ethos, which are greatly valued by the whole school community. The school’s robust sense of community and clear sense of educational direction, together with strong elements of leadership which are being drawn together, provide it with the good capacity for further improvement and success.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

68. At the last inspection, the leadership and management by the headteacher and governing body were judged to be sound. The rate of improvement has been good. The identified need to introduce procedures for monitoring the quality of teaching and learning has been met. The headteacher monitors lessons throughout the school and other members of staff play an increasing role in the process in order to support the enhancement of teaching skills and the development of individual subjects.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

69. Management is very good. Governors are well informed and discharge their statutory duties effectively. There are appropriate policies for the education and care of the pupils and for the management of the school. The school embraces the principles of equal opportunities and the inclusion of all pupils in its work. The governing body includes experienced, skilled and involved governors who recognise and celebrate the school’s achievements, particularly in relation to its place within the community. Governors support the headteacher well in dealing with community and parental issues and take a keen interest in curricular matters. The governors’ role as ‘critical friend’ to the headteacher on wider aspects of school improvement, monitoring and evaluation is developing well.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

70. The school is led very well. The headteacher has the goodwill of key staff, who fulfil their roles very conscientiously. The recent stability in staffing has enhanced the work of the senior management and this is reflected in the current very good rate of progress in effectively raising standards, making the best use of available expertise. Teachers have shown a high level of commitment in taking on responsibility for a range of subjects and co-ordinators make a valuable contribution to raising standards. Job descriptions have been reviewed to match teachers’ new responsibilities.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

71. Staff involvement in the formulation of the school development plan is based well on their knowledge of the school’s strengths and areas for improvement. This knowledge has enabled the school to bring about improvements in the quality of provision in key areas such as mathematics and information and communication technology. It has also enabled the school to meet targets set for pupils’ performance in national tests in 2000 and to raise those set in 2001. The current development plan has clear priorities and is useful as a management tool. There is clear written criteria to measure the success of the different aspects of the plan, there is a shared commitment to improvement. The school’s action to achieve success in these areas is very good. The plan identifies appropriate staff training to meet the needs of the pupils and to prepare and support staff in the implementation of initiatives, such as the

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

strategies for assessment and target setting.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

72. There are an appropriate number of teachers and their qualifications and experience provide a well balanced staff. Recent difficulties in staffing arrangements have been dealt with to the best of the school’s ability. The quality of teachers’ work is enhanced by regular professional development, some of which is provided in the school. The headteacher has Edensor Church of England (VC) Primary School - 24 developed an effective strategy for appraisal and performance management, which has been discussed with and agreed by governors. The new policy has been implemented and has already had an impact on the development of all staff. The induction and training of new staff are well organised. This enables them to adjust to school routines and provides early opportunities for them to become integral members of the staff team. Support staff are deployed effectively. They are clear about their own roles and make a good contribution to the

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

73. The accommodation is satisfactory overall and provides appropriately for the teaching of the National Curriculum. Most classrooms are sufficiently large for the number of pupils and there is a computer suite and a library. The classrooms are enhanced by bright displays of pupils’ work providing a pleasant working environment. The hall is large and attractive and provides ample space for physical education, assemblies and lunches. Outside, there are extensive hard playing areas. The school is currently developing plans to improve the grounds and seeking funding to achieve this. Children in the Foundation Stage and nursery are well provided for and have separate safe play areas. The school is well maintained and a programme of improvements is well managed.

p.24

HOW WELL IS THE SCHOOL LED AND MANAGED?

74. The resources available to support learning are satisfactory. There are satisfactory resources for mathematics and good facilities for information and communication technology. The library offers a satisfactory range and quantity of books; this is an improved area since the last inspection. Co-ordinators have developed good plans as part of the current school improvement plan to develop resources within their subject areas. The local environment and local community is used well to aid learning and pupils’ education is enriched by the wide variety of visitors coming to school and by visits to various places of interest.

p.24

HOW WELL IS THE SCHOOL LED AND MANAGED?

75. Financial matters are managed well. Good use is made of information and communication technology for the storage of information and for planning and managing the budget. External advice is purchased from the local education authority to support this process. Funds have been carefully prioritised, with particular attention to the size and formation of classes. Secure accounting systems produce accurate and useful management information, so that governors are able to reflect on how they are getting the best value for the school. The school is using funds well to improve the quality of provision and the standard of accommodation and has good plans within the current school improvement plan to continue with this programme of improvement making good use of the funds available.

p.24

HOW WELL IS THE SCHOOL LED AND MANAGED?

76. Specific grants, for example, for pupils with special educational needs and for staff training, are used effectively for their designated purpose. Funding has been used effectively to improve pupils’ achievement through raised self-esteem. Governors manage the finances of the school well and give appropriate consideration to the effectiveness of their spending. Resources are obtained at the most competitive prices and the school uses them in the best possible way. Day-to-day routine matters are dealt with promptly and teachers are left to get on with their teaching uninterrupted. Overall the school offers good value for money. Edensor Church of England (VC) Primary School - 25

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school governors, in conjunction with the headteacher and staff, should take the following actions to further raise standards in the school:

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ Improve the range and quality of resources to support teaching and learning throughout the curriculum;

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(paragraphs 74, 110, 125, 134, 141 and 146)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- establishing a whole school policy and practice for handwriting;

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The school is already aware of these issues and is addressing them.

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ Improve the information to parents on individual pupils’ progress in the Foundation subjects by:

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- Improving pupil’s annual written reports;

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to the key issues above, the following less important weakness should be considered for inclusion in the action plan. This are indicated in paragraphs 27 and 152:

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ Consistency in marking. Edensor Church of England (VC) Primary School - 26

p.25